APPENDIX B - Arizona State Board for Charter Schools

APPENDIX B Application

1. Title Page

2. Educational Plan

3. Operational Plan

4. Business Plan

5. Charter Principal Resumes

New Application

https://online.asbcs.az.gov/forms/display/21069[11/29/2018 12:58:23 PM]

New Application

Downloads

Request to Proceed

Cover Page

Title Page

Download all filesNote: Please be patient. This may take up to a few minutes to complete depending on the number of files included with this application.

The Applicant acknowledges that the revised application package for Valor Preparatory Academy, LLC fails to meet the expectations as evaluated, and formally requests tohave the Board consider the substantively incomplete revised application package. I understand that by submitting this request, Valor Preparatory Academy, LLC must makethemselves available for an in-person interview at a time and place to be identified by Board staff under separate cover.

Request to Proceed SignatureAndrew Szczepaniak 09/26/2018

Applicant Agreement InformationI certify all information contained in this application package is complete and accurate, realizing that any misrepresentation could result in disqualification from the charterapplication process or revocation after award. I understand that incomplete application packages will not be considered.

The Applicant acknowledges that all information presented in the application package, if approved, becomes part of the charter and will be used for accountability purposesthroughout the term of the charter.

The Applicant acknowledges that the Principals are aware of their responsibilities in the operation of a charter school as described in Arizona statute and that the Applicantis subject to, and will ensure compliance with all relevant federal, state and local laws and requirements.

The Applicant acknowledges that if approved to operate a charter school, the Applicant must execute a charter contract with the Arizona State Board for Charter Schools('Board') within twelve months after the Board decides to grant the charter. If a charter is not timely signed, the Board's decision to grant the new charter expires.

The Applicant acknowledges that if approved to operate a charter school, the Applicant must begin providing educational instruction no later than the second fiscal yearafter the Board's decision to grant the charter. Failure to begin providing educational instruction accordingly may result in the revocation of the charter.

The Applicant acknowledges that if approved to operate a charter school, the Applicant must provide the number of days of instruction as approved in the application within

the State's fiscal year that begins July 1st and ends June 30th. Failure to do so may result in revocation of the charter.

Applicant Agreement SignatureAndrew Szczepaniak 08/15/2018

Applicant NameValor Preparatory Academy, LLC

Charter School NameValor Preparatory Academy

Authorized RepresentativeAndrew Szczepaniak

Email: [email protected]

New Application


Authorized Representative Mailing Address2471 N Arizona AveSuite 1Chandler, AZ 85225

CountyMaricopa

Day Time Phone4802292389

Fax(No response)

Form of OrganizationNon Profit Corporation

Education Service Provider (ESP)None. We do not intend to contract with or have a governance relationship with an education service provider.

Principal Background Information

Charter PrincipalsScott Barker

Email: [email protected]

Troy WallinEmail: [email protected]

Damian CreamerEmail: [email protected]

Ryan ShookEmail: [email protected]

New Application


Target Population

A. Educational Plan

Files:

School Governing BodyTroy Wallin (Other)Damian Creamer (Other)Scott Barker (Other)

Mission StatementValor Preparatory Academy’s mission is to provide every student, no matter how they learn or regardless of their academic background an educational experience thatvalues a blended approach using teacher facilitated instruction, digital curriculum and technology to develop Arizona college and career ready citizens into contributingmembers of the community, one in which excels in collaboration, critical thinking and show competency in mastery of the Arizona State Standards.

Grades Served6th7th8th9th10th11th12th

Enrollment Cap595

Grades Served Year 16,7,8,9

Projected Enrollment Cap Year 1340

Grades Served Year 26,7,8,9,10


Grades Served Year 36,7,8,9,10,11


School CalendarStandard

Instructional Days184

Target Start Date07/29/2019

A. Educational PlanThe Educational Plan should define the plan for providing a learning environment that will improve pupil achievement in the target population (A.R.S. § 15-181) to include

New Application


B. Operational Plan

what students will achieve, how they will achieve it, and how the school will evaluate performance. It should provide a clear picture of what a student who attends theschool will experience with respect to educational climate, structure, assessment, and outcomes.

Note: Attached files are not uploaded or saved automatically. You must save the application in order to save the files.

A.1. Educational Philosophy — Download File

A.2. Target Population — Download File

A.3. Program of Instruction — Download File

A.3.1. Mastery and Promotion — Download File

A.3.2. Course Offerings and Graduation RequirementsDownload File — A.3.2 Course Offerings and Graduation RequirementsDownload File — A3.2 Menu of course offerings revised

A.4. School Calendar and Weekly ScheduleDownload File — A.4 School Calendar and Weekly ScheduleDownload File — A.4 Exhibit School CalendarDownload File — A.4 Exhibit Weekly Schedule Revised

A.5. Academic Systems PlanDownload File — A.5 Academic Systems Plan Revised

A.6. Instructional AnalysisDownload File — A.6 Exhibit: Instructional Analysis Template for 6-8 Grade SpanDownload File — A.6 Exhibit: Instructional Analysis Template for 9-12 Grade Span

B. Operational PlanThe Operational Plan should provide an understanding of how the Applicant and school will operate, beginning with its management and governance. It should present aclear picture of the Applicant's operating priorities, delegation of responsibilities, and relationship with key stakeholders.


B.1. Applicant EntityDownload File — B.1 Exhibit: VPA Articles of Organization and ACC AcceptanceDownload File — B.1 Exhibit: VPA Operating AgreementDownload File — B.1 Exhibit: VPA Organizational Chart Year 0Download File — B.1 Exhibit: VPA Organizational Chart Year 1Download File — B.1 Exhibit: VPA Organizational Chart Year 2Download File — B.1 Exhibit: VPA Organizational Chart Year 3Download File — B.1 Exhibit: PTLC March Board ResolutionsDownload File — B.1 Exhibit: PTLC April Board ResolutionsDownload File — B.1 Exhibit: VPA March Board ResolutionsDownload File — B.1 Exhibit: VPA Annual ReportDownload File — B.1 Exhibit: VPA Bylaws and Conflict of Interest Policy and Code of EthicsDownload File — B.1 Exhibit: VPA EINDownload File — B.1 Exhibit: PTLC 501c3 Determination LetterDownload File — Damian's FCC Renewal Card Verification Sheet and InformationDownload File — Signed board meeting for addition of Ryan Shook as officerDownload File — PTLC Officer Change ACC PaperworkDownload File — Applicant Entity Narrative Revised

B.2. School Governing Body — Download File

B.3. Management & OperationDownload File — B.3 Management and Operation

B.3.1. Education Service Providers

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/educational_philosophy.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/target_population.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/program_of_instruction.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/mastery_and_promotion.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/courses_and_requirements_a32-course-offerings-graduation-requirements1527111055.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/courses_and_requirements_a32-menu-of-course-offerrings-revised1534355831.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/calendar_and_schedule_a4-school-calendar-and-weekly-schedule1527110594.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/calendar_and_schedule_a4-school-calendar1527110595.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/calendar_and_schedule_a4-exhibit-weekly-schedule-revised1534355692.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/performance_management_plan_a5-academic-systems-plan-revised1534355935.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/instructional_analysis_a6-instructional-template-6-8-grade-span1527118207.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/instructional_analysis_a6-instructional-template-9-12-grade-span1527118208.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/applicant_entity_b1-vpa-articles-of-organization-and-acc-acceptance1527112222.PDF

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/applicant_entity_b1-vpa-operating-agreement1527112262.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/applicant_entity_b1-vpa-organizational-chart-year-0-founding-year1527112395.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/applicant_entity_b1-vpa-organizational-chart-year-11527112395.pdf



https://online.asbcs.az.gov/forms/file/forms/new-application/20463/applicant_entity_b1-ptlc-march-board-resolutions1527112485.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/applicant_entity_b1-ptlc-april-board-resolutions1527112486.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/applicant_entity_b1-vpa-march-board-resolutions1527112535.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/applicant_entity_b1-annual-report1527112977.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/applicant_entity_b1-vpa-bylaws-and-conflict-of-interest-policy-and-code-of-ethics1527113173.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/applicant_entity_b1-vpa-ein1527113314.PDF

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/applicant_entity_b1-ptlc-501c3-determination-letter1527113834.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/applicant_entity_damians-fcc-renewal1534353331.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/applicant_entity_secretary-certification-of-resolution-election-of-assistant-secretary1534353460.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/applicant_entity_ptlc-officer-change-720181534353518.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/applicant_entity_b1-applicant-entity-narrative-revised1534353982.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/governing_body.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/management_and_operation_b3-management-and-operations1527114110.pdf

New Application


C. Business Plan

Additional Information

No documents were uploaded.

B.3.2. Contracted Services — Download File

C. Business PlanThe Business Plan should provide an understanding of how the Applicant intends to develop and manage the school's financial operations to ensure a secured facility,appropriate personnel, and necessary instructional and operational resources to open and sustainably operate a school.


C.1. Facilities AcquisitionDownload File — C.1 Exhibit: Layout of SpaceDownload File — C.1 Facilities Acquisition Revised

C.2. Marketing and Student Enrollment — Download File

C.3. Personnel — Download File

C.4. Start Up BudgetDownload File — C.4 Start-up Budget Assumptions RevisedDownload File — Start-up budget revised

C.5. Three Year Operational BudgetDownload File — C.5 Exhibit: Projected Revenue Calculator for Years 1,2,3Download File — C.5 operational budget workbook revisedDownload File — C.5 Three Year Operational budget narrative revised

Verifiable Proof of Secured FundsDownload File — C.4 Exhibit: Verifiable Proof of Secured FundsDownload File — C.4 Exhibit: PTLC April Board Resolutions for DonationsDownload File — C.4 Exhibit: Grant Letter to VPA from PTLC

Additional InformationDo not complete this section unless specifically directed to do so in the application being completed.

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/contracted_services.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/facilities_c1-construction-drawing-of-space-layout1527114465.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/facilities_c1-facilities-acquisition-revised1534354291.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/marketing_and_enrollment.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/personnel_section.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/start_up_budget_c4-start-up-budget-assumptions-revised1534354585.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/start_up_budget_c4-start-up-budget-revised1534354743.xls

https://online.asbcs.az.gov/forms/file/forms/new-application/20463/three_year_operational_budget_c5-projected-revenue-calculator1527115988.pdf

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/three_year_operational_budget_c5-three-year-operational-budget-revised1534354914.xlsx

https://online.asbcs.az.gov/forms/file/forms/new-application/21069/three_year_operational_budget_c5-three-year-operational-budget-narrative-revised1534354914.pdf

Educational Plan • A.1 Educational Philosophy• A.2 Target Population• A.3 Program of Instruction• A.3.1 Mastery and Promotion• A.3.2 Course Offerings and Graduation

Requirements• A.4 School Calendar and Weekly Schedule• A.5 Academic Systems Plan• A.6 Instructional Analysis

A.1 Educational Philosophy

A.1EducationalPhilosophy ValorPreparatoryAcademy,LLC Page1of20

EducationalPlan

A.1EducationalPhilosophy

A. OverviewofSchool’sPhilosophicalApproach

ValorPreparatoryAcademyusesaninnovativeblendedlearningmodel.Studentswillbeassessedfromthedaytheyenrolltodeterminetheiracademiclevel.Followingareviewfromthestaff,studentswillhaveapersonalizedplandevelopedandplacedintooneofthethreeinstructionaltiergroups.AVPAstudentwillutilizethehighestqualitydigitalcurriculuminanonlineenvironmentathomeandisrequiredtoattendthelearningcenterasdeterminedbytheirinstructionaltier.Masteryiscontinuallyassessedtodeterminetherequiredattendanceatthelearningcenter.VPAwillpreparestudentstobecomeresponsiblecitizenswhowillcontributetothecommunityatlarge.StudentsattendingVPAwillfeelsafetotaketheeducationalrisksneededtodevelopintoacontributingmemberofthecommunity.Thesafe,supportivelearningcenterwithclassroomsdesignedforsmallgroupinstructionminimizesthestressorsthatcanhaveanegativeimpactonstudentsandlearning,likebullyingandcompetition.

Byusingtherigorous,engaging,standards-basedStrongmindcurriculumdeliveredinaface-to-faceclassroomanddigitalonlinesettingbyhighlyeffectiveteachers,VPAwillempowerourstudentstolearn,masterandshowtheyarecollege/careerready.VPAteachersandstaffwillbestudent-centered,provideservicewithpassionanddemonstratethattheyareanintegralpartofeachstudent’ssuccess.Teacherswillfacilitatelearningbyusingevidencebasedinstructionalstrategiesthataddressthediverselearningneedsofstudentsatallacademiclevelsandprovidemultipleopportunitiestoshowmastery. ThemechanismsandpracticesatVPAaredevelopedtohavethegreatestimpactwithourstudentsbylookingatwaystomovetraditionalthinkingtoinnovativethinking.PeterSenge(1990)1statesthisintheTheFifthDisciplineas:“small,well-focusedactionscansometimesproducesignificant,enduringimprovements,ifthey’reintherightplace.”Systemsthinkersrefertothisas“leverage.”Tacklingadifficultproblemisoftenamatterofseeingwherethehighleveragelies,achangewhichwithaminimumamountofeffortwouldleadtolastingchange.

HowStudentsWillLearnStudentswilllearnbyusingtherigorous,engaging,andstandards-basedStrongminddigitalonlinecurriculumdesignedtoimprovelearningwiththestudentsneedsandlearningstyleinmind.VPAstudentsarethosestudentswhoaremobile,sociallyconnectedviadigitalplatforms,andhavegrownupinthevirtualonlineworld.MarcPrenskystates;“There’ssomuchdifferencebetweenhowstudentsthinkandhowteachersthink.Increasingly,we’refailingtodeliverwhatstudentsneedinthewaysthattheyneedit.Whattoday’skidsdohaveisashortattentionspanforouroldwaysofteaching.2”VPA’sblendedandflippedlearningplatform

1Senge,P.(1990).Thefifthdiscipline.NewYork,N.Y.:CurrencyDoubleday.2Prensky,M.(2010).TeachingDigitalNatives:Partneringforreallearning.ThousandOaks,CA:Corwin.


meetsthestudentswheretheyareatinthisvirtualworld.Teachersbecomeintertwinedwiththestudentswayoflearning.Theteacherbecomesafacilitatorofthestudentslearning.

Withtheteachersassistance,studentsatVPAwilllearnhowtodevelopgrit,“Gritisstick-to-it-ness,it’sbackbone,it’sperseverance,”saysDr.LauraBarbanel.3Gritistheabilitytostickwiththingsthatareimportanttoyou.It’sviewingobstaclesaschallengestoovercomeratherthanreasonstoquit.Insum,gritistheabilitytoaccomplish,inthefaceofsetbacksorchallenges,thegoalsthatareimportanttoyou.Forexample,havinggritwillhelpyoustudyforafinalexamthat’stwoweeksawayorkeepyoufromquittingasportafteratoughgame.It’swhatforcesyoutofacedifficultemotionoruncomfortablefeelingsoyoucanemergefeelingstrongandmoreresilient.Inshort,gritisanessentialingredienttoachingyourgoals,nomatterwhattheymightbe.4 “GRITisthatmixofpassion,perseverance,andself-disciplinethatkeepsusmovingforwardinspiteofobstacles”saysDanielCoyle,authorofTheLittleBookofTalent:52TipsforImprovingYourSkillsbyDanielCoyle.

Thegoodnewsis,youcancultivateorbetterstillgrowyourgrit.It’saskillthatcanbelearnedandpracticedovertime.Gritisassociatedwithperseverance,resilience,ambition,andtheneedforachievement.Itinvolvesmaintaininggoalfocusedeffortforextendedperiodsoftime.Youcandevelopyourcapacityforgrit.Yourresponsetoachallengingsituationismoreimportantthantheobstacleyouface.RyanHolidaysays“obstacleistheway.”Youneedgrittopushthroughtheobstacleeverytimeyoufaceachallenge.Dr.AngelaDuckworth,authorofGrit:ThePowerofPassionandPerseverance,isthebest-knownresearcherofgrit,andshedefinesGritas:“workingstrenuouslytowardchallenges,maintainingeffortandinterestoveryearsdespitefailures,adversity,andplateausinprogress.”Tenacitymatterssogreatlybecause,assheexplains,“effortcountstwice.5”

Withthisinmind,studentefforts/perseveranceandgritbecomepartofthelearningenvironmentatthecenter.Whenastudentisonsite,thecurriculumwillbedeliveredwithguided,facilitatedsupportfromateacherorparaprofessional.VPAstudentswillbeempoweredtomovefluidlythroughmultipletiersofinstructionalsupportastheyshowtherequiredacademicachievementineachtier(describedindetailbelow).Thesethreetiers;guided,support,andmodifiedinstructionaredevelopedtoprovidethenecessaryface-to-facesupportstudentsneedtoshowacademicsuccessandbeaffordedtheopportunitytomovetotheappropriatetier.Onceastudentmovestoanewtier,iftheirachievementisnegativelyimpacted,theywillmovetotheprevioustier.Thus,studentsreceivethenecessaryscaffoldingandsupportfromqualifiedteachersandstafftodevelopgritandmasteryofthecontent.Additionally,asstudentsprogressthroughtheiracademicprogram,theyarerequiredtocompletevariousservice-learningprojects.VPAdevelopsthewholechildaddressingsocial,emotionalandacademicneeds;therefore,theservicelearningprojectsprovidetheopportunityforVPAstudentstogivebacktothecommunityaswellasdeveloptheirinterestsincollegeand/orcareer.Theprojectsaredevelopedwiththeacademicadvisorandthestudentbasedon

3Ascione,L.(2018,May11).GrowEmotional&SoftSkills-FMUCenterofExcellence.Retrievedfromhttps://www.eschoolnews.com/2018/05/11/8-ways-to-help-students-grow-their-grit4Baruch-Feldman,C.(2017).Thegritguideforteens:Aworkbooktohelpyoubuildperseverance,self-control&agrowthmindset.Oakland,CA:InstantHelpBooks.5Oppong,T.(2018,March01).TheTheoryof"Grit"asaPredictorofSuccessinLife.RetrievedMay14,2018,fromhttps://medium.com/personal-growth/the-theory-of-grit-as-a-predictor-of-success-in-life-24274ceec46


thestudent’sinterests.Forexample,ifastudenthasinterestinbecomingateacher,he/shemayvolunteerinaclassroomassistingtheteacherbyreadingtostudents,helpingstudentswithwork,etc.

TheVPAmissionwilldriveeverystudent’seducationalexperience.Tothatend,instructionalstaffwillbetrainedincurrentevidence/research-basedpedagogyinordertousinstructionalstrategiesthatcontributetoacademicsuccess.AllVPAemployeesarestudent-centered,provideservicewithpassionandrealizetheyareanintegralpartofeachstudent’ssuccess.Asaresultofcollaborativeteammeetingsandanalysisofdiagnosticassessments,eachstudentwillbeplacedinoneofthe3instructionaltiers.Studentsaregivenadditionalassistancebasedontheirplacementinoneofthreetiers:guidedgroup,supportgroup,ormodifiedgroup,andprovidedtheflexibleopportunityforgradualreleasetopartialorfullindependentlearning.AsdescribedbelowintheRoleoftheTeacher,ourcurriculumisdesignedtobeaccessibletostudentsofallacademicproficiencylevelsandwillbepurposelyadaptedtomeeteachstudentsindividuallearningneedsandtheadoptedschoolstandards.UsingRead180andMath180,evidencebasedprograms,willprovidenecessaryscaffoldingforthosestudentsneedingadditionalfoundationalsupport.VPAhasselectedRead180becauseitwasfoundtohavepositiveeffectsoncomprehensionandgeneralliteracyachievement,potentiallypositiveeffectsonreadingfluency,andnotdiscernibleeffectsonalphabeticsforadolescentreaders.6Forsimilarreasons,theschoolchoseMath180whichisdesignedtoaddresstheneedsofstrugglingstudentsgrade6andup,andtheirteachers,equally–buildingstudentsconfidencewithmathematicsandacceleratingtheirprogresstoalgebra.7

Toensurestudentlearningandacademicsuccessofthetargetpopulation(describedinA.2TargetPopulation)theschoolwilluseMTSS(MultipleTieredSystemofSupport)whichwill:

o Correctlyidentifystudentswhoneedintervention o Provideinterventionthataddressesthosestudentsnotbeingacademically

successful

UsingJohnHattie’sresearchonwhatworksbestforraisingstudentachievement,VPAstudentswilllearnusingvisuallearningtools,interventions,appropriatefeedback,directinstruction,questioningstrategiesandcooperativelearning.Throughhisresearchthesehaveaneffectsizeof0.40whichrepresentsoneyear’sgrowthoverthecourseofoneschoolyear.Hattiestates:“Schoolsthatuseeffectsizetomeasurestudentprogresscanmaximizetheirimpactonstudentoutcomes.8” Tomeetthelearningneedsofallstudents,teacherswillcompleteandreviewthe45-dayinterventionscreeningformthatwillallowschoolstafftoidentifyadditionalsupportorlearningneedsthestudentmayhavewhichmayincludereferraltoastudentstudyteam.TheStudentStudyTeam(SST)willproviderecommendations/interventionstoteachersto

6 Read180InterventionReport,WhatWorksClearinghouse,U.S.DepartmentofEducation,November20167Research&Validation:Math180.HoughtonMifflinHarcourt,(2015).RetrievedMay14,2018,fromhttps://www.hmhco.com/products/math-180/research-results/math-intervention-validation.htm8VisibleLearningforTeachers.NewYork,NewYork:Routledge,2011


implementtoaddressanyconcerns.TheSSTteamwilluseacademicperformancedata,attendanceinformation,previousschoolrecords,parentinputandteacherinputtodeterminethemostappropriateinterventionstoaddressthepresentedconcerns.AllstudentsthatarereferredtotheSSTteamforacademicconcernswillbeplacedintheguidedinstructionalgroupinordertoreceivethetargetedsupportneeded.ThePre-ReferralInterventionManual(PRIM)willbeusedtoprovidestaffavarietyofinterventionstrategiestousewithstudentswhoareinneedofadditionalsupport.Thespecialeducationteacherandinstructionalsupportstaffwillprovidethenecessaryaccommodationsneededbyanystudentidentifiedwithspecialeducationneedsintandemwiththeteachingstaff.

Anenvironmentthatisconducivetohowstudentslearnandallowsthemtotakeacademicrisksisessential.AllstaffwillbetrainedandimplementPositiveBehaviorInterventionSupports(PBIS)tocomplementourMulti-TieredSystemsofSupport(MTSS).Theseincludepreventativeandresponsiveapproachesforallstudentsinthesmallgroupsettingthatshowcasesthededicatedsupportforstudents.PBISstrategiesareimplementedtodecreasedisruptionsandincreaseinstructionaltimewhileimprovingstudentsocial/emotionalbehaviorandmeetingacademicexpectations.

Studentswhoshowexpectedacademicperformanceasmeasuredbytheendofcoursestandardsbasedalignedassessments,developedusingATI’s/Galileosystem,advancefreelythroughthethreetiers.Thesetiersvaryinrequiredtimewithateacherandindependenceastheyprogresstobecomingprimarilydigitallearnersathome.Studentswhostruggletoachieveproficiencyormaintainexpectedacademicperformanceareplacedandsupportedthroughthecurriculumusingablendedandflippedmodelasdescribedbelow.BlendedLearningIntheblendedmodel,VPAusestheworkofStakeandHornascitedintheBlendedLearningReport,May2014.9

Theblendedmodel:•Involvesteachingandlearningwithinaformaleducationprogram•Studentslearninpartthroughonlinedeliveryofcontentandinstruction•Studentshavesomelevelofcontrolovertime,place,path,and/orpaceofinstruction•Partorallofinstructionisdeliveredawayfromhomeinasupervised,brick-and-mortarstylelocation

FlippedLearningInthispedagogicalapproachinwhichdirectinstructionmovesfromgrouplearningtoindividuallearning,andtheresultinggrouplearningenvironmentistransformedintoadynamic,interactivelearningenvironmentwheretheeducatorguidesstudentsastheyapplyconceptsandengagecreativelyinthesubjectmatter.ThefourpillarsofFLIPareFlexibleEnvironment,LearningCulture,IntentionalContent,andProfessionalEducator.Eachofthesearedefinedas:

9Murphy,R.,Snow,E.,Mislevy,J.,Gallagher,L.,Krumm,A.,&Wei,X.(2014,May).BlendedLearningReport.Retrievedfromhttps://www.edweek.org/media/msdf-blended-learning-report-may-2014.pdf


FlexibleEnvironment:FlippedLearningallowsforavarietyoflearningmodes;educatorsoftenphysicallyrearrangetheirlearningspacestoaccommodatealessonorunit,tosupporteithergroupworkorindependentstudy.Theycreateflexiblespacesinwhichstudentschoosewhenandwheretheylearn.Furthermore,educatorswhofliptheirclassesareflexibleintheirexpectationsofstudenttimelinesforlearningandintheirassessmentsofstudentlearning.LearningCulture:Inthetraditionalteacher-centeredmodel,theteacheristheprimarysourceofinformation.Bycontrast,theFlippedLearningmodeldeliberatelyshiftsinstructiontoalearner-centeredapproach,wherein-classtimeisdedicatedtoexploringtopicsingreaterdepthandcreatingrichlearningopportunities.Asaresult,studentsareactivelyinvolvedinknowledgeconstructionastheyparticipateinandevaluatetheirlearninginamannerthatispersonallymeaningful.IntentionalContent:FlippedLearningEducatorscontinuallythinkabouthowtheycanusetheFlippedLearningmodeltohelpstudentsdevelopconceptualunderstanding,aswellasproceduralfluency.Theydeterminewhattheyneedtoteachandwhatmaterialsstudentsshouldexploreontheirown.EducatorsuseIntentionalContenttomaximizeclassroomtimeinordertoadoptmethodsofstudent-centered,activelearningstrategies,dependingongradelevelandsubjectmatter.ProfessionalTeacher:TheroleofaProfessionalTeacherisevenmoreimportant,andoftenmoredemanding,inaFlippedClassroomthaninatraditionalone.Duringclasstime,theycontinuallyobservetheirstudents,assessingtheirworkandprovidingthemwithfrequentspecificfeedbackrelevantinthemoment,andassessingtheirwork.ProfessionalTeachersarereflectiveintheirpractice,connectwitheachothertoimprovetheirinstruction,acceptconstructivecriticism,andtoleratecontrolledchaosintheirclassrooms.WhileProfessionalTeacherstakeonlessvisiblyprominentrolesinaflippedclassroom,theyremaintheessentialingredientthatenablesFlippedLearningtooccur.10Usingablendedandflippedlearningmodel,studentsmovethroughthefollowingthreeinstructionaltiers:

• GuidedGroup–structuredteacher-ledfacilitatedlearning,2-3hours,5daysperweekwiththeremainingdailyhourscompletedathomeonline.Asstudentsshowacademicsuccesstheygraduallymovetothenexttier.

• SupportGroup–structuredteacher-ledfacilitatedlearning,2-3hours,2daysperweekwiththeremainingdailyhourscompletedathomeonline.

• ModifiedGroup-structuredteacher-ledfacilitatedlearning,1-2hours,1dayperweek;studentswhograduatetothistierarefullyreleasedtocompletecourseworkintheenvironmentoftheirchoosingaftercheck-in,thusbecomingafulldigitallearner.

Atanytime,thestudentmaychoosetocometoschoolforadditionalsupportfromateacherabovetherequiredamount.Thisflippedmodelallowsaccesstothecurriculuminaflexible,adaptablelearningenvironment.VPA’sflippedtiersalsoprovidetheopportunitytobeaccountablefortheirownlearningandbeempoweredtoengagewithteachers,staffandotherstudentsbasedontheirinstructionalgroup

10FlippedLearningNetwork(FLN).(2014)TheFourPillarsofF-L-I-P™


atthelearningcenter.Studentsareaffordedtheabilitytoowntheirlearningandachieveacademicexcellence.

SocraticSeminarsStudentswillbeinstructedinsmallgroups,allowinginstructiontobestrategicandspecificaswellasencouragehigherlevel/criticalthinking,throughSocraticSeminars.ElfieIsraelsuccinctlydefinesSocraticseminarsandimpliestheirrichbenefitsforstudents:TheSocraticseminarisaformaldiscussion,basedonatext,inwhichtheleaderasksopen-endedquestions.Withinthecontextofthediscussion,studentslistencloselytothecommentsofothers,thinkingcriticallyforthemselves,andarticulatetheirownthoughtsandtheirresponsestothethoughtsofothers.Theylearntoworkcooperativelyandtoquestionintelligentlyandcivilly.11

VPAwillutilizesocraticseminars,whichspurformaldiscussionsbasedonopen-endedquestionsbytheteachertostretchstudentstolistenwiththeintenttounderstandothersaswellasthinkcriticallyinordertoarticulatetheirownthoughtandresponsestoothers.RoleoftheTeacherAVPAteacherwillbeanintegralpartofthestudent’sacademicsuccess.AttheheartoftheVPAteacher’spartnershipwithstudentsandfamiliesarethefollowingkeyguidingquestions:

§ AmIshowingIamstudent-centered?§ AmIreachingalllevelsoflearning?§ AmIcommunicatingresultsandacademicprogress?§ AmImeetingthestudentswheretheyare?

Withinsmallgroupsasdescribedabove,teachersdecidewhatlearningtargetsandsuccesscriteriawillbeusedtomeasureacademicachievement.Theteacheriscontinuallymodeling,usingformativeassessmentstrategies,checksforunderstanding,andusingformativeassessmenttechniquesalongwithguidedpracticetoensureinstructionaladjustmentsaremadethatensuresstudentsarelearning.

Thisallowsteacherstogatherimmediateformativedataonstudentmasterythroughfrequentstudentresponses.ThesedataarethenusedintheCollaborativeTeams(describedbelow)todevelopandplaninterventions,nextdayinstructionanddifferentiationstrategies.Theseteamswilladditionallyusetheinformationtoprovideappropriateaccommodationsforstudentswithspecificwrittenplansthrougha504,IndividualizedEducationPlan(IEP),orGifted.TheStrongminddigitalcurriculumandongoingteacherassessments(formativeandsummative)willbeusedtomeasureacademicsuccessasalignedtotheProgramofInstructiondescribedinSectionA.3andArizonaStateStandards.ATI/Galileoendofcourseassessments

11 Israel,Elfie.“ExaminingMultiplePerspectivesinLiterature.”InInquiryandtheLiteraryText:ConstructingDiscussionsntheEnglishClassroom.JamesHoldenandJohnS.Schmit,eds.Urbana,IL:NCTE,2002.


areanintegralpartofthedigitalcurriculum.Diagnosticandongoingformativeassessmentsthroughouttheteachingandlearningcycleareutilizedtoinformteachersofstudentacademicprogresswhichinturnwillsupportthestudent’sseamlesstransitionthroughthe3instructionaltiers.Teacherswilluseadatadashboardandinstructionalreportsasaguideinordertoprovideappropriateinterventionsanddocumentstudentacademicprogress.EachGalileoassessmentwillassistinidentifyinggrowthorlackthereofinstudents.These,alongwithcourseassessmentswillserveaskeydatapointsforthedailycollaborativeteamsreview.Eachstudent’sprogresswillbemonitoredandprovidedthenecessaryinterventiontogarneracademicsuccess.

VPAiscommittedtomeetingtheneedsofallstudentsisakeyingredientforthesuccessofourstudentsandschool.VPAwillprovidearobustESSdepartmentspecializinginprovidingacademicandsocial-emotionalinterventions.AllELL,IEP,and504studentswillbeaccommodatedundertherulesandregulationsrequiredbyFederalandArizonaStateStatute.

MeetingtheNeedsofDiverseLearners/SpecialPopulations(EL,SpecialEducation,andGifted)Studentlearningneedsarefirstidentifiedduringtheenrollmentprocessduringareviewofstudent’srecordsandtranscripts.TheuseoftheinitialGalileoassessmentwillalsoassistindeterminingstudentknowledgegaps.Inadditiontopre-assessments,teachersadministera45-dayscreener,whichallowsacademicunderperformanceconcernstobenoted.VPAstaffcollaboratetoensureallareawareofthefindingsoftheinterventionscreenerandtoprovideanymodificationsoraccommodations.TheESSand504team,includingthePrincipalmayalsochoosetoimmediatelyreferstudentswithsignificantconcernstotheschool-wideStudentStudyTeam(SST)toensurethatmoreintensiveactionsaretakentoaddressthestudent’sneeds.Asnecessary,staffwillcompleteandreviewtheinterventionscreeningformthatwillallowschoolstafftoidentifyadditionalsupportorneedsthestudentmayhavewhichmayincludereferraltoastudentstudyteam.TheStudentStudyTeam(SST)willproviderecommendations/interventionstoteacherstoimplementtoaddressanyconcerns.TheSSTteamwilluseacademicperformancedata,attendanceinformation,previousschoolrecords,parentinputandteacherinputtodeterminethemostappropriateinterventionstoaddressthepresentedconcerns.AllstudentsthatarereferredtotheSSTteamforacademicconcernswillbeplacedintheguidedinstructionalgroupinordertoreceivethetargetedsupportneeded.ThePre-ReferralInterventionManual(PRIM)willbeusedtoprovidestaffavarietyofinterventionstrategiestousewithstudentswhoareinneedofadditionalsupport.Thespecialeducationteacherandteacherassistantswillprovidethenecessaryaccommodationsneededbyanystudentidentifiedwithspecialeducationneedsintandemwiththeentireteachingstaff.Studentsthattestbelowbenchmarkandorreceiveafailinggradeinoneormoreoftheirclasseswillbetransitionedtotheappropriatetierlevelofinstructioninordertoreceivemoreface-to-faceinterventions.Ifastudentisalreadyoncampusfulltimeanddisplayslowgradesandorshowsneedsbasedontheirinterventionscreening,thestudentwillbeassignedtothespecialeducationteacher/casemanagerfordirectfollowup,whichmayincludeSpecialEducationtesting.Theteacher/managerwillworkdirectlywithVPA’sPrincipalandCounselor,andthestudent’sparent/guardiantoprovideone-on-oneinterventions.


StudentsthatdonotqualifyforanIEPor504willstillhavetheopportunitytoworkwiththeirteachersoneononeeachdaythroughsmallgroupinterventionsandafterandbeforeeachscheduletransition.VPAhasbuiltinsmallinstructionalgroupsandoneononetutoringtimesavailableeachday.Teacherswillscheduleinterventionswithstudentsandparents/guardianstoassistinmasteringtheirlearningobjectives.VPA’sdailycollaborativeteamsessionswillidentifyareaswherestudentsarestruggling.Inresponse,eachteacher,basedontheirexpertise,willbeassignedagroupofstudentstomonitorandscheduleoneononeorsmallgroupintervention.

GiftedstudentsatVPAwillbeenrichedthroughtheSchoolwideCluster-GroupingModel.SchoolwideClusterGroupingisaninclusionmodelwhereinstudentswithexceptionallearningneedsareintegratedintotheclassroom,ortiergroups.Inthismodelteacherswillprovideappropriatedifferentiatedlearningopportunitiesforthoseneedingadditionalenrichment/challenging.“Whenteachersdifferentiateeffectively,thereisgeneralimprovementinoverallachievementfortheentireclass(Saunders,2005;Tomlinson,1999;Winebrenner&Devlin,2001).Thissuggeststhatwhenteacherslearnhowtoprovidewhatgiftedstudentsneedandprovidesimilaropportunitiestotheentireclass,expectationsandthelevelsoflearningareraisedforallstudents(Gentry&Kielty,2001).12”

ThisSchoolwideClusterGroupingmodelwillpromoteallstudents,includinggiftedstudents,todeveloplogicalthinking,reasoningskills,problem-solving,andcriticalandcreativethinkingskills.Eachteacher,anddesignatedteacher,willprovidemultipleopportunitiesforeachgiftedstudenttoacceleratethroughtheircourseandpartakeinextendedlearningopportunities.

Ifincreasedperformanceisnotseenoncourseassignments,assessmentscores,andprogressscoresclassroomteachersmayreferthestudenttotheStudentStudyTeam.Theteamwillprioritizefurtherinterventionsandprovideteachersresearch-basedinterventionsfoundthroughacademicstudies.

Allacademicinterventionswillbemeasuredbyexaminingyear-by-yearassessmentdata.Ifimprovementisnotseenamongststudentswithinthebottom20%,thenschool-wideinterventionpracticeswillberevised.

TheRoleoftheTeacherasLearner:School-wideProfessionalLearning

VPAbelievescontinuousprofessionallearningisvitaltothesuccessofanyeducationalinstitution.Therefore,VPAexpectsteacherstoembraceprofessionallearningwhichwillkeepthemattheforefrontofbestinstructionalpracticesandbeaguidingprincipletoensuretheyaremeetingallourstudentsneeds.Teacherswillberequiredtobeactivemembersofadailycollaborativeteamthatdetermineswheretheirstudentsare,academicallyandsocially.Thesecollaborativeteamsarecomprisedofstudent-centered“educatorswhoarecommittedtoworkingcollaborativelyinongoingprocessesofcollectiveinquiryandactionresearchinordertoachievebetterresultsforthestudentstheyserve.13”Collaborativeteamswillmake

12Brulles,D.,&Winebrenner,S.(2017).MaximizingGiftedStudents’Potentialinthe21stCentury.RetrievedMay14,2018,fromhttp://www.aasa.org/content.aspx?id=1744613Killion,J.andRoy,P.(n.d.).Becomingalearningschool.NationalStaffDevelopmentCouncil(2009)


instructionaldecisionsbasedonfrequentformativeassessments,observationsanddatatoprovidescaffoldedinstruction/interventions.Teacherswillmeetdailyintheircollaborativeteam(asdescribedbelow)todeterminewheretheirstudentsare,whattheyneedtoknow,andwhatinstructionalassistanceisneededforthemtoachieveacademicsuccess.Teacherswillmaintainafocusondailystudentprogress.ProfessionalLearningCommunities–CollaborativeTeamsVPAwillbecontinuouslylearningthroughaProfessionalLearningCommunity(PLC).WithinthePLC,ourteacherswillmeetdailyincollaborativeteams,teachersreviewtheprogressofstudents,inordertoinforminstructionaldecisionsforthefollowingday.Thisdailyprogressmonitoringwillallowteacherstoensurestudentsarebeingmetwheretheyare.

Teacherswillbeamemberofahighfunctioningcollaborativeteamfocusingonthefourguidingquestions(DuFour)andtwocollaborativeideals(Marzano):

1. Whatisitwewantourstudentstoknow?2. Howwillweknowifourstudentsarelearning?3. Howwillwerespondwhenstudentdonotlearn?4. Whatwillwedoiftheyalreadyknow?5. Howwillweincreaseourinstructionalcompetence?6. Howwillwecoordinateoureffortsasaschool?

ThisfocusondevelopingthewholeschoolasalearningschoolisbasedontheworkofJoellenKillion,andPatriciaRoyintheirbookBecomingaLearningSchoolandhasbeenselectedbyVPAtohelpteachersunderstandthepowerofcollaborativelearningtocreateaschoolfocusedonlearningandstudentachievement.Aslistedbelow,LearningForward’sStandardsforProfessionalLearning,“outlinethecharacteristicsofprofessionallearningthatleadstoeffectiveteachingpractices,supportiveleadership,andimprovedstudentresults.14”Throughthestandards,bestpracticeandprovenprofessionaldevelopmentteachersandstaffwillapplytheirlearning,reflect&sharetheimpactthatwillleadtoimprovedstudentachievement.Inpractice,teachersandstaffwilllearnalongsidetheircolleagues,observingeachandprovidingfeedbackthrough:InstructionalRounds,PeerObservations,LessonStudyandCollaborativeTeams.

StandardsforProfessionalLearning:

1. LearningCommunities:Professionallearningthatincreaseseducatoreffectivenessandresultsforallstudentsoccurswithinlearningcommunitiescommittedtocontinuousimprovement,collectiveresponsibility,andgoalalignment.

2. Leadership:Professionallearningthatincreaseseducatoreffectivenessandresultsforallstudentsrequiredskillfulleaderswhodevelopcapacity,advocate,andcreatesupportsystemsforprofessionallearning.

14StandardsforProfessionalLearning:QuickReferenceGuide.LearningForward,2011


3. Resources:Professionallearningthatincreaseseducatoreffectivenessandresultsforallstudentsrequiresprioritizing,monitoring,andcoordinatingresourcesforeducatorlearning.

4. Data:Professionallearningthatincreaseseducatoreffectivenessandresultsforallstudentsusesavarietyofsourcesandtypesofstudent,educator,andsystemdatatoplan,assess,andevaluateprofessionallearning.

5. LearningDesigns:Professionallearningthatincreaseseducatoreffectivenessandresultsforallstudentsintegratestheories,research,andmodelsofhumanlearningtoachieveitsintendedoutcomes.

6. Implementation:Professionallearningthatincreaseseducatoreffectivenessandresultsforallstudents,appliesresearchonchangeandsustainssupportforimplementationofprofessionallearningforlong-termchange.

7. Outcomes:Professionallearningthatincreaseseducatoreffectivenessandresultsforallstudentsalignsitsoutcomeswitheducatorperformanceandstudentcurriculumstandards.

Teachersandstaffwillbeexpectedtobecommittedtocontinuouslearningandgrowththatsupportsincreasedstudentresults.Asshowninthegraphicbelow,VPAwillembrace:

StandardsforProfessionalLearning:QuickReferenceGuide.LearningForward,2011VPAunderstandsProfessionalDevelopmentasakeydriverintheacademicsuccessofeachstudentandalsoasacomponentofteachersevaluation.Directed,concentrated,anddeliberateuseoftheLearningForwardStandardsaswellastheuseoftheBackmappingModelforplanningresults-basedprofessionallearningwillbeimplementedtoensureeachlearningopportunityisstrategicandfocused.


AtVPAtrainingonadoptedprogramswillbecomprehensiveandstrategicallymonitoredbytheschoolsteachersandadministration.Innovativewaystodemonstratepedagogicalknowledgewillbeutilizedtodevelopleadershipcapacity(suchaspeerobservation,lessonstudy,etc.).

PeerObservationPeerobservationwillallowteacherstoobservetheircolleaguesteaching.Thishasbeenfoundasoneofthemostpowerfulwaysforteacherstoimprovetheirpractice.Inaddition,teachersreceivingauthenticfeedbackfromtheirpeersbasedontheseobservationsprovidesanon-evaluativewaytoimproveinstruction.JasonFlom,aguessASCDbloggeridentifiesquestionsformakingtheprocessbecomeacultureofproductivepeer-to-peerobservation.These5questionsformakingitworkare:15

1. Whatistheessentialquestionbeingobserved?2. Aretheessentialquestionsfortheobservationcreatedwithatop-downorbottom-up

approach?3. Whatisthescopeoftheobservation?4. Whatisthepurposeoftheobservation?5. Whenisthetimetoobserveforoptimalfeedback?

Alongwiththeestablishingacultureofpeerobservation,itisessentialtonurtureacollegialexchangeofideasandpromoteacertainleveloftrustfortheobservationtobeeffective.Theculturemustbeoneoflearningandnotevaluation.

DennisSparks,formerexecutivedirectorofLearningForwarddescribestheessentialelementsofthecultureas;isoftenabsentwhenobservationisassociatedwithperformanceratherthanprofessionalgrowth."It'sariskythingtohaveyourprofessionalpracticescrutinizedbycolleagues,"saidSparks."Ateacherneedstohavesomeleveloftrustin[theobserver's]motivestrustthatthepurposeoftheobservationisnottomaketheteacherlookbadortoplaceblame,buttohelp."Mostimportanttoeffectiveteacherobservationisthatitbestudent-focused.Theemphasisneedstobeonhowthingscanbedonedifferentlyintheclassroomtoensurethatstudentssucceedacademically,addedSparks.16

B. ElementsFundamentaltotheSchool’sProgramofInstructionVPAwillbelocatedinthewestvalley,specifically,theCityofGoodyear.Theeaseofaccessibilitytoallmajorinterstates,freewaysandhighways,andavailablelandmakethisaprimeareaforindustry.Majoremployershaveinvestedinthecommunitybyestablishingtheirbusinesseshere.EmployerslikeAmazon,AbrazoWestValley,Aeroturbine,McLaneSunwest,SubZero/WolfAppliance,CancerTreatmentCentersofAmerica,Macy’sInternetFulfillmentCenter,andDicksSportingGoodsDistributionCenterareallrichintechnologyanduseextensivedigitalplatforms.Inaddition,thesebusinessesreinforcetheCityofGoodyear’s

15Flom,J.(2014,October06).Peer-to-PeerObservation:FiveQuestionsforMakingItWork.RetrievedMay14,2018,fromhttp://inservice.ascd.org/peer-to-peer-observation-five-questions-for-making-it-work/16TeachersObservingTeachers:AProfessionalDevelopmentToolforEverySchool|EducationWorld.(2018).RetrievedMay14,2018,fromhttp://www.educationworld.com/a_admin/admin/admin297.shtml


visiontobeknownasaplacefordiversejobopportunities,aninventoryofindustriesandanincubatorforentrepreneurs.17

VPA’stargetpopulationarethestudentsinthisareathatwillbereadyforthesehighusetechnologyindustriesandwhoarelookingforaworkforcereadytounderstandthenatureoftheirworkinthedigitalage.OurstudentsarewhatMarcPrenskyiscitedInDancingwithDigitalNatives;StayinginStepwiththeGenerationthat’sTransformingtheWayBusinessisDone,ManafyandGautschinote“muchoftoday’sworkforceperformsinformation-basedtasks,orknowledgework.”

UdayApteandHiranyaNathnoted“Size,StructureandGrowthoftheU.S.InformationEconomy,thatthistypeofworkaccountsforalmost70percentoftheworkforce.What’smore,manytypesofknowledgeworkcannowbedonefromanywhereandeverywhere–acrossdevicesandacrosslocations.Perhaps,digitalnativesembracethisanywhere-everywherementalitybecausetheytreattechnologyasatrustedpartnerinlife.It’slargelysimplecommunicationandnetworkingtechnologiesthatmakepossibleadistributeworkplace.Laptopsandnetbooks,cellphones,textmessaging,Skype,virtualprivatenetwork(VPN),GmailandcloudcomputingresourceslikeGoogleDocsallsupportthisnetworkedlife.18”

TheengagingStrongminddigitalcurriculumimplementedmeetstheneedsanddesiresoftoday’sdigitalnativeasdescribedinTeachingDigitalNativesbyMarcPrensky.Hestates;“Today’sstudentswanttolearndifferentlythaninthepast.Theywantwaystolearningthataremeaningfultothem,waysthatmakethemsee–immediately–thatthetimetheyarespendingontheirformaleducationisvaluable,andwaysthatmakegooduseofthetechnologytheyknowistheirbirthright.19”Arizonaisaleaderinschoolchoicewithfiveavailableoptionsforparentsandstudentstochoosefromfortheireducation.Theseschoolchoiceoptionsarepublicschools,privateschools,charterschools,homeschools,andonlinelearning.TheCenterforArizonaPolicystates;“Expandingschoolchoiceisthesinglebeststrategyforimprovingeducationforallchildren.Fosteringacompetitivemarketplaceimproveseducationaloutcomesnotonlyforchildreninalternativeschools,butalsoforpublicschoolcounterparts.Moreover,schoolchoiceencouragesparentalinvolvementintheirchildren’seducation,whichimprovesacademicachievement.20”VPA’stargetpopulationarethosestudentswhoaren’tfindingtherightoptionwiththemoretraditionalschool,suchaspublicschools,withintheradiusofthelearningcenter.Whenreviewingthesixteenavailableschoolchoiceoptionsinthe4-mileradiusofVPA,noneprovideablended,flippedlearningchoice.ThestudentswhochooseVPAwillbethosewhoarelooking

17StrategicPlan&Goals.(2017).Retrievedfromhttp://www.goodyearaz.gov/home/showdocument?id=1307518Manafy,M.,&Gautschi,H.(2011).Dancingwithdigitalnatives:Stayinginstepwiththegenerationthatstransformingthewaybusinessisdone.Medford,NJ:CyberAgeBooks.19Prensky,M.(2010).TeachingDigitalNatives:PartneringforRealLearning.ThousandOaks,CA:Corwin.20CenterforArizonaPolicy,azpolicypages.comCenterforArizonaPolicy.(2017).SchoolChoice.RetrievedMay14,2018,fromhttp://www.azpolicypages.com/marriage-family/school-choice/


foracombinationofstructuredface-to-faceinstructionandself-paceddigitalonlinecurriculumthatmeetstheirlearningandschedulingneeds.VPAwillimproveacademicachievementforourtargetpopulationbyusingamultiple-tieredapproachofinstructionwhichsupportsstudentswhoareshowingacademicsuccessasmeasuredbyend-of-courseandstatesassessmentsintheStrongminddigitalcurriculum.Thismodelwillallowtransitionseamlesslythroughthethreetiersofstructuredteacher-ledfacilitatedlearningusingtheblendedlearningmodel.

PhysicalLearningEnvironmentVPAbelievesthatnomatterhowastudentlearns,regardlessoftheiracademicbackgroundaneducationalexperiencethatvaluesablendedapproachusingteacherfacilitatedinstruction,digitalcurriculumandtechnologyisthetouchstoneforthelearningcenter.Thelearningcenterwillbeoneinwhichtheenvironmentiswelcoming,invitingandprovidesstate-of-thearttechnologywherestudentswanttocometolearn.Allmembersofthelearningcenterwillbeencouragedtothinkbeyondtraditionalinstructionalpathwaysinordertoeffectivelyengagetoday’slearnersinbothstructuredteacher-ledfacilitatedanddigitalonlinelearningenvironments

Toembraceand“live”ourmission,vision,andcorevaluesasdescribedbelow,studentsatthelearningfacilitywillhaveaccessto:

▪Acomputerlabdesignedtofacilitatesmallgroupinstructionwhileprovidingeaseofuse

withwhiteboardssurroundingtheroomforbrainstorming,drafting,andcollaboration.▪ClassroomswiththelatestSmartboards,allowingtheteacherandstudentstoshareany

deviceincludingAndroid,Apple,andWindowsdeviceswiththeboardthereforeallowingsimultaneousstudent-teacher,student-studentcollaborationfromanyplaceintheroom.

▪Alibrarydesignedtofacilitatesmallgroupinstructionandindividualtutoring.Thiswillalsoserveasaplaceforstudentstoworkindependently.

▪Documentcameras▪AWetLabwillallowstudentstocompletelabworkinasafe,supervisedenvironment.

TrainingonVPAInstructionalProgramsAvarietyofevidencebasedprogramswillbeutilizedtomaximizethelearningtimeandincreaseretentionofacquiredknowledgeforourtargetedpopulation.SuchprogramsasThinkingMaps,WritefromtheBeginningandBeyond,DinahZike’sFoldables,RigorandRelevanceFramework,KaganEngagementStructuresandCornellNotes.Inaddition,teacherswillbetrainedandimplementPositiveBehaviorInterventionSupports(PBIS)tocomplementourMulti-TieredSystemsofSupport(MTSS).Theseincludepreventativeandresponsiveapproachesforallstudentsinthesmallgroupsettingthatshowcasesthededicatedsupportforstudents.PBISstrategiesareimplementedtodecreasedisruptionsandincreaseinstructionaltimewhileimprovingstudentsocial/emotionalbehaviorandmeetingacademicexpectations.


Therefore,theroleoftheteacherbecomesavitaloutputofthestudentsacademicsuccess.Byensuringteachersareeffectivelyusingbestinstructionalstrategiesandpedagogy,VPAstudentsacademicneedswillbemet.Rigor&RelevanceFrameworkTheRigor/RelevanceFramework21willnotonlyhelpinstructionalstaffassessstudentprogressbutalsosupportcollaborativeplanningoflearningexperiencesthatareathigherlevelsofrigorandrelevance.TheFramework(shownbelow)developshigherlevelsofthinkingthroughacontinuumoftaxonomies.ThefirstcontinuumorKnowledgeTaxonomyisbasedonBloom’sTaxonomiessixlevels.Thesecondcontinuum,developedbyBillDaggett,istheApplicationModelwithfivelevelsofputtingknowledgetouse.

TheFrameworkandContinuumsshowhowaVPAstudentwillacquiretheknowledgeofthecurriculumandmovesthroughapplyingwhattheyhavelearned(seechartbelow)throughtheadoptedcurriculumaswellastheotheropportunitiestomeettheneedsofeachstudent(academically,socially,andemotionally). Asdescribedabovetheflippedblended-learningmodelwillprovidetargetedsupportforeachstudenttomeettheArizonaStateStandardrequirements.Studentswillsucceedwhenprovidedappropriatescaffoldedlearningorthroughtheuseoftechnologyorprovidedbyateacher,asevidencedbythesuccessofsuchprogramsasRead/Math180.

21ICLE,OurPhilosophy.(2018).RetrievedApril27,2018,fromhttp://www.leadered.com/our-philosophy/rigor-relevance-framework.php


Thesetypesoftechnologyalongwithstructuredteacher-ledfacilitatedlearningembracethefundamentalsofhowthedigitalnativelearnsandinstillstheconceptofgrit.UsingsupplementalcurriculumthatisproventoshowacademicsuccesssuchasRead/Math180andThinkingMaps,isakeytoempoweringthestudenttobecomealife-longlearner.Brain-BasedLearningEricJensen’sresearchonhowthebrainlearnsandretainsknowledgeformasteryisakeyingredientforourstudents’success.22“Brain-basedlearningreferstoteachingmethods,lessondesigns,andschoolprogramsthatarebasedonthelatestscientificresearchabouthowthebrainlearns,includingsuchfactorsascognitivedevelopment—howstudentslearndifferentlyastheyage,grow,andmaturesocially,emotionally,andcognitively.Brain-basedlearningismotivatedbythegeneralbeliefthatlearningcanbeacceleratedandimprovedifeducatorsbasehowandwhattheyteachonthescienceoflearning,ratherthanonpasteducationalpractices,establishedconventions,orassumptionsaboutthelearningprocess.23”

Teacherswillalsopromotestudents’metacognition(thinkingaboutthinking)andhowthatcanclosethegapsbetweenhowpreparedtheyfeelandhowpreparedtheyaretolearnthecurriculum,developdeepunderstandingofconceptsandreadinessfortests.AsYoukiTeradapointsout,brain-basedlearningtheoriesimplementedbyAcademystaff:“Thekeytometacognitionistoencouragestudentstomanagetheirownlearninginsteadofpassivelyabsorbingmaterial.DonnaWilsonandMarcusConyersusethephrase“driveyourbrain”asametaphortoexplaintostudentshowtheycanbecomemoreawareoftheirlearning.Inaddition,promotingagrowthmindsethelpsstudentsunderstandthatlearningisn’tfixed:Throughdedicationandhardwork,theycanlearntobemoreresilientandovercomemanychallengesthatmayotherwisefeelimpossible.Simplybeingawarethatthere’sadifferencebetweenafixedandagrowthmindsetisoneofthemosteffectivemetacognitivestrategiesthatstudentscanbenefitfrom.24”

Teacherswillalsousebrainbasedcompatiblelearningstrategieswhichusestheresearchabouthowthebrainlearns.TeachersteachwiththebraininmindandusestrategiesinapurposefulwaybasedontheresearchofEricJensen(TeachingwiththeBraininMind,TeachingandEngagingwithPovertyinMind)andMarciaTate(“SitandGet”Won’tGrowDendrites,FormativeAssessmentinaBrain-CompatibleClassroomandPreparingChildrenforSuccessinSchoolandLife).VPAbelievesintheequityofanascertainableandmeasurablecurriculumforalllevelsofstudents.Teacherswillguidestudentsintransformingeachstudent’sstudyprocess.Studentswillbetaughttousemetacognitivemarkerswhenreadingandpinpointingtheprocessofknowing,perceiving,andrememberingpassagesoftext.Thisskillsetwillassiststudentsin

22Jensen,E(2008).Brain-BasedLearning,2ndEdition,ThousandOaks,CA:Corwin.23Partnership,G.S.(2013,August29).Brain-BasedLearningDefinition.Retrievedfromhttps://www.edglossary.org/brain-based-learning/24Terada,Y.(2017,November21).HowMetacognitionBoostsLearning.RetrievedDecember14,2017,fromhttps://www.edutopia.org/article/how-metacognition-boosts-learning


developingtheirpersonalrationale,thuspromotingtheinitialstagesoftheconsciouscompetencelearningcycle.

ThinkingMaps,developedfromresearchonhowthebrainlearnsisasetofeightconsistentvisualpatternslinkeddirectlytoeightspecificthoughtprocesses.TheuseofThinkingMapsestablishesacommonconsistentlanguageforlearningacrosstheschool.Studentsreachhigherlevelsofcriticalandcreativethinkingthroughtheuseof8intentionallydesignedmapsbasedontheresearchofDavidHyerle(2012)25.Studentsusethesevisualpatternstoworkcollaborativelyandareempoweredtoanalyzecomplextextsandthinkmathematicallyforconceptualunderstandingandproblemsolving.TheuseofThinkingMapsprovidesstudentstheopportunitytodevelopanunderstandingoftheelementsofavarietyofwritingtypesandpurposes.Teachersareabletoscaffoldandseetheevidenceofastudent’slearning.Differentiation

CarolAnnTomlinsonisaleaderintheareaofdifferentiatedlearningandprofessorofeducationalleadership,foundations,andpolicyattheUniversityofVirginia.Tomlinsondescribesdifferentiatedinstructionasfactoringstudents’individuallearningstylesandlevelsofreadinessfirstbeforedesigningalessonplan.Researchontheeffectivenessofdifferentiationshowsthismethodbenefitsawiderangeofstudents,fromthosewithlearningdisabilitiestothosewhoareconsideredhighability.Differentiatinginstructionmaymeanteachingthesamematerialtoallstudentsusingavarietyofinstructionalstrategies,oritmayrequiretheteachertodeliverlessonsatvaryinglevelsofdifficultybasedontheabilityofeachstudent.

Teacherswhopracticedifferentiationintheclassroommay:

§ Designlessonsbasedonstudents’learningstyles.§ Groupstudentsbysharedinterest,topic,orabilityforassignments.§ Assessstudents’learningusingformativeassessment.§ Managetheclassroomtocreateasafeandsupportiveenvironment.§ Continuallyassessandadjustlessoncontenttomeetstudents’needs.26

Usingdifferentiationtechniquessuchasdialogue,support,andgrouping,VPAteacherswillmoreeffectivelyreachavastarrayofstudentlearners.Alongwiththeflippedblended-learningmodel,differentiationtechniqueswillprovideequitableteaching,remediation,andenrichmentopportunities.

25Hyerle,D.(2012).ACommonVisualLanguageforLearning[Module6].Lansdale,:EducationalImpact.www.educationalimpact.com26Tomlinson,C.A.(2016).Thedifferentiatedclassroom:Respondingtotheneedsofalllearners(2nded.).Boston:PublishedbyPearsonEducation,,byspecialarrangementwiththeAssociationforSupervisionandCurriculumDevelopement(ASCD).


ASCD.org/differentiatedclassroom

Thesehighleverageinstructionalpracticesarekeyforeffectiveinstructionforallstudentsregardlessoftheirproficiencyorbackground.Thesepracticesprovideanevidencebasedfoundationforeffectiveintensive-explicitinstruction.

C. MissionStatement

ValorPreparatoryAcademy’smissionistoprovideeverystudent,nomatterhowtheylearnorregardlessoftheiracademicbackgroundaneducationalexperiencethatvaluesablendedapproachusingteacherfacilitatedinstruction,digitalcurriculumandtechnologytodevelopArizonacollegeandcareerreadycitizensintocontributingmembersofthecommunity,oneinwhichexcelsincollaboration,criticalthinkingandshowcompetencyinmasteryoftheArizonaStateStandards.

VPA’aoutputbasedmissionstatementdetail:

ValorPreparatoryAcademy’s(VPA)missionisto[(4)provideeverystudent],[(1)nomatterhowtheylearnorregardlessoftheiracademicbackground]an[(3)educationalexperiencethatvaluesablendedapproachusingteacherfacilitatedinstruction,digitalcurriculumandtechnology]to[(5)developArizonacitizensintocontributingmembersofthecommunity],oneinwhich[(2)excelsincollaboration,criticalthinkingandshow(5)competencyinmasteryoftheArizonaStateStandards].

1. Values 2. Educational Approach 3. Curricular Approach 4. Customer Focus 5. Outcomes & Goals

VisionValorPreparatoryAcademyvisionistocreate,develop,andempowertoday’sdigitalcitizentobecomearesponsible,contributingcommunitymemberbypreparingthemtobecollegeandcareerreadyina21stcenturyworkforce.


ValuesVPAbelievesallstudents:

§ Willexitreadyforcollegeandcareer.§ Willdemonstrategritandperseverancethroughacademicachievement§ Willbeprovidedlearning,social,andservice/volunteeropportunitiestobecome

contributingmembersofthecommunity.§ Willdeveloptheunderstandingthatcontributingtothecommunityisvitalfortheir

futureandanaturalpartofthefunctionofademocraticsociety.§ Willhaveexperiencedmultipleavenuesofcommunityservicesaswellascareerpath

optionsthatwillpreparethemtobecomeacontributingmemberofthecommunity.§ Willdevelopintoacontributingleaderwiththeknowledge,thinkingskills,civic

engagementnecessaryforcollegeandcareer.

InordertoprovidethehighestlevelofeducationVPAembracestheimportanceofimprovingtheacademicachievementofourstudentsensuringcollege/careerreadiness.Itisourbeliefthattheacademicsuccessofourstudentswillprovidelonglastingimpacttoeachstudentandourcommunity.

D. AlignmentofEducationalPhilosophytoMission

Preparingandeducatingourstudentstobecomeresponsiblecollege/careerreadycitizensinasafeandnurturinglearningenvironmentisourutmostpriority.Theethosoftheschoolisdevelopedintentionallytoprovideeverystudentablendedlearningenvironmentusedtoteachandreinforcecriticalthinking,grit,perseverance,collaborationandcommunityservicethroughthe3instructionaltiersandservicelearningrequirements.ThesewillbemeasuredasstudentsshowcompetencyinmasteryoftheArizonaStateStandards.AtVPAcompetencyismeasuredthroughcompletedcoursework,appliedprojectsandservicelearninghours.

Additionally,VPAstudentswillexperiencefirst-handtheopportunitytolearninaflexible,smallgroupsettingtheispersonalizedtotheirlearningstylewhilemaintainingtheimportanceofbeingreadyforCollegeorCareerupongraduatingfromVPA.Teacherswillfacilitate,instruct,andguideeachstudentthroughapersonalizedacademicpathusingevidencebasedinstructionalmethodsthathonorandsupportindividuallearningstylesandprovidesmultipleopportunitiestodemonstrateacademicsuccess.E. RationaleforHowtheSchoolsSelectedApproachImprovesStudentAchievementin

theTargetPopulation

VPAstudentsrepresentvariousbackgrounds,academiclevels,socio-economiclevels,ethnicities,developmentalneeds,andmayalsobringsocial/emotionaldifficultiesthathavepreventedthemfromsucceedingwithinatraditionalbrickandmortarschool.Accordingly,VPAhasselectedcurriculumandmethodsofinstructionthatprovideappropriateguidancetosupportallstudentstoexcel,tobeacademicallysuccessfulwithinaflexiblescheduleanddirectinstructionthatsupportstheirpassionforlearninginadigitalformat.AsMarcPenskyasserts,“Kidsborninanynewculturelearnthenewlanguageeasily,andforcefullyresistusingtheold.”VPAisthenewcultureandthereforeiscommittedtousingnewwaystocaptureourstudentswhen,howandwheretheywanttolearn.


In2014,49%oftheUnitedStatespublicschoolsrequireduniformsoraformaldresscodepolicy.Theprimaryreasonfortheadoptionofschooluniformsisintendedtoreducedisciplineproblems,improveschoolclimateandcurbanysocialpressures.Uniformslessensocialpressures,helptoincreasestudentself-esteemandimproveacademicachievement(Brunsma,2006).27

VPAwillimplementaconservativedresscodepolicy.Allstudentswillberequiredtowearblue,burgundyorgreypoloswiththeschool’slogoontheleftside.Additionally,pantsshallbekhaki,navyblue,orblack.Hair,jewelry,accessories,makeup,perfumes,andotherelementsofpersonalattiremustmeetschoolboardapprovedguidelines.Allstudentswilldressmodestlyandavoidbaremidriffs,low-cutblouses,andbottomsthatdonotreachknee-length.Exceptionsforreligiousapparel,jewelry,orhairstyleswillbemade.

Byenforcingadresscode,VPAwillcreateaprofessionalenvironmentthatisconducivetoandfocusedonlearning.Uniformclothinghelpseliminatesocio-economicdifferences,minimizesdistractions,andfocusonlearning.EachFriday,studentswillbepermittedtodressdownbywearingconservativejeansandaschoolapprovedt-shirt.Thishelpsstudentsdisplaytheirpersonalityandschoolprideinacontrolledsettingwhilealsoemphasizinglearning.

Thesameexpectationswillbeimplementedforallstaffastheyarerolemodelsforeachmemberoftheschoolcommunity.Thiswillalsoprovideanenvironmentwherelearningisthefocusofoursuccess.

VPAstargetpopulationincludes“digitalnatives,”studentswhousedigitaltechnologiesandtheInternetinallfacetsoftheirdailylives.MarcPrenskycharacterizesthesestudentsassignificantlydifferentfromthosethatprecedethem,withdifferentlearningneeds.“Ourstudentshavechangedradically.Today’sstudentsarenolongerthepeopleoureducationalsystemwasdesignedtoteach.Today’sstudentshavegrownupinthetechnologyage.Theyhavespenttheirentirelivessurroundedbyandusingcomputers,videogames,digitalmusicplayers,videocams,cellphones,socialmedia,analltheothertoysandtoolsofthedigitalage.DigitalNativesareusedtoreceivinginformationreallyfast.Theyliketoparallelprocessandmulti-task.Theyprefertheirgraphicsbeforetheirtextratherthantheopposite.Theypreferrandomaccess(likehypertext).Theyfunctionbestwhennetworked.Theythriveoninstantgratificationandfrequentrewards.Theyprefergamesto“serious”work.28”Usingtheblendedlearningmodelandfollowingthethreeinstructionaltiers(describedbelow)ourtargetpopulationwillhavethemaximumopportunitiesinthewayresearchhasfoundtheywanttolearn.



27Brunsma,DavidL.(2006).SchoolUniformPoliciesinPublicSchools.Principal,85(3),50-53.28Prensky,M.(2001).DigitalNatives,Digitalimmigrants.OntheHorizon,9(5),1-6.RetrievedMay14,2018.



VPAaimstomeettheneedsoftheselearnerswhoareseekingablendedmodelthatisdifferentthanthetypicalschoolpathwayavailable,aneducationalchoicethatisinadigitalformat,providesgraphics,andvideosthathelpteachbutalsoareengagingtokeepthemfocusedonthelearning.VPAalsobelievesourstudentsneedinpersonlearningopportunitieswhichreinforcethecurriculum,providesavenuestodevelopsocialandcollaborationskills,andoffertargetedassistancewhennecessary.Oneinwhichisnotfilledwithrepetitiveinstructionofmaterialalreadymastered.Thedesignofthelearningcenterisanintegralpartofourtargetpopulationandhowtheywilllearn/interactwithstudentsandstaff.Theuniqueblendedlearningmodelofourprogramrequiresflexibilityintheteachersclasssizebasedonneed.Attheabsolutemaximumateacherwouldhavea1:25ratio;however,thiswouldbeveryinfrequentlyduetothepersonalizednatureoftheprogram.Typically,classroomsareusedforsmallgroupinstructionofbetween1:5to1:10.Wedesignedtheclassroomsandchosefurniturethatismodularandflexibletotheneedsofthecurrentclassgoingon.BasedontheArizonaSchoolFacilitiesBoardRulesandPoliciespertainingtoAcademicClassroomSpace(R7-6-201D)"aschooldistrictshallhaveschoolfacilitieswithcumulativeclassroomsquarefootageof25squarefeetforeachstudentgrades9through12inthedistrict(27feetforgrades7-8,and28feetforgrade6).Ourclassroomsweredesignedwith850useablesquarefootage.

ConclusionArecentLearningForwardresearchstudystated;“Whenallstudentsexperiencehigh-qualityteaching,theyaremorelikelytolearn.Whenallclassroomsarefilledwithhigh-qualityinstructionalmaterials,studentsaremorelikelytolearn.29”AtValorPreparatoryAcademyhigh-qualityteachingandlearningdirectlycorrelatestotheacademicsuccessofourstudentsandcommitmentthatourteachersaredriventoprovidethebestflexiblelearningexperienceinArizona.Thisisevidencedthroughavarietyofteachingstrategiesandmeetingthestudentswheretheyareatandwhotheyare,thedigitalnative.Ourgraduateswillbecollege,career,andtechnologicallyreadyfortheglobaleconomyaheadofthem.F. EnsuretheMissionStatementontheTargetPopulationpageisconsistentwiththe

narrative.

VPAensuresthemissionstatementonthetargetpopulationisconsistentwiththenarrative.

29 LearningForward.(2018).High-qualitycurriculaandteam-basedprofessionallearning:Aperfectpartnershipforequity.

A.2 Target Population

A.2 Target Population Valor Preparatory Academy, LLC Page 1 of 14

A.2 Target Population

Educational Plan

A. Target Population – Description of Community Serving

Valor Preparatory Academy students will serve students and families from a variety of academic and socio-economic backgrounds. VPA’s model is for students who have flexible scheduling needs that allow them to benefit from a blended learning experience. The digital online curriculum allows them to learn where they want to learn. This includes special education programs, English-learners, and acceleration for those who have shown performance-based mastery of the content. As evidenced from the map to the right, the geographic location of the City of Goodyear and VPA will provide access to students within a variety of zip codes.

Noted to your left, A represents the location of the Valor Preparatory Academy learning center. When reviewing the surrounding schools, only 5 schools are in Goodyear proper, none have a blended flipped learning model such as VPA. The closest middle school serving students in grade 6th – 8th is 1.7 miles from VPA. The nearest high school serving students in grades 9th – 12th is 2.28 miles away. Neither of these provide the blended flipped learning experience our students will have. Blended learning, a combination of structured face-to-face teacher led instruction is combined or blended with independent digtial learning. Along with this the instruction uses a pedaggogical approach, flipped learning, whereby direct instruction moves from group learning to individual learning, and the

resulting group learning environment is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.1

1 Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™


As noted below, 5 schools which serve the same grade level population as VPA are in Goodyear proper.

Table A.2.1 Schools within a 5 mile radius to VPA and grades served

Marker

School

Street

Distance from VPA

Grades Served

A Valor Preparatory Academy

2840 N Dysart Rd., Goodyear, AZ 85395 0 6-12

B Palm Valley Elementary

2801 N 135th Ave, Goodyear, AZ 85395 0.41 K-5

C Rancho Santa Fe Elementary School

2150 N Rancho Santa Fe Blvd, Avondale, AZ 85323

0.76 K-8

D Litchfield Elementary School

255 W Wigwam Blvd, Litchfield Park, AZ 85340

1.28 K-6

E Wigwam Creek Middle School

4510 N 127th Ave, Litchfield Park, AZ 85340

1.66 6-8

F Western Sky Middle School

4095 N 144th Ave, Goodyear, AZ 85395 1.89 5-8

G Archway Classical Academy Trivium (Great Hearts)

2001 N Bullard Ave, Goodyear, AZ 85395

2.03 K-12

H Legacy Traditional Schools

12320 W Van Buren St, Avondale, AZ 85323

2.17 K-8

I St John Paul II Catholic High School

3120 N 137th Dr, Avondale, AZ 85392 0.83 9-12

J Millennium High School

14802 W Wigwam Blvd, Goodyear, AZ 85395

2.28 9-12

K Agua Fria High School 530 E Riley Dr, Avondale, AZ 85323 2.64 9-12 L Estrella High School 510 N Central Ave, Avondale, AZ 85323 2.66 9-12 M Westview High

School 10850 W Garden Lakes Pkwy, Avondale, AZ 85392

2.96 9-12

N La Joya Community High School

11650 W Whyman Ave, Avondale, AZ 85323

4.09 9-12

O Basis Goodyear 15800 W Sherman St, Goodyear, AZ 85338

4.19 5-12

P Desert Edge High School

15778 W Yuma Rd, Goodyear, AZ 85338 4.41 9-12

Q Luke Air Force Base 14185 Falcon Street, Luke AFB, AZ 85309

4.44 No school on site


Geographic & Business Demographics Valor Preparatory Academy’s (VPA) proposed learning center will be located in the west valley region of greater Phoenix, specifically Goodyear. Of the four strategic focus areas the Goodyear City Council has identified, two of these, 3. Sense of Community and 4. Quality of Life align directly to the VPA’s target population. A strong sense of community is woven throughout all of the strategic focus areas. This same sense of community is a common thread in the development of the Educational Plan and curriculum used for our target audience within the 5-mile radius.

With Goodyear’s ease of accessibility to all major interstates, freeways and highways. Major employers have invested in the community by establishing their businesses here. Employers like Amazon, Abrazo West Valley, Aeroturbine, McLane Sunwest, SubZero/Wolf Appliance, Cancer Treatment Centers of America, Macy’s Internet Fulfillment Center, Dicks Sporting Goods Distribution Center, REI, UPS, Snyder’s of Hanover, Ball Corporation and Chewy.com are all rich in technology and use extensive digital platforms.

In addition, these businesses reinforce the City of Goodyear’s vision to be known as a place for diverse job opportunities, an inventory of industries and an incubator for entrepreneurs.2

VPA’s target population are the students in this area that will be ready for these high use technology industries and who are looking for a workforce ready to understand the nature of their work in the digital age. Our students are what Marc Prensky is cited In Dancing with Digital Natives; Staying in Step with the Generation that’s Transforming the Way Business is Done, Manafy and Gautschi note “much of today’s workforce performs information-based tasks, or knowledge work.” Uday Apte and Hiranya Nath noted “Size, Structure and Growth of the U.S. Information Economy, that this type of work accounts for almost 70 percent of the workforce. What’s more, many types of knowledge work can now be done from anywhere and everywhere – across devices and across locations. Perhaps, digital natives embrace this anywhere-everywhere mentality because they treat technology as a trusted partner in life. It’s largely simple communication and networking technologies that make possible a distribute workplace. Laptops and netbooks, cell phones, text messaging, Skype, virtual private network (VPN), Gmail and cloud computing resources like Google Docs all support this networked life.3”

Marc Prensky states in his book From Digital Natives to Digital Wisdom; The possibilities for what Digital Natives (students who were born into and grew up in the digital age) can do online are

2 Strategic Plan & Goals. (2017). Retrieved from http://www.goodyearaz.gov/home/showdocument?id=13075 3 Manafy, M., & Gautschi, H. (2011). Dancing with digital natives: Staying in step with the generation thats transforming the way business is done. Medford, NJ: CyberAge Books.


growing exponentially and are being adapted by more an more of them daily. A 2004 survey by the NetDay project of 200,000 U.S students concluded that “students are not just using technology differently today but are approaching their lives and their daily activities differently because of the technology.4”

VPA will provide an educational background grounded in technology and a digital curriculum that will prepare them for college and career in these surrounding industries. The type of employee these industries are needing is one who understands how to move freely in a digital environment, the type that VPA provides. Arizona is a leader in school choice with five available options for parents and students to choose from for their education. These school choice options are public schools, private schools, charter schools, homeschools, and online learning. The Center for Arizona Policy states; “Expanding school choice is the single best strategy for improving education for all children. Fostering a competitive marketplace improves educational outcomes not only for children in alternative schools, but also for public school counterparts. Moreover, school choice encourages parental involvement in their children’s education, which improves academic achievement.5”

General Demographics – City of Goodyear Support of VPA

Within the 5-mile radius there are 3 Charter, 1 Private and 10 Public schools serving grades levels from 6th – 12th. VPA’s target grade level population is grades 6th – 12th. The area is included in Congressional Districts 3 and 8. With a population of 81,400, Goodyear has shown a steady increase and is projected to nearly double again by 2030. With this, the need for schools to accommodate the residents of Goodyear is a key factor in VPA’s location. Julie Arendall, Goodyear City Manager, stated in Goodyear’s letter of enthusiastic support of Valor Preparatory Academy states, “Goodyear is one that will be enhanced by the ability to provide high-quality education options for our residents.” – (2017).

The median age of 37.1 the City of Goodyear is a young, tech-savvy vibrant population that is growing with a median household income of $73,831.6 According to Why Goodyear? it is the most educated and skilled workforce in west Metro Phoenix, has the highest number of bachelor’s degrees in the West Valley, has an exceptional quality of life with a diverse blend of retail with abundant cultural, educational and entertainment resources.7

City of Goodyear: Education/Community Commitment

The City of Goodyear’s annual Building Blocks to Great Schools education summit show the residents of Goodyear want and expect quality school choice options for their children. The summit provides an opportunity for relationship building and collaboration among local schools, schools districts, and city contacts with the shared goal of establishing and/or refining complimentary

4 Prensky, M. (2012). From digital natives to digital wisdom: Hopeful essays for 21st century learning. Thousand Oaks, CA: Corwin. 5 Center for Arizona Policy. (2017). School Choice. Retrieved May 14, 2018, from http://www.azpolicypages.com/marriage-family/school-choice/ 6 Data Access and Dissemination Systems (DADS). (2010, October 05). Community Facts. Retrieved from https://factfinder.census.gov/faces/nav/jsf/pages/community_facts.xhtml?src=bkmk# 7 City of Goodyear Economic Development Highlights. (2018, January). Retrieved from http://www.developgoodyearaz.com/


programs and policies that serve Goodyear students and families. During this event, all stakeholders discuss ideas, opportunities and provide updates on the programs that impact Goodyear’s youth.8

Analysis of Surrounding Schools

Fourteen of the schools closest to the proposed campus of Valor Preparatory Academy serving 6- 12th or some partition of these grades were examined. These grades were gathered and organized to detail an overview of the performance of surrounding schools. These schools include Agua Fria High School, Basis Goodyear, Desert Edge High School, Estrella High School, Great Hearts Academies-Archway Trivium West, La Joya Community High School, Legacy Traditional School- Avondale, Litchfield Elementary School, Millennium High School, Palm Valley Elementary, Rancho Sante Fe Elementary School, Western Sky Middle School, Westview High School and Wigwam Creek Middle School.

Note about Data Accuracy

Enrollment numbers for schools are drawn from several state and federal databases. These data bases may use and aggregate their findings using various statistical software and surveys. Thus, data points may vary slightly.

Current Levels of Academic Performance

AzMERIT results show that students in the surrounding area are performing above state average in Math assessments and slightly below average in English Language Arts assessments. The data reveals that even though students are within reach or above passing averages for the state that, there is still a need to improve student assessment achievement. It is the vision of VPA to provide viable real-world curriculum and cooperative learning practices to enhance student cognitive practices. The students’ ability to think in a higher order, problem-solving manner will enhance student performance as well as accessibility to higher rigor and relevance items displayed by the AzMERIT assessment.

Using the surrounding schools test statistics as a benchmark VPA’s expected baseline growth percentile for students entering the school is 38.70% for ELA and 44.30% for Math. VPA’s goal growth rate in both ELA and Math is 80%. This is higher than any other school in the surrounding area. With the advent of VPA’s flipped and blended learning model VPA will be able to better facilitate and provide interventions to support low tier students and provision higher order thinking models for all students to engage deeper more holistic standards and curriculum ownership.

8 Building Blocks to Great Schools. (2016). Retrieved from http://www.goodyearaz.gov/about- us/education/building-blocks-to-great-schools


Table A.2.2 AzMERIT Achievement of 14 Schools in Target Area (Note: Palm Valley Elementary shown above in schools within the radius of VPA has been removed as it serves grades K-5, VPA’s targeted grade levels populations are 6th-12th.)

School Name

Recent Grade

# of Students

Grade Levels

Math

ELA

Agua Fria High School B 1725 9th-12th 38% 27% BASIS Goodyear B 538 K-12th 77% 72% Desert Edge High School A 524 K-9th 37% 24% Estrella High School B 1744 9th-12th 4% 3% Great Hearts Academies - Archway Trivium West

B

305

9th-12th

75%

71%

La Joya Community High School

C

2051

9th-12th

18%

20%

Legacy Traditional School - Avondale

A

1040

K-8th

70%

69%

Litchfield Elementary School

B

820

K-6th

63%

62%

Millennium High School C 2205 9th-12th 41% 37% Palm Valley Elementary B 849 K-8th 64% 55% Western Sky Middle School A 994 5th-8th 55% 59% Westview High School C 2456 9th-12th 33% 26% Wigwam Creek Middle School

B

927

6th-8th

47%

50%

AzMERIT Averages – Current Academic Performance

Table A.2.3 Averages from AzMERIT Achievement of 14 Schools

Test Type

Number of Students

Represented

Number of

Schools Represented

Estimated Weighted Passing Average

ELA 11.520 13 38.70% Mathematics 9,957 14 44.30%


Table A.2.4 Averages from AzMERIT Achievement of the State of Arizona

State 2016-2017 AzMERIT Averages

Number of Students

Represented

Passing Average

ELA 760303 39 Math 741519 40

B. Identified Needs of Target Population and Program of Instruction: Pupil Achievement & Educational Choice

Valor Preparatory Academy’s mission is to provide every student, no matter how they learn or regardless of their academic background an educational experience that values a blended approach using teacher facilitated instruction, digital curriculum and technology to develop Arizona college and career ready citizens into contributing members of the community, one in which excels in collaboration, critical thinking and show competency in mastery of the Arizona State Standards.

The mechanisms and practices at VPA are developed to have the greatest impact with our students by looking at ways to move traditional thinking to innovative thinking which meet the needs of the target population and the statistical data referenced above the supports the City of Goodyear’s endorsement of a school such as VPA being a viable addition to the community.

VPA’s Program of Instruction is established in evidence and research based instructional strategies and pedagogy which utilizes best practices in structured face-to-face blended learning and digital online learning that have shown to be successful in Arizona and nationwide. As evidenced in A.1 Educational Philosophy and A.3, Program of Instruction, VPA’s target population are those students who aren’t finding the right option with the more traditional school, such as public schools, within the radius of the learning center. These are the students who do not fit the “cookie cutter” educational options available.

VPA students are scheduled to come to the learning center based upon their progress and need, the flexible scheduling of the blended learning model allows for students to enroll from greater distances than a traditional brick and mortar school. VPA will be open to all residents of Arizona. VPA will be located along a major transportation thoroughfare through the city of Goodyear. Although we anticipate drawing interested students from a radius up to 15 miles away, we will be focusing our attention on the immediate radius of 2 - 6 miles. VPA is located within the Agua Fria Union High School District and the Litchfield Elementary School District. Students who have transportation difficulty within these radiuses will be provided bus passes who wish to use this form of transportation. By doing so, transportation barriers for students whose parents cannot afford transportation are eliminated.

In addition to bringing a high quality blended flipped learning program option to the west valley, this also will help alleviate the overcrowding brought on by the rapid growth and expansion of the west valley. Per the 2015 Census Bureau, Goodyear finished 14th in the nation by percentage growth between July 1, 2014 and July 1, 2015. Due to affordable housing, and overall growth in the greater Phoenix area, this growth will continue to put burden on local schools. This rapid growth is cited directly in the endorsement letter (attached) that we received from Julie Arendall, the City


Manager of Goodyear, for the Valor Preparatory Academy project. Miss Arendall states that the “city has quadrupled in size since 2000 and is projected to nearly double again by 2030.

VPA also seeks to target children of military families. Located just 5 miles from the VPA learning center is Luke Air Force Base. Many of these families may be stationed at Luke but travel frequently and constantly have disruption in their studies. A blended learning program allows for flexibility in scheduling at the learning center, and the online component allows the student to have a consistent course of studies due to their mobility. Students of military families are becoming a measured subgroup within the new ESSA provisions. The blended learning program and continually assessment is ideally suited for students who have moved between several schools and need personalized programs.

Meeting the Identified Needs – Providing Educational Choice

When reviewing the fourteen available school choice options in the 5-mile radius of VPA, none provide a blended, flipped learning choice. The students who choose VPA will be those who are looking for a combination of structured face-to-face instruction and self-paced digital online curriculum that meets their learning and scheduling needs. The Strongmind curriculum is designed to be accessible to students of all academic proficiency levels and will be purposely adapted to meet each students individual learning needs and the Arizona State Standards. A variety of resources and proven instructional programs will be implemented to meet the needs of the target population and ultimately increase student achievement. These resources and instructional programs have been outlined extensively in A.1 Educational Plan. In addition, the following will be put into place to foster and enrich increased student achievement.

• Data-Driven Instruction & Assessment that provides the tools for teachers to identify

students levels of progress for daily instruction, intervention. Using formative and summative data will direct teachers on how to best meet the needs of the target population. Using Rich Stiggin’s work on Balanced Assessment and Jan Chappuis’ work on 7 Strategies of Assessment for Learning teachers will not only have a deep rooted understanding of the importance of formative and summative assessment, students will be held accountable for goal setting and accounting for their own understanding of the content being learned which directly correlates to their instructional tier placement

• Service Learning to provide VPA students with an understanding and application of

contributing to the community and its purpose to be a contributing member of society.

Research studies of service-learning, an educational method that intentionally connects community service to classroom learning, demonstrate that service-learning programs can have positive impacts on youth in three general areas: academic engagement and achievement; civic attitudes and behaviors; and social and personal skills.

Improved Academic Achievement: The National Research Council's summary of

research on high school engagement found that active participation by students is important for effective learning, and they identify service-learning as one of the most effective strategies for improving student engagement and, thereby, academic learning (Bransford, et al., 1999).


Improved Academic Engagement: A national study of high school students found that when youth reported greater engagement in service-learning, they were more likely to be academically engaged and become attached to school and community (Billig, et al. 2005).

Positive Civic Attitudes and Behaviors: A study of Colorado's Learn and Serve programs showed a significant and positive connection between participation in service learning and students' connection to their community and their school (Kim and Billig 2003).

Enhanced Social and Personal Skills: An evaluation of service-learning programs in California found that middle and high school students who engaged in quality service learning programs showed increases in measures of personal and social responsibility, communication and sense of educational competence (Weiler, et al. 1998). 9

• Learning Contracts to reinforce the commitment that each students educational

experience is a partnership between the student, parent/guardian, teacher and school. These written agreements between the school staff and families provide an opportunity to develop strong partnerships within the school community. It explains clearly the responsibility of all parties for the success of the student in VPA’s target population. The learning contracts assure support from the parents and school for the academic success of the student. At VPA we the importance of the family and school working together is a strong component of our success. Students do their best through the teamwork of students, families and teachers.

• Intervention is an integral part of the 3 structured teacher led instructional groups. To ensure academic success of the target population the school will use the MTSS (Multiple Tiered System of Support) and will require:

o Correctly identify students who need intervention o Provide intervention that addresses those students not being academically

successful o Using the Student Data Dashboard for type of intervention needed (individualized

or small group) and/or referral for Special Education o Review of intervention data and progress as a tool for program evaluation

Using John Hattie’s research on what works best for raising student achievement, VPA students will be taught using visual learning tools, interventions, appropriate feedback, direct instruction, questioning strategies and cooperative learning. Through his research these have an effect size of 0.40 which represents one year’s growth over the course of one school year. Hattie states: “Schools that use effect size to measure student progress can maximize their impact on student outcomes.10”

Teachers will complete and review the 45-day intervention screening form that will allow school staff to identify additional support or needs the student may have which may include referral to a student study team. The Student Study Team (SST) will provide recommendations/interventions to teachers to implement to address any concerns. The SST team will use academic performance data, attendance information, previous school

9 The Impact of Service-Learning: A Review of Current Research. (2007, January). Retrieved from https://www.nationalservice.gov/sites/default/files/documents/issuebrief_servicelearning.pdf 10 Visible Learning for Teachers. New York, New York: Routledge, 2011


records, parent input and teacher input to determine the most appropriate interventions to address the presented concerns. All students that are referred to the SST team for academic concerns will be placed in the guided instructional group in order to receive the targeted support needed. The Pre-Referral Intervention Manual (PRIM) will be used to provide staff a variety of intervention strategies to use with students who are in need of additional support. The special education teacher and instructional support staff will provide the necessary accommodations needed by any student identified with special education needs in tandem with the teaching staff.

In addition, all staff will be trained and implement Positive Behavior Intervention Supports (PBIS) to complement our Multi-Tiered Systems of Support (MTSS). These include preventative and responsive approaches for all students in the small group setting that showcases the dedicated support for students. PBIS strategies are implemented to decrease disruptions and increase instructional time while improving student social/emotional behavior and meeting academic expectations.

• Collaborative Teams to reinforce the school as a professional learning community, one

focused on every teacher identifying with all VPA students and collegially collaborating for their increased academic performance. Teachers will be required to be active members of a daily collaborative team that determines where their students are, academically and socially. These collaborative teams are comprised of student-centered “educators who are committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for the students they serve.11” Collaborative teams will make instructional decisions based on frequent formative assessments, observations and data to provide scaffolded instruction/interventions.

Teachers will meet daily in their collaborative team to determine where their students are, what they need to know, and what instructional assistance is needed for them to achieve academic success.

Within these teams, the team will focus on the four guiding questions (DuFour) and two collaborative ideals (Marzano), shown below, to maintain a focus on daily student progress to ensure students are being met where they are.

1. What is it we want our students to know? 2. How will we know if our students are learning? 3. How will we respond when student do not learn? 4. What will we do if they already know? 5. How will we increase our instructional competence? 6. How will we coordinate our efforts as a school?

Teachers working together collaboratively is a key factor to making an impact on student achievement. In addition, it provides teachers an opportunity to have open dialogue in order to reflect and/or modify the instruction occurring.

A study out of Stanford found that even the mere perception of working collectively on a task can supercharge our performance. Participants in the research who were primed to act

11 Killion, J. and Roy, P. (n.d.). Becoming a learning school. National Staff Development Council (2009)


collaboratively stuck at their task 64% longer than their solitary peers, whilst also reporting higher engagement levels, lower fatigue levels and a higher success rate. What's more, this impact persisted for several weeks. “The results showed that simply feeling like you’re part of a team of people working on a task makes people more motivated as they take on challenges,” the researchers say.12

Educational Choice

Arizona is a leader in school choice with five available options for parents and students to choose from for their education. These school choice options are public schools, private schools, charter schools, homeschools, and online learning. The Center for Arizona Policy states; “Expanding school choice is the single best strategy for improving education for all children. Fostering a competitive marketplace improves educational outcomes not only for children in alternative schools, but also for public school counterparts. Moreover, school choice encourages parental involvement in their children’s education, which improves academic achievement.13”

VPA’s target population are those students who aren’t finding the right option with the more traditional school, such as public schools, within the radius of the learning center. When reviewing the sixteen available school choice options in the 4-mile radius of VPA, none provide a blended, flipped learning choice. The students who choose VPA will be those who are looking for a combination of structured face-to-face instruction and self-paced digital online curriculum that meets their learning and scheduling needs.

VPA will improve academic achievement for our target population by using a multiple-tiered approach of instruction which supports students who are showing academic success as measured by end-of-course and states assessments in the Strongmind digital curriculum. This model will allow transition seamlessly through the three tiers of structured teacher-led facilitated learning using the blended learning model and in doing so movement from one grade level to the next is done without any disruption in reacclimating to a new environment or process.

At VPA our program of instruction will comprehensively address the needs identified of our target population. We focus our guiding purpose and strategic priorities for our target population by providing academic success through:

▪ a rigorous, engaging blended instructional design ▪ an engaging, standards-based digital curriculum ▪ learner and parent/guardian learning contracts ▪ diagnostic testing ▪ using a research-based formative/summative assessment platform

o ATI/Galileo ▪ using research-based instructional methods (pedagogy)

o Differentiated Instruction

12 New Study Finds That Collaboration Drives Workplace Performance, June 22, https://www.forbes.com/sites/adigaskell/2017/06/22/new-study-finds-that-collaboration- drives-workplace-performance/#41977c093d02 13 Center for Arizona Policy, azpolicypages.com Center for Arizona Policy. (2017). School Choice. Retrieved May 14, 2018, from http://www.azpolicypages.com/marriage-family/school-choice/


o Brain-based Learning o Rigor, Relevance, Relationships o Thinking Maps

▪ multiple tiers of instructional levels o guided group o support group o modified group

▪ gradual release o partial-independent learning o full-independent learning

▪ providing research-based interventions o Read 180 o Math 180

▪ an established Multi-Tiered System of Supports (MTSS) o Safe & Civil Schools (PBS)

▪ ongoing professional learning for teachers o online, site-based learning o peer-observation/evaluation o collaborative teams o lesson study

We build meaningful relationships: ▪ through small student/teacher ratios ▪ using structured teacher led learning ▪ requiring school uniforms ▪ required service learning projects ▪ by offering social services

o partnerships with local social service agencies ▪ using the principles of site-based management

We develop collaboration through: ▪ required learning contracts ▪ small group instruction ▪ after-school clubs ▪ partnerships with local agencies

We encourage risk through support: ▪ using guided instructional support

o as student advances through the Strongmind digital online curriculum o tutoring

▪ gradual release of dependence o independence increases as student successfully masters content o structured teacher led instruction through three instructional tier groups

C. Classroom Size – Teacher-Student Ratios

At VPA, the unique blended learning model of our program requires flexibility in the teachers class size based on need. At the absolute maximum a teacher would have a 1:25 ratio; however this would be very infrequently as a result of the personalized nature of the program. This ratio allows


teachers to develop positive working relationships with their students. Teachers will have the differentiate to each learner’s ability and learning style. Students will have more time to engage in the learning process with their teacher and will be able to develop higher order concept skills as a result of increased individualized teaching moments.

VPA classrooms are used for small group instruction of between 1:5 to 1:10. We designed the classrooms and chose furniture that is modular and flexible to the needs of the current class going on. Based on the Arizona School Facilities Board Rules and Policies pertaining to Academic Classroom Space (R7-6-201 D) "a school district shall have school facilities with cumulative classroom square footage of 25 square feet for each student grades 9 through 12 in the district (27 feet for grades 7 - 8, and 28 feet for grade 6). Our classrooms were designed with 850 useable square footage. Therefore, assuming a worst-case scenario of all 6th grade students needing the same instructional class, the classroom has the capacity to service over 30 students; however, and although this will rarely happen, we used the 1:25 ratio to design the classroom.

As outlined below in the chart, staffing of VPA increases over the three-year period to accommodate an increase in the enrollment of our target population. Using the blended learning model not all VPA students will be on site at one time.

In the blended model, VPA uses the work of Stake and Horn as cited in the Blended Learning Report, May 2014.14

The blended model: • Involves teaching and learning within a formal education program • Students learn in part through online delivery of content and instruction • Students have some level of control over time, place, path, and/or pace of instruction • Part or all of instruction is delivered away from home in a supervised, brick-and-mortar

style location Students are targeted based on their instructional tier group and therefore are scheduled at various times during the day. By doing so, this accommodates the students schedule, maximizes the use of the learning center, and optimizes the level of instruction and student/teacher ratio provided to the target population.

Position Year 1 Year 2 Year 3

Principal 1 1 1 Assistant Principal 0 1 1 Teachers & Sp. Ed. 7 & 1 Sp. Ed. = 8 Total 13 & 2 Sp. Ed. = 15 Total 18 & 3 Sp. Ed. = 21 Total Counselor 1 1 1 Office Staff 1 1 1 Teacher’s Assistant 0 1 3

VPA ratios are detailed in the budget and staff calculations in C.3 Personnel, C.4 Startup Budget and in C.5 Three-Year Budget.

14 Murphy, R., Snow, E., Mislevy, J., Gallagher, L., Krumm, A., & Wei, X. (2014, May). Blended Learning Report. Retrieved from https://www.edweek.org/media/msdf-blended-learning-report-may- 2014.pdf


City of Goodyear City Manager’s Office

April 25, 2018

Arizona State Board for Charter Schools P. O. Box 18328 Phoenix, AZ 85009

To Whom it May Concern:

It is with enthusiastic support that the city of Goodyear wishes to endorse the Valor Preparatory Charter School application.

Goodyear views the opportunity to attract quality education options to the community as vital to its success. With a current population of 81,400, the city has quadrupled in size since 2000, and is projected to nearly double again by 2030. The city of Goodyear has a bright future, and one that will be enhanced through the ability to provide high-quality education options for our residents.

We welcome their commitment to our community and look forward to the opening of Valor Preparatory Academy.

Sincerely,

CITY OF GOODYEAR

Julie Arendall, ICMA-CM City Manager

190 N Litchfield Road, Goodyear, AZ 85338 P. 623-932-3910 F. 623-882-7091 goodyearaz.gov

A.3 Program of Instruction

A.3ProgramofInstruction ValorPreparatoryAcademy,LLC Page1of8

EducationalPlan

A.3ProgramofInstructionA. AlignmenttotheEducationalPhilosophyandArizonaStateStandards

Usingoureducationalphilosophy,missionandvisionasthefoundationinwhichweprovideourstudentswitharigorous,engaging,ArizonaStatestandards-basedexperienceisattheforefrontofourInstructionalProgram.Thisinstructionalmodelisgroundedinresearch,bestpracticeandusesastructuredteacher-ledfacilitatedblendedlearningmodelalongwiththeStrongMinddigitalonlinecurriculumtodeliverandprovideourtargetpopulationtheeducationalchoicetheyarelookingfor.HoldingtoourcommitmentthatVPAstudentswillbeempoweredtolearn,masterandshowtheyarecollege/careerreadyiskeytoourstudents’success.OurMissionandVisionareourdrivingforcetoensuringallstudentscurriculumneedsaremetinordertoshowmasteryoflearning.MissionValorPreparatoryAcademy’smissionistoprovideeverystudent,nomatterhowtheylearnorregardlessoftheiracademicbackgroundaneducationalexperiencethatvaluesablendedapproachusingteacherfacilitatedinstruction,digitalcurriculumandtechnologytodevelopArizonacollegeandcareerreadycitizensintocontributingmembersofthecommunity,oneinwhichexcelsincollaboration,criticalthinkingandshowcompetencyinmasteryoftheArizonaStateStandards.VisionValorPreparatoryAcademyvisionistocreate,develop,andempowertoday’sdigitalcitizentobecomearesponsible,contributingcommunitymemberbypreparingthemtobecollegeandcareerreadyina21stcenturyworkforce.AlignmenttotheArizonaStateStandardsVPAprovidesstudentswithaflexible,flippedblendedlearningeducationalexperienceusingdigitalcurriculatomeettheArizonaStateStandards.Thisrigorousdigitalcurriculumisalignedtostatestandardsinwhichdevelopmentalandlearningobjectivesarecreated.Thisisdonethroughdefiningthegoals,standardsandobjectives,whichthenprovidestheblueprintforalignmenttotheendofcourseassessment.B. MethodsofInstructionkeytotheProgramofInstruction,FormativeAssessment

Strategies,AlignmenttotheCurriculum,Assessments&EducationalPhilosophyVPAhasintentionallychosenadigitalcurriculumandhavecombineditwithstructuredteacher-ledfacilitatedblendedlearning.WerecognizeMarcPrenskystatementthat“Ourstudentshavechangedradically.Today’sstudentsarenolongerthepeopleoureducationalsystemwasdesignedtoteach.”MethodofInstructionThedigitalcurriculumisdevelopedinsixunits,withthirtylessonsineach.Aseries


ofdiscussionboards,activities,workbooks,checkpoints,projectsandunitexamsarebuiltin,throughoutthelessons.Thisstrategically-designedprocessensuresthestudentdevelopsadeepunderstandingofthecontentguidedthroughoutbyteacherinteractionandfeedbackondiscussionboards,projects,unit,andfinalexams.

Everycontentobjectiveisassessedinaselected-responseorextended-responsequestion.Curriculumcontentblueprintsaredevelopedtobreakdowntheendofcourse(final)examsperstandard,toensurecoveragethroughthecourse.AssessmentsaredevelopedfromtheKDSInspectandATI/Galileobanks.Asstudentscompletetheircourseworkthesystemcapturestheformativedatasoteacherscanteachwhatthestudentneedsinreal-timeandbasedonprogressionthroughthedigitalcurriculum.Eachcurriculum/contentmapiscross-referencedwiththestandard,cluster,grade-level,unitandobjectivewithinthecourse.

AtVPAwecombinethedigitalcurriculumwithastructuredteacher-ledfacilitatedblendedlearningmodel.Allcontentareas(ELA,Math,Science,SocialStudies)willbetaughtusingavarietyofmethodsofinstruction.Teacherswilluseasmallgroupinstructionalmodelthatprovidesdirectinstruction,inquiry,criticalthinking,applicationoflearning,Socraticseminars,collaboration,andanunderstandingonhowtoworkasateammemberwhichiscriticalforthejobforceoftoday.Asteachersareteaching,facilitating,andobservingVPAstudentslearning,formativeassessments/observationsaremadeinordertotargethowtheindividualstudentislearning,wheretheremaybegapsofunderstanding,andwhereunderstandingofthecontentissimplynotevident.Theseobservationsaresharedbytheteachersduringtheirdailycollaborativeteammeetingsinordertoassistotherswiththestudentsandembracingasafeandnurturinglearningenvironment.

CreatedbyateamofInstructionalDesigners,thecurriculumdevelopmentprocessatStrongMindisiterative,methodical,andutilizestheBackwardsDesignModel1.TheBackwardDesignMethodis“backward”inthatitstartswiththeendbyfirstidentifyingthedesiredoutcomes,goals,orlearningobjectivesforacourse.Thenappropriateassessmentsareevaluatedanddeterminedbasedonthedesiredlearningoutcomes.Finally,activitiesaredevelopedthatpromotethoselearningoutcomes2.

StrongMindusesthisevidence-basedmethodinconjunctionwithhigh-qualityassessmentsdevelopedbyAssessmentTechnologyIncorporated(ATI)Galileo®.AlignedtoArizona’scollegeandcareerreadystandards,GalileoOnlineprovidesanarrayofcurriculum,assessment,instructionaleffectiveness,reporting,andforecastingtools.Useofthesystemfacilitatesadvancementsinteachingstrategies,assessments,andimplementationofinstructionaleffectivenessinitiatives.CourseswillincludeGalileoOnlineend-of-courseanddiagnosticassessmentstoprovideschoolswithvalidandreliablediagnostic,growth,andproficiencydata.Thisvaluablepsychometricsupportgivesschoolsdeeperinsightintostudentgrowthandachievement.

1Mctighe,J.(1949).Chapter1.WhatIsBackwardDesign?2Reynolds,H.L.,&Kearns,K.D.(2017).APlanningToolforIncorporatingBackwardDesign,ActiveLearning,andAuthenticAssessmentintheCollegeClassroom.CollegeTeaching,65(1),17-27.https://doi.org/10.1080/87567555.2016.1222575


CurriciulumCoursesEnglishLanguageArtsStudentsareexpectedtomasterreadingandwritingconceptsthatarevitaltocollegeandcareerreadiness.BycompletingStrongMind’sEnglishLanguageArtscourses,studentswillbefullypreparedforstandardizedtestsuccessandwillthoroughlycoverallofArizonaStateStandardsinReadingInformationalTexts,ReadingLiteraryTexts,Writing,andSpeakingandListening.Grades6-8Inthemiddleschoolcourses,theemphasisisonsolidifyingreadingcomprehensionskills,aswellasthewritingprocess.Studentsarestrategicallyguidedthroughthereadingcomprehensionprocessbyidentifyingkeyideas/events/people,determiningthemesandcentralideas,interpretingexplicitandimplicitevidence,andwritingsummariesofreadingselections.ThetextsincludedinthecoursesincludeclassicsfromauthorslikeJackLondonandEdgarAllanPoe,butalsocontemporaryarticlesbyScienceNewsforStudents,andevenTEDTalks.Mentortextsarewoventhroughoutthecourse.Writingskillsarerefinedthroughrepeatingtheprocessofbrainstorming,planning,prewriting,drafting,revising,andpublishing.StudentswillcraftInformationalandPersuasiveresearchprojects,alongwithpersonalnarratives,fictionalnarratives,andpoetry,andassessallwritingtypesfortask,purpose,andaudience.ToprepareVPAstudentstosucceedintheglobalsocietytheylivein,aspecialemphasisisplacedonDigitalLiteracyskills.Grade-appropriatevocabularywordsfromreadingselectionsarepretaughtinthelessonsandgrammarskillsarefoundbothinisolatedactivities,aswellasblendedintowritingactivities.Grades9-12ThehighschoolEnglishLanguageArtsbuildsuponthesolidfoundationsetbythemiddleschool.Higher-levelskillslikestrategicandextendedthinking,aswellasanalysisareintentionallyemphasizedincertainplacesinthecourses.Throughclosereadingandscaffoldedwritingassignments,VPAstudentsareabletocomprehendin-depthconceptsandwilladdressspecificideas,likerhetoricorcertaingenresofliterature.MathematicsMathematicscourseshavethedistinctadvantageofbuilt-ininteractiveelements,likegamesandenrichments,thatallowstudentstoexplore,practice,andconstructspecificobjectives.DigitalengagementisahighpriorityforVPAstudentsandcourseshavegraphics,animations,andlow-stakespracticetoreinforceArizonaStateStandards.Problem-solving,especiallywithreal-lifescenarios,isafocusofallmathematicscourses.Thisisemphasizedthroughprojectsanddiscussionboards,anddeepenedasstudentsprovidefeedbacktoclassmatesabouteachother’sreasoningandmathematicalcommunication.Studentsaredriventosuccessbyconsistentreviewsofprerequisiteknowledgeandampletimeisgiventoexploration,sostudentscanbegintoanalyzetheirowndeductiveandinductivereasoning.Grades6-8Themiddleschoolmathematicscoursesintentionallybreaksdowneachlargerconceptintothreedistinctcomponents.Thisallowsmasteryofmicroconceptsandreduceslargermisconceptionsbycompletingsmallerstep-by-stepinteractiveexamplesthatprovidetargetedfeedback.VPAstudentsareconstantlyprovidedpracticeactivitiesthatfocusonexploringconcepts,practicingskills,andcompletingtheproblem-solvingprocess.Grades9-12Collegereadinessandstandardizedtestingarethefocusofhighschoolmathematicscourses.


Rigorous,yetscaffolded,conceptsprovidestudentswithareasonablechallenge,whilelow-stakespracticestillexiststosolidifylearningfrompreviousmathcourses.Enrichmentisintegratedinmanycoursestoprovideadditionalpractice,butalsotoextendstudentthinking,especiallyinwaysthatareapplicabletostudents’lives.Closereadingalsobecomesafocustoincreasetechnicalreadingandwritingabilities.TheVPAStudentwillhaveawealthofreal-worldknowledgethatisimmediatelyapplicableincollegeandcareer.ScienceThesciencecurriculumisengagingandinteractivesotheVPAstudent’sdesiretolearninadigitalformatoccurs.Studentsexperienceconceptsthroughvideos,virtualexperiments,hands-onprojects,simulations,andcollaborationwithotherstudents.Throughoutthesciencecurriculum,thematictopicsguidetheorderofinstruction,providingstudentswithaframeworktoorganizeinformation.Additionally,thecurriculumincorporatesreal-worldscenariosthatstudentsarefamiliarwith,makingthelearningmeaningfulandpersonal.Theformativeassessmentsareusedtoinsurecontentmasterybeforesummativeassessmentstakeplace.AllsciencecoursesalignwithArizonaStateStandardsandeachhavetheirownuniquefocusforprojects,content,andexperiments.VPAstudentswillhaveathoroughgrasponthescientificprocess,aswellastheprocessofinquirytodevelopandtesthypotheses.ThelearningcenterswetlabwillbeusedtoreinforceconceptsbuiltintothedigitalcurriculumsoVPAstudentsmayunderstandandexperiencefirsthandthelabsinthecurriculum.

Grades6-8Middleschoolsciencecourseslaythegroundworkforhigher-levelsciencecoursesencounteredinhighschool.Thesecoursescoverawidevarietyoftopicssuchasbiology,chemistry,physics,ecology,earthscience,spacescience,andgenetics.Thesetopicscontaintheunderlyingconceptsthatarecriticalforsuccessinunderstandinghighschoolcontent-specificcourses.Thecomplexityoftopicsismanagedthroughchunkinginformationintosmallpieces,andkeepingtheLexilelevelsandcontentlengthappropriateforamiddleschoolreader.Additionally,contentisprovidedthroughinteractives,videos,andinfographics,insteadofjusttext,whichpromoteswhattheVPAtargetpopulationdesires.Theinteractiveelements,includingvirtuallabsandscenariosimulations,allowstudentstoexperimentwithconceptsandgetimmediatefeedback.Lessonsbeginwithwarm-upquestionstorecallpreviousinformationlearnedandeasestudentsintomorecomplextopics.ThelearningcenterswetlabwillbeusedtoreinforceconceptsbuiltintothedigitalcurriculumsoVPAstudentsmayunderstandandexperiencefirsthandthelabsinthecurriculum.Grades9-12Thehighschoolcoursescovertopicsbroadlyenoughtoprovidevariety,butcomprehensiveenoughtoensuremastery.Althoughthecoursesareself-authored,articlesandvideosfromsourceslikeNASAandTEDTalksareincorporated.Projectsinthehighschoolcoursesimprovetechnicalreadingandwritingskillstoimprovescientificliteracy.ThelearningcenterswetlabwillbeusedtoreinforceconceptsbuiltintothedigitalcurriculumsoVPAstudentsmayunderstandandexperiencefirsthandthelabsinthecurriculum.SocialStudiesSocialStudiesclassesencouragestudentstobecomebettercitizensandincreasecivicresponsibility.Thefocusisoncauseandeffect,asstudentsexplorehistoricaleventsandfullycomprehendtheorigins.Studentsusecriticalthinkingtoanalyzehistoricaleventsthatshapedthe


worldculturesandimpactmodernevents.HistoryclassesareorganizedchronologicallyandalignwithArizonaStateStandards.Thestudyofhistoryisoftenthroughprimarysourceinvestigationandreal-worldapplication.Grades6-8InthemiddleschoolSocialStudiesclasses,studentsareintroducedtobothworldandAmericanhistory.Throughoutthecourses,VPAstudentsexamineeachparticularpieceofhistorythroughthelensofeconomics,government,andgeography,givingathematicfeeltoachronologicalorder.Theprojectsinthecoursesarefocusedonclosereading,asstudentsinvestigateprimarysourcesforunderstanding.Grades9-12InadditiontoalignmentwithArizonaStateStandards,highschoolcoursesalsoaligntotheC3Framework3(College,CareerandCivicLife).Thehistorycoursesencouragestudentstoreadandexaminethepastlikeahistorian.Studentsapplyhistoricalthinkingskillslikecausation,comparison,andchangeandcontinuityovertimetohistoricaleventsandproblems,examiningthecomplexityofissuesthroughprimaryandsecondarysources,maps,andstatistics.Scaffoldedprimarysourceanalysisandargumentativeessaywritingarestrongfocuses.Inworldhistory,studentsexamineworldbeliefsystems,physicalgeography,andpoliticalandeconomicphilosophiestounderstandhowtheyinfluencethedevelopmentofcivilizationsovertime.Thecurriculumtakesatrulyglobalapproachtoencourageaproperperspectiveinthemodernworld.TheAmericanhistoryandgovernmentcoursesencouragestudentstodrawtheirownconclusionsinconsideringcomplexeventsandissues.TheprojectsprovideopportunitiesforstudentstobecomeengagedcitizenswithanuancedunderstandingoftheforcesthathaveshapedAmericansociety.Creativeassets,likeBioTradingCards,areintentionallyaddedtothecoursestoincreasestudentengagementandretention.Annotatedimagesandmapsallstudentstointeractwiththecontentandinstructionalvideoswithanimationsreinforceconcepts.Aself-authoredgraphicnovelweavesinastorylineandpresentscontentinaninnovativeway.Finally,aVPAstudentwillcompletetherequiredCivicstestperArizonaHouseBill2064throughtheCivics:CitizenshipcoursethatreviewsandassessesknowledgeaboutthegovernmentoftheUnitedStates,citizens’rightsandresponsibilitiesandAmericanhistory.C. RationaleforSelectedCurriculum,MethodsofInstruction&Assessment:Improving

StudentAchievementintheTargetPopulation

VPAsrationaleforadoptingthecurriculumandplatformisthatitwillspecificallyaddressandmeettheneedofourtargetpopulation.VPAstudentsaretheessenceofwhatMarcPrenskydescribesas,“Today’sstudentsarenolongerthepeopleoureducationalsystemwasdesignedtoteach.Today’sstudentshavegrownupinthetechnologyage.Theyhavespenttheirentirelivessurroundedbyandusingcomputers,videogames,digitalmusicplayers,videocams,cellphones,socialmedia,analltheothertoysandtoolsofthedigitalage.Theyrecieveinformationreallyfast.Theyprefertheirgraphicsbeforetheirtextratherthantheopposite.Theypreferrandomaccess(likehypertext).Theyfunctionbestwhennetworked.Theyprefergamesto“serious”work.”4

VPAtargetstudentsarethoselookingforablendedmodelthatisdifferentthanthetypicalschool 3NationalCouncilfortheSocialStudies(NCSS),TheCollege,Career,andCivicLife(C3)FrameworkforSocialStudiesStateStandards:GuidanceforEnhancingtheRigorofK-12Civics,Economics,Geography,andHistory(SilverSpring,MD:NCSS,2013).4Prensky,M(2001).DigitalNatives,DigitalImmigrants.MCBUniversityPress,2001


pathwayavailable.Aneducationalchoicethatisinadigitalformat,providesgraphics,videosthathelpteachbutalsoareengagingtokeepthemfocusedonthelearning.VPAalsobelievesourstudentsneedinpersonteacherstructuredlearningthatreinforcesthecurriculum,providesstudentswiththeavenuetodevelopsocialandcollaborationskills,andtargetstheassistanceneededwheretheyarestruggling.UsingRichStiggin’sworkonBalancedAssessmentandJanChappuis’workon7StrategiesofAssessmentforLearningteacherswillnotonlyhaveadeeprootedunderstandingoftheimportanceofformativeandsummativeassessment,studentswillbeheldaccountableforgoalsettingandaccountingfortheirownunderstandingofthecontentbeinglearnedwhichdirectlycorrelatestotheirinstructionaltierplacement.Thesewillbemeasuredbyinternalandexternalassessmentmeasures.Thesemeasureswillprovideanumberofindicatorsthatwillguidestafftoprovidethenecessaryinterventionsandstructuredteachersupportwhichwillcontributetothestudentsandschoolslong-termsuccess.DiagnosticandembeddedendofcourseassessmentsthroughtheGalileoassessmentsystem,thatwillmeasurestudentcompetencyofthestatestandards.Galileoassessmentsmeasurestudentknowledgeonthesameorverticallyalignedstandardsineachcourse.Throughthereportsavailable,theschoolwillbeabletoselectstudentpeergroupsreflectingdiverseacademic,demographic,andothercharacteristicstoevaluatethestudent’schangerelativetohisorherpeergroup.ATIresearchplacesassessmentscores(throughtheGalileoassessmentsystem)onacommonscaleacrossassessmentsusingproceduresbasedonItemResponseTheory,thechangeinscoresisadirectmeasureofgrowth.VPAstaffwillusethesemeasurestotrackachievementandindividualstudentgrowth.Inaddition,anoverallschoolgrowthscoreinthe70thpercentileorhigherwillindicatetheschoolismakingsuccessfulacademicgains.VPAstudentscomefromavarietyofbackgrounds,academiclevels,socio-economiclevels,ethnicities,developmentalneeds,aswellas,mayhaveoutlyingsocial/emotionaldifficultiesthatpreventthemfromthetypicalbrickandmortarstyleschool.VPAcurriculumandmethodsofinstructionprovidetheguidanceandsupportforallstudentsneedstoexcel,beacademicallysuccessfulwiththeflexibilityofascheduleanddirectinstructionthatdoesnotrestricttheirlearningbutfitstheirpassionforlearninginadigitalformat.MarcPenskystates,“Kidsborninanynewculturelearnthenewlanguageeasily,andforcefullyresistusingtheold.”VPAisthenewculture,usingnewwaystocaptureourstudentswhen,howandwheretheywanttolearn.WhilestudentsareatVPAlearningthecurriculum,theteacherswillbeusingavarietyofevidence/researchbasedinstructionalstrategiesandprograms.JimKnight(2005)coinedtheword“Intensive-ExplicitInstruction(IE)”asawaytouseanumberofresearch-basedinstructionalapproaches.Thesebeingdirect,explicitandstrategicinstruction(Hattie,2011,Archer&Hughes2011,Ellis,Deshler,Lenz,ShumakerandClark,1991).“Teachersuseintensive-explicitinstructiontoefficientlyandeffectivelyteachcontentandsignificantlyincreasethelikelihoodthatstudentswillmasterthecontent.Intensive-explicitinstructioninvolvesteachingpracticesthatensurestudentsareengagedinlearningandactivelymasteringcontent.Itisexplicitbecauseitinvolvesteachersclearlymodelingcovertthinkingandprovidingdetailedfeedbackasstudentmovetowardmastery.Theprincipalgoalofintensive-explicitteachingisforstudentstounderstand,remember,andgeneralizethecontent.(Knight,2012)5” 5 Knight, J. (n.d.). High-impact instruction. Corwin Press, 2012


ExplicitInstructionbeingsystematic,direct,engagingandhasbeenshowntopromoteacademicachievementwithalllevelsoflearners.Instructionisfocusedonthecriticalcontentthatstudentsneedtodevelopadeepunderstandingoftheconceptsaswellastheskillsneededforacademicsuccess.Theseskillsaresequencedlogicallyandmorecomplexskillsarebrokendownintosmallerunitsofinstruction.Thepremiseofexplicitinstructionbeingsystematicwithanunderstandable“Ido,Wedo,Youdo”approachtodemonstrateacquisitionofskillsandstrategiesneeded.Asstudentslearnanddevelopunderstandingfrequentresponsesareencouragedthroughavarietyofways:Verbal:Choral,Partner,Teamand/orIndividual;WrittenResponses:WrittenResponses,ResponseCards,WhiteboardResponses;ActionResponses:ActOut,Gestures,FacialExpressions,HandSignals.Throughthisinstructionalmethodfeedbackisimmediate,specific,corrective,focusedonthecorrectresponseversusincorrectandendwithstudentsprovidingacorrectresponse.UsingJohnHattie’sresearchonwhatworksbestforraisingstudentachievement,VPAstudentswillbetaughtusingvisuallearningtools,interventions,appropriatefeedback,directinstruction,questioningstrategiesandcooperativelearning.Throughhisresearchthesehaveaneffectsizeof0.40whichrepresentsoneyear’sgrowthoverthecourseofoneschoolyear.Hattiestates:“Schoolsthatuseeffectsizetomeasurestudentprogresscanmaximizetheirimpactonstudentoutcomes.6”Toensureallstudentobtaintherequiredcreditforgraduationcreditswillbetrackedandmonitoredwhencoursesareassignedforeachofthesixterms.MTSS/PBSstrategies,andsummerschoolwillbeprovidedandencouragedtoensurestudentsobtainaminimumof6creditsperyear.Attendanceiscriticaltotheacquisitionofknowledge,andmasteryofthecontent.Monitoringstudentattendancewillbeaschoolpriorityandaclearattendancepolicywillbecommunicatedtoparentsandstudentsasthesearethefundamentalfoundationofthethree-tierinstructionalsystem.Ourgoalistoattain95%AverageDailyAttendance(ADA).D.AchievingtheOutcomesintheSchool’sMissionVPAbelieveseverystudentwhoentersourdoorshasthepotentialtoachieveacademicsuccessandbecomeavaluablecontributortothecommunityasstatedinourmission:ValorPreparatoryAcademy’smissionistoprovideeverystudent,nomatterhowtheylearnorregardlessoftheiracademicbackgroundaneducationalexperiencethatvaluesablendedapproachusingteacherfacilitatedinstruction,digitalcurriculumandtechnologytodevelopArizonacollegeandcareerreadycitizensintocontributingmembersofthecommunity,oneinwhichexcelsincollaboration,criticalthinkingandshowcompetencyinmasteryoftheArizonaStateStandards.Itisourgoaltoensureeachstudentisreadyacademicallytoentercollegeormoveintoacareer.ThestudentsatVPAwillbefromvariousacademicandsocio-economicbackgrounds.Thisincludesspecialeducationprograms,English-languagelearners,andaccelerationforthosewhohaveshownperformance-basedmasteryofthecontent.Therefore,ourvisionreinforcesthis:“ValorPreparatoryAcademyvisionistocreate,develop,andempowertoday’sdigitalcitizentobecomearesponsible,contributingcommunitymemberbypreparingthemtobecollegeandcareerreadyina21stcenturyworkforce.”AllstudentswillexitVPAreadyforcollegeandcareer.AVPAgraduatewillhavedevelopedthe 6VisibleLearningforTeachers.NewYork,NewYork:Routledge,2011


understandingthatcontributingtothecommunityisvitalfortheirfutureandanaturalpartofthefunctionofademocraticsociety.ThroughtheirservicelearninghoursasdescribedinA.1EducationalPhilosophy,studentswillhaveexperiencedmultipleavenuesofcommunityservicesaswellascareerpathoptionsthatwillseteachgraduateuptobecomeacontributingmemberofthecommunity.Thesecombined,aVPAstudentwilldevelopasacontributingleaderwiththeknowledge,thinkingskills,civicengagement,essenceofonewhoembodiestheneedsofothersandagraduatethatexhibitstheoutcomesintheVPAschoolmission.Toencouragestudentstofocusonacademicsuccessandtheirlearning,schooluniformswillberequiredwhenattheschool.OneinfiveUSschoolsrequirestudentstowearuniformsduringthe2013-14schoolyearandsaytheymakeschoolssaferforstudentsandcreatea“levelplayingfield.”In2014,49%oftheUnitedStatespublicschoolsrequireduniformsoraformaldresscodepolicy.Theprimaryreasonfortheadoptionofschooluniformsisintendedtoreducedisciplineproblems,improveschoolclimateandcurbanysocialpressures.Uniformslessensocialpressures,helptoincreasestudentself-esteemandimproveacademicachievement.7Byenforcingadresscode,VPAwillcreateaprofessionalenvironmentthatisconducivetoandfocusedonlearning.Uniformclothinghelpseliminatesocio-economicdifferences,minimizesdistractions,andfocusonlearning.EachFriday,studentswillbepermittedtodressdownbywearingconservativejeansandaschoolapprovedt-shirt.Thishelpsstudentsdisplaytheirpersonalityandschoolprideinacontrolledsettingwhilealsoemphasizinglearning.Thesameexpectationswillbeimplementedforallstaffastheyarerolemodelsforeachmemberoftheschoolcommunity.Thiswillalsoprovideanenvironmentwherelearningisthefocusofoursuccess.Inaddition,parents/guardianswillsignalearningcontractrequiringthemtobeactivelyengagedintheirchild’sacademicsuccessthroughreceivingdailyprogressupdates,providingassistancetothechildwithcoursework,participatinginschooland/orclubevents,andcontributingtothecommunitywiththeirchildasreinforcedinourmission.E. ConsistencywiththeAcademicSystemsPlanTheProgramofInstructionisconsistentwithallcomponentsofA.5,theAcademicSystemsPlan.

7 Brunsma, David L. (2006). School Uniform Policies in Public Schools. Principal, 85(3), 50-53.

A.3.1 Mastery and Promotion

A.3.1MasteryandPromotion ValorPreparatoryAcademy,LLC Page1of5

EducationalPlan

A.3.1MasteryandPromotion

ValorPreparatoryAcademystudentswillshowmasteryand/orcompetencyusingtheblendedmodelasdescribedindetailinsectionA.1EducationalPhilosophy.VPAusesanewmodelofschoolnotcurrentlyavailabletothetargetpopulation.VPAusestheirreplaceableteacherthroughtheblendedapproachasstudentsmovethroughtheface-to-faceteacherstructuredinstructionaltiers.Basedonrequiredattendanceatthelearningcenter,rigourousoversightofteachers,assessmenttoolsthatwillmeasureacademicachievement,andsystemsinplacetoaccommodateinterventionforallsubgroups,VPAstudentswillhavethenecessarysupportsinplacetobesuccessfulandtransitionwithlittletonodifficultyintohighschool.

A. CriteriaandConditionsforMasteryandGradeLevelPromotion

Asshowninthetablebelow,VPAstudentsmustcompletetwosemesters(AandB)inthecorecoursesofEnglishLanguageArts,Mathematics,Science,andSocialStudies(corecourses)withapassinggradeof60%orabove.Studentswhosuccessfullycompleteeighthgraderequirementswillpromotetohighschool(9thgrade)andwillreceiveacertificateofpromotion.StudentsarepromotedbasedontheirmeasuredacademicgrowthandperformanceintheareasofEnglish,Math,ScienceandSocialStudies.StudentgrowthandperformancearedemonstratedbasedoncourseassessmentscoresfoundintheStrongminddigitalonlinecurriculum.Theseassessmentsaresummativeandformativeandfactorinasubstantialcomponentofastudent’soverallgrade.Inaddition,studentgrowthscoresaremeasuredusingtheGalileoassessmentsystem.ATI/Galileoprovidesadetailedoverviewofwhatstudentsknow,whattheyhavelearned,andwhattheyneedtomaster.Thetablebelowdemonstratesthecoursesrequiredfortheyear(A&Bcourses)andtherequiredamountofcoursesforallgrades(6th-8th).MiddleSchoolCourseCompletion(6thgrade–8thgrade)

A–1stSemester B–2ndSemester

English English

Math Math

Science Science

SocialStudies SocialStudies

TotalYearCourseRequirement:

8courses

VPAusesacumulativescoretoshowstudentmasteryofthecontentforeachsection(A&B).Apassingcumulativescoreis60%orabove.Fullmastery/competencyisat80%orabove.VPAhasimplementedthesameproficiencylevelsasthestatestandardizedtest(AzMERIT)todevelopreportingconsistencyandeaseofunderstandingforthestudent,andparent/guardian.Studentswhohavepassedtherequirementsforthecoursebyreceivinga60%orabovepassinggradewillbepromotedtothenextgradelevel.Studentsthatreceiveapassingscorelessthan


80%willbemonitoredusingATI/Galileoassessmentseachyeartoshowretentionofthecoursestandardsandcurriculum.Furthermore,studentsreceivingapassinggradeof60-80%thatreceivean80%oraboveonGalileobenchmarkassessmentswillnolongerbeassessedonpreviouscoursecurriculumasthebenchmarkassessmentsarealignedtoandmeasurestatestandards.Belowisatableofstudentfinalgradesinrelationtotheirproficiencylevel.

GradePercentageDistribution

LetterGrade LevelofProficiency

90%-100% A HighlyProficient80%-89.99% B Proficient70%-79.99% C PartiallyProficient60%-69.99% D MinimallyProficient0%-59.99% F Intervention–Attend

Intersession,RepeatCourse,etc.

B. ComprehensiveViableandAdequateProcesstoDetermineGradeLevelPromotionandRetentionConsistentwithA.R.S.§15-701

VPAwillprovideawell-definedprogramofinstructionforgrades6th–8thwhichwillfollowtherequirednumberofdaysandrequiredinstructionalhoursperA.R.S.§15-341.01.VPA6thgradestudentsarerequiredtohave890instructionalhoursand7th–8thgrademusthave1,000instructionalhours.Inaddition,abidingbystatestatuteA.R.S.15-701,eighthgradestudentswillbepromotedprovidedthattheyhavemetthecompetencycomponentsdictatedbythestateofArizonaintheareasofreading,writing,mathematics,science,andsocialstudies.Thesecompetencycomponentsarefollowedviathedigitalcurriculumplatform.TeachersatVPAwillrevieweachstudentsacademicprogressdailythroughtheuseoftheirstudentdatadashboardlocatedwithintheStudentInformationSystem(SIS).Thedatareviewedwillbeusedtoguideinstructionaldecisionmakingandwillbeexplicitlyreviewedduringtheteacherscollaborativeteams.Inordertounderstandeachstudentandassesstheirmasteryofthecontent,VPAcollaborativeteams,willreviewstudentprogresstogether,discusshighyieldinstructionalstrategiesusedthatshowedsuccess,andreviewanyadditionalinformationneededtoprovideacademicassistanceeachstudentneedstomastercontent.WeeklyProgressReportswillalsobeprovidedtotheparent/guardianandstudenttoshowthestudentscurrentlevelofproficiencyaswellaswheretheyshouldbetoachieve/maintaintherequiredcourselearningmasterycumulativescore.Progresswillbereviewedweeklybytheteacherandthecollaborativeteamstoensurethestudentisprogressingappropriately.Parent/TeacherConferenceswillbeconductedquarterlyandrequiredperVPA’slearningcontract.Theparent/guardianandstudentwillbepresentwiththestudentsteacherstoshow


thestudentsacademicgrowth,performance,andachievementthroughtheteacherstructuredinstructionaltiergroupandthroughthedigitalonlinecurriculum.Duringthefirstsemester,theseconferenceswillbepredominantelyteacherledwithevidenceofstudentlearningasacatalystforsuccessandareasofimprovement.Duringthesecondsemester,theconferenceswillmovetostudent-ledconferences.Thiswillallowthestudenttobecomeanintegralpartoftheirlearning,developpresentationandcriticalthinkingskills,buildmotivation,andconnecttheirparentswiththeirlearning.ThePrincipals’PartnershipResearchBriefonStudentLedConferencesstates;thisformofconferencingallowsallthreepeople(student,parent,teacher)toformapartnershipthatisequalamongstakeholders.Futhermore,Student-ledconferencesaredesignedtoachieveoneormoreofthefollowinggoals:toencouragestudentstoacceptpersonalresponsibilityfortheiracademicperformance;toteachstudentstheprocessofself-evaluation;tofacilitatethedevelopmentofstudents'organizationalandoralcommunicationskillsandtoincreasetheirself-confidence;toencouragestudents,parents,andteacherstoengageinopenandhonestdialogue;andtoincreaseparentattendanceatconferences.1

PromotionfromMiddleSchooltoHighSchoolStudentswhohavesuccessfullypassedall6th,7th,and8thgradecorecoursesincludingbutnotlimitedtoreading,writing,mathematics,science,andsocialstudieswillbeeligibleforeighthgradepromotion.Thepromotion(advancingtothenextgrade)andretention(remaininginthecurrentgrade)ofstudentsenrolledinVPAisbasedonthedegreeofsuccessthattheindividualstudentachievesincompletingtheeducationalprogramthathasbeendesignedtomeethis/herlearningneeds.ProcessforPromotionWhenNotMeetingCriteriaStudentswhodonotmeetthecriteriadescribedabovemaybeconsideredforpromotionunderthefollowingcircumstances:

• Receivedsupplementalsupportservicessuchasspecialeducationservicesthatdonotrecommendretention(IEPand/or504)

• Anyextraordinarycircumstanceorextenuatingcircumstancesthatimpactedstudentacademicprogress(illness,deathinthefamily,etc)

• ThePromotion/RetentionCommittee(Teachers,Counselor,andAdministrator)determinesthatthestudenthasshownadequateprogressandmasteryofthecorecontentareasaswellasthesocialmaturitytobesuccessfulinthenextgradelevel

Socialmaturityismeasuredbasedonthestudents’abilitytomakereasonablejudgementsanddecisionswhilefacingcriticalissuesandproblems.WithVPA’scommitmenttopositivebehaviorinterventionandsupportseachstudentwouldprogressaccordinglyintheirownsocialmaturitybasedonageandgrade.IfastudentdoesnotincreaseinbehavioralmaturityandhasdemonstratedpooracademicmasterythePromotion/RetentionCommitteewillreviewandenactinterventiontechniquestopromotesocialcognitiveawarenessandfacilitatemulti-

1ThePrincipals'Partnership.(2011).StudentLedConferences:ResearchBrief.Retrieved2018,fromhttp://www.mondaymusings.org/wp-content/uploads/2011/03/studentledconf.pdf


tieredsystemsofsupporttoenhanceacademicprowess.Studentattendanceandbehaviorwillalsobefactoredintoastudent’soverallsocialmaturitylevel.Inaddition,duringsecondsemester,thestudent-ledconferenceswillpromoteandshowcasethestudentssocialmaturityastheyprepare,leadandreflectontheconference.C. CriteriaandConditionsforGradeLevelPromotion

VPAhasestablishedthecriteriaandconditionsformasteryandgrade-levelpromotionbaseduponproficiency-basedgradingmodelsandassessmentpracticesdemonstratedanddivulgedbythestateofArizona.Inaddition,withstudentgrowthasthemainfacetofinterventionagradeof70%orhigheriscrucialtotrackacademicgains.ChoosingalowerpercentageasapassingratewouldbecomparabletotraditionalmiddleschoolsbutinVPA’sblendedlearningatmosphere,studentsarechallengedtoreachadditionallevelsbythoroughlymasteringcoursecurriculum.VPAwilluseMulti-TieredSystemofSupportinterventiontechniqueswithinandoutsidetheclassroominordertoeducationallyandemotionallysupporttheacademicprogressofallstudents.VPAstaffwillensurethatstudentsreceiveinstructiontoremainacademicallymotivatedandenticepositivebehaviorsupportmodels.Studentswillhavemultipleopportunitiestodemonstratelearning.Theseopportunitiesincludemultipleformativeassessments,unitsummativeassessments,Galileobenchmarkassessments,teacherobservation,andstatewideassessments.Studentswillbuildmasterythroughcooperativelearningplatformsbuiltintodailyteacherlessonplansandinstruction.Throughthesetechniques,ValorPreparatorywillbuildstrongstudentandfamilyrelationships.Hence,VPAwillretainstudentsthroughpositiverelationshipbuilding.2Parentsareavitalpartofthesuccessoftheirchild,VPAbelievesthroughtheweeklyprogressreports,dailymonitoringofstudentprogressinthestudentdatadashboard,quarterlyparent/teacherconfernces,andeffectivecommunicationwithparents/guardianseachVPAstudentwillbesuccessfulandshowacademicmastery.AsdescribedinSectionA.4,VPA’sschoolyearcalendarisdevelopedtoprovideassistancetothosewhoareacademicallystruggling.Intersessionsareofferedfourtimesayeartoprovideadditionalassistanceandremediationofskillsinorderforeachstudenttomovetowardacademicproficiency.Therefore,studentshavemultipleopportunitiestodemonstratelearningandskillsets.

D.ProcessforStudentRetention

TheacademicsuccessofVPAstudentsisourmainpriority.Tothatend,teachersandparentswillcollaboratetoensurestudentsbenefitfromvariousremedialsupportsandinterventionsasdescribedinA.1EducationalPhilosphy.However,whenastudentisnotprogressing,heorshemayneedtoberetainedbasedonacademicperformance,orsocial/emotionaldevelopment,asdescribedabove.Intheeventofretention,thefollowingwilloccur:

2 http://www.azed.gov/mtss & https://www.pbis.org/school/mtss


A. StudentswhodonotmeettheminimumacademicrequirementsfortheirgradelevelbytheendofMayofeachyearwillberetainedintheircurrentgradelevelforthenextschoolyear.

B. Whenstudentsareretained,theyarenotrequiredtoretakeanycoursesinwhichtheyreceivedapassinggradeduringtheschoolyearinwhichtheywereretained.

C. Ifastudentisretained,heorshewillbegiventheopportunitytomakeupallassignmentsandshowmasteryofthecontentpriortotheendoftheschoolyear.

D. Parent/guardianwillreceivearetentionnotificationbymid-Aprilofeachyearifastudentisatriskofbeingretained.Studentsandparentswillbeinconsistentnotificationthroughweeklyprogressreports,quarterlyparent/teacherconferencesandadditionalcommunication.Thereforeanyretentionnotificationwillnotbeasurprise.

E. Parent/guardianwillmeetwithVPAadministrationandstafftoreviewstudentprogressandrelevantdocumentationbeingusedtosupportretention.Aretentionsupportplanwillbedevelopedoutliningacademicexpectationsfortheupcomingschoolyear.

E.EnsuresConsistencywithAcademicSystemsPlan

VPAensurestheEducationalPlanisconsistentwithAreaIIoftheAcademicSystems.

A.3.2 Course Offerings and

Graduation Requirements

A.3.2MenuofCourseOfferings“Revised” ValorPreparatoryAcademy,LLC Page1of4

EducationalPlan

A.3.2CourseOfferingsandGraduationRequirementsMenuofCourseOfferingswithCourseTitlesandDescriptionsEachofthecoursesbelowarealignedwithArizona’srequirements/statestandardsasdescribedintheProgramofInstructionA.3.Ifastudent(includingallsubgroups:SpecialEd,ELL,504,etc.)isnotacademicallysuccessfulinacourse,studentsareprovidedinterventionthroughthethreeInstructionalTiers(Guided,Support,Modified).Intervention/remediationwilloccursignificantlyintheGuidedandSupportGroupsthroughone-on-oneandsmallgroupteacherledinstruction.Teacherswillmeetintheircollaborativeteamseachafternoontoidentify/progressmonitorstudentswhoneedintervention/remididationanddevelopindividualplansforthesestudents(includingallsubgroups:SpecialEd,ELL,504,etc.).Courseswillbemodifiedwithintheonlinesystemtomeetastudentsacademicneeds,andallsubgroups:SpecialEd,ELL,504,etc..Alongwiththeforementionedintervention/remediationprocesses,coursesmayberepeated,and/orapersonalcurriculumplandeveloped.EnglishLanguageArtsEnglish6A/B-Studentsreadandanalyzeinformationalandliterarytexts.Thereadingselectionsdemonstratewaystounderstandexplicitandimplicitinformation,centralideasandkeydetails,themesandcharacters,andfigurativelanguageamongotherideasandconcepts.Writingskills,alongwithgrammarandpunctuation,arealsocovered.English7A/B-Studentsimprovetheirreadingandwritingskills,helpingthembecomeeffectivecommunicators.Studentsorganizeideasandcraftvariouscompositiontypeslikeinformational,research,narrative,persuasiveessays,andpoetrywriting.Readingselectionsincludetwofull-lengthnovels.English8A/B-Studentsreadtextsfromanumberofgenresandsources,includingshortstories,novels,myths,poems,magazinearticles,andautobiographies.Astheyread,studentspracticewaystorecognizeandusesupportingevidencetomakeinferences.Compositionisalsoalargefocusofthecourse,asstudentsstudyandwriteabouttopicslikedigitalliteracyskills.English9A/B-Studentsacquireskillsforspeakingandwritingformally,withanemphasisonpersuadingaudiences.Studentsexaminepersuasiveargumentsinhistoricalandcontemporarytextstoidentifyandevaluaterhetoricaltechniques.Theylearnwaystoassesstextsanddrawconclusionsastheyexaminebothwrittentextsandoralpresentations.English10A/B-Studentslearnwritingskillsthroughanemphasisongrammar,usage,andediting.Studentspracticeresearching,organizing,anddevelopingdescriptive,persuasive,narrative,andexpositorycompositionsthroughwritinginstructionandactivities.Readingselectionsfocusonworldliteratureandliterarynonfictionasstudentsanalyzetheauthor’scraft.English11A/B-StudentsexamineseminalAmericandocumentsaswellasfoundationalAmericanliteraturetoevaluateuseoflanguage,determinemeanings,graspcentralideas,andevaluatebias.Writingactivitiesgivestudentspracticeinorganizinganddevelopingdescriptive,persuasive,narrative,expository,andresearchcompositions.English12A/B-Studentsexaminetheartandcraftofrhetoricininformationalandnonliterarytexts,withaspecialemphasisontheunderstandingofreasoningandlogic.StudentsalsoreadandanalyzeBritishliteraturefromtheMiddleAgesthroughmoderntimes.WritingactivitiesincludeaGothicnarrative,aliteraryanalysis,andrhetoricalwriting.MathematicsMath6A/B-Studentsbuildonpreviouslylearnedconceptslikeadding,subtracting,multiplying,and


dividing.Theydeepentheirknowledgeofarithmeticwithfractions,andworkwithdecimalsandnegativenumbers.Studentsapplythesenewskillstohelpsolvereal-worldproblemsusingstatistics,ratios,unitconversions,andgeometry.Math7A/B-Studentsaddandmultiplyrationalnumbersbyusingnumberlines,rules,andproperties.Theyalsostudytheproportionalrelationshipsgivenintables,diagrams,graphs,equations,andverbaldescriptions.Othermathematicalconceptsincludinglinearequations,writingexpressions,probabilityandstatistics,andgeometryarecovered.Math8A/B-Studentsbeginwiththefundamentalsofalgebra,wheretheycompare,order,andperformoperationsonrationalandirrationalnumbers,anduseinverseoperationstosolveforavariableinone-andtwo-stepequations.Studentsalsowriteandsolvetwo-stepequationsfromcontextualsituations,andanalyzepropertiesoffunctions,focusingonlinearfunctions.Algebra1A/1B-Studentsexaminetherelationshipsbetweenquantities,byreasoningwithequations.Theyproceedtostudylinearandexponentialrelationships,withthefocusonlinearrelationships.Studentsalsoexplorequadraticequations,quadraticfunctions,andfactoringexpressions.Theywillalsoworkonexponentialfunctionsandtheirgraphs.GeometryA/B-Studentsexplorecongruence,proofs,andconstructionsbeforestudyingsimilarity,additionalproofs,andtrigonometry.Studentsexploreconnectionsbetweenalgebraandgeometry,throughcoordinates,circleswithandwithoutcoordinates,andapplicationsofprobability.Algebra2A/2B-Studentsareintroducedtotopicsincludingexponentialandlogarithmicfunctions,rationalandradicalfunctions,properties,andattributesoffunctions,conicsections,anddataanalysis.Thecoursealsoincludesanintroductiontoprobabilityandtrigonometry.BusinessMathA/B-Studentsincreasefinancialliteracybystudyingtherealitiesofmakingandspendingmoney,includingdeductionsonincome,selectingaccounts,andtheprocessesofmakinglargepurchases,suchasbuyingacarorahome.Thiscourseconcentratesonbusiness-relatedskillsthatrequiremathematics.AdvancedMathA/B-Studentsgainexperienceinadvancedmathematicconcepts,focusingonthestudyoftriangles,angles,andtrigonometricfunctions.StudentsexpandtheirknowledgeofAlgebraandGeometryastheylearnaboutfunctions,equationsandinequalities,polynomialandrationalfunctions,exponentialandlogarithmicfunctions,andanalyticgeometry.ScienceScience6A/B-Studentslearnhowtomakepredictionsandinvestigateandinterpretdataastheypracticeandusethescientificprocess.Studentsalsoexplorethestructureandfunctionoflivingsystems.Science7A/B–Studentsareintroducedtobasicsciencetopicsinpreparationforahighschoollevelgeneralsciencecourse.Topicssuchasearthscience,environmentalscienceandastronomyarediscussed.Studentsexpanduponthesetopicsbyperformingeducationallabexperiments,usingcommonhouseholdmaterials.Studentsareintroducedtotheformation,mining,anduseofminerals,thecyclesofrocks,measurementofearthquakesandthecausesofvolcaniceruptions.Science8A/B-Studentsstudyconceptssuchaslifescience,physicalscience,physics,forces,andNewton’slawsofmotioninordertopreparethemforhighschoolBiologycourses.Engineeringandtechnologypracticesarethreadedthroughout.IntegratedScienceA/B-Studentsgainanintroductiontoscienceasawholeandthebasicmethodsandtoolsthatscientistsusetoproducemeaningfulresults.Studentsexplorethestructureandpropertiesofmatter,interpretinformationontheperiodictable,andlearnaboutimportantaspectsofmotionandforce.BiologyA/B-Studentsreviewthescientificmethodandthemajorconceptsofbiologyfromahistoricalandpracticalviewpoint.Majorthemesincludethecell,themolecularbasisofheredity,andtheinterdependenceoforganisms.Studentsalsostudypopulationdynamicsandevolutionthroughthestudyofmutualism,predation,parasitism,andcompetition.


ChemistryA/B-Studentsstudythebasicprinciplesandpropertiesofmatter.Theydiscoverhowchemistryhasevolved,learnaboutchemicallabequipment,techniques,andsafety,andexploretheproperwaytomakemeasurementsThecoursealsofocusesontheenergyinvolvedinchemistryandtheusesforseveraltypesofchemicalreactions.PhysicsA/B-Studentsexaminephysicalscienceincludingatomictheory,dynamics,energetics,thermodynamics,electricity,quantummechanics,andparticlephysics.Studentsalsostudythenatureoflight,wavemotion,soundflow,optics,andelectromagneticfields.EnvironmentalScience-Studentsstudyelementsofearthsciencewithecology,evolution,andtechnologytolearnabout theimpactthatlifehasonthedynamicprocessesofearth,achangeableplanet,anditsmaterialcycling.Hands-onprojectsincludetopicslikemeteorology,recycling,andenvironmentalpolicies.BotanyandZoology-Studentsfocusonthecomparativeanatomyandphysiologyofmulti-cellularorganisms.Thiscourseprovidesanoverviewofthepatternsthatareusedbyplantsandanimalstogrow,reproduce,andadapt.SocialStudiesSocialStudies6A/B–Studentsstudytheinfluenceofgeography,culture,andreligionontheworldfromprehistorythroughtheEnlightenmentperiod.Studentsdiscoverhowexploration,trade,scientificdiscoveries,andnewphilosophieschangedthecourseofhumanhistory,whileassessingreligious,scientific,philosophical,andpoliticalbreakthroughs.SocialStudies7A/B–Studentslearnaboutthehistoryofournationfrompre-CivilWarthroughthe21stCentury.Inaddition,thecontentareasofgovernment,science,art,literatureandthehumanitiesareinterwoventhroughouttheclass.SocialStudies8A/B-StudentsgainanunderstandingofwhyandhowtheUnitedStatesdevelopedintothecountryitistoday.StudentswillexaminesuchtopicsastheeconomicfactorsoftheGreatDepression.WorldHistoryA/B-Studentsexplorethekeyeventsandglobalhistoricaldevelopmentsfromhunter-gatherersocietiestotheIndustrialRevolution.Studentsfollowtheriseandfallofempires,theCrusades,feudalism,theplague,andAsianempires.StudentsalsoexaminerevolutionsintheworldandtheestablishmentofEuropeancoloniesaroundtheglobe.AmericanHistoryA/B-StudentsstudyAmericanHistoryfromEuropeanexplorationthroughtheGreatDepression.IncludedisinformationaboutBritishcolonies,thefoundingoftheUnitedStates,westernexpansion,immigration,andimperialism.WarsarestudiedfromtheCivilWarthroughWorldWarI.AmericanCivicsandGovernment-StudentsareprovidedabasicknowledgeofthehistoryandphilosophyoftheUnitedStatesandArizonagovernmentanditsprinciples,whichguidedemocracy.StudentsexaminetheUnitedStatesConstitutionaswellasthefunctionsanddutiesofthethreebranchesofgovernment.Economics–Studentsexploreprinciplesthatallowthemtomakeinformeddecisionsaboutpersonalfinanceanddevelopabroaderunderstandingofnationalandinternationalpolicies.Studentsalsolearnhoweconomicsimpactsthedistributionofwealthandqualityoflifeglobally.CivicsandCitizenship-StudentsgainknowledgeaboutthegovernmentoftheUnitedStates,citizens’rightsandresponsibilities,andAmericanhistory.Bytheendofthecourse,studentscanengagewiththegovernmentinwhichtheywillsoonparticipate.TheendofcourseassessmentmeetstheArizonaCivicstestrequirement.ElectivesCharacterEducation–Studentsaregivenanoverviewofperformanceandethicalprinciples.Studentsareencouragedtobelifelonglearners,thinkthroughproblems,bediligentandcapable,interactpositivelyinsocialsettings,respectothers,assumeresponsibility,actethically,andliveaccordingtoanoblepurpose.CriminologyandForensics–Studentsanalyzethebasicsofcrimeandforensicprocedures.This


coursecoverstopicsoncrimeandcriminology,witnessesandperpetrators,andthecrimelab.CriminologyandJustice–Studentsareintroducedtothebasicsofcrimeandthejusticesystem.Thiscoursecoverstopicsonthecriminaljusticesystem,non-forensicevidence,andwhathappensinsidethecourtroom.FinancialLiteracy–Studentslearnaboutbudgeting,workincome,moneymanagement,andkeyconceptsofbankingandcredit.Throughoutthecourse,studentswillbeeducatedinhowtowiselyspend,save,andinvestmoneytoachievepersonalfinancialgoals.PsychologyA/B–Studentsstudybasicconceptsandtheoriesofhumanbehaviorandcareersinpsychology,whilefocusingonthescientificstudyofindividualbehaviorinthecontextofsociety.SociologyA/B–Studentsexaminesocialtrendsandculturalchanges.Studentslearnhowsocialgroupsaffectourbeliefsandactions,andhowtheirmembersinteractwitheachother.WorldReligions–Studentsareintroducedtomanyofthemajorworldreligionsandtheirorigins.Studentslearnhowreligioncanhelpdefineabeliever’spurpose,ethics,andjudgment.FineArts/Vocational2-DimensionalDesign–Studentslearnthedefinitionsofthedesignelements(line,shape,value,form,texture,andcolor)andtheprinciplesofdesignthatactupontheelements.ArtHistory:Origins-Studentsjourneythroughtime,experiencingprehistoricart,ancientMediterraneanandmedievalart,andearlyEuropeanartfromtheRenaissancethroughMannerism.ChildDevelopment–Studentsexplorethephysical,emotional,social,andintellectualdevelopmentofchildren.Studentswillalsoseehowchilddevelopmenttheoryappliestoeverydaylifeastheystudyeachstageofdevelopment.ComputerBasics–Studentslearnthebasicsofcomputeroperations.Theyworkwithbasicsoftwareprogramssuchaswordprocessing,spreadsheets,andpresentations.FashionDesign–Studentsareintroducedtothefashiondesignindustryanditscareers.Topicsincludecommunicationintheindustry,workethicsandskills,colorsandelementsofdesign,identifyingandcomparingfabrics,andusingmachinesandtechnology.HospitalityandTourism–Studentslearnabouthospitalitybusinessessuchasrestaurantsandhotels.Topicscoveredincludethehotelandtourismbusiness,sportsandentertainmentmarketing,andtheeconomicimpactoftourism-relatedcompanies.InteriorDesign-Studentsareintroducedtothebasicconceptsofinteriordesign.Topicsincludecareersininteriordesign,skillsrequiredforemployment,theelementsandprinciplesofdesign,environmentalconcerns,andfurnishingstyles.Retailing–Studentslearnhowtouseresearch,strategy,andplanningtofindsuccessintheretailbusiness.Thiscoursecommunicatesthatretailinggoesbeyondsales,andexplorestheskillsneededtosucceedinrealworldcareers.Health/PhysicalEducationHealth-Studentsacquireskillsandknowledgeabouthealthandfitnesstoleadahealthylife.Topicsincludenutritionandphysicalactivity,development,injuryandsafetyprevention,drugabuse,andmental,emotional,andsocialhealth. PhysicalEducation–Studentslearntheimportanceofphysicalactivityandpersonalfitness,aspectsofsportandrecreation,andhealthyeatinghabits.Studentsareexpectedtoevaluatetheirownfitness,designanexerciseplan,andtracktheirresults.WorldLanguagesSpanish1A/B–StudentslearnhowusebasicSpanishtogreetothers,describetheirfriendsandfamily,exchangetelephonenumbers,andtalkabouttheirdailylife,includingschoolandhome.Spanish2A/B–StudentsexpandtheirSpanishknowledgetoincludeverbtenseslikethesimplepastandtheimperfect,aswellasvocabularyusefulforallmodesoftransportationandtravel.Spanish3A/B–Studentsgainthevocabularyandsentencestructureneededtoexpressthemselvesinavarietyofsettings,withafocusonregionaldifferencesincustomsandpronunciationincontext.

A.3.2 Course Offerings & Graduation Requirements Valor Preparatory Academy, LLC Page 1 of 2

Educational Plan

A.3.2 Course Offerings and Graduation Requirements A. High School Graduation Requirements The table below summarizes minimum course requirements per A.R.S 15.701.01 for VPA students. Table A.3.2.1 Arizona State High School Graduation Requirements

Course Credits Valor Preparatory Academy

English 4 Credits Algebra 1 1 Credit Geometry 1 Credit Algebra 2 1 Credit 4th Year Math 1 Credit Science 3 Credits World History/ Geography 1 Credit American History 1 Credit American Government 0.5 Credit Economics 0.5 Credit Physical Education 0.5 Elective Credit Health 0.5 Elective Credit Career Tech Ed/Voc Ed/Fine Arts 0.5 Elective Credit Electives 7 Credits 6 Credits Civics Test (Per House Bill 2064) Pass Service Learning 30 hours

Total 22 Credits 22 Credits English (4 credits) – This requirement will be met by completing the following courses or courses that are equivalent to: English 9A, English 9B, English 10A, English 10B, English 11A, English 11B, English 12A and English 12B. Some ELD courses may meet English requirements for graduation. Math (4th year math) – This requirement may be met by completing 1 credit of the following Primavera courses: Advanced Math A - Trigonometry, Advanced Math B, Pre-Calculus, Business Math A, Business Math B, or any math course transferred from another accredited high school that contains significant high school math content. Science (3 credits) – This requirement will be met by earning three credits in science, one of which must be Biology or a Life Science. Guidelines for Arizona University Entrance Requirements are as Follows: VPA students will be career or college ready upon graduation. Those VPA students attending college will follow the guidelines set forth by the Arizona Board of Regents. Table A.3.2.2 University Entrance Requirements

Course Credits English 4 Credits Algebra 1 1 Credit Geometry 1 Credit Algebra 2 1 Credit Advanced Math 1 Credit Science (must be a lab Science) 3 Credits World History/ Geography 1 Credit

A.3.2 Course Offerings & Graduation Requirements Valor Preparatory Academy, LLC Page 2 of 2

American History 1 Credit American Government 0.5 Credit Economics 0.5 Credit Physical Education 0.5 Credit Health 0.5 Credit Fine Arts 1 Credit Electives 4 Credits World Languages 2 Credits Civics Test (Per House Bill 2064) Pass (60% or higher)

Total 22 Credits

B. Process & Conditions for Awarding Course Credit The process for awarding course credit is based upon successful completion of the course with a final grade of 60% or higher. Grades will be calculated using lesson formative assessments and unit and final summative assessments. Formative assessments will include student engagement while in the instructional tier group, discussion boards, checkpoints, workbooks, and projects. Each course final exam will represent 15% of the student’s overall grade. The ATI/Galileo assessment bank is used for the final. Below is a representation grading scale. Table A.3.2.3 Grading Scale Percent Grade Grade

Points Description

90-100 A 4 Highly Proficient 80-89 B 3 Proficient 70-79 C 2 Partially Proficient 60-69 D 1 Minimally Proficient 0-59 F 0 Intervention-Attend Intersession, Repeat Course

C. Rationale for Selected Criteria & Conditions; State Assessments VPA’s assessment principles as described in the Educational Philosophy (A.1) including but not limited to the use of multiple assessments, formative and summative assessments, assessments will be used to support intervention steps and drive instruction. Teachers will use formative assessments, and more importantly formative assessment processes daily to drive instruction and guide students in properly grasping content standards.

VPA’s blended learning model supports students from all learning styles and backgrounds. Students that are not successful with a fully online model will be, in accordance with A.1 Educational Philosophy and A.3 Program of Instruction, will be moved to the support tier where students will be provided more multi-tiered system of support in developing and honing student skill set in order to show assessment growth and mastery of course standards and curriculum.

D. Menu of Course Offerings with Course Titles and Descriptions Valor Preparatory Academy’s menu of course offerings can be found in the attached exhibit. VPA strives to provide students with exceptional core class content and various electives courses that meet their outside interest.

E. Consistency Program of Instruction & Alignment with the Business Plan VPA ensures the Program of Instruction is consistent and aligned with the business plan.

A.4 School Calendar and

Weekly Schedule

A.4SchoolCalendarandWeeklySchedule.ValorPreparatoryAcademy,LLC Page1of5

EducationalPlan

A.4SchoolCalendarandWeeklyScheduleA. LengthandTimeofSchoolDayPursuanttoA.R.S.§15-901

VPAhas184studentschooldayswhichisabovetherequirednumberofdaysperA.R.S.§15-901.Eachstudentwillberequiredtorecordthreehourspercourseeveryschoolday.Thistotalssixhoursineveryschooldaydevotedtostudentacademicperformance.Studentswhoshowexpectedacademicperformanceadvancethroughthethreetiers.Thesetiersvaryinrequiredtimeinthebuildingandindependencetobecomingaprimarilyonlinelearnerathome.Studentswhostruggletomaintainexpectedacademicperformanceareplacedandsupportedthroughthecurriculumusingablendedandflippedmodel:




EveryinstructorandstaffmemberatVPAwillhaveaneight-hourschedule.Thehourstowardtheendofthemorningandafternoonblockarededicatedtofurthertutoring,teacherprep,lunch,professionaldevelopment,andcollaborativeteam’sdatacollection,monitoringandplanning.

VPA6thgradestudentsarerequiredtohave890instructionalhoursand7th–8thgrademusthave1,000instructionalhours.VPAhighschoolstudentsarerequiredtohave720instructionalhours.TheseareincompliancewithA.R.S.§15-901.

VPArequiresthateachstudentrecordthreehourspercourseeachschoolday.VPAstudentswillbeassignedtwocourseseveryschoolterm.Studentswillrecord1,104totalhoursattheendofthe184-dayschoolyear.VPAbelievesthatwiththeseextrahoursthatstudentswillreceivemoreteacherledsupportwithintheircoursesandbecomeacademicallysuccessful.

B. SchoolCalendarwithNumberofDaysinSession,Early-ReleaseDays,Scheduled

HolidaysandAdditionalDaysOffVPA’sschoolcalendarisdetailedbelow.VPAwilloperatewith184instructionaldays,and1,104hoursofinstructionforallgradelevels.EarlyReleasedays,aftertheschoolyearstarts(July29),arenotedinorangeinthecalendarbelow.Onthesedays,teacherswillprovide2.5hoursofinstructionwiththeremainderbeingforteacherprofessionallearning.TheseprofessionallearningdaysareoutlinedinA.1EducationalPhilosophy,andA.5AcademicSystemsPlan.


VPAfollowsthetraditionalholidayschedulewhendeterminingwhatadditionaldaysoffstudentswillreceive.Intersessionallowsstudentstoparticipateinfourdaysofintenselearninginsmallgroupswithteachersinordertopreventthelossofessentialacademicskillsnecessaryformasteryofthecontent.Studentswhohaveshownmultiplefinalgradesof60%orbelowwillbeencouragedtoattendthefour-dayintersession.Tomaximizethelearningtimeandincreaseretentionofknowledge.Studentsthatdonotperformwell,basedontheabovecriteria,duringthemainschoolyearwillbeencouragedtoparticipateinthethree-weeksummerintersession.Extendedmonthbreakshaveshowntohaveanegativeimpactonretentionofknowledge/information,oftencalledthe“summerslideorsummerlearningloss.”Thisisthetendencyforstudentstolosesomeoftheachievementgainstheymadeduringthepreviousschoolyearwhichincreasestheamountoftimeateacherhastospend“re-teaching”skillsfromthepreviousyear.“Researchshowsthatsummerslidemayevenbeacontributingfactortotheachievementgap,wideningthedisparityinacademicachievementamongchildrenfromdifferentsocioeconomiclevelswellintomiddleandhighschool.Somereportsstatethatstudentscanlosetwotothreemonthsofacademicprogressiftheydon’tstayengagedintheirlearningoversummervacation.1”

1Polikoff,D.(2017).Summerlearningloss:Whatisit,andwhatcanwedoaboutit?Brookings.https://www.brookings.edu/research/summer-learning-loss-what-is-it-and-what-can-we-do-about-it/;lastaccessedJanuary2018.


C. SchoolCalendar-CompliancewithA.R.S15-341.01A.R.S15-341.01states;A.Notwithstandinganyotherlaw,schoolinstructionshallbeconductedineachpublicschoolinthisstateforschoolsessionsthattotalatleastonehundredeightydayseachschoolyear.Thesuperintendentofpublicinstructionshallcauseallrelevantschoolfundingformulastobeadjustedtoreflectinstructionontheonehundredeightydays'equivalency.Thedepartmentofeducationshalladjusttheamountofstateaiddistributedtoschooldistrictspursuanttosection15-971tocorrespondtotheincreasednumberofschooldaysprescribedbythissection.

B.Forthepurposesofthissection,"onehundredeightydays"meansonehundredeightydaysofinstructionoranequivalentnumberofminutesofinstructionperschoolyearbasedonadifferent


numberofdaysofinstructionapprovedbytheschooldistrictgoverningboardorcharterschoolgoverningbody.2

Perthedefinitionabove,VPA’sschoolcalendarisincompliancewithA.R.S15-341.01.VPAwilloperatewith184instructionaldays,and1,104hoursofinstructionforallgradelevels.D. WeeklyScheduleSupportingStudentAchievement

Usingablendedandflippedlearningmodelmovingthroughtheinstructionaltiersarecrucialforstudentsofallsocial-emotionalandeducationalbackgrounds.Thesestructuredteacher-ledinstructionaltiers(shownbelow)allowstudentstoreceivethesupporttheyneedwhilenotbeingconfinedtothedailyrigorofatraditionalclassroommodel.Studentsthathaveshownconsistentacademicperformanceabovethe80%shallhavetheflexibleoptiontoworksolelyonlineandwillberequiredtoattendthelearningcenteronceaweekfor1-2hours.Atanytime,thestudenthastheindependencetocomeintothebuildingforadditionalsupportabovetherequiredamount.Theblendedtiermodelisconducivetomulti-tieredsystemsofsupport.EachstudentafteridentificationthroughpasttranscriptsandATI/Galileoassessmentscoreswillbeplacedintoatieraccordingtotheirneedsandskilllevel.Studentsinalltiergroupswillbemonitoredtoanalyzeskillsetgrowthanddetermineifmovementtodifferenttierisappropriate.




VPA’sproposedcalendarallowsforteachersandadministrationtocloselymonitorstrugglingstudentswhileallowingmoreindependentandsuccessfulstudentstheopportunitytoworkattheirownpaceandschedule.VPAisalwaysopenforstudentsthatneedassistanceandstudentscancometocampusandreceivesupportwhenevertheyfeelnecessary.E. ProfessionalDevelopmentOpportunitiesandSchoolCalendarProfessionalDevelopmentopportunitiesareheldatleastonceamonthwithmanymonthshavingtwoprofessionaldevelopmenthalfdays.Markedasorangeinthecalendarthese 215-341.01.Onehundredeightydayschoolyear;definition


professionaldevelopmenthalfdayswillcovertopicsdecidedbyadministrationandcollaborativeteams.AtthebeginningoftheschoolrequiredprofessionaldevelopmentwillbeontheprogramsandinitiativesVPAwillbeimplementing.Thebelowthree-yearplanwillprovideteachersthetrainingneededtoimplementtheprogramsusedatVPAwithfidelity.

ProfessionalDevelopmentPlan(Years1-3)

SchoolCulture

ChampsPBISBecomingaLearningSchoolPolicies/procedures/expectations

CurriculumandInstruction

ThinkingMapsLessonStudyRead180Math180RRFrameworkMTSS

AssessmentAssessmentforLearningDataDashboard7StrategiesofAssessmentforLearningMTSS

Systems

SISCourseplayerPSPLMSAdobeConnectGoogleappsforEducation

Duringtheteachersdailycollaborativeteams,additionalprofessionaldevelopmenttopicsmaybeidentifiedbasedonstudents’academicprogressandteachersneedtotargettheseareas.Administrationandcollaborativeteamswillanalyzestudentdatatonotatebestpedagogicalpracticestomeettheneedsofallstudentsub-groupsandstudentsthatareacademicallydeficient.Collaborativeteamswillidentifyandanalyzethebestdatatousetodevelopandimplementappropriateprofessionaldevelopmenttopics.Administrationwillensurethatthesetopicsreflectthecurrentclimate,missionandvisionofValorPreparatoryAcademy.Withthedesignedscheduleteachersandadministratorswillhaveampleopportunitytoapplywhatwaslearned,reflectoneachprofessionaldevelopmentandmakesuggestionsonfutureimplementationsandortopicsthatshouldberevisedtomeettheneedsofallstudentlearners.

Sun Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat

1 2 3 4 5 6 1 2 3 1 2 3 4 5 A1 7

7 8 9 10 11 12 13 4 5 6 7 8 9 10 8 9 10 11 12 13 14

14 15 16 17 18 19 20 11 12 13 14 15 16 17 15 A2 17 18 19 20 21

21 22 23 24 25 26 27 18 19 20 21 22 23 24 22 23 24 25 26 27 28July4:IndependenceDay

28 A1 30 31 25 26 27 28 29 30 31 29 30

Nov.28-29:ThanksgivingDay

Dec23-Jan3:IntersessionSun Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat

1 2 3 4 5 1 2 1 2 3 4 5 6 7

6 7 8 9 10 11 12 3 4 5 6 7 8 9 8 9 10 11 12 A3 14

13 14 15 16 17 18 19 10 11 12 13 14 15 16 15 16 17 18 19 20 21

20 21 22 23 24 A2 26 17 18 19 20 21 22 23 22 23 24 25 26 27 28

27 A3 29 30 31 24 25 26 27 28 29 30 29 30 31

TermStarts

TermEnds

RTI-IntersessionSun Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat

PLDs(1/2day)1 2 3 4 1 1 2 3 4 5 6 7

HolidayBreak5 A4 7 8 9 10 11 2 3 4 5 6 7 8 8 9 10 11 12 13 14

PossibleEOCDates12 13 14 15 16 17 18 9 10 11 12 13 A4 15 15 16 17 18 19 20 21

19 20 21 22 23 24 25 16 17 A5 19 20 21 22 22 23 24 25 26 A5 28

26 27 28 29 30 31 23 24 25 26 27 28 29 29 A6 31

Terms Dates Days

A1 7/29to9/6 29Sun Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat

A2 9/16to10/25 301 2 3 4 1 2 1 2 3 4 5 6

A3 10/28to12/13 325 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 13

A4 1/6to2/14 2912 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 20

A5 2/18to3/27 2919 20 21 22 23 24 25 17 18 29 20 21 A6 23 21 22 23 24 25 26 27

A6 3/30to5/21 3526 27 28 29 30 24 25 26 27 28 29 30 28 29 30

18431

2019-2020SchoolYearCalendarJul-19 Aug-19 Sep-19

HOLIDAYS

184TotalStudentDays

Jan-20 Feb-20 Mar-20

May25:MemorialDay

June11-22:RTIIntersession

Sept.2:LaborDay

Oct-19 Nov-19 Dec-19

Nov.11:VeteransDay

Jan.20:MLK

Feb.17:President'sDay

189TotalTeacherDays

Apr-20 May-20 Jun-20

ValorPreparatoryAcademy

A.4ExhibitWeeklySchedule“Revised”ValorPreparatoryAcademy,LLC Page1of3

EducationalPlan

A.4WeeklySchedule

GuidedGroupModel

VPAwillhaveacomprehensivesystemtodocument/reportstudentattendancewhenonsite(attheVPAbuilding)andwhenastudentisloggedintothelearningmanagementsystem(LMS)whichiswheretheonlinecoursesarehoused.WhenastudentisattheVPAbuildinghe/shewillloginusinganiPad.Eachdaythesesign-insheetswillbeverifiedandstoreddigitallyforattendance/instructionalhoursevidence.Whenastudentisonlineworkinginhis/hercoursetheLMSrecordsbehindthescenesthetimethestudenthasloggedintothecourse.Fromthis,alog-inreportiscreatedwhichshowstheexactdates/timesthestudentisworkinginhis/hercourse.Inaddition,thestudentwillverifytheirattendanceintheonlinecourseeachday.

5DaysaWeekonSite–AllGradeLevelsTime: Course: InstructionalHours:8:00AM–9:00AM CourseA 1hour–workingonsite

withateacher9:00AM–9:10AM Break 9:10AM-10:10AM CourseB 1hour–workingonsite

withateacher10:10AM–10:20AM

Break

10:20AM–11:20AM

InterventionStudySessionwithTeachersHour

1hour–workingonsiteindependentlywiththesupportofateacher

RemainderofSchoolDay

3hoursofcoursestudywillbecompletedathomewiththeStudentInformationSystemrecordingandtrackingcourseworkhours.

3hours–workingindependentlyincourses(Hybridmodel:workonsiteorathome)

TotalInstructionalHours:6hoursadayYearlyInstructionalHours:6hoursadayx184studentcalendardays=1104InstructionalHoursAttendanceVerification:Onsite:Studentswilllog-inoniPadOffsite:Log-inreportinSISdocumentingwhenstudentisloggedintothecourse


SupportGroupModel2DaysaWeekonSite–AllGradeLevels

Time: Course: InstructionalHours:8:00AM–9:00AM CourseA 1hour–workingonsite


withateacher10:10AM–10:20AM

Break

10:20AM–11:20AM

InterventionStudySessionwithTeachersHour

1hour–workingonsiteindependentlywiththesupportofateacher

RemainderofSchoolDay

3hoursofcoursestudywillbecompletedathomewiththeStudentInformationSystemrecordingandtrackingcourseworkhours.


3DaysaWeekWorkingIndependently–AllGradeLevels8:00–11:0012:00–3:00

CourseACourseB

6Hours–workingindependentlyincourses(Hybridmodel:workonsiteorathome)




ModifiedGroupModel


1DayaWeekonSite–AllGradeLevelsTime: Course: InstructionalHours:8:00AM–9:00AM CourseA 1hour–workingonsite


withateacherRemainderofSchoolDay

4hoursofcoursestudywillbecompletedathomewiththeStudentInformationSystemrecordingandtrackingcourseworkhours.Theremainderoftheschoolweekthemodifiedgroupstudentwillcomplete6hoursofcourseworkperday.


4DaysaWeekWorkingIndependently–AllGradeLevels8:00–11:0012:00–3:00

CourseACourseB

6Hours–workingindependentlyincourses(Hybridmodel:workonsiteorathome)


A.5 Academic Systems Plan

Academic Systems Plan Template

A.5 Academic Systems Plan “Revised” Valor Preparatory Academy, LLC Page 1 of 54

Academic Systems Plan Template Applicant Name: Valor Preparatory Academy, LLC Duration of the Plan: Begins July 1 and continues for two years

Baseline (current performance

of target population)

Predicted Target (expected performance in Year 1)

Math 44.30% 80%

Reading 38.70% 80%

Narrative for setting baseline figures

Thirteen of the schools closest to the proposed campus of Valor Preparatory Academy serving 6-12th or some partition of these grades were examined. These grades were gathered and organized to detail an overview of the performance of surrounding schools. These schools include Agua Fria High School, Basis Goodyear, Desert Edge High School, Estrella High School, Great Hearts Academies-Archway Trivium West, La Joya Community High School, Legacy Traditional School-Avondale, Litchfield Elementary School, Millennium High School, Western Sky Middle School, Westview High School and Wigwam Creek Middle School.

AzMERIT results show that students in the surrounding area are performing above state average in Math assessments and slightly below average in English Language Arts assessments. The data reveals that even though students are within reach or above passing averages for the state that, there is still a need to improve student assessment achievement. It is the vision of VPA to provide viable real-world curriculum and cooperative learning practices to enhance student cognitive practices. The students’ ability to think in a higher order, problem-solving manner will enhance student performance as well as accessibility to higher rigor and relevance items displayed by the AzMERIT assessment.

Using the surrounding schools test statistics as a benchmark VPA’s expected baseline growth percentile for students entering the school is 38.70% for ELA and 44.30% for Math. VPA’s goal growth rate in both ELA and Math is 80%. This is higher than any other school in the surrounding area. With the advent of VPA’s flipped and blended learning model VPA will be able to better facilitate and provide interventions to support low tier students and provision higher order thinking models for all students to engage deeper more holistic standards and curriculum ownership.



AREA I: Elements of a Comprehensive Curriculum System

Complete the plan for each of the five sections. Provide sufficiently detailed and implementable action steps that address each of the following elements of a comprehensive curriculum system:

i. adoption of curriculum aligned to Arizona State Standards; ii. implementation of curriculum;

iii. evaluation of curriculum iv. revision of curriculum; and v. adaptation to address the curriculum needs of subgroup populations.

For each Action Step you add, ensure all fields have been completed.

i. adoption of curriculum aligned to Arizona State Standards

Action Step Person(s) Responsible

Frequency and/or Timing

Evidence of Implementation

Adoption of curriculum aligned to Arizona State Standards by adopting new/supplemental curriculum and

gather proposed curriculum samples that are aligned with the Educational Philosophy and Program of Instruction and

develop a rubric and feedback form for evaluating proposed curricular materials

Governing Board, Principal, Teachers, Curriculum Committee

Spring 2019 – Year 1 New curriculum adoption review process documents completed

Supplemental curriculum adoption review process completed

Backwards design alignment with end of course assessments

Completed rubric



Process for Implementing Action Step

The VPA Governing Board will approve and adopt all proposed adopted curriculum that has gone through a curriculum committee review process. The Curriculum Committee will review the proposed curricular materials and score them utilizing the rubric (such as the Instructional Materials Evaluation Tool). Each member of the Committee will fill out the evaluation rubric and feedback form for each of the proposed curricular materials and the scores will be aggregated to determine overall score for each proposed curriculum. Curriculum Maps/Scope and Sequences provided by the curriculum vendor(s) will be used to ensure the proposed curriculum is aligned to the Arizona State Standards. Supplemental curriculum will be reviewed by the same team for alignment to the standards, instructional strategies, target population and instructional needs of all subgroups.

In the spring of 2019 and throughout the first year, the Principal and Teachers will participate in unpacking the standards for the content area they will be teaching. A scope a sequence of each course will be created by the teachers based on the adopted curriculum and student achievement data. Appropriate adjustments will be made to the scope and sequence based on continual analysis of student achievement data for each grade level and content area. This will not only provide a deep understanding on how the Arizona Standards have been developed but will provide the skills necessary to deconstruct a standard for meaning and integration of teacher pacing guides and lesson plans.

The curriculum committee team will review all supplemental curriculum using the curriculum rubric which supports VPA’s three instructional tiers (guided, support, modified).

• Guided Group – structured teacher-led facilitated learning, 2-3 hours, 5 days per week with the remaining daily hours completed at home online. As students show academic success they gradually move to the next tier.

• Support Group – structured teacher-led facilitated learning, 2-3 hours, 2 days per week with the remaining daily hours completed at home online.

• Modified Group - structured teacher-led facilitated learning, 1-2 hours, 1 day per week; students who graduate to this tier are fully released to complete coursework in the environment of their choosing.

Any supplemental materials will align with and reinforce the required standards and concepts of brain-based research/compatible learning, differentiated instruction, flipped learning, blended learning, and rigor/relevance.






Adoption of curriculum aligned to Arizona State Standards by evaluating proposed curriculum programs and materials and

verify the curriculum is aligned to Arizona State Standards and

recommend to Governing Board for adoption and purchase curricular materials based on evaluation results

Principal, Teachers, Curriculum Committee, Governing Board

Spring 2019 – Year 2 Scope and Sequence created

Analysis of formative/summative assessment data to make modifications to the scope and sequence based on the needs of all students to master the standards

Process for Implementing Action Step The Committee will review the aggregated rubric scores for each proposed curriculum and create and submit a written recommendation to the Governing Board for the adoption and purchase/procurement of curricular materials.

The Principal and Teachers will deconstruct/unpack the standards to determine what the content standard requires VPA students to know and be able to do. The team will look at the standard to determine: what are the nouns (what students need to know), verbs (what students need to be able to do), what level of Depth of Knowledge (DOK) and/or Bloom’s the standard is at, and what target is being measured (Knowledge, Reasoning, Performance or Product). After unpacking the standards, a scope and sequence will be developed by the teachers in order to ensure all students have the opportunity to be academically successful by mastering standards.

In addition, teachers will use planning time to supplement specific academic standards based on student need. All teachers will understand and incorporate best practices of backward design in their classroom to ensure both instruction and assessment align to Arizona State Standards.



Teachers that are newly hired will be introduced to the process during the new hire orientation. They will be assigned a teacher mentor to assist with the alignment process and assist in developing their creation of appropriate course scope and sequences and aligned lesson plans.

In year two, the team will use the analysis of formative/summative data and state-standardized testing data to ensure and verify the curriculum is showing VPA students are mastering the standards and shows the expected efficacy.



ii. implementation of curriculum




Ensure implementation of curriculum with fidelity to curriculum design and program of instruction through: classroom observation, feedback, and job-embedded professional development.

Principal and Teachers

Annually, assessed throughout the year

Certificate of Evidence from teacher walkthroughs, observations (formal principal evaluation or lesson study), formative/summative teacher evaluation forms Completion from any VPA employee becoming a trained trainer in the curriculum or supplemental programs used in instructional delivery

Attendance sign-in rosters for teachers attending the required training of the curriculum, supplemental programs, and program of instruction



Process for Implementing Action Step The Principal will support the implementation of the curriculum through targeted Professional Development which will be developed based on needs identified during informal walk-throughs formal observations and ongoing dialogue with teachers.

Beginning 2019 and continue through but not inclusive of year two, the principal and teachers will participate in one week of focused professional learning designed to train the team on the curriculum and supplemental programs. These trainings will be done by VPA trained trainers or hired trainers from the vendor to teach the team on implementation and what fidelity of implementation looks and sounds like.

Throughout the year, the team will participate in at least one professional learning day per month ensuring the continuous cycle of learning occurs.

Standards for Professional Learning: Quick Reference Guide. Learning Forward, 2011

To ensure implementation of the curriculum and instructional programs/strategies are done with fidelity and integrity the principal will conduct walkthroughs, observations to document implementation of the curriculum and programs. This will also be an opportunity to ensure the program of instruction is being implemented as it is intended. A formative and summative teacher evaluation will provide further evidence and feedback with actionable steps for the teacher to implement the curriculum and program of instruction with fidelity.



iii. evaluation of curriculum




Evaluation of curriculum by determining if curriculum is effective based on criteria set by the school by evaluating and improving existing curriculum

Principal, Teachers Annually, assessed throughout the year

Historical record of content within the learning management system and critical student data points such as formative/ summative assessment and project scores

Review of Curriculum Maps and pacing guides

Process for Implementing Action Step During the collaborative teams, described in A.1 Educational Philosophy, and monthly professional learning days the VPA principal and teachers will analyze student data points, alignment of the curriculum maps and pacing guides to the Arizona State Standards.

If areas within the curriculum are identified as needing improvement or adjustments due to ineffectiveness as seen by student academic growth, the principal will send those directly to adopted curriculum vendors design team for immediate consideration of curriculum revisions.

After the revisions have been made teachers will evaluate the effectiveness of curriculum changes in their collaborative team meetings. A full 360 degree review will be completed using the new revisions and conducting a comparative analysis of pre and post changes using the determined student data points, such as results from formative and summative assessments, as well as projects. This analysis will ensure the curriculum VPA has adopted is effective and meets the requirements of the Arizona State standards.



Action Step Person(s)

Responsible Frequency and/or

Timing Evidence of

Implementation

Evaluation of curriculum by

ensuring that the curriculum allows the students to meet the standards

Principal, Teachers Annually, assessed throughout the year

Collaborative team minutes, student percentile scores on Galileo, AzMERIT, and AIMS Science assessments

Analysis of assessment scores found within the Galileo and state assessment systems

Process for Implementing Action Step During the collaborative team meetings teachers will analyze AzMERIT scores and identify low performing strands. The collaborative team members will correlate each low performing strand with each component addressed by the curriculum. Teachers will notate needed changes, discuss with the principal and forward to the curriculum provider for revision.

After the revisions have been made teachers will evaluate the effectiveness of curriculum changes in their collaborative team meetings. A full 360 degree review will be completed using the new revisions and conducting a comparative analysis of pre and post changes using the determined student data points, such as results from formative and summative assessments, as well as projects.

Teachers will also identify teaching practices and instructional lesson plans that cover each standard of concern. Teachers will develop lessons and cooperative learning activities to better support and drive student mastery. This analysis and identification will ensure the curriculum VPA has adopted allows students to meet the standards.







Verifying whether curriculum is aligned to student needs and

identify if a curriculum gap is preventing the students from mastering a standard

Principal, Teachers Weekly collaborative meetings during all years

Collaborative team minutes, student attitude surveys, student overall grades, percentile scores on Galileo, AzMERIT, and AIMS Science assessments Analysis of formative/summative data forms by analyzing final grades, assessment scores, and student attitudinal surveys

Process for Implementing Action Step Collaborative teams will analyze data to note student struggle areas. Students will complete a brief attitudinal survey to identify student enthusiasm and needs towards the curriculum and classroom environment. Teams will adjust classroom settings and instructional strategies to meet the needs of all students based on assessment and final grade scores will adjust differentiation accordingly. Student data will be consistently reviewed to target low performing courses and the principal will assist with developing techniques through MTSS to target these aforementioned courses.

Teachers will note and practice remediation techniques to assist students in overcoming a curriculum gap. The staff will work closely with the curriculum vendor to develop and enhance differentiated curriculum in order to target all students that may be deficient in skills.



iii. revision of curriculum




Revision of curriculum by making revisions to the existing curriculum and

replacing/supplementing curriculum through adoption of new curriculum

Principal, Teachers 2019 and beyond year 2

Change requests to the curriculum vendor

Student and Teacher feedback forms

Analysis of formative/summative data forms

Process for Implementing Action Step After teachers implement curriculum, they will use their collaborative teams described in A.1 Educational Philosophy, to identify potential areas of improvement within the curriculum. These will be based on academic achievement rates for the target population and its subgroups. In addition, VPA teacher and student feedback will be used to develop any revisions needed. The Principal and Teachers will send suggested changes directly to adopted curriculum vendors design team for immediate consideration of curriculum revisions.

The principal will communicate more wide scale requested changes to the curriculum designers. The partnership between the school and the vendors curriculum designers will allow them to iterate the curriculum in an on-going basis based on both quantitative and qualitative findings.

The curriculum designers will regularly showcase new content development to solicit feedback from the team. The VPA Principal and Teachers will participate in every opportunity to provide feedback and improve curriculum quality. New, improved versions of digital content are available to teachers and the schools instantly.

From the summer professional learning week, professional learning days, and collaborative teams will continually be reviewing the formative/summative data to verify the adopted supplemental curriculum and programs are being effective and if not what are the next steps for improvement.

v. adaptation to address the curriculum needs of subgroup populations






Adaptation to address the curriculum needs of subgroup populations by

ensuring implemented curriculum and supplemental curriculum meet the identified needs of students in subgroups

Principal, Teachers Weekly collaborative meetings during all years

Collaborative team minutes

Student overall grades

Analysis of student subgroup data through formative and summative assessment scores

Galileo benchmark scores

Process for Implementing Action Step Data from ethnicity groups, IEP, 504, and ELL students will be analyzed weekly and throughout each of the years moving forward from July 1, 2019. Each subgroup will be analyzed based on department, course, grade level, and benchmark scores. Collaborative team members will monitor the mastery and progress of each subgroup. The identification of low performing subgroups will result in noting which department the subgroup is struggling and which course is the primary source. Collaborative teams will first review the curriculum and identify stopping points that may cause the subgroup to fail. After these stopping points are identified the collaborative team will research pedagogical techniques to assist in improving the mastery-based score. In addition, the collaborative team will identify problems that have a high point biserial value of being missed. These problems and furthermore curriculum may be too disjoint or abstract for the student subgroup and revisions of curriculum are thus necessary.

AREA II: Elements of a Comprehensive Assessment System Complete the plan for each of the four sections. Provide sufficiently detailed and implementable action steps that address each of the following elements of a comprehensive assessment system to assess student performance:

i. developing the assessment system; ii. analyzing assessment data;

iii. adapted to meet the needs of subgroups; and iv. year to year comparison.


i. developing the assessment system




Frequency and/or Timing Evidence of Implementation

Developing the assessment system by

developing a school calendar including select dates for administering state wide assessments

Principal The school calendar with state wide assessment schedule has been created. It will be approved by the principal before the start of the school year.

School calendar (Section A.4)

Revised calendars if applicable

The calendar will be reviewed annually in the winter of each year to determine necessary changes for the upcoming year


Development of calendars for each school year will be the responsibility of the Principal. State wide assessments including AzMERIT will occur in November and May in order to provide state wide assessment data for the school.



Timing Evidence of

Implementation


developing a school calendar including select dates for administering benchmark assessments

Principal The school calendar with benchmark assessment schedule has been created. It will be approved by the principal before the start of the school year The calendar will be reviewed annually in the winter of each year to determine necessary changes for the upcoming year.

School calendar, section A.4 School Calendar and

Weekly Schedule

Revised calendars if applicable




Development of calendars for each school year will be the responsibility of the Principal. Benchmark assessments are administered at the end of each term. These assessments will provide data to teachers and administrators about the equity of the curriculum as well as the growth of students. Data will be used to identify areas of concern for the next term and used in conjunction with AzMERIT data to target low performing objective areas.





creating benchmark assessments for each grade in Math, Reading, Writing, and Science and ensuring the assessment system is aligned to the curriculum by creating and implementing formative and summative assessments that are aligned to state curriculum and are aligned to instructional methodology and

creating a student data dashboard rich in individual

Principal, Teachers July 2019 and evaluated/reviewed in Year 2

Galileo Assessments and data queries/reporting through the learning management system Summative and formative assessments

Professional development on classroom assessment for student learning (formative and summative instructional practices -methodology)

Professional development on the use of the student data dashboard and it’s use for intervention – remediation through MTSS Lesson Plans



student assessment achievements and course progress in the school’s learning management system


The benchmark assessments will be created in conjunction with the final exams provided by the online digital curriculum. Teachers and administration will use the online curriculum to develop assessments that accurately model the objectives of the course and ensure that each assessment aligns to the Arizona State standards. Teachers will design instructional activities that allow students to be formatively assessed consistent with how students will be evaluated summatively. This ensures students receive multiple opportunities to learn and practice through relevant formative assessments prior to any higher stakes summative assessment of student learning.

Teachers will use the Galileo standards mastery data report to evaluate individual student’s mastery of the content standards per course. The school will collect longitudinal information on students’ performance through the Galileo system and learning management system reports. Teachers will reflect on teaching practices and future pedagogical techniques needed to be used to advance student comprehension and advance student mastery of the standards. The administration along with the collaborative teams will ensure that the assessments not only align to the curriculum but align to the instructional methodology adopted by Valor Preparatory Academy. These assessments will be continually monitored through the year using collaborative teams to dissect the impact that each assessment has on students, but more importantly if each assessment is valid, reliable, and accessible to all students. The data collection system will be used to report students’ progress across grade level standards to teachers, parents, and school administrators.

Teachers will use the student dashboard below to determine academic progress of students and historical assessment results when developing and/or determining the individual mastery of the content standards. In addition, after year one using the data dashboard, this will allow teachers to determine year over year progress. Using the data will provide evidence for intervention, remediation and understanding the instructional process needed for each student to be successful.



S T U D E N T P I C T U R E S



ii. analyzing assessment data




Analyzing assessment data by

evaluating instructional and curricular effectiveness/ accommodations needed to meet the needs and academic success of all students, including subgroups

Principal, Teachers Bi-Weekly during Collaborative Team Meetings

Annually

Collaborative Team notes

Student results Galileo reports (Final exam scores, academic growth results, summary performance reports)


Teachers will analyze student data bi-weekly using Galileo reports and reports found in the online learning platform’s student information system. Using these reports teachers will develop plans to provide multi-tiered systems of support and differentiation techniques to ensure students are mastering the respective content. Teachers and administrators will utilize the student Galileo reports to assess the effectiveness of the curriculum, instructional practices, and students mastery of the standards. Teachers will determine the highly missed curriculum standards using assessment data. Teachers will then, in their respective collaborative teams, identify instructional practices and determine if these practices are effective in teaching the curriculum. In addition, teachers, using highly missed standards, will expound upon the curriculum by introducing scaffolding topics to better meet the curriculum and the needs of all students.

iii. adapted to meet the needs of subgroups




Adapted to meet the needs of subgroups by

Teachers Bi-Weekly during Collaborative Team Meetings

Collaborative Team notes Student results

creating and summary and monitoring student reflections intervention groups for low performing



students based on Galileo and summative assessments


Teachers will analyze student data bi-weekly using Galileo reports and reports found in the online learning platform’s student information system. Teachers will create intervention groups based on student achievement and subject matter content. Teachers and administration will assist in monitoring students. Students will be provided with intervention practices in order to improve current skill level. Students that may not improve will be monitored following the next collaborative team meeting and teachers will provide the 45-day screening for students with apparent curriculum or social-emotional issues.


Responsible Frequency

and/or Timing Evidence of

Implementation


Principal, Teachers Completed after each summative and benchmark

Galileo reports

Student Information System Data Reports Collaborative Team notes

analyzing subgroup assessment data to

Assessment throughout all years

meet the needs of all learners


Teachers will review the data of the following subgroups after each assessment to determine student mastery of content.

• Free and Reduced Lunch • English Language Learners • Special Education Students • Students in the bottom 25%

Teachers will identify students that perform in the following sub sections: 0-59%, 60-69%, 70-100%. Student performance will be analyzed and steps to improve student academic achievement will be discussed and implemented.



iv. year to year comparisons




Year to year comparison by

developing yearly comparisons for student formative and summative assessment growth

Principal, Teachers Annually for all years Student data reports including but not limited to Galileo and in the Student Information System

Collaborative team data on formative and summative assessments

Process for Implementing Action Step The principal and teachers will track students from year to year to analyze data and predict interventions and instructional practices needed to be implemented for the new school year. These data points, interventions and instructional practices will be implemented and reviewed during the collaborative team meetings. Teachers and administrators will review all school data including Galileo, SIS reports, formative, and summative assessment data to create a summary of the yearly academic progress (gains and insights). Teachers and administrators will use this summary as a starting point for next year’s goals. In addition, this summary will be used as a benchmark throughout the year to ensure that the direction of the school progresses.

The principal and teachers will use the student dashboard below to determine academic progress of students and historical assessment results when developing and/or determining the individual mastery of the content standards. Yearly comparisons will validate and ensure reliability of the school’s curriculum and program of instruction. At the end of each year, course passing rates, AzMERIT achievement levels, and Galileo growth scores will be compared for each subgroup and all students group. Based on findings, the instructional program will be tailored to address performance gaps of specific subgroups. Adjustments to the instructional program will be implemented schoolwide to close achievement gaps.



S T U D E N T P I C T U R E S



AREA III: Monitoring Instruction

Complete the plan for each of the five sections. Provide sufficiently detailed and implementable action steps that address each of the following elements of a comprehensive system for monitoring instruction:

i. monitoring instruction; ii. evaluating instructional practices;

iii. evaluation of curriculum; iv. adapted to meet the needs of subgroups; and v. providing feedback that develops the quality of teaching and standards integration.


VPA has developed a comprehensive teacher evaluation system which addresses the elements in multiple areas as noted below.

i. monitoring instruction




Monitoring instruction by gathering evidence to ensure that the classroom instruction is aligned with the standards

Principal, Assistant Principal (Year 3)

Evaluation to be Conducted During Walkthroughs and observations both scheduled and unscheduled

Lesson Plans aligning the standard to the learning target and lesson being taught Correlation to Scope and Sequence, Curriculum Maps and Arizona Standards Classroom Observation Tool, Collaborative Team notes, Lesson Study reports, Pre and Post Conference reports, Student Information System (SIS) reports, State Standardized Testing reports




Every grading period, the school Principal and Assistant Principal (Year 3) will gather documentation including lesson plans and observation forms to compare against the curriculum maps and pacing guides to ensure the classroom instruction is properly aligned with the standards. The documentation and experiences the school principal will gather include:

• Scheduled classroom observations and their subsequent form • Unscheduled classroom observations and their subsequent form • Formative assessment results and the Arizona Teacher standards with which

they align • Weekly Collaborative Team reports

The Teacher Observation Tool will focus on: • Alignment to proposed curricular modifications for student

subgroups as described in Collaborative Team Report (when applicable)

• Alignment to curriculum implementation of submitted lesson plan • Effectiveness of standards-based instruction • Alignment to standards-based instruction • Fidelity of curriculum implementation • Alignment to proposed instructional modifications for

student subgroups as described in the Collaborative Teams • Student engagement, attention and retention of

material, participation, encouragement of participation, and classroom activities

• Indications of student understanding • Alignment to proposed instructional modifications for student subgroups a • Classroom management • Classroom environment • Preparedness for class with materials and lesson plans • One-on-one consultation with students, including supervision of independent

study • Timely feedback on student progress • Quality, amount, and level of classroom instruction • Planning and Preparation: instructs at appropriate

achievement levels, reflects appropriate sequencing of instruction, based on approved curricular objectives.

• Presents lessons that encourage students to employ higher order critical thinking skills

• Demonstrates knowledge of subject matter and transits knowledge in an engaging manner using a variety of techniques and/or materials to accomplish the objectives of instruction

• Maximizes the use of time for instructional purposes, with all students being involved in meaningful learning activities

• Uses a wide range of assessment information to regularly adjust student instruction.

• Provides prompt and appropriate feedback on work completed by students • Demonstrates understanding of student needs that leads to the

delivery of needed instruction or other resources • Quality, amount, and level of classroom instruction



• Formative and summative test results to assess effectiveness of teacher instruction

Teachers will be provided with a copy of the form. The school principal will schedule a follow-up meeting to discuss the observation and will send a short list to the collaborative team listing identified strengths and areas of improvement for the collaborative team to focus on (teacher names will be removed).


Responsible Frequency and/or Timing


Monitoring instruction by

identifying if instruction is taking place in a manner prescribed by the curriculum planning documents and verifying if the instruction allows students to effectively master state standards


Evaluation to be Conducted during walkthroughs and

Lesson Plans aligning the standard to the learning target and lesson being taught

Formative and Summative Assessment data correlated to each student verifying mastery of the standard: Galileo Standards Mastery Report

Correlation to Scope and Sequence, Curriculum maps and Arizona Standards Classroom Observation Tool, Collaborative Team



observations

both scheduled and unscheduled

notes, Lesson Study reports, Pre and Post Conference reports, Student Information System (SIS) reports, State Standardized Testing reports, teacher developed lesson plans with state standards indicated


The school Principal and Assistant Principal (Year 3) will gather the following documentation:

● Lesson plans with the Arizona Standard designated to the learning target and lesson being taught

● Observation forms including walkthroughs ● Analysis of lesson plans, observation and walkthroughs with the:

○ Scope and Sequence ○ Curriculum Maps ○ Implementation of Instructional Strategies from continuous professional

development ○ Analysis of Galileo Standards Mastery Report - broken down by each student

Every grading period, the school Principal and Assistant Principal (Year 3) will gather

documentation including lesson plans and observation forms to analyze the correlation with the curriculum maps and pacing guides to ensure the classroom instruction is properly aligned with the standards.

The documentation the school principal will gather include:

• Scheduled classroom observations and their subsequent form • Unscheduled classroom observations and their subsequent form • Formative assessment results and the Arizona Teacher standards with which they

align to • Weekly Collaborative Team reports • Teacher developed lesson plans with state standards indicated • Galileo Standards Mastery Report - broken down by each student

The Teacher Observation Tool will focus on:

• Alignment to proposed curricular modifications for student subgroups as described in Collaborative Team Report (when applicable).

• Alignment to curriculum implementation of submitted lesson plan • Effectiveness of standards-based instruction • Alignment to standards-based instruction • Fidelity of curriculum implementation • Alignment to proposed instructional modifications for student subgroups as



outlined in Collaborative Teams • Student engagement, attention and retention of material, participation,

encouragement of participation, and classroom activities • Indications of student understanding • Alignment to proposed instructional modifications for student subgroups a • Classroom management • Classroom environment • Preparedness for class with materials and lesson plans • One-on-one consultation with students, including supervision of independent study • Timely feedback on student progress • Quality, amount, and level of classroom instruction

• Planning and Preparation: instructs at appropriate achievement levels, reflects appropriate sequencing of instruction, based on approved curricular objectives.

• Presents lessons that encourage students to employ higher order critical thinking skills • Demonstrates knowledge of subject matter and transits knowledge in an engaging manner

using a variety of techniques and/or materials to accomplish the objectives of instruction • Maximizes the use of time for instructional purposes, with all students being involved in

meaningful learning activities. • Uses a wide range of assessment information to regularly adjust student instruction. • Provides prompt and appropriate feedback on work completed by students. • Demonstrates understanding of student needs that leads to the delivery of needed

instruction or other resources. • Quality, amount, and level of classroom instruction • Formative and summative test results to assess effectiveness of teacher instruction Teachers will be provided with a copy of the form. The school principal will schedule a follow-up meeting to discuss the observation and will send a short list to the collaborative team listing identified strengths and areas of improvement for the collaborative team to focus on (teacher names will be removed).





Timing Evidence of

Implementation

Monitoring instruction by ensuring that adjustments are made to the curriculum for students in subgroup populations

Detailed in the table below are:

integrating curriculum into instruction consistently and

implementing the curriculum with fidelity to the curriculum and program of instruction



Classroom Observation Tool, Collaborative Team notes, Lesson Study reports, Pre and Post Conference reports, Student Information System (SIS) reports, State Standardized Testing reports, modifications made in teacher developed lesson plans with modifications and reflections noted


Every grading period, the school Principal and Assistant Principal (Year 3) will gather documentation including lesson plans and observation forms to compare against the curriculum maps and pacing guides to ensure the classroom instruction is properly aligned with the standards. The documentation and experiences the school Principal will gather include:

• Scheduled classroom observations and their subsequent form • Unscheduled classroom observations and their subsequent form • Formative assessment results and the Arizona Teacher standards

with which they align to • Weekly Collaborative Team reports • Teacher developed lesson plans with modifications and reflections noted


• Alignment to proposed curricular modifications for student subgroups as described in Collaborative Team Report (when applicable)




student subgroups as outlined in Collaborative Teams • Student engagement, attention and retention of material,

participation, encouragement of participation, and classroom activities


study • Timely feedback on student progress • Quality, amount, and level of classroom instruction • Planning and Preparation: instructs at appropriate achievement

levels, reflects appropriate sequencing of instruction, based on approved curricular objectives.





• Provides prompt and appropriate feedback on work completed by students. • Demonstrates understanding of student needs that leads to the

delivery of needed instruction or other resources • Quality, amount, and level of classroom instruction

Formative and summative test results to assess effectiveness of teacher instruction Teachers will be provided with a copy of the form. The school principal will schedule a follow-up meeting to discuss the observation and will send a short list to the collaborative team listing identified strengths and areas of improvement for the collaborative team to focus on (teacher names will be removed).



ii. evaluating instructional practices




Evaluation of instructional practices by integrating curriculum into instruction consistently and implementing the curriculum with fidelity to the curriculum and program of instruction



Weekly and daily lesson plans developed showing consistent alignment to the curriculum (developed and shared in collaborative teams) Verification showing fidelity of implementation of the curriculum and program of instruction through:

Classroom Observation Tool completed during each of the three instructional tiers (Guided, Support, Modified). Collaborative Team notes, Lesson Study reports, Pre and Post Conference reports, Student Information System (SIS) reports, State Standardized Testing reports, teacher/collaborative team developed lesson plans

Formative and Summative teacher rubric for teaching performance from the Teacher Evaluation tool




The school Principal and Assistant Principal (Year 3) will gather the following documentation: ● Lesson plans with the Arizona Standard designated to the learning target and lesson

being taught ● Observation forms including walkthroughs ● Analysis of lesson plans, observation and walkthroughs with the:

○ Scope and Sequence ○ Curriculum Maps ○ Implementation of Instructional Strategies from continuous professional

development ○ Analysis of Galileo Standards Mastery Report - broken down by each student ○ Verification of the Program of Instruction and fidelity of curriculum

■ Lesson plan designating each instructional tier ● Guided ● Support ● Modified

■ Alignment of curriculum with AZ standards ● Documented in Lesson Plans ● Fidelity observed through observations/walkthroughs ● Fidelity reviewed through instructional practices in lesson plans

The documentation the school principal will gather include:


align to • Weekly Collaborative Team reports • Teacher developed lesson plans with state standards indicated • Galileo Standards Mastery Report - broken down by each student

Every grading period, the school Principal and Assistant Principal (Year 3) will gather

documentation including lesson plans and observation forms to compare against the curriculum maps and pacing guides to ensure the classroom instruction is properly aligned with the standards. The documentation and experiences the school Principal will gather include:


align to • Weekly Collaborative Team reports • Teacher developed lesson plans with modifications and reflections noted



• Alignment to curriculum implementation of submitted lesson plan • Effectiveness of standards-based instruction • Alignment to standards-based instruction



• Fidelity of curriculum implementation • Alignment to proposed instructional modifications for











delivery of needed instruction or other resources • Quality, amount, and level of classroom instruction • Formative and summative test results to assess effectiveness of teacher

instruction Teachers will be provided with a copy of the form. The school principal will schedule a follow-up meeting to discuss the observation and will send a short list to the collaborative team listing identified strengths and areas of improvement for the collaborative team to focus on (teacher names will be removed).

iii. evaluation of curriculum







gathering evidence to evaluate the effectiveness of instructional practices for all instructional staff and

using criteria to clearly measure instructional quality and

disaggregating teacher evaluation data to identify strengths, weakness, and needs of individual teachers


Completed twice each year (Formative and Summative Evaluation Tool)

Teacher evaluation conference completed twice each year (Formative and Summative Evaluation Tool)

Weekly and daily lesson plans analyzed: correlation to implementation of instructional practices with student achievement (review of instructional tiers delivery, formative & summative assessments, observation notes) Observation & walkthrough tools showing: alignment to standards differentiation – instructional practices aligned to professional development and students academic needs (scaffolding) walkthrough rubric designating effective implementation of program of instruction (rubric performance quality metrics: highly effective, effective, developing, ineffective) Identification of teacher strengths, weaknesses, areas of



improvement through the evaluation system reports: rubric explorer report identifying level of performance of teacher mastery of performance criteria. Analysis of data from the Formative and Summative teacher rubric for teaching performance from the Teacher Evaluation tool: Evaluation system provides detailed rubric and growth explorer report which identifies growth and areas of improvement Reports from evaluation system that shows levels of effectiveness in rubric from Teacher Evaluation tool




Data from the teacher evaluation tool will be utilized to determine effectiveness of instructional practices, quality and identify strengths, weaknesses, and needs of individual teachers.

Teacher evaluation data reports from the evaluation system will be used as reporting tools to

support and provide evidence of teacher effectiveness through analysis and interpretation of the evaluations.

The Growth and Rubric Explorer reports display data that is collected through single or multiple response items in the evaluation tool and represents the information in a graphical format, which portrays the frequency of teacher effectiveness. The principal and teacher will review a snapshot of growth over time to see improvement in identified strengths, weaknesses, and needs of the teacher. The Principal and/or Assistant Principal (Year 3) during the teacher evaluation conferences,

which are completed twice a year, will review disaggregated data that identifies strengths, weakness and needs the teacher will focus on during the next evaluation period (the next semester). The teacher will develop a goal and action plan to improve any weakness or need as evidenced by the principal/assistant principal in the teacher conference. The teacher and principal/assistant principal will review and reflect on the progress of the goals/action plan during the upcoming evaluation period (the next semester).








levels, reflects appropriate sequencing of instruction, based on



approved curricular objectives. • Presents lessons that encourage students to employ higher order

critical thinking skills • Demonstrates knowledge of subject matter and transits knowledge in

an engaging manner using a variety of techniques and/or materials to accomplish the objectives of instruction





instruction • Rubric performance quality metrics: highly effective, effective, developing,

ineffective

iv. adapted to meet the needs of subgroups




Adaptation to the needs of subgroups by

evaluating of the instruction delivered to each separate subgroup to ensure that necessary adjustments are made regularly for each group

Principal, Assistant Principal (Year 3), Collaborative teams

Collaborative team meetings, peer observations and evaluation to be conducted during walkthroughs and observations both scheduled and unscheduled

Collaborative team notes, peer observation notes, data collection via walkthroughs and observations, Student Information System (SIS) reports, State Standardized Testing reports, evaluation of instruction delivery through use of student data points



Formative and Summative teacher rubric for teaching performance from the Teacher Evaluation tool


Teachers will meet daily in their collaborative team to determine where their students are, what they need to know, and what instructional assistance is needed for them to achieve academic success.

Within these teams, the team will focus on the four guiding questions (DuFour) and two collaborative ideals (Marzano), shown below, to maintain a focus on daily student progress to ensure students are being met where they are.

☐ What is it we want our students to know? ☐ How will we know if our students are learning? ☐ How will we respond when student do not learn? ☐ What will we do if they already know? ☐ How will we increase our instructional competence? ☐ How will we coordinate our efforts as a school?

Teachers working together collaboratively is a key factor to making an impact on student

achievement for all student subgroups. In addition, it provides teachers an opportunity to have open dialogue in order to reflect and/or modify the instruction occurring for all student subgroups.

In addition, the Principal and Assistant Principal (Year 3) will utilize the Teacher Observation tool modeled after the Charlotte-Danielson framework to determine the needs of all students and student subgroups are being met by specific teachers, and the teaching staff as a whole.



v. providing feedback that develops the quality of teaching and standards integration




Providing feedback that develops the quality of teaching and standard integration by

analyzing information gathered in the teacher evaluation process in order to provide feedback specific to each individual staff member on their quality of teaching and standards integration


Completed twice each year (Formative and Summative Evaluation Tool)

Teacher evaluation conference completed twice each year (Formative and Summative Evaluation Tool)

Analysis of data from the Formative and Summative teacher rubric for teaching performance from the Teacher Evaluation tool

Reports from evaluation system that shows levels of effectiveness in rubric from Teacher Evaluation Tool: Evaluation system provides detailed rubric and growth explorer report which identifies growth and areas of improvement over time.

Evaluation of instructional delivery through the use of teacher developed lesson plans that indicate state standards, scope and sequences, and teacher/department developed lesson plans




The Principal and/or Assistant Principal (Year 3) during the teacher evaluation conferences, which are completed twice a year, will review disaggregated data that identifies the quality of teaching and standards alignment. The teacher will develop a goal and action plan to improve any weakness or need as evidenced by the principal/assistant principal in the teacher conference. The teacher and principal/assistant principal will review and reflect on the progress of the goals/action plan during the upcoming evaluation period (the next semester).















instruction • Rubric performance quality metrics: highly effective, effective, developing,

ineffective



Teachers will be provided with a copy of the form. The school principal will schedule a follow-up meeting to discuss the observation and will send a list to the collaborative team listing identified strengths and areas of improvement for the collaborative team to focus on (teacher names will be removed). Each individual teacher will be provided their teacher evaluation form. When meeting with their assigned evaluator teachers will reflect on their integration of standards through their scope and sequence and lesson plans. In addition, teachers and evaluators will reflect on aggregated summative and formative student assessment data by using the reporting features of Galileo to determine the effectiveness of the teacher’s scope and sequence and daily lesson plans.

AREA IV: Professional Development Complete the plan for each of the four sections. Provide sufficiently detailed and implementable action steps that address each of the following elements of a comprehensive professional development system: each of the following elements of a comprehensive professional development system:

i. Developing the professional development plan; ii. Supporting high quality implementation;

iii. Monitoring implementation and follow-up; and iv. Adapted to meet the needs of subgroups.


i. developing the professional development plan




Developing the professional development plan by

Collaborative Teams

Lesson Study Teams

Collaborative Teams: Daily

Lesson Study Teams:

Tentative list of PD topics

List of Professional development topics



determining what PD topics will be covered throughout the year and

Detailed in the table below is:

deciding what data and analysis will be utilized to make those decisions

Bi-weekly Professional Learning Days The Professional Development Committee PDC: Principal, Guidance Counselor, SPED Teacher, and designated General Education Teacher (the Assistant Principal will join at the beginning of the third year)

Twice per month

Bi-weekly Professional Learning Days: Before the start of the school year Monthly review meetings

topics

Lesson Study Team lesson plans

Professional Development Committee (PDC), Collaborative Team, and Lesson Study Team rosters

Professional Development Committee (PDC), Collaborative Team,

and Lesson Study Team meeting notes


Providing appropriate professional learning prior to opening the school is essential for all members to be skilled to teach and focus on the student learning needs. The month prior to the first year the Valor Prep is opened key professional development will be determined by the Professional Development Committee (PDC) to provide the necessary instructional tools teachers will need for success. The PDC will be composed of the Principal, SPED teacher, Guidance Counselor, and designated General Education Teacher Representative. A week long summer professional learning camp followed by three other types of professional learning events, described below will continue learning focused on school initiatives and impacting student achievement.

● Collaborative Teams: Employees will be required to be active members of a daily

collaborative team that determines where their students are, academically and socially. These collaborative teams are comprised of student-centered “educators who are committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for the students they serve.1” Collaborative teams will make instructional decisions based on frequent formative assessments, observations and data to provide scaffolded instruction/interventions. All participating employees will be responsible for leading and participating in the Collaborative Team meetings.

Brulles, D., & Winebrenner, S. (2017). Maximizing Gifted Students’ Potential in the 21st Century. Retrieved May 14, 2018, from http://www.aasa.org/content.aspx?id=17446

Lesson Study Teams: Employees will split into small teams to “plan [Phase 1], observe [Phase 2], analyze [Phase 3], and refine actual classroom lesson [Phase 4]” (Armstrong, 2011, p. 1). Engaging in the lesson study process will allow employees to expand their repertoire of



instructional strategies that impact student achievement during classroom lessons. https://drive.google.com/file/d/1KV6uOsxyiFNSie1pA66rh5n1ok0mGV_t/view Bi-weekly Professional Learning Days: All employees will attend bi-weekly professional learning days that cover the topics selected by the PDC. The PDC members will be in charge of facilitating these events. The PDC will use the following plan as a foundation for developing the list of professional development topics for the bi-weekly Professional Learning Days.

1 Killion, J. and Roy, P. (n.d.). Becoming a learning school. National Staff Development Council (2009)



Employees will attend a week-long summer professional learning camp that covers the

school policies and procedures, systems, and the upcoming school year’s initiatives. The Summer Professional Learning Camp will be facilitated by the PDC.

After the first Galileo entrance test has been administered, the PDC will review the selected

topics for Valor Prep’s bi-weekly Professional Learning Days and make any revisions they feel are necessary based on the needs of the students reflected in the benchmark data.

The PDC will continue to meet monthly to evaluate the relevance of the upcoming topics

and discuss if any changes and additions are needed.






Developing the professional development plan by

deciding what data and analysis will be used to make the professional development topic decisions Detailed in the table below is:

monitoring that the strategies learned in professional development are implemented and


Collaborative Teams: All participating employees

Lesson Study Teams: All participating employees

Bi-weekly Professional Learning Days: The Professional Development Committee PDC: Principal, Guidance Counselor, SPED Teacher, and designated general education teacher (the assistance principal will join at the beginning of the

third year

Collaborative Teams: Daily Monthly Professional development days (15 during the academic year and 5 days prior to school starting) Lesson Study Teams: Twice per month

The Principal and Professional Development Committee (PDC) will use the growth and rubric explorer data from the teacher evaluation instrument to determine where there are gaps in teaching and implementation of the program of instruction in order to develop future professional development trainings Analysis of Teacher Evaluation documents and the implementation/ application of what was learned in professional development trainings Implementation of programs trained on in previous professional development trainings Review of teacher feedback from trainings



Lesson Study data collection tools Professional Development Committee (PDC), Collaborative Team, and Lesson Study Team Rosters

Professional Development Committee (PDC), Collaborative Team, and Lesson Study Team meeting notes




The Principal and Professional Development Committee (PDC) will review every month the growth and rubric explorer data from the teacher evaluation instrument to determine where there are gaps in teaching and implementation of the program of instruction in order to develop future professional development trainings. Analysis of Teacher Evaluation documents and the implementation/application of what was learned in professional development trainings will be compiled and presented to the PDC to determine future professional development needs. In addition, the following will occur to ensure a 360 degree review of professional learning. This review will reinforce all members of the VPA staff are continued learners and promote and live a culture of learning: Collaborative Teams:

Employees will meet daily and review benchmark results and formative assessments to

develop and plan interventions, next-day instruction, differentiation strategies and needed professional development trainings

Lesson Study Teams:

Employees will meet twice a month to work through the phases of the Lesson Study process.

During Phase 1, employees will use benchmark data to select the topics for their lesson plans. In Phase 2, observing employees will collect student-centered data, using the customized Lesson Study data collection tools, while the designated teacher presents the lesson. In Phase 3, employees will compile the data and discuss the implications. Finally, in Phase 4, they will engage in reflective dialogue where they discuss what they’ve learned from the process, revisions needed to the lesson plan, and how they will change their own instructional practice based on their lesson study experience. Observation notes, implementation of lesson and feedback from members of lesson study teams will review all documentation and meet with the Professional Development Committee to make recommendations for professional development trainings.

Professional Learning Days:

The PDC will use the entry-level Galileo assessment results, student and teacher survey data,

evaluation results, observations, and student progress data from the courses to identify the school’s bi-weekly Professional Learning Day topics. Though the topics will be established and planned for the year, the PDC will meet monthly to review the topics.

By continually reflecting on the latest data, the committee ensures the topics are relevant

and meets the needs of all employees of Valor Prep Academy in order to support student learning and is validated by the initial data analysis of the professional development topics.



ii. supporting high quality implementation




Supporting high quality implementation by

supporting high quality implementation of PD strategies by providing support and

allocating resources such as time, space and the necessary material items required for implementation

Collaborative Teams: All participating employees, Principal

Lesson Study Teams: All participating employees, Principal

Bi-weekly Professional Learning Days: The Professional Development Committee PDC: Principal, Guidance Counselor, SPED Teacher, and designated general education teacher (the assistance principal will join at the beginning of the third year)

Collaborative Teams: Daily Lesson Study Teams: Twice per month Bi-weekly Professional Learning Days: Before the start of the school year Monthly review meetings

Action Plan document

Customized Lesson Study Forms Professional

development books and materials

Application of Learning Plan Documents

Professional Development Committee (PDC), Collaborative Team, and Lesson Study Team Rosters

Professional Development Committee (PDC), Collaborative Team, and Lesson Study Team meeting notes


As listed below, Learning Forward’s Standards for Professional Learning, “outline the

characteristics of professional learning that leads to effective teaching practices, supportive leadership, and improved student results.2” Through the standards, best practice and proven professional development teachers and staff will apply and implement their learning, reflect & share the impact that will lead to improved student achievement. In each of the professional learning events, employees will be expected to follow and use the professional learning standards to transfer their professional learning onto the job.



Standards for Professional Learning:

1. Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

2. Leadership: Professional learning that increases educator effectiveness and results for all students required skillful leaders who develop capacity, advocate, and create support systems for professional learning.

3. Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.

4. Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

5. Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

6. Implementation: Professional learning that increases educator effectiveness and results for all students, applied research on change and sustains support for implementation of professional learning for long-term change.

7. Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

Teachers and staff will be expected to be committed to continuous learning and growth that supports increased student results.

Collaborative Teams:

At the beginning of the school year, all employees will be given the Learning by Doing: A Handbook for Professional Learning Communities at WorkTM and a copy of the Learning Forward’s Standards for Professional Learning. During the summer professional learning camp, the Principal will lead all employees in understanding the Standards for Professional Learning and the purpose of collaborative teams. The Principal will introduce both books and explain how employees can use them during their collaborative team meetings to support their professional development and learning.

Employees will be given time each school day to meet together with their collaborative team members to review Galileo benchmark results and student progress data. Using the Standards for Learning to guide the process of interacting and reviewing the data, teachers will reflect on the data to determine the current needs of the students and the subgroup populations. They will then review and discuss evidence-based practices and interventions that will meet the needs of their students. They will discuss with their team



members how they will modify their instruction to implement these evidence-based practices and interventions. During these meetings, they may refer to Learning by Doing: A Handbook for Professional Learning Communities at WorkTM for additional ideas/support as they implement evidence-based practices and interventions.

Lesson Study Teams:

At the beginning of the year, the Principal will introduce the concept of Lesson Study teams and provide each employee with a copy of Leading Lesson Study: A Practical Guide for Teachers and Facilitators as a resource. Employees will form their Lesson Study teams and begin engaging in the Lesson Study process using the book as a guide. Employees will be given time to meet twice a month to work through the Lesson Study phases. They will be given customized Lesson Study forms, specific to their blended learning environment, to use to document and record their work and progress.


During the first month of the school year, the PDC will meet and create an Action Plan document that will specify who will be responsible for making room reservations, creating/purchasing materials, contacting and bringing in any outside facilitators or presenters, and creating the agendas schedules for the bi-weekly Professional Learning Days. The Professional Development Committee meeting will review the Action Plan Document during each monthly review meeting to determine any necessary revisions or additions.

During the bi-weekly Professional Learning Days, time will be allocated for employees to begin applying that they’ve learned. They will first complete an Application of Learning Plan document where they will be asked to specify what specific topics or skills they plan on applying back on the job, a list of targeted dates as to when they plan on applying their learning, and an accountability partner who they will check in with to discuss their progress towards applying their learning. Then, they will be given time to begin the process of applying their learning. At the start of the following Professional Learning Day, time will be given at the beginning for an instructional round table. Each employee will take some time to share how they’ve implemented their learning from the previous Professional Learning Day. Employees will be encouraged to question and reflect on each member’s implementation.

2 Standards for Professional Learning: Quick Reference Guide. Learning Forward, 2011



iii. monitoring implementation and follow-up




Monitoring implementation and follow-up by

monitoring that the strategies learned in professional development are implemented and

following up with instructional staff regarding levels of implementation

Principal, collaborative teams, lesson study teams

CollaborativeTeams: Daily

Lesson Study

Teams: Twice per month

Bi-weekly Professional

Learning Days: Before the start of the school year

Monthly Review

Meetings

Data collection (Principal) through the teacher evaluation instrument: growth and rubric explorer to show evidence of strategies learned are being implemented

Observations

of classroom implementation through walkthroughs and collegial dialogue/minutes during collaborative teams

Use of Standards for Professional Learning to validate the application and impact of learning occurring with each teacher

Development of a continuum of implementation for staff to complete documenting their application of



learning Lesson Study

Narrative Presentations

Implementation of Learning Observation Form

Professional Development Offerings, implementation & application



Process for Implementing Action Step The Principal will progress monitor through the review of growth and rubric explorer data from the teacher evaluation instrument in order to show evidence of strategies learned are being implemented. This review will be developed in a report that will be presented to teachers and staff to reflect, refine and monitor effective implementation.

The principal will review the analysis of classroom observations through walkthroughs and collegial dialogue/minutes during collaborative teams

All staff will use the Standards for Professional Learning and rank themselves on the continuum of implementation scale to validate the application and impact of learning occurring with each other during all collaboration times.

In addition, the following will occur to ensure a 360 degree progress monitoring process of

professional learning is established. This review will reinforce all members of the VPA staff are accountable and develop ownership for the implementation of professional development:


The Principal will join one or more of the collaborative team meetings each month to observe the

collaborative teams’ progress. The Principal will ask reflective and clarifying questions to understand how employees are working together to analyze student data and apply evidence- based practices. Then, the Principal will offer feedback to each team that they will use to improve their collaborative team efforts.

Lesson Study Teams:

Each Lesson Study team will meet periodically with the Principal to present their work and to

receive feedback. At the end of Phase 1, Lesson Study members will present their lesson plan to the Principal. The Principal will review it and provide feedback for the team members to consider. The Principal will join the observing team members in watching the designated presenter teach the lesson during Phase 2. The Principal will meet with the team after the lesson to debrief and discuss the next steps. During Phase 3, the Principal will attend each team’s meeting and participate in asking reflective questions about the compiled data. Upon completion of Phases 1-4, each team will work together to create a narrative presentation of their lesson study experience and findings. Each team will present their findings to the entire staff. The Principal will encourage observing staff members to ask questions to promote reflective dialogue.


Each week, one member from the PDC will check in with each employee to assess their progress

towards applying the learning from the Professional Learning Days. The PDC member will also offer any additional support or resources based on conversation with the employee. The PDC member will type up a summary of the conversation and email it to each employee.

Once a month, the Principal will schedule an observation time with each employee



to observe him or her implementing one or more strategies or best practices from one of the bi-weekly Professional Learning Day events in the blended-learning environment. The Principal will complete the Implementation of Learning Observation Form and schedule a follow up time with each employee to go over the results. The Implementation of Learning Observation Form will contain the following classifications:

● Effective Implementation of Learning: This classification describes an

employee who has effectively implemented one or more strategies and/or best practices from one of the bi-weekly Professional Learning Days.

● Developing Implementation of Learning: Effective Implementation of Learning: This classification describes an employee who is making effort to implement one or more strategies and/or best practices from one of the bi-weekly Professional Learning Days, but may not be fully successful at that time in using the strategy or best practice.

● Ineffective Implementation of Learning: This classification describes an employee who has attempted to implement a strategy or best practice from one of the bi-weekly Professional Learning Days, has not implement it correctly. The employee is in need of significant guidance to help him or her understand effective ways in implementing the strategy.

● No Effort/Evidence of Implementation of Learning: This classification describes an employee who has not demonstrated or shown any implementation of learning.

In the follow-up meeting, the Principal will use cognitive coaching to help employees reflect on their progress and implementation of learning.



iv. adapted to meet the needs of subgroups





Collaborative Teams: All participating employees, SPED Teacher

Lesson Study

Teams: All participating employees, SPED Teacher

Bi-weekly Professional Learning Days: The Professional Development Committee (PDC): Principal, Guidance Counselor, SPED Teacher and designated general education Teacher, Assistant Principal –

joins Year 3

Collaborative Teams: Daily

Tentative list of PD topics

Determining what Lesson Study Teams: Modified list of PD topics are addressed Twice per month topics during PD to meet the needs of subgroups. Bi-weekly

Professional Learning

Lesson Study Team Lesson Plans

Days: Before the

start of the school year

Professional Development Committee (PDC), Collaborative Team and Lesson Study Team rosters

Monthly Review Meetings Professional

Development Committee (PDC), Collaborative Team, and Lesson Study Team meeting notes

The Principal and Professional Development Committee (PDC) will use the growth and rubric explorer data from the teacher evaluation instrument to determine where there are gaps in teaching



and implementation of the program of instruction in order to develop future professional development trainings Analysis of Teacher Evaluation documents and the implementation/application of what was learned in professional development trainings Implementation of programs trained on in previous professional development trainings Review of teacher feedback from trainings




The Principal and Professional Development Committee (PDC) will review every month the growth and rubric explorer data from the teacher evaluation instrument to determine where there are subgroup gaps in teaching and implementation of the program of instruction in order to develop future professional development trainings.

Analysis of Teacher Evaluation documents and the implementation/application of what was learned in professional development trainings in respective subgroups that will be compiled and presented to the PDC to determine future professional development needs.

In addition, the following will occur to ensure a 360 degree review of professional learning. This review will reinforce all members of the VPA staff are continued learners, promote and live a culture of learning and focus on the needs of all students and their respective subgroups:


During employees’ daily collaborative team meetings, they will make time to analyze the formative assessment and benchmark data of the subgroup populations. They will meet weekly with the Special Education Teacher to discuss appropriate interventions, accommodations, and remedial learning opportunities to support these students’ learning.

Lesson Study Teams:

While employees are participating on their Lesson Study Teams, they will actively consider the needs of subgroup populations. During Phase 1, they will discuss and select appropriate strategies and differentiation techniques to support subgroup populations in the lesson. In Phase 4, team members will meet with the Special Education Teacher to discuss how the subgroup populations reacted and demonstrated learning based on the selected strategies and techniques. They will discuss any modifications or changes they would make to the lesson to more fully support the subgroup populations.

Bi-weekly Professional Learning Days:

After the first Galileo entrance test has been administered, the PDC will meet to determine the list of topics for the bi-weekly Professional Learning Days. The Special Education Teacher and Principal will meet prior to this meeting to review the data of the different subgroup populations. They will spend time analyzing the data to determine the needs of these subgroup populations and select topics that will help teachers address the needs of these students. These topics will be proposed to the Professional Development Committee to add to the list of selected topics for the bi-weekly Professional Learning Days.

The Professional Development Committee will meet monthly to review the latest data from

the subgroup populations to determine if the list of PD topics for the bi-weekly Professional Learning Days continue to be relevant and appropriate.

A.6 Instructional Analysis

Instructional Analysis Templates

A.6 Instructional Analysis Valor Preparatory Academy, LLC Page 1 of 22

Instructional Analysis Templates for 6-8 Grade Span Instructional Analysis for Grade 7 in Reading Providea completeresponsefor eachcomponent below(1 through 7) basedonthelisted Required Standard. Ensurethateach response meets the criteria listed in the left-hand column and aligns with the new charter application package. Required Standard: 7.RI.2 Determinetwoor morecentralideasinatextandanalyzetheirdevelopmentover

the course of the text; provide an objective summary of the text.

1. Learning Targets Identify the objectives students must know that align with the Required Standard and can be assessed to demonstrate mastery of the Required Standard.

Students will be able to: • Identify central ideas in an informational text • Analyze the development of central ideas over the course of a text • Write an objective summary

2. Prior Knowledge List the knowledge/skills that are required prior to meeting learning targets. Describe how prior knowledge will be used to introduce the learning targets.

From sixth grade, students should be able to identify at least one central idea from a text and cite supporting details that develop the central idea. Students will also need to recall the close reading strategies they learned in the sixth grade Strongmind curriculum to write summarize their findings about a text. Students will engage in a digital game-based learning experience at the beginning of the first lesson to recall these skills. Academic Vocabulary Central ideas Key details Subjective Objective Text structures summarizing Students will build upon these skills by exploring two or more central ideas of a given text and analyzing other techniques an author uses to develop the central ideas (e.g. text structures, vocabulary, examples, etc.). Students will use these additional skills to assist them in writing a concise objective summary that is free of subjective language.

3. Instructional Plan Describetheprocessfor presenting new information necessary for students to meet the learning targets. Describe the instructional strategies usedtoleadstudents tomeeteachof the learning targets identified.

Direct instruction • The instruction will begin with a review of prior concepts using

game-based learning, in which students will demonstrate their current knowledge about central ideas, key details, text structures, and summarizing by playing an interactive game against each other. The teacher will then review the concepts that received the lowest comprehension scores with the class as a whole.

• Students will independently work in the Strongmind curriculum courses to gain the foundational knowledge related to these learning targets.

• The teacher will display the learning targets in student-friendly language, beginning with “I can” statements to promote comprehension and confidence in understanding and achieving the expected skills/knowledge. After each lesson, the teacher will review the learning targets and ask students to reflect on their progress.



• The teacher will spend a considerable amount of time modeling new learning so that students can understand and see the learning targets demonstrated.

Examples: o The teacher will model and guide students in understanding

how to find central ideas by performing a close reading using a text from the Strongmind curriculum. The teacher will use the think aloud process and metacognitive markers to help students see the key details that support the central ideas.

o The teacher will present the following close reading questions to the class:

▪ What are the author’s central ideas? ▪ How does the author support these ideas? ▪ What language is used to help me understand these

ideas? ▪ How is the text organized and why did the author

organize it in this way? o The teacher will explain each of the questions to the class

and then perform another close reading, using these questions as the focus, on another text from the Strongmind curriculum. The teacher will use the think aloud process to model appropriate ways to focus on these questions while reading and marking the text. Then, the teacher will display a close reading graphic organizer from the Strongmind curriculum, consisting of the four questions, and complete it based on the teacher’s think aloud process and metacognitive markers. The teacher will ask the students to guide him/her in filling out the graphic organizer.

o The teacher will review the components of an objective summary and display an example from the Strongmind curriculum. The teacher will ask students to identify the components in the example. The teacher will then use the close reading graphic organizer to model writing an objective summary of the text.

• After the teacher has modeled new learning, the teacher will use

guided and collaborative learning experiences to allow students adequate time to practice the new learning. Examples:

o Socratic Seminars: The teacher will pass out another text and have students read it independently, using metacognitive markers to mark important parts of the text that support key ideas. Then, the teacher will initiate a Socratic Seminar discussion about the text’s central ideas and the evidence that best supports the ideas. The teacher will start the discussion, but then gradually turn it over the students to discuss what they believe to be the central ideas and the evidence they marked that best supports it.

o Kagan’s think-pair-share: Students will perform another close-reading analysis in pairs to identify the author’s central ideas and the development of those ideas. They will



be given a graphic organizer from Strongmind’s curriculum, consisting of the four questions listed above, to fill out as they are completing their close reading analysis. Students will also be asked to use metacognitive markers as they performing the close reading. Upon completion of the analysis, students will be grouped into fours and will share their findings.

o Collaborative work: Upon completion of the think-pair- share activity, students will return to their assigned pairs and work together to summarize their findings in their graphic organizer. The teacher will display an anchor chart including the components of an objective summary that students can refer to as students are writing their summary.

• After the collaborative work time, students will be given

independent practice opportunities to practice: o Students will go to Readworks.com and select an article of

their choice to practice identifying central ideas in a given text. The student will print out the text, use metacognitive markers to highlight key details, and then indicate the central ideas of the text. Upon completion, teachers will split up students into small groups and ask them to share their articles and findings with the group.

o Students will use a text from Strongmind curriculum and independently conduct a close reading on the text, completing the graphic organizer that focuses on helping the student analyze the development of the central ideas throughout the text.

o Students will use their graphic organizer to write an objective summary of the text.

4. Instruction Describe the activity/tasks students will complete to meet the learning targets. Identify components of the program of instruction and educational philosophy that are incorporated into Instruction.

Lesson 1:

• Prior knowledge will be activated through the use of an interactive digital game. The teacher will review any parts where students score low.

• The teacher will present the learning target in student-friendly language: I can identify the central ideas in an informational text.

• The teacher will model and guide students in understanding how to find central ideas by performing a close reading using a mentor text from the Strongmind curriculum, “Empress Theodora.” The teacher will use the think aloud process and metacognitive markers to help students visually see the techniques used in the text to support the central ideas. The teacher will introduce the vocabulary words: central ideas, key details, subject, and text structures.

• The teacher will provide another text for students to read independently and practice using metacognitive markers to identify central ideas and supporting evidence. Then, the teacher will initiate a Socratic Seminar where students can openly discuss their thoughts about the author’s central ideas and the key details that best support it.



• Students will independently practice this skill by selecting an article from Readworks.com. The student will print out the text, use metacognitive markers to highlight key details, and then indicate the central ideas of the text.

• Upon completion, the teacher will review the learning target and the ask students to reflect on their practice. They will be asked to write a short reflective journal entry stating their progress towards the target.

Lesson 2:

• The teacher will summarize the previous lesson and ask students to recall what a central idea is and what they did when reading a text to find the central idea(s).

• The teacher will present the learning target in student-friendly language: I can analyze the development of central ideas over the course of a text.

• The teacher will present the following close reading questions to the class:

o What are the author’s central ideas? o How did the author support these ideas? o What language is used to help me understand these ideas? o How is the text organized and why did the author organize

it in this way? • The teacher will explain each of the questions to the class and then

perform another close reading, using these questions as the focus, the teacher will present another text from the Strongmind curriculum, “Saving the Earth: Teens Fish for Answers.” The teacher will use the think aloud process to model appropriate ways to focus on these questions while reading and marking the text. Then, the teacher will display a close reading graphic organizer from the Strongmind curriculum, consisting of the four questions, and complete it based on the teacher’s think aloud process and metacognitive markers. The teacher will ask the students to guide him/her in filling out the graphic organizer.

• Students will engage in a think-pair-share activity, where they will split up into pairs and perform a close-reading analysis to identify the author’s central ideas and the development of those ideas. They will be given a graphic organizer from Strongmind’s curriculum, consisting of the four questions listed above, to fill out as they are completing their close reading analysis. Students will also be asked to use metacognitive markers as they are performing the close reading. Upon completion of the analysis, students will be grouped into fours and will share their findings.

• Students will use a text from Strongmind curriculum, “Tribute to the Dog,” and independently conduct a close reading on the text, completing the graphic organizer that focuses on helping the student analyze the development of the central ideas throughout the text.

• Upon completion, the teacher will review the learning target and then ask students to reflect on their practice. They will be asked to



write a short reflective journal entry stating their progress towards the target.

Lesson 3:

• Using Kagan’s Stand up, Hand up, Pair up, students will discuss with a partner they learned in the previous lessons and how they are progressing towards meeting the learning targets.

• The teacher will review the components of an objective summary, displaying an anchor chart for students to refer to. The teacher will then display an example from the Strongmind curriculum. The teacher will ask students to identify the components in the example. The teacher will then use the close reading graphic organizer from the lesson to model writing an objective summary of the text.

• Students will partner up again and use their completed close reading graphic organizer from the previous lesson’s think-pair- share activity to write an objective summary.

• Students will then work independently to write their own objective summary. Students will use their completed graphic organizer from the previous lesson’s independent practice to assist them in writing their summary.

Educational Philosophy Connection

The Flexible Environment: In these lessons, students are provided with independent time to study the general content in the Strongmind curriculum. Then, they come together with their peers and teacher to explore the topic further by participating in cooperative learning and guided practice activities. The Learning Culture: During these lessons students are provided with learner-centered opportunities. Students are actively involved in sharing their thoughts and ideas through Socratic Seminars and cooperative learning experiences. In addition, students are given the opportunity to journal and reflect on their progress towards meeting the learning targets. Intentional Content: While students independently study the content in Strongmind’s curriculum, the teacher spends considerable time modeling how to use the knowledge and skills to master the learning targets. Professional Teacher: The teacher facilitates and drives class discussions. The Teacher uses his or her students’ conversations as data points for providing remediation and advancing student conversations. After each lesson, the teacher reviews the formative assessments and works with others to determine what interventions or additional instructional strategies are needed to help students master the concepts.

5. Formative Assessment List criteria for determining whether students have met each of the learning targets.

At the end of each lesson, students will complete a digital exit ticket that includes the prior knowledge, new vocabulary, and new concepts. Each question will align to one of the learning targets. Students will need to complete the exit ticket with an 80% or higher.



The teacher will also collect students’ graphic organizer and analyze students’ progress towards the learning targets. The teacher will use the rubric below to assess students’ proficiency in understanding the close reading areas.

6. Summative Assessment Describe how students will demonstrate mastery of the Required Standard. Describe the criteria used to determine whether a student has mastered the Required Standard.

Utilizing the skills learned in these lessons, students will be given a text and asked to write an objective summary. Students will be given a graphic organizer that contains the four close reading questions. Students will fill out the graphic organizer and use it to write their objective summary. Using the holistic rubric, teachers will assess and grade students’ summaries. Students must earn 80% or higher to master the standard.

7. Remediation Describe the processes availableto providesupport tostudents that do not meet the learning targets.

The teacher will review the exits tickets submitted at the end of each lesson and determine where students are struggling. The teacher may decide to refer to the Prim manual to apply individualized interventions or provide additional learning opportunities by having the struggling students participate in parts of the Read 180 program. The teacher will also review students’ graphic organizers and use the rubric to determine students’ proficiencies in understanding each of the



close reading questions. If students score below an 80% on a section of the graphic organizer, the teacher will provide targeted small-group lessons that focus solely on that close reading question. Students will read several short texts while focusing on one particular close reading question at a time. Finally, the teacher will review all student objective summaries. If students score below 80%, the teacher will reteach the characteristics of an objective summary and how to properly use the graphic organizer to write summarize the text.



Instructional Analysis for Grade 7 in Writing Providea completeresponsefor eachcomponent below(1 through 7) basedonthelisted Required Standard. Ensurethateach response meets the criteria listed in the left-hand column and aligns with the new charter application package. Required Standard: 7.W.3 Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptivedetails,and well-structuredevent sequences. a. Engage and orient thereader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Usenarrativetechniques, suchasdialogue, pacing, anddescription, todevelop experiences, events, and/or characters.


Students will be able to • write a narrative that effectively establishes a context and point of

view. • develop a story line that unfolds naturally and logically. • use narrative techniques to develop and drive the plot/characters

of their narrative.


Students will need to understand the basic writing process and the general characteristics of a narrative story. They should be able to map out a given story on a plot diagram, identify the different points of view, and write a story in chronological order. To activate prior knowledge, students will be asked to map out a given text on a plot diagram and then discuss the techniques that were used to develop the story’s plot. Academic Vocabulary Context Point of view Narrative techniques Plot Point of view Chronological order Nonfiction Fiction The standard in sixth and seventh grade focuses on understanding how to establish an effective context and point of view in narrative writing. By studying several grade-level mentor texts, filled with rich narrative techniques and unique points of view, students will continue learning how narrative writing is developed to engage readers.

3. Instructional Plan Describetheprocessforpresenting new information necessary for students to meet the learning targets. Describe the instructional strategies usedtoleadstudents tomeeteachof the learning targets identified.

• To activate prior knowledge, students will be asked to map out a

given text on a plot diagram and then discuss the techniques that were used to develop the story’s plot.

• Students will independently work in the Strongmind curriculum courses to gain the foundational knowledge related to these learning targets.

• The teacher will display the learning targets in student-friendly language, beginning with “I can” starters to promote comprehension and confidence in understanding and achieving the expected skills/knowledge. After each lesson, the teacher will



review the learning targets and ask students to reflect on their

progress. • The teacher will spend a considerable amount of time modeling

new learning so that students can understand and see the learning targets demonstrated. Examples might include

o The teacher will conduct Close Readings to help students gain a deep understanding of the narrative text structure, different points of view, and narrative techniques.

o The teacher will model each portion of the writing process (brainstorming, pre-writing, rough draft, revision, final draft).

o The teacher will model writing a narrative essay, with an emphasis on the following:

▪ write a narrative that effectively establishes a context and point of view.

▪ develop a story plotline that unfolds naturally and logically

▪ use narrative techniques to develop and drive the plot/characters of their narrative.

• After the teacher has modeled new learning, the teacher will use guided and collaborative learning experiences to allow students adequate time to practice the new learning. Examples might include

o Guided Learning: The teacher and students will conduct Close readings on mentor texts. Students will participate in identifying and analyzing the text structure, points of view, and narrative techniques. The teacher will ask guiding questions to support students.

o Kagan’s Think-Pair-Share: Students will pair up and perform a close reading on a narrative text from the Strongmind curriculum. Students will be asked to complete a Strongmind Close Reading Graphic Organizer that asks them to analyze the text structure, point of view, and narrative techniques. Upon completion students will come back as a class and the teacher will call on students to share their findings.

o Socratic Seminars: The teacher will initiate a Socratic discussion in comparing two of the narrative mentor texts. Students will discuss and share their ideas about how effective the authors were in using narrative techniques to create engaging stories.

o Digital Learning Experiences: Using Linoit, the teacher will create “sticky notes” with the different narrative techniques that were discussed during the direct instruction. Students will be instructed to provide an example of each narrative technique.

• Towards the end of each lesson, students will engage in independent practice. Examples might include

o Students will work independently on developing their own narrative essay. After each writing step they will share their work and receive peer feedback through one of the



following: digital discussion boards, classroom wiki page, or

in think-pair-share activities.


Lesson 1:

• To activate prior knowledge, students will be asked to map out a given text on a plot diagram and then discuss the techniques that were used to develop the story’s plot.

• Present Essential Questions: How can I effectively engage a reader in my narrative? How can I establish a context and point of view that will help me create an engaging and logical storyline? What narrative techniques are used to create interesting characters and moments in stories? How do I use them? Why is it important to establish a logical plot line in a story?

• Introduce the big ideas: Writers establish compelling contexts and points of view to tell an engaging story. Narrative techniques create interest, entertainment, drive the pacing of the story, and develop characters. Effective stories contain plot lines that unfold logically.

• The teacher will present printed copy of the short story from Strongmind’s curriculum, “Fish Cheeks” by Amy Tan. Students will engage in a Kagan Round Robin activity, where they will take turns reading the short story. Upon completion of reading the story, the teacher will lead a discussion of what makes the short story engaging and interesting.

• Next, the teacher will perform a close reading of the story, highlighting the different parts of the narrative text structure.

• The teacher will present an anchor chart that includes the elements of the narrative text structure. The teacher and students will have a discussion about the importance of following a logical order when telling a story.

• Students will pair up and perform a close reading on a narrative text from the Strongmind curriculum. Students will be asked to complete a Strongmind Close Reading Graphic Organizer that has them analyze the narrative text structure. Upon completion students will come back as a class and the teacher initiate a class discussion about the effects a narrative text structure has on the story.

• The teacher will end the lesson with a discussion of how the texts they studied relate to the essential questions and big ideas.

Lesson 2:

• The teacher will ask students to engage in Kagan’s Stand up, Hand up, Pair up activity, Students will recall their learning from the previous day with a partner.



• The teacher will ask students to reread “Fish Cheeks” by Amy Tan.

The teacher will ask students to identify the point of view in the story and then explain how it affects the storyline.

• The teacher will pass out two other stories written in different points of view and ask students read them carefully. The teacher will provide students with a comparative graphic organizer. The graphic organizer will be used to compare and contrast the two stories’ points of view. The teacher will then lead a discussion, having students discuss the point of view in each story and the effects of each.

• The teacher will lead the class in brainstorming possible topics for a narrative essay. The teacher will model using a Thinking Map, either Tree Map or Bubble map, to generate possible topics and supporting ideas. The teacher will then work with the class on evaluating which of the generated topics they think would be the best to write about.

• The teacher will pass out the writing prompt for students’ writing project. Students will work independently on generating a list of possible topics. They will be required to complete at least two Thinking Maps and then select the one they feel they can use to write an effective narrative. Students will then summarize their selected thinking map in a discussion thread. Students will provide constructive feedback on their peers’ posts.

• The teacher will end the lesson with a discussion of how the texts and activities they studied/completed relate to the essential questions and big ideas.

Lesson 3:

• The teacher will review the mentor text, “Fish Checks” again. The teacher will annotate and point out several narrative techniques used. The teacher initiates a class discussion in examining how the narrative techniques impact the characters, pacing, and storyline.

• The teacher will pass out several narrative essays and have students pair up. Students will annotate the essays, marking various narrative techniques. The teacher will create a lino bulletin board page. On the board, the teacher will create stickies with the names of each narrative technique addressed in the opening activity. Student pairs will be responsible for posting an example of each narrative technique from their sample essays.

• The teacher will continue the guided practice of planning for a narrative essay. The teacher will introduce a Strongmind pre- writing graphic organizer that contains the following elements: plot line, characters, point of view, and narrative techniques. The teacher will work with the class in filling out the graphic organizer.

• Students will then work independently on completing a pre-writing graphic organizer in preparation of writing their own narrative. Students will upload their prewriting graphic organizer to the classroom wiki page. Students will provide constructive feedback on each other’s graphic organizers.



• The teacher will end the lesson with a discussion of how the texts

and activities they studied/completed relate to the essential questions and big ideas.

Lesson 4:

• The teacher will distribute several narrative essay examples. Students will work in pairs and annotate the essays, marking the narrative structure, point of view, and narrative techniques. Then, the teacher will initiate a Socratic seminar where students will compare the quality of two of the narrative essays. Students will discuss and share their ideas about how effective the authors were in using narrative techniques to create engaging stories.

• The teacher will review the pre-writing graphic organizer, and model the process of writing a rough draft narrative essay including the following: an engaging introduction that establishes a context and interesting point of view, a logical plot line, narrative techniques that are develop the plot and characters, and a reflective conclusion that brings closure to the story.

• Students will work independently on writing their own rough draft. • The teacher will end the lesson with a discussion of how the texts


Lesson 5:

• The teacher will begin the lesson by presenting a revision checklist. The teacher will model how to use the revision checklist to make changes to the existing rough draft that was created during the last lesson.

• The teacher will pass out the revision checklist to students. The teacher will then have students exchange rough drafts and use the revision checklist to provide suggestions for improvements.

• Students will work independently on revising their own essays using the feedback from their peers and the revision checklist.

• The teacher will end the lesson with a discussion of how the texts and activities they studied/completed relate to the essential questions and big ideas.

Lesson 6:

• The teacher will begin the lesson by providing a final mentor text for students to read. The teacher will also review the effective qualities of a narrative anchor chart. Together, the class and teacher will analyze the mentor text and identify all of the qualities on the anchor chart.

• Students will be asked to perform a final review of their narrative essay, using the narrative anchor chart as a final checklist before submitting for grading.

• Students will submit their essay for grading. • Students may volunteer to present their narrative essay to the class. • The teacher will end the lesson with a discussion of how the texts





The Flexible Environment: In these lessons, students are provided with independent time to study the general content in the Strongmind curriculum. Then, they come together with their peers and teacher to explore the topics further by participating in cooperative learning and guided practice activities. The Learning Culture: During these lessons students are provided with learner-centered opportunities. Students are actively involved in working with their classmates and teacher in understanding and practicing the writing process. Intentional Content: The teacher selects several mentor texts and supports students in understanding how authors use narrative techniques in them. By studying several authentic examples with the guidance of the teacher, students are more likely to understand how to apply narrative techniques in their own writing. Professional Teacher: The teacher facilitates and drives class discussions. The Teacher uses his or her students’ conversations as data points for providing remediation and advancing student conversations. After each lesson, the teacher reviews the formative assessments and works with others to determine what interventions or additional instructional strategies are needed to help students master the concepts.


Students will complete a graphic organizer that demonstrates their planning/ideas for their narrative essay. The teacher will review the graphic organizer to determine students’ understanding of the learning targets using the following rubric. The teacher will provide targeted feedback to help students improve their plan for writing their narrative story.



Students will write and submit a rough draft narrative essay. The teacher

will use the narrative rubric found below to determine current mastery of students’ learning.


Students will write a narrative essay using the following prompt found in Strongmind’s curriculum: As we know, "Fish Cheeks" is a short essay about an embarrassing event in a young girl's life. Amy Tan wrote this memoir to cope with her feelings about growing up. Now it is your chance to express yourself like the author.

Think of a time in your life you were embarrassed. Was it something you did, or something someone else did, to make you feel as if you'd like to melt through the floor? Be sure that the embarrassing moment in your life had a lesson to be learned, or a "moral to the story," just as Amy Tan learned one from her mother.

The teacher will use the following narrative rubric to score the summative assessment. Students will be expected to score a total of 80% or higher on their narrative essay to prove mastery of the learning targets.


The teacher will review the students’ graphic organizer and assess their plan for their narrative essay. If students do not provide clear evidence for any of narrative elements listed in the rubric, the teacher will provide remedial small-group lessons on the narrative elements. If needed, the teacher may also have students participate in portions of the Read 180 program. The teacher will review each of the students’ rough drafts on the classroom wiki page and use the narrative rubric to determine their current level of proficiency. The teacher will provide reply to each essay with guiding questions and targeted feedback. The teacher will meet individually with any student who scores in any of the partially proficient or minimally proficient areas and provide targeted feedback to close any gaps. The teacher will continue to monitor those students as they engage in the revision process.



The teacher will grade the final narrative submissions and provide students

with a completed rubric. If students score below an 80%, the teacher will schedule individual conferences and go over each portion of the rubric with those students. The teacher will provide the student with additional resources from the Strongmind curriculum to review that will help students in improving their narrative essay. Students will be given the chance to revise their narrative essay submit it again for grading. If any students continue to struggle, the teacher will refer those students to the Read 180 program.



Instructional Analysis for Grade 8 in Math Providea completeresponsefor eachcomponent below(1 through 7) basedonthelisted Required Standard. Ensurethateach response meets the criteria listed in the left-hand column and aligns with the new charter application package. Required Standard: 8.F.A.2 Compare properties of two functions each represented in a different way (algebraically,

graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

1. Learning Targets Identify the objectives students must know that align with the Required Standard and can be assessed to demonstrate mastery of the Required Standard. 2. Prior Knowledge List the knowledge/skills that are required prior to meeting learning targets. Describe how prior knowledge will be used to introduce the learning targets.

3. Instructional Plan Describe the process for presenting new information necessary for students to meet the learning targets. Describe the instructional strategies used to leadstudents tomeeteachof the learning targets identified.


Students will be able to: • Compare and contrast the rates of change of two functions given a

graph, table or verbal descriptions. • Create verbal and written descriptions of the properties of two

separate linear functions. Students should have basic graphing skills. Students should be able to understand that a function can be represented by multiple descriptions such as a table and or graph. Students will need to be comfortable in describing the facets of functions such as rate of change and intercepts.

Academic Vocabulary Maximum Minimum Rate of Change Slope Intercept Table Graph

Use of Prior Knowledge to Introduce Learning Target The above prior knowledge will be used to scaffold students using knowledge of functions to first describe the properties of one function and then make comparisons between two separate functions.

Teachers will use organizing-teaching with tech to initially start and scaffold the lesson. Students will use cooperative learning techniques after an initial classroom discussion of the components of a function. Students will create graphic organizers with the components of each function and then use mind mapping techniques to facilitate discussions with their peers on the similarities and differences of a pair of functions. These strategies will allow students to construct their reasoning and proof of function components and properties. Direct Instruction Teachers will discuss with students the properties of a function and how one can model a function. Teachers will go through multiple examples of identifying key properties of a function using a table, a graph, and a word-based expression. Teachers will then ask students to come up with descriptions of several class led examples.

Collaborative Learning Students will be paired in cooperative teams and given 3 pairs of functions to compare. These functions will be represented in various forms, i.e. students may have to compare a table of one function to the graph of another function.



Students will create a graphic organizer depicting the table, graph and verbal

description of each function and the comparison between the pair. When each team has constructed their comparisons, students will complete a mind-map graphic organizer where they will identify differences and similarities of each function par. This mind map will be used with the entire class upon class discussion. Reason Abstractly Students will have to reason abstractly by interpreting a table of numbers into a graph and a graph into a table of numbers all the while placing a language- based description to each. Construct Viable Arguments and Critique the Reasoning of Others Students will create arguments and critique the reasoning of others while in their cooperative teams and will display as a team their findings to the overall class. Since some groups will have their same pairs they will need to accurately justify their findings in regards to the other teams findings. Educational Philosophy Connection Flexible Environment during this lesson allows for a flipped setting and engages students in a collaborative team setting where students make their own inferences in regards to the required skill set found in the learning target. Learning Culture during this lesson shifts the learning to a learner-centered approach. Students are actively involved in detailing similarities and differences in function representations and are challenging to create multiple representations of each function. Intentional Content of modeling and exploratory time is considered throughout this lesson. Teachers do not simply regurgitate how to spot function similarities and differences but challenge students in exploring their own mathematical voice and reasoning. Professional Teacher(s) are critical in this lesson plan. They facilitate and mold conversation rather than repetitive content delivery. Teachers use their students conversations as a data point for providing remediation and advancing student conversations. Teachers use the entire class cooperative learning process as a formative assessment and provide data to their collaborative teams in restructuring the process or elaborating on student led findings.


Students will make a comparison of two functions in the day's exit ticket. Students will show mastery based on their justification of their solutions. Students must show that their answer is correct through multiple representations. Teachers will use the entire dialog and course time as a representation of the formative assessment process. This will allow for teachers to develop interventions and construct statements to facilitate next step mathematical conversations.

6. Summative Assessment Describe how students will demonstrate mastery of the Required Standard. Describe the criteria used to determine whether a student has mastered the RequiredStandard.

Students will be able to use the compare and contrast functions. This means that students will demonstrate mastery by given formulas in all representations. Students more so will not perform route operations or graphing techniques but will hone and develop their own mathematical voice in displaying the properties of functions. Students will demonstrate the standard by displaying mastery on recall, skill, strategic thinking and extended thinking problems.



7. Remediation Describe the processes available to provide support to students that do not meet the learning targets.

Students may not be initially successfully with representing functions. The purpose is for students to develop their mathematical habits of mind. If students are not successful, the teacher will ask students who are successful to model their thought process. The teacher will then demonstrate concepts to relate simple graphs and tables to functions in function notation. Collaborative teams will review data daily to identify struggling students. As a collaborative team, teachers will create intervention techniques that will support all learning types and identify best successful pedagogical practices to use with the multi-tiered support system.



Instructional Analysis for Grade 8 in Science Providea completeresponsefor eachcomponent below(1 through 7) basedonthelisted Required Standard. Ensurethateach response meets the criteria listed in the left-hand column and aligns with the new charter application package. Required Standard: S2.C3.PO3 Defend the principle that accurate record keeping, openness, and replication are

essential formaintaining an investigator’s credibility with other scientists and society. 1. Learning Targets Identify the objectives students must know that align with the Required Standard and can be assessed to demonstrate mastery of the Required Standard.

Students will be able to: • Explain how ethical behaviors, such as accurate record keeping,

openness, and replication affect the credibility of scientists and their research.

• Analyze the effects of violating ethical practices in science. • Prove that accurate record keeping, openness, and replication are

essential for maintaining an investigator’s credibility with other scientists and society.


Students should have a general understanding of the scientific process and should be able to explain why following each step is important. They should also be able to understand why it’s important to follow certain rules while performing experiments. Academic Vocabulary Ethics Record keeping Credibility Scientific method Openness Replication Principle The teacher will activate this prior knowledge by opening the lesson with a short anecdote about a scientist who performed an experiment but incorrectly implemented several steps of the scientific method. Students will participate in a Socratic Seminar to discuss and explore the scientist’s choices and motives.


• The teacher will begin with an engaging anecdote and discussion to

capture students’ interests and to activate prior knowledge. • The teacher will present the learning targets using student-friendly

language and “I can” starters. • The teacher will present the academic vocabulary and a guided notes

template. Students will be instructed to complete the guided notes template that cover content from Strongmind’s curriculum on ethical practices and the academic vocabulary. The teacher will initiate a class discussion to review the concepts covered in the curriculum.

• The teacher will use Kagan’s Fan-N-Pick strategy to allow students to analyze certain scenarios regarding the violation of ethical practices (the scenarios will focus on openness, replication, and record keeping.)

• The teacher will present a case study. Students will complete a Cause and Effect Thinking Map to analyze the effects of a scientist’s choices that violated the ethical principle of maintaining records, being open, and replicating experiments.



• Students will answer a discussion prompt to prove that following the

principle of accurate record keeping, openness, and replication is essential to maintaining a scientist’s credibility.


Lesson:

• To activate prior knowledge, students will be presented with a short anecdote about a scientific experiment that incorrectly performed several steps of the scientific method. After, the teacher will initiate a Socratic Seminar discussion about the anecdote where students discuss the scientist’s choices and explore motives behind those choices.

• The teacher will explain that scientists developed a set of ethical

principles to prevent unethical behaviors from occurring in scientific experiments and research. The teacher will present the new academic vocabulary and the learning targets.

• The teacher will instruct students to review the scientific ethics lecture

in the Science 8A Strongmind curriculum. Students will be given a guided notes template and will be instructed to fill it out. Once students complete the guided notes, the teacher will initiate a classroom discussion asking the following questions:

o What is ethics? Why is ethics important in science? o What is it important about the following principle? Accurate

record keeping, openness, and replication are essential for maintaining an investigator’s credibility with other scientists and society.

o How do these ethical behaviors apply during the scientific method process?

o What would happen if this principle was violated? What might be the effects?

• The teacher will have students group into fours and participant in a

Kagan Fan-N-Pick activity. Students will be presented with several short scenarios where scientists are either violating or following one or more of these ethical behaviors (accurate recording keeping, openness, and replication). Students in the group will take turns, fanning, picking, answering, and responding.

• Students will be presented with two case studies. Students will read a

case studies involving two professionals who violated ethical practices related to accurate record-keeping, openness, and replication. For each case study, students will complete a digital Cause-Effect Thinking Map to analyze the effects of the professionals’ unethical behaviors relating to openness, record keeping, and replication. After completing the Thinking Maps, students will come together and discuss the importance of following scientific principles so that scientists maintain their credibility.



• On the discussion thread, students will work independently on describing two scenarios involving a scientist’s behavior:

o 1) Student describes a scenario where a scientist implements these ethical practices: accurate record keeping, openness, and replication in an experiment. The student will need to justify how following the scientist’s actions will maintain the scientist’s credibility with other scientists and society.

o 2) Student describes a scenario where a scientist violates these ethical practices. The student will need to justify how violating that these ethical practices affect the scientist’s credibility.

• Students will comment on each other’s posts, asking questions and providing feedback.


The Flexible Environment: In these lessons, students are provided with independent time to study the general content in the Strongmind curriculum. Then, they come together with their peers and teacher to explore the topics further by participating in cooperative learning and guided practice activities. The Learning Culture: During these lessons students are provided with learner-centered opportunities. Students are actively involved in working with their classmates and teacher in understanding the importance of following ethical practices such as accurate record keeping, openness, and replication. In addition, students are given opportunities to investigate real-world examples where these ethical practices were not followed. Intentional Content: The teacher has students work independently to understand the foundational knowledge related to these learning targets. The teacher provides a guided notes template for students to complete as they are reading through the lecture in the Strongmind curriculum. This allows the teacher more time to initiate classroom discussions and activities so that students can explore real-world examples related to the learning targets. Professional Teacher: The teacher facilitates and drives class discussions. The Teacher uses his or her students’ conversations as data points for providing remediation and advancing student conversations. After each lesson, the teacher reviews the formative assessments and works with others to determine what interventions or additional instructional strategies are needed to help students master the concepts.


Students will participate in the FAN-N-Pick activity to analyze real-world situations where ethical behaviors are not being followed. As students are engaged in the activity, the teacher will walk around and assess how students are doing in analyzing the scenarios. If students are not understanding, the teacher will intervene and provide targeted feedback. At the completion of the activity the teacher will review the scenarios with the whole class. The teacher will collect the Thinking maps to assess students’ understanding of the case studies. If the students have not properly mapped the scientists’



unethical behaviors and the effects of those behaviors, the teacher will provide

remedial small group lessons on those case studies.


Students will be assessed on the two scenarios they describe that will prove how following the principle maintains credibility and how not following the principle affects the scientist’s credibility. The teacher will use the discussion rubric to assess the students’ mastery. Students are expected to score in the “Highly Proficient” or “Proficient” categories.


The teacher will monitor the students’ responses during the Fan-N-Pick activity, collect and review the Thinking Maps, and grade the students’ discussion posts. If students are not demonstrating understanding during those activities, the teacher will provide additional small-group instruction using additional case studies that demonstrate the importance of following ethical principles. The teacher will provide partially completed Thinking Maps as students analyze the case studies to scaffold their learning.


A.6InstructionalAnalysis ValorPreparatoryAcademy,LLC Page1of22

Instructional Analysis Templates for 9-12 Grade Span Instructional Analysis for Algebra II Providea completeresponsefor eachcomponent below(1 through 7) basedonthelisted Required Standard. Ensurethateach response meets the criteria listed in the left-hand column and aligns with the new charter application package. Required Standard: G.G-GMD.A.1

Analyze and verify the formulas for the volume of a cylinder, pyramid, and cone.


Students will be able to: • Construct the formulas for the volume of a cylinder, pyramid and cone

by using prior knowledge of volumes of rectangular prisms.

• Compare and contrast the volume formulas for cylinders, pyramids and cones by diagramming their formulas through thinking maps.


Area of polygon formulas, understanding of the word volume and what it measures, nets and the components of three-dimensional shapes. Students will need to be comfortable in manipulating and using area formulas for two dimensional shapes. Academic Vocabulary Polygon Area Formula Congruency Cylinder Pyramid Cone Nets Use of Prior Knowledge to Introduce Learning Target The above prior knowledge will be used to scaffold students using knowledge of nets and volume to develop and debate formulas for finding volumes of three-dimensional shapes.


Teachers will use organizing-teaching with tech to initially start and scaffold the lesson. Students will use cooperative learning techniques after an initial modeling of the lesson's activity to find the volume of cylinders, cones and pyramids. These strategies will allow students to construct their own variation of volume formulas and compare/contrast the formulas of other three-dimensional solids.


Direct Instruction Teachers will initially use direct instruction as their teaching strategy. Teachers will use SMART Boards to model shapes into their nets. Teachers will use this technology and ask students to label each shape as well as associate area formulas to each shape. Teachers will model volume using a cubic geometric volume set. Collaborative Learning Students will each have two geometric volume sets of each shape, a cylinder, pyramid, and cone. Students will use a volumetric flask to measure the amount of water in each cylinder, pyramid and cone. Students will develop volume



formulas along with their cooperative team. Students will compare and contrast their formulas with their peers. Construct Viable Arguments and Critique the Reasoning of Others Students will not be limited to adapting and using just one mathematical practice. However, one of the most important skill set and math practice that students will develop is the ability to construct viable arguments and critique the reasoning of others. Students will construct and validate their formulas with their teams and then within the entire classroom setting. This will allow for students to display their reasoning and own their constructed formula while gaining insight about their peers own constructed volume formulas. Educational Philosophy Connection Flexible Environment during this lesson allows for a flipped setting and engages students in a collaborative team setting where students make their own inferences in regards to the required skill set found in the learning target. Learning Culture during this lesson shifts the learning to a learner-centered approach. Students are actively involved in deducing volume formulas as they participate in demonstrating critical and constructive thinking. Intentional Content of modeling and exploratory time is considered throughout this lesson. Teachers do not simply regurgitate formulas but challenge students in exploring their own mathematical voice and reasoning. Professional Teacher(s) are critical in this lesson plan. They facilitate and mold conversation rather than repetitive content delivery. Teachers use their students conversations as a data point for providing remediation and advancing student conversations. Teachers use the entire class cooperative learning process as a formative assessment and provide data to their collaborative teams in restructuring the process or elaborating on student led findings.


Students will justify their volume formulas in the day's exit ticket. Students will solve basic volume questions using the formulas they developed with their cooperative teams. Students will show mastery based on their justification of their solutions. Students must show that their answer is correct through multiple representations.


Students will be able to use the volume formula for the aforementioned shapes in multiple scenarios. This means that students will demonstrate mastery of the formula by showing how volume changes if one-dimension changes, how to solve for missing lengths given the volume, and how to maximize the volume of a pyramid, cone, and cylinder, using non-calculus based approaches, given limited materials. Students will demonstrate the standard by displaying mastery on recall, skill, strategic thinking and extended thinking problems.


Students may not be initially successfully with developing the formula for the given shapes. The purpose is for students to develop their mathematical habits of mind. If students are not successful, the teacher will ask students who are successful to model their thought process for developing the volume formulas. The teacher will then demonstrate concepts to solve level 1 recall problems. Collaborative teams will review data daily to identify struggling students. As a collaborative team, teachers will create intervention techniques that will support all learning types and identify best successful pedagogical practices to use with the multi-tiered support system.



Instructional Analysis for Grade 10 in Reading Providea completeresponsefor eachcomponent below(1 through 7) basedonthelisted Required Standard. Ensurethateach response meets the criteria listed in the left-hand column and aligns with the new charter application package. Required Standard: 9-10.RI.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.


Students will be able to • Evaluate argumentative claims for validity based on evidence given • Assess the validity of the argumentative sources • Distinguish between fact and opinion • Understand and use the concepts of Pathos, Ethos, and Logos


Students will be able to • Identify a claim • Locate the evidence given to support the claim • Understand the academic vocabulary associated with argumentative

structures • Identify the difference between an argumentative and a persuasive

piece • Explain the characteristics of an effective argument essay • Utilize Close Reading Strategies to closely examine the text

Academic Vocabulary

• argument • counter argument • claim • counterclaim • reasoning • credible sources • close reading • 4W’a and H • Text to Self • Text to world • Text to text

How prior knowledge will be used:

Students will engage in a teacher created online competitive game in which students must recall prior concepts to be able to “win” the game. Once the review is complete, the teacher can reintroduce objectives from previous lessons that were shown to have the least amount of retention and link those objectives to the new objectives for the current lesson.

3. Instructional Plan Describe the process for presenting new information necessary for students to meet the learning targets. Describe the instructional strategies used to leadstudents tomeeteachofthe learning targets identified.

Direct Instruction • Essential questions: Why should someone identify the validity of an

argument? What role do their sources, or lack thereof, play in the validity of an argument? How do we distinguish fact from option?

• Main purpose: students will identify the validity or the fallacy of an argument in several provided mentor texts as well as self-chosen texts, in order to prepare for the creation of their own argumentative piece.

• The instruction will begin with a review of prior concepts using game based learning



• Game Base Learning: Game based learning enhances a student’s visual based attention (Prensky 2003). This cognitive and engagement strategy allows students to recall learning in a format that is familiar to them. It also allows for a continuous learning cycle to take place as students are reviewing old concepts in a new platform.

• Think-pair-share: This strategy puts the learning into the learner’s hands. They express their thoughts in a safe peer group and are given time to receive feedback to heighten their understanding on a topic (Lyman 1987).

• Thinking Maps: Thinking maps act as a visual representation of thinking (Hyerle 2004). This allows students to organize thoughts and create actionable steps to follow in the writing process.


Direct Instruction: • The teacher will use game-based strategies to determine the retention

of previously learned concepts and use the results to reteach concepts as needed. The teacher will review the lesson objectives. The teacher will then, using a mentor text, model the act of determine the main argument, the evidence-based claims or lack thereof, the types of persuasive techniques used, as well as their effectiveness. The teacher will present the new vocabulary words, with the definitions. (Pathos, Ethos, and Logos).

• Students will use the same Metacognitive Markers the teacher uses on

the board in their own copy of the mentor text, “Doing Nothing Is Something” by Anna Quindlen, answering the questions and participating in discussions led by the teacher.

• Students will then Think Pair Share as they conduct a second Close

reading of the text to determine the validity of the evidence already identified in the text. Students will take this discussion from a small group to a larger group, adding notes to their mentor text as they gain new perspectives and information from their peers.

Small Group Practice/Cooperative Learning

• Students will be introduced to the addition of a Thinking map. Using Metacognitive markers and Mind mapping, students will work in pairs or small groups on a new mentor text, Abolishing the Penny Makes good sense” by Alan Binder. Students will chunk the reading of the text, with each individual in the group looking for a certain aspect of the reading such as, main argument, sub arguments, evidence, pathos, ethos, and logos.

• They will then come together and use the Mind map graphic organizer to put all the pieces together in a presentable format. They will then share their finding with another group and add new information to their mind maps.



Independent practice: •. Independently, students will view a tutorial on how to use an

online tool to determine the validity of a source. • They will then find an article and determine whether or not it is a valid

source. • They will give their source, as well as their process of research, and

determination as an online discussion board post. They will also be required to respond thoughtfully to a peers post. Students will be encouraged to find sources they will use in their own argumentative essay.

Educational Philosophy Connection Flexible Environment: Flipped Learning allows for a variety of learning modes; educators often physically rearrange their learning spaces to accommodate a lesson or unit, to support either group work or independent study. They create flexible spaces in which students choose when and where they learn. Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning. Learning Culture: In the traditional teacher-centered model, the teacher is the primary source of information. By contrast, the Flipped Learning model deliberately shifts instruction to a learner-centered approach, where in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful. Intentional Content: Flipped Learning Educators continually think about how they can use the Flipped Learning model to help students develop conceptual understanding, as well as procedural fluency. They determine what they need to teach and what materials students should explore on their own. Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning strategies, depending on grade level and subject matter. Professional Teacher(s) The role of a Professional Teacher is even more important, and often more demanding, in a Flipped Classroom than in a traditional one. During class time, they continually observe their students, assessing their work and providing them with frequent specific feedback relevant in the moment, and assessing their work. Professional Teachers are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism, and tolerate controlled chaos in their classrooms. While Professional Teachers take on less visibly prominent roles in a flipped classroom, they remain the essential ingredient that enables Flipped Learning to occur


Exit Ticket Students will complete a digital exit ticket that includes the opening activities vocabulary, new vocabulary and new concepts, to assess understanding of the concepts. Each question will align to one of the learning targets. Students will



complete the exit ticket with an 80% or higher.


Annotated Bibliography: Utilizing the skill learned in this lesson, students will create an annotated bibliography that will show case the skills of delineating an argumentative and determine the validity of the argument and the source. Students will need to justify why their source(s) is valid.

Criterion (100 points)

Highly Proficient

18-20 Points

Proficient 16-17 Points

Partially Proficient

14-15 Points

Minimally Proficient

12-13 points

Little/No Attempt

0-11 points

Main Idea and

Purpose My response introduces a strong and specific thesis statement and identifies all text information with a highly proficient level of accuracy.

Examples:

• Title of the text

• Author name and backgr ound

• Summa ry of text using 5W’s and an H

My response introduces a thesis statement and identifies all text information with a proficient level of accuracy. Response might be missing one or more of the following elements

Examples:




My response introduces an underdeveloped thesis statement and identifies all text information with a partially proficient level of accuracy. Response might be missing one or more of the following elements

Examples:




My response attempts to introduce a thesis statement and identifies text information with a minimally proficient level of accuracy. Response provides minimal text information

My response is incomple te.

\

Author’s Style

• Text

Structu re

• Word choice

My response accurately identifies important aspects of the author’s writing style.

Examples:

• Text structu re

• Word choice

• Figurat ive langua ge, Persua sive techniq ues

My response identifies important aspects of the author’s writing style.

Examples:

• Text structu re

• Word choice


My response identifies some aspects of the author’s writing style.

Examples:

• Text structu re

• Word choice


My response attempts to identify some aspect of the author’s writing style, but is inaccurate or irrelevant.


My response cites relevant textual evidence. To support my analysis

My response cites some textual evidence. To support my analysis

My response cites minimum textual evidence. To support my analysis



Author’s Purpose

And Text connections

• T

ex t to se lf

• T ex t to te xt

• T ex t to w or ld

My response accurately identifies the author’s purpose with strong and relevant evidence from the text.

My response makes significant connections to self, the target audience, or to the world.

Clear explanations are made and response provides insightful examples to support thinking.

My response accurately identifies the author’s purpose with relevant evidence from the text.

My response makes significant connections to self, the target audience, or to the world.

Explanations are provided, though they may not always be clearly defined and the response provides adequate examples to support thinking.

My response accurately identifies the author’s purpose.

My response provides a connection to self, the target audience, or to the world but the connection may be vague.

My response inaccurately identifies the author’s purpose.

My response attempts to provide a connection to self, the target audience, or to the world, but the connection may be misinterpreted.


Communicati on

Text maintains conventions with little to no mistakes and is in line with the genre of the identified Writing Type.

• Gramm ar

• Mecha nics

• Spellin

g

• Punctu ation

• Point of view

• Citatio ns

Text has few mistakes in conventions that are in line with the genre of the identified Writing Type.

• Gramm

ar

• Mecha nics

• Spellin g

• Punctu ation

• Point of view

• Citatio ns

Text has several mistakes in conventions that are in line with the genre of the identified Writing Type.

• Gramm

ar

• Mecha nics

• Spellin g

• Punctu ation

• Point of view

• Citatio ns

Text lacks conventions that are in line with the genre of the identified Writing Type and/or has excessive errors.

• Gramm

ar

• Mecha nics

• Spellin g

• Punctu ation

• Point of view

• Citatio ns

Text contains excessive errors that make the text unreada ble.

Conclusion Text provides a thorough, concise, and reflective conclusion that supports the development of the paper.

Text provides a conclusion that supports the development of the paper.

Text provides a conclusion that somewhat supports the development of the paper.

Text provides a formulaic conclusion that repeats the claim/thesis.

Text is missing informati on or incomple te.


• Teachers will utilize the Flipped design process to create weekly formative assessments that are aligned to the curriculum and the program of instruction. Teachers will draw from multiple resources to ensure that the assessments are aligned to the Arizona State Standards. Re-teaching will occur on a small group or individual needs basis.



• Teachers will make a list of students with academic needs and use research-based differentiated instructional strategies and interventions to deliver the curriculum to students as needed using the Prim manual, Read 180, and other research based strategies as needed.

• The teachers will allocate adequate time to providing interventions and monitor student progress on a daily basis. Students will remain in intervention groups until they have mastered the standard being taught and practiced.

• If the student does not show improvement with the interventions, the student may be referred to special education services for evaluation.

• Teachers will meet with students to review results and learning contract to guide students in setting academic goals.



Instructional Analysis for Grade 10 in Writing Providea complete response for eachcomponent below(1 through 7) basedonthelisted Required Standard. Ensurethateach response meets the criteria listed in the left-hand column and aligns with the new charter application package. Required Standard: 9-10.W.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence foreach while pointing out the strengths and limitations of both ina mannerthat anticipates the audience’s knowledge level and concerns.


Students will be able to: • Create arguments to support claims with clear reasons and relevant

evidence • Identify and analyze inductive reasoning • Utilize guided questioning techniques for peer to peer

communication • Anticipate possible counterclaims in an argumentation essay. • Consider the audience to determine the appropriate language

register for written and oral communications • Draft an argumentative essay and incorporate claim, evidence,

support, opposing viewpoints, and counterclaims. • Apply revision strategies to the draft of an argumentative essay. • Proofread and publish an argumentative essay.


Students will be able to: • Evaluate argumentative claims for validity based on evidence given • Assess the validity of the argumentative sources • Distinguish between fact and opinion • Understand and use the concepts of Pathos, Ethos, and Logos • Identify a claim • Locate the evidence given to support the claim • Understand the academic vocabulary associated with

argumentative structures • Identify the difference between an argumentative and a persuasive

piece • Explain the characteristics of an effective argument essay • Utilize Close Reading Strategies to closely examine the text

Academic Vocabulary

• argument • counter argument • claim • counterclaim • reasoning • credible sources • close reading • 4W’a and H • Text to Self • Text to world • Text to text



How prior knowledge will be used: Students will be introduced to the objectives through a short direct instruction lesson wherein the teacher links the current objectives with the previous day objectives to show how each lesson is connected.

3. Instructional Plan Describetheprocessfor presenting new information necessary for students to meet the learning targets. Describe the instructional strategies usedtoleadstudents tomeeteachof the learning targets identified.

Direct Instruction: • Essential questions: Who is my audience? What important message

am I trying to convey? Is my argument clear? • Main purpose: students will utilize inductive reasoning when

identifying and forming an argumentative claim and the possible counter claim to that argument.

• Instruction will begin with students using their found sources and annotated bibliography to solidify and construct an argumentative statement. Once students have created those statements, they will share those, anonymously, on a pre-created electronic shared discussion such as Padlet.

• Discussion Based Learning: In the online component, students whom do not communicate regularly in the classroom may find more freedom on an online setting to express their feelings and knowledge on a presented topic (Bender 2012). Students will express their knowledge on a plat from in which all students can share knowledge and ideas. Students that cannot immediately recall information will also have a place to review what their peers know and therefore activate their own knowledge.

• Teacher will use the “think aloud” method to guide students in determining what the counter claim(s) to arguments given and how they can be refuted

• Think Aloud Method The teacher models and invites students to use this method to develop the ability to problem solve. This verbalization process allows students to access their inner thoughts and verbalize them in a non-threating environment and therefore gives the teacher a view into how his or her students process information (Charters, 2003). Independent Practice

• Collaborative Teams Students will work together to evaluate argumentative claims. This method allows students with the freedom to explore topics on a peer to peer level. This encourages students to form their own thoughts and ideas while allowing for a deeper dive into the college and career ready topics they are presented (Team Based Learning Collaborative, 2018)

• Thinking Maps Thinking maps act as a visual representation of thinking (Hyerely 2004). This allows students to organize thoughts and create actionable steps to follow in the writing process.


Direct Instruction • Students will be introduced to the daily objectives and how they

relate to the previous lesson • Students will then utilize their annotated bibliographies to create

an argumentative statement that they will post to the class discussion board for peer to peer analysis. The wide variety of



argumentative statements that will be visible to all in the face to face lesson and those online will allow all levels of learners to comprehend the many types and levels of arguments they can make as well aid those who struggle with the concept by giving them workshopped examples to emulate. The teacher will provide assistance as needed.

• The teacher will then use an argumentative statement as an example and using the “think aloud” method wherein the teacher models and leads students to ask guided questions of their peers and use inductive reasoning to aid them in the editing and recreation of their argumentative statement and the discovery of the counter claim of their argument

Independent Practice • Students will independently evaluate a peer’s argumentative claim

and provide guided questions and suggestions for improvement. Students will evaluate their peer’s arguments, using deductive reasoning to assess the validity of the argument. Students will add their comments and suggestions and analysis in the same thread as the original submission.

• Students will then view the suggestions given and re-evaluate their argument and refine their original argument statement. The teacher will approve each statement after electronic submission and approve students to move to the next level. The students who need additional assistance or need a concept to be retaught will have written and verbal assistance from the teacher in small group or in a one on one setting as needed.

• Students will research the counter claim(s) associated with their argument, and form a rebuttal to the counter claim, using valid evidence to continue to support their claim, and refute the counter claim. Those students who need assistance in the creation of a rebuttal will be able to choose to work in a group with the teacher, or independently learn about rebuttal through the use of an interactive Webquest.


Flexible Environment: Flipped Learning allows for a variety of learning modes; educators often physically rearrange their learning spaces to accommodate a lesson or unit, to support either group work or independent study. They create flexible spaces in which students choose when and where they learn. Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning.

Learning Culture: In the traditional teacher-centered model, the teacher is the primary source of information. By contrast, the Flipped Learning model deliberately shifts instruction to a learner-centered approach, where in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. As a result, students are actively involved in knowledge construction as they



participate in and evaluate their learning in a manner that is personally meaningful.

Intentional Content: Flipped Learning Educators continually think about how they can use the Flipped Learning model to help students develop conceptual understanding, as well as procedural fluency. They determine what they need to teach and what materials students should explore on their own. Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning strategies, depending on grade level and subject matter.

Professional Teacher: The role of a Professional Teacher is even more important, and often more demanding, in a Flipped Classroom than in a traditional one. During class time, they continually observe their students, assessing their work and providing them with frequent specific feedback relevant in the moment, and assessing their work. Professional Teachers are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism, and tolerate controlled chaos in their classrooms. While Professional Teachers take on less visibly prominent roles in a flipped classroom, they remain the essential ingredient that enables Flipped Learning to occur.


Students will create a mind map using coggle.it to map out the contents and structure of their argumentative paper. Students will include:

• Attention getter • Thesis/Argument statement • Three pieces of evidence • Rebuttal and evidence • Conclusion structure


Argumentative Essay Students will apply concepts learned to their argumentative essay. Students will determine their topic, assess the validity of their sources, and correctly use and site their sources in their argumentative essay.

Criterion 100 points

Highly Proficient

18-20 points

Proficient 16-17 points

Partially Proficient

14-15 points

Minimally Proficient 12-13 points

Little/No Attempt

0-11 points

Main Idea and Purpose

Text states a clear and specific claim/thesis that addresses all parts of the prompt.

Text states a clear claim/thesis that addresses most parts of the prompt.

Text states an unclear claim/thesis and/or addresses some parts of the prompt.

Text attempts to state a claim/thesis but does not address the prompt.

Text does not state a claim/thes is.

Development Text provides relevant and detailed evidence to support the claim/thesis; investigates the counterclaim.

Examples:

• Concrete Details (direct quotation s, facts, summari zations, paraphra sing)

• Comment ary (persuasi ve

Text provides evidence to support the claim/thesis; addresses the counterclaim.

Examples:



Text provides some evidence to support the claim/thesis; acknowledges the counterclaim.

Examples:



Text provides minimal evidence.

Examples:


• Comment ary (persuasi ve techniqu es, etc.)

Text provides minimal evidence.



techniqu es, etc.)

techniqu es, etc.)

techniqu es, etc.)

Organization

Structure:

• Reasons

• Evidenc e

• Opposin g Viewpoi nt

• Counter claim

Text provides a thorough argumentative structure that supports the claim/thesis.

Text has strong and evident transitions that clarify relationships between the claim/thesis, topics, and details.

• Claim and reason

• Reasons and evidence

• Claim and countercl aim

Text provides an argumentative structure that supports the claim/thesis.

Text consistently uses transitions to clarify relationships between the claim/ thesis, topics, and details.



• Claim and countercl aim

Text contains an argumentative structure that somewhat supports the claim/thesis.

Text inconsistently uses transitions.



• Claim and counterclaim

Text attempts to use an argumentative structure but does not support the claim/thesis.

Text uses little to no transitions.



• Claim and counterclaim

Text lacks organizati onal structure.

Conclusion Text provides a thorough, concise, and reflective conclusion that supports the development of the paper.

Text provides a conclusion that supports the development of the paper.

Text provides a conclusion that somewhat supports the development of the paper.

Text provides a formulaic conclusion that repeats the claim/thesis.

Text is missing informatio n or incomplet e.

Communication Text maintains conventions with little to no mistakes and is in line with the genre of the identified Writing Type.

• Grammar

• Mechanic s

• Spelling

• Punctuati on

• Point of view

• Citations

Text has few mistakes in conventions that are in line with the genre of the identified Writing Type.

• Grammar

• Mechanic s

• Spelling

• Punctuati on

• Point of view

• Citations

Text has several mistakes in conventions that are in line with the genre of the identified Writing Type.

• Grammar

• Mechanic s

• Spelling

• Punctuati on

• Point of view

• Citations

Text lacks conventions that are in line with the genre of the identified Writing Type and/or has excessive errors.

• Grammar

• Mechanic s

• Spelling

• Punctuati on

• Point of view

• Citations

Text contains excessive errors that make the text unreadabl e.



• Teachers will make a list of students with academic needs and use research-based differentiated instructional strategies and interventions to deliver the curriculum to students as needed using the PRIM manual, Read180, and other research based strategies as needed.




Instructional Analysis for High School Science Providea completeresponsefor eachcomponent below(1 through 7) basedonthelisted Required Standard. Ensurethateach response meets the criteria listed in the left hand column and aligns with the new charter application package. Required Standard: S2.C2.PO1. Specify therequirements of a valid, scientific explanation (theory), including that it be:

• logical • subject to peerreview • public • respectful of rules of evidence


Students will be able to • Utilize the all scientific process steps • Use observations to form questions and develop hypotheses • Describe how to conduct a controlled experiment • Identify qualitative and quantitative data • Organize data • Identify the appropriate method for showing the results of an

investigation


Students will be able to: • Identify and describe each step in the scientific process • Define the qualities of an effective hypothesis • Construct hypothesis • Create data charts based on evidence gathered • Understand how to locate the independent and dependent variable • Create valid citations utilizing APA format • Explain how laws and theories differ

Academic vocabulary:

• Hypotheses • Data • Qualitative • Quantitative • Control groups • Controlled experiment • Independent variable • Dependent variable • Experimental group • Scientific Law • Scientific Process

How prior knowledge will be used:

Using cooperative learning strategies, students will review what they know about the current topic. After the review has been held, the teacher will reiterate previous relatable objectives, and relate them to the objectives for the current lesson.



3. Instructional Plan Describe the process for presenting new information necessary for students to meet the learning targets. Describe the instructional strategies used to leadstudents tomeeteachofthe learning targets identified.

Direct Instruction: • Essential questions: What is the purpose of creating a hypothesis

before an experiment? Why is the use of multiple forms of data important? What is the appropriate method for showing the results of an investigation?

• Main purpose: Students will utilize their knowledge of requirements of a valid, logical, evidence based scientific theory in a demonstration and completion of a laboratory experiment.

• The instruction will begin with a review of concepts learned in prior lessons using the cooperative learning strategy Jot Thoughts

Jot Thoughts This strategy asks students to recall previous learning in a collaborative by completive environment. The goal for the students is to recall as many items as they can about a topic and allows students to build to their prior knowledge as their thoughts are expanded on by their peers (Kagan 2014). Think-pair-share: This strategy puts the learning into the learner’s hands. They express their thoughts in a safe peer group and are given time to receive feedback to heighten their understanding on a topic (Lyman 1987).


Direct Instruction: • The instruction will begin with a review of concepts learned in prior

lessons using the cooperative learning strategy “Jot thoughts” The teacher will pair the student’s in groups of three or four, name a topic and set a time limit for that topic. Students will be given paper strips and a writing utensil to write down everything they know about the topic presented. At the end of the time limit, students will present their knowledge of the topic to their team. As each topic is provided and each student showcases their knowledge, the goal will be to cover the entire table with the slips, making sure that each new piece of knowledge has its own spot. The goal is to cover the entire table.

• The teacher will review what an observation is, and using the think aloud method, will make an observation about the classroom or event occurring at the school. Once the observation is stated, the teacher will use guided questioning techniques to lead student in the creation of a hypothesis based on the given observation.

Independent Practice: • Students will work in groups of four to work first, independently on a

personal observation of a topic of interest, creating their own hypothesis. Students will then share and compare their thoughts with the group.

• Independently, students will create a controlled experiment designed to test their hypothesis. They will be asked to provide step by step instructions, materials needed, and research articles their peers would need to complete an experiment. This will act as the formative assessment

Educational Philosophy Connection Flexible Environment: Flipped Learning allows for a variety of learning modes; educators often physically rearrange their learning spaces to accommodate a lesson or



unit, to support either group work or independent study. They create flexible spaces in which students choose when and where they learn. Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning. Learning Culture: In the traditional teacher-centered model, the teacher is the primary source of information. By contrast, the Flipped Learning model deliberately shifts instruction to a learner-centered approach, where in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful. Intentional Content: Flipped Learning Educators continually think about how they can use the Flipped Learning model to help students develop conceptual understanding, as well as procedural fluency. They determine what they need to teach and what materials students should explore on their own. Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning strategies, depending on grade level and subject matter. Professional Teacher: The role of a Professional Teacher is even more important, and often more demanding, in a Flipped Classroom than in a traditional one. During class time, they continually observe their students, assessing their work and providing them with frequent specific feedback relevant in the moment, and assessing their work. Professional Teachers are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism, and tolerate controlled chaos in their classrooms. While Professional Teachers take on less visibly prominent roles in a flipped classroom, they remain the essential ingredient that enables Flipped Learning to occur


Students will complete the construction of an evidence based, step by step experiment, based on hypothesis formed on personal observation.


Yogurt Lab Background Information You have just started working as a laboratory technician for a new yogurt company. The company is looking to determine what temperature is best for making yogurt: room temperature or a cooler temperature. The laboratory manager has tasked you with determining the optimum temperature for making yogurt. Because the bacteria in buttermilk breaks down the sugars in milk, you will complete your investigation by adding buttermilk to whole milk. Note: Consistency of the yogurt is an important factor in evaluating yogurt quality. You may want to examine at least one type of store-bought yogurt— especially if you are not a yogurt eater—for comparison with the results of your test.



Variables Recall that a controlled experiment (such as this one) involves independent and dependent variables. An independent variable is the variable that is purposely changed or manipulated. The dependent variable is the responding variable that is observed and measured because it changes in response to the independent variable. When the data is graphed, the independent variable is placed on the x-axis and the dependent variable is placed on the y-axis. Controlled experiments also involve controlled variables. These variables are kept the same throughout an experiment. Hypothesis An experiment must also contain a hypothesis. As you know, a hypothesis has two components: It provides an explanation or an answer to a question that can be tested. It includes a prediction that describes how the explanation or answer will be tested. If you need to review how to form a hypothesis, view this enrichment piece. Project Objective Construct a hypothesis that answers the following experimental question: How does temperature affect the production of yogurt? Materials 2 cups or glasses 2 clean liquid measuring cups OR 2 clean teaspoons 2 clean stirrers (spoons, coffee stirrers, etc.) 80 mL of whole milk 10 mL of buttermilk masking tape or other labels for the different cups a labeling pen Safety Make sure to observe proper laboratory behavior while conducting the lab. Pre-Lab Download the data sheet and complete the pre-lab activities found in it. In the pre-lab portion of the data sheet you will: Determine the dependent and independent variables. Write a hypothesis that can be tested. Describe the consistency of the milk and the consistency of the buttermilk. Data Sheet—Yogurt Lab Procedure Follow the steps to complete the investigation. Use the data sheet to record the results of your investigation. Prepare 2 plastic cups as follows: Cut 2 pieces of masking tape, and place one piece on the outside of each cup. Label one cup “Refrigerator with Milk and Buttermilk (Yogurt)." Label one cup “Room Temperature with Milk and Buttermilk (Yogurt).”



Describe the consistency of the mixture of milk and buttermilk. Using a clean measuring utensil, measure and pour 40 mL (8 tsp) of milk into each cup. Using a clean measuring utensil, measure and pour 5 mL (1 tsp) of buttermilk into each cup. Stir the mixture in each cup, using a separate clean stirrer for each. On your data sheet, describe the consistency of the milk and buttermilk mixture in the cups. Designate an area in the refrigerator and an area on the kitchen counter for the samples. Place each cup in its designated area for 24 hours. After 24 hours have passed, observe the substances in the cups to collect data and analyze results. Project Rubric Your project will be graded on this rubric. Take it into consideration when completing the lab and answering the lab questions. If you have any questions, ask your teacher. Project Rubric





• Teachers will make a list of students with academic needs and use research-based differentiated instructional strategies and interventions to deliver the curriculum to students as needed using the Prim manual and other research-based strategies as needed.




Operational Plan • B.1 Applicant Entity• B.2 School Governing Body• B.3 Management and Operation• B.3.2 Contracted Services

B.1

Applicant Entity

B.1ApplicantEntityRevised ValorPreparatoryAcademy,LLC Page1of10

OperationalPlanB.1ApplicantEntity

A. OrganizationalHistory

ThefoundingmemberofValorPreparatoryAcademy,LLCisPrimaveraTechnicalLearningCenter(PTLC).PTLCisanonprofitcorporation,legallyformedin2003intheStateofArizona,andisrecognizedbytheInternalRevenueServiceasoperatingexclusivelyforcharitable,educational,andscientificpurposeswithinthemeaningofsection501(c)(3)ontheInternalRevenueCodeof1986.ThemissionofPTLCistobuildandmanagethehighestquality,nationwideschools,deliveringrigorouseducationinavirtualorblendedlearningenvironmentthatcreatesasustainable,positiveimpactoneachstudent’slife.PTLCdeterminedthatoneofthehighestusesofitsexpertiseandresourcesistodevelopanew,blendedlearningschoolinthecityofGoodyear,Arizona.Tothatend,inMarch2018,thePTLCboardofdirectorsapprovedthecreationofawhollyownedlimitedliabilitycompanytoapplyforanewcharterschool:theapplicant-ValorPreparatoryAcademy,LLC(“ValorPreparatoryAcademy”or“VPA”orthe“School”).ThePTLCboardofdirectorsalsoapprovedAndrewSzczepaniakasanactive,authorizedrepresentativeandpointpersonfortheapplicationduetohisextensiveexperienceineducation.AsthesolememberofValorPreparatoryAcademy,LLC,untilsuchtimeastheschoolinstructioncommences,thePTLCboardofdirectorswillconductthebusinessofValorPreparatoryAcademy,asaschool’sgoverningboardotherwisewould.Further,duringtheapplicationandfoundingprocess,PTLCwillseektodevelopaschoolgoverningboardforValorPreparatoryAcademythatwillassumeschoolgoverningboardresponsibilitynolaterthanthefirstdayofinstruction.

PTLChasavastamountofexperienceforfoundingandoperatingacharterschoolinthestateofArizona.PTLCfoundedandmanagedPrimaveraOnlineHighSchool.PTLChassincetransitionedoutofPrimaveraOnlineHighSchoolandhasdeterminedtocreateavastlydifferentinstructionalmodel.Thenewmodelwillincorporatethehighestperformingaspectsofonlineinstructionaswellasseat-basedinstructiontocreateablendedlearningmodel.Themodelwillbealocal,communityschoolmodelforwhichastate-of-the-artinstructionalfacilitywillbebuilt.StudentsofValorPreparatoryAcademywillattendcampuspertheireducationplan.AlthoughPTLC’sexperienceisgroundedinonlineinstruction,ValorPreparatoryAcademywillblendthemostsuccessfulelementsofseat-basedandonlineinstructiontocreateaneffectivemodelfortoday’sstudent.

PTLC’sboardconsistsofDamianCreamer,ScottBarker,andTroyWallin.DamianCreamerisanEdTechtrailblazerwithnearly20years’experienceinonlineeducation. Drivenbytheconvictionthateverychilddeservesagreateducation,CreamerfoundedPrimaveraOnlineHighSchoolin2001.CreamerhasbeenrecognizedwithaniNACOLawardforoutstandingindividualcontributiontoK-12blendedandonlinelearning,andtwoCertificatesofCongressionalRecognitionforleadershipandinnovationinonlineeducation.Hewasmostrecentlyrecognizedasa2017Finalistforthe‘Visionary’LeadershipAwardfromEdTechDigest.CreamerisagraduateoftheHarvardBusinessSchoolExecutiveEducationOwner/PresidentManagement(OPM)program,holdsanMBAfromtheThunderbirdSchoolofGlobalManagement,andholdsaBAfromBrighamYoungUniversity.


FigureB.1.01

ScottBarkerisaStanfordalumniandCEOofseveralcompaniesspecializinginfinance.Scott’sbusinessexperiencebringsfiscalsoundnessandfiscaloversighttoVPA.TroyWalliniscurrentlyapartneratWallinHester,PLCinGilbert,Arizona.Troy’slegalexperiencebringsagreatdealofresourcestothebusinessandoperationsoftheschool.AndrewSzczepaniakwillserveasVPA’sauthorizedrepresentative.Andrewcurrentlyservesasexecutivedirectorofalargeonlinehighschoolwithover100staffmembersreportingtohim.

OnJuly20,2018,thePTLCboardofdirectorspassedaresolution(seecertifiedcopyattached)toelectRyanShooktoserveastheboard’sassistantsecretary,resultingisanadditionalauthorizedrepresentativeforValorPreparatoryAcademy.ThePTLCboardfiledtherequiredadditiontoofficersnoticewiththeArizonaCorporationCommissiononJuly27,2018(seeattachedevidenceoffiling).PriortojoiningPrimaveraTechnicalLearningCenter,RyanservedasVicePresidentofOperationsforthelargestbackofficeprovidertocharterschoolsinthenation.Ryan’sexperienceworkingwithhundredsofcharterschoolsinseveralstatesbringsawealthofknowledgeandsupporttotheboard,theapplication,andthesuccessoftheschool.

B. OrganizationalChartandReportingStructure

Theorganizationalchartsrepresentthedelineatedresponsibilitiesandreportingstructureforthefirstthreeyears,includingtheSchool’splanningYear0(sometimescalledfoundingyear).


FigureB.1.0.21

FigureB.1.0.1depictsplanningYear0tohighlighttwomainpoints.First,thePTLCboardofdirectorswillactastheSchool’sgoverningboardduringstart-upanddevelopment.Second,thePTLCboardofdirectorswillperformanextensiverecruitmentandsearchfortheExecutiveDirector/PrincipaloftheSchool.ThispositionwillbehiredinadvanceoftheSchool’sopening.ThisapproachwillensurethatadequatepreparationforstaffingandschoolopeningwillbeinplacewellbeforetheSchoolopens.ThePTLCboardofdirectorswillalsobeformingtheSchool’sgoverningboardbyactivelyrecruitinghighlyqualifiedindividualsfromwithinthecommunity.TheSchool’sgoverningboardwillbeinplacebythefirstdayofinstruction.

AtFigureB.1.0.2,duringthefirstyearofSchooloperations,thePTLCboardofdirectorswillstepoutofSchoolgoverningdecisions.TheSchool’sgoverningboardwillthenbeformed,andthePrincipalwillreportdirectlytotheboard.ThePrincipalwilloverseeteachers,contractedservices,officestaff,SchoolBusinessManager,andthecounselingposition.Informationoneachpositionontheseorganizationalchartscanbefoundbelow.

PrimaveraTechnicalLearningCenter(PTLC)

Asindicatedabove,PTLCisthesolememberofValorPreparatoryAcademy,LLC.PTLC’sroleistobuildanddeveloptheSchool.PTLCisresponsibleforprovidingtheSchoolwithaccesstothehighestperformingaspectsofonlineinstructionaswellasseat-basedinstruction.


PTLCBoardofDirectors

ThePTLCBoardofDirectorsoverseesthemissionofallofthePTLCnonprofitoperationsintheirentirety.AsitrelatestotheSchool,thePTLCBoardofDirectorswillensurethegoverningboardiscarryingoutthemissionoftheSchool,isadequatelyresourced,andishittingperformancetargets.ThePTLCBoardofDirectorsconsistsofthree(3)individualswhowillactastheinitialgoverningboardoftheSchoolduringthedevelopmentandfoundingperiodoftheSchool,assetforthinArticleIII,Section4oftheBylawsofValorPreparatoryAcademyGoverningBoard.

ValorPreparatoryAcademy,LLC(ValorPreparatoryAcademyorVPAortheSchool)

ValorPreparatoryAcademy,LLCistheapplicantoftheCharterandwillbetheoperatoroftheSchool.Asasinglemember-ownedentityofPTLC,VPAwillbeundertheoversightofthePTLCBoardofDirectorswithrespecttoSchoolmissionandoperations.

GoverningBoard

ThegoverningboardwillensuretheschooliscarryingoutthevaluesandmissionasconsistentwiththeapprovedcharterfromtheArizonaStateBoardforCharterSchoolsandtheArizonaDepartmentofEducation.ThegoverningboardwillprovideoversightforalloperationsandpoliciespertainingtoValorPreparatoryAcademyandcertainlymeettherequirementsofArizonaARS§15-183(E)(8).AfterthedevelopmentandfoundingperiodoftheSchool,thegoverningboardwillbecomposedoffive(5)individualswhoarerepresentativeoftheinterestsofthecommunity,assetforthinArticleIII,Section5oftheBylawsofValorPreparatoryAcademyGoverningBoard.

Principal

ThePrincipalwillberecruitedandhireddirectlybythegoverningboard.ThePrincipalwillexecutethemissiontoprovidearigorousandpersonalizededucationinahighlyinteractivelearningenvironment.ThePrincipalwillperformadministrativedutiesandassistinthesupervisionandmanagementofinstructionalstaff.ThePrincipalwillmanageschooloperations,includingbutnotlimitedto:supervisionofinstructionalstaffandTeacheronAssignment,workingwithparents,studentsandteachersonissuesthatmayarise,aswellasservingasaliaisonbetweenteachersandadministration.

Teachers

Teachersarerecruited,selected,hired,andevaluatedbythePrincipalorAssistantPrincipaldependingontheoperationyear.TheValorPreparatoryAcademyTeacherwillpersonalizetheeducationoftheirstudentsbycommunicatingwiththemonaconsistentbasisasoutlinedinthecurrentteacherexpectations.Teacherswillfacilitatestudentlearningthroughtheonlineclassroomandface-to-faceinteractiontoensurestudentssuccessfullycompletecourses.Theteacherwillcreateandmaintainaneducationalatmospherethatencourageseffectivestudentlearningandsupportsschoolprogramsandgoals.


FigureB.1.02

ContractedServices

Principalwillresearch,negotiate,andoverseeallcontractedservices.Governingboardapprovalisrequiredbeforeenteringintoanycontract;however,oncehired,Principalwilloverseetoensurecontractdutiesaremet.ASchoolBusinessManager(SBM)willbehiredtoworkdirectlyforthePrincipal.TheSBMwillworkcloselywithPrincipaloncontracts,andvendorevaluationrelativetomarketpricingandquality.

OfficeStaff

Officestaffarerecruited,selected,hired,andevaluatedbythePrincipalorAssistantPrincipaldependingontheoperationyear.Officestaffwillassistinavarietyofdutiesincludinglightbackoffice,answeringofphones,registration,andansweringquestionsforprospectiveparents.

Counselor

Counselorsarerecruited,selected,hired,andevaluatedbythePrincipalorAssistantPrincipaldependingontheoperationyear.

TheValorPreparatoryAcademySchoolCounselorwilldemonstrateleadership,advocacy,andcollaborationtopromotestudentsuccess,providepreventativeserviceandrespondtoidentifiedstudentneedsthroughacomprehensiveschoolcounselingprogramthataddressesacademic,career,andpersonal/socialdevelopmentofallstudentsinaccordancewiththeAmericanSchoolCounselorAssociationstandards.Thispositionrequireshighlydevelopedorganizationalandcommunicationskillsandtheabilitytoworkwithabroadrangeofpeople.


FigureB.1.03

LookingatFigureB.1.0.3,stafflevelsincrease,withtheadditionofthepositionofTeacher’sAssistant.Dependingonthestaffingmakeup,theSchoolmaychoosetodepartmentalizetheteacherstaffintosmallerreportingstructuresanddepartments;however,thiswouldonlyincreasethelevelofoversightwithintheteachers.UltimatelythereportingstructurebacktothePrincipalremainsthesame.Itisdifficulttopreciselydetermineyeartwodepartmentbreakoutsuntilthestaffingishiredandqualityofstaffcanbeevaluated.

AtFigureB.1.0.4,stafflevelscontinuetoincreasetoaccommodatefortheincreaseinenrollment.ThepositionofanAssistantPrincipalisaddedinordertoallowthePrincipaltofocusonbroaderSchoolinitiativesandreduceinvolvementinday-to-dayoperations.

AssistantPrincipal

TheAssistantPrincipalwillberecruited,selected,hired,andevaluatedbythePrincipal.TheAssistantPrincipalwillexecutethemissiontoprovidearigorousandpersonalizededucationinahighlyinteractivelearningenvironment.TheAssistantPrincipalwillperformadministrativedutiesandassistinthesupervisionandmanagementofinstructionalstaff.TheAssistantPrincipalwill


manageschooloperations,includingbutnotlimitedto:supervisionofinstructionalstaffandTeacheronAssignment,workingwithparents,studentsandteachersonissuesthatmayarise,aswellasservingasaliaisonbetweenteachersandadministration.ThispositionwillreportdirectlytothePrincipalandallowthePrincipaltimetofocusmoreonperformanceresultsandlessonday-to-dayoperations.

C. SubsidiaryRelationshipswithOtherOrganizations

ValorPreparatoryAcademy,LLChasasinglemember:PrimaveraTechnicalLearningCenter,whichisanonprofitcorporation,legallyformedin2003intheStateofArizona,andisrecognizedbytheInternalRevenueServiceasoperatingexclusivelyforcharitable,educational,andscientificpurposeswithinthemeaningofsection501(c)(3)ontheInternalRevenueCodeof1986.PTLCmayoperateunder“adoingbusinessname”of“PrimaveraEducationGroup.”ThePTLCBoardofDirectorsoverseesthemissionofallofthePTLCnonprofitoperationsintheirentirety.AsitrelatestotheSchool,thePTLCBoardofDirectorswillensurethegoverningboardiscarryingoutthemissionoftheSchool,isadequatelyresourced,andishittingperformancetargets.

D. CurrentorPriorCharterOperationsbytheApplicant

PrimaveraTechnicalLearningCenterhasavastamountofexperiencefoundingandoperatingacharterschoolinthestateofArizona.PTLCfoundedandmanagedPrimaveraOnlineHighSchool.PTLChassincetransitionedoutofPrimaveraOnlineHighSchoolandhasdeterminedtocreateavastlydifferentinstructionalmodel.Currently,PTLCdoesnotoperateanothercharterschool.ValorPreparatoryAcademy,LLChasnotoperatedacharterschool;however,AndrewSzczepaniak(theauthorizedrepresentative)hasover26yearsofeducationexperienceandover3yearsrunningalargecharterschool.

E. RoleofEachPrincipal

Therearecurrentlyfive(5)PrincipalsthatcomprisetheapplicantteamforValorPreparatoryAcademy.Three(3)membersfromthePTLCboardofdirectors,whichisactingasthegoverningboardoftheSchooluntilschoolopening,assetforthinArticleIII,Section4oftheBylawsofValorPreparatoryAcademyGoverningBoard,andauthorizedrepresentatives:DamianCreamer,ScottBarker,andTroyWallin.One(1)PTLCofficerservingastheassistantsecretaryandauthorizedrepresentative:RyanShook.One(1)memberfromValorPreparatoryAcademy,theauthorizedrepresentative:AndrewSzczepaniak.Thefollowinginformationisonlyofferedasasnapshotoftheexperiencethatthesefiveauthorizedrepresentativesbringtotheeducationalplan,businessplan,andoperationsplanoftheSchool.

DamianCreamer(PTLCBoardMember,ActingGoverningBoardMember,AuthorizedRepresentative)

Drivenbytheconvictionthateverychilddeservesagreateducation,DamianCreamerfoundedPrimaveraOnlineHighSchoolin2001.DamianisanEdTechtrailblazerwithnearly20years’experienceineducation.HeisfounderandCEOofoneofthemostsuccessfulonlinehighschoolsinthecountry.

DamianhasbeenrecognizedwithaniNACOLawardforoutstandingindividualcontributiontoK-12blendedandonlinelearning,andtwoCertificatesofCongressionalRecognitionforleadershipand


innovationinonlineeducation.Hewasmostrecentlyrecognizedasa2017Finalistforthe‘Visionary’LeadershipAwardfromEdTechDigest.HeisagraduateoftheHarvardBusinessSchoolExecutiveEducationOwner/PresidentManagement(OPM)program,holdsanMBAfromTheThunderbirdSchoolofGlobalManagement,andholdsaBAfromBrighamYoungUniversity.Damian’s20plusyearsofoperations,education,andbusinessexperiencebringawealthofknowledgetotheschool.

ScottBarker(PTLCBoardMember,ActingGoverningBoardMember,AuthorizedRepresentative)

ScottisPresidentofGlobalPacificVentures,LLC,aprincipalinvestmentandmanagementconsultingfirm.InvestmentsincludeGreystoneTitleAgencyHoldings,LLC.

ScottisformerlyChairmanandCEOofCoreDigitalTechnologies,Inc.CoreDigitalisformerlyaleadingnationalproviderofmobiletelevisionproductionforthesportsandentertainmentindustries.CoreDigitalcustomersincludedCBS,ESPN,andTurnerBroadcasting.Scottwasnominatedin2003foranEmmyfortechnicalachievementandwasawardedaDigiGlobe,byaEuropeanbroadcastingconsortium.

HeisalsoformerlyChairmanandManagingDirectorofBluegumGroupPty.Ltd.,thelargestcontractmanufacturerinAustraliaandNewZealandwithinexcessofAUD$400millioninrevenue.BluegumcustomersincludedIBM,Alcatel,HP,andLucent,amongothers.BluegumoperatedinLiverpool,NewSouthWales,MelbourneVictoria,aswellasSingapore.

ScottwasformerlyassociatedwithGoldman,Sachs&Co.inNewYorkintheirglobalfinancedepartment.PriortoGoldmanSachs,ScottmanagedstrategicplanningforasoftwaregroupwithinIBMCorporationinLosAngelesandonassignment,asSpecialAssistanttotheCEOofIBMGermany.

ScottisformerlyaPhoenixBoardmemberofBBVACompassBankandisamemberofYoungPresidentsOrganization.HeisagraduateofStanfordUniversity.Scott’sbusinessexperiencebringsmanydecadesofexperiencetoValorPreparatoryAcademy.

TroyA.Wallin,Esq.(PTLCBoardMember,ActingGoverningBoardMember,AuthorizedRepresentative)

Troypracticesprimarilyintheareasofcorporatelaw,securities,realestate,andadministrativelaw,includingprivateplacements,SECfilingsandcompliance,mergersandacquisitions,securitizations,commerciallitigation,andgeneralbusinesslaw.HewasbornandraisedinMesa,Arizona,wherehegraduatedwithhonorsfromMountainViewHighSchoolin1988.

AfterspendingtwoyearsinSapporo,Japanasamissionary,TroyreturnedtoBrighamYoungUniversitytoreceiveaB.S.inAccountingin1994fromtheprestigiousMarriottSchoolofManagement,wherehereceivedaDean’sScholarshipforacademicexcellence.HethenreceivedaJ.D.in1997fromtheGeorgeWashingtonUniversityLawSchool,whereheservedasEditorandMemberoftheGeorgeWashingtonInternationalLawJournal.TroyclerkedforJudgeRudolphGerberoftheArizonaCourtofAppealsin1995.TroyiscurrentlyapartneratWallinHester,PLCinGilbertArizona.Troy’slegalexperiencebringsagreatdealofresourcestothebusinessandoperationsoftheschool.


AndrewSzczepaniak(AuthorizedRepresentative)

AndrewSzczepaniakhasbeenaleaderineducationfor26years.AndrewistheExecutiveDirectorofPrimaverainChandler,Arizona.PrimaveraOnlineservesapproximately26,000studentsinArizonaeachyearusingafulldigitalcurriculum.BeforejoiningthePrimaverateam,AndrewservedastheDirectorofProfessionalDevelopmentforalargesuburbandistrictoutsideofPhoenix,Arizona.Inaddition,hewasresponsiblefordevelopingandimplementingthedistrictsInductionProgram,whichhiredonaverageof300newteachersperyear.

OverhiscareerAndrewhasbeenadrivingforceinmovingalleducatorsforwardintheirpracticethroughavarietyofcurriculuminitiatives,professionaldevelopmentopportunities,anduniversitycoursework.Apinnacleofhisaccomplishmentsishelpingteachersunderstandtheapplicationandimpactoflearningprocess.Bybecomingreflectivepractitionersinthisprocess,teachershavetheskillstoapplytheirlearningandseetheimpactithasonstudentachievementandgrowth.

Andrewisthe2012LearningForwardExcellenceinProfessionalLearningPractice(District-level)awardwinner.HewasPresidentofLearningForwardArizona,astateaffiliateofLearningForwardandaregionalboardmember.HeisapublishedauthorforTheLearningProfessional(theLearningForwardJournal).HehaspresentedattheLocalandNationalLearningForwardAnnualConference,iNACOLBlendedandOnlineLearningSymposium,Aplus+PersonalizedLearningConference,theNationalAssociationofElementaryPrincipals(NAESP),theSouthwestConferenceonLanguageTeaching,theAmericanCouncilontheTeachingofForeignLanguage,andtheArizonaSchoolBoardsAssociationConference.Andrew’scommitmenttoeducationwillbeavaluableassetforValorPreparatoryAcademy.

RyanShook(PTLCBoardAssistantSecretary,AuthorizedRepresentative)

RyanShookbelievespassionatelyintheprinciplethatallchildrenarenotonlydeservingofbutalsoentitledtoequalaccesstohigh-qualityeducation.Havingenjoyedentrepreneurialsuccessintheportablemedicaldevicemarketandlatertransitioninghisskillsandpassionintorealestatedevelopment,Shookrealizedfinancialsuccess,andultimatelydecidedonareturntoschoolwherehegraduatedwithhonorsfromtheUniversityofCalifornia,BerkeleywithadegreeinEnglish.

Ryan’spassionforeducationcoupledwithhisbusinessacumenledtohisrecognitionofaleadingcauseforfailureofhigh-qualitycharterschools,inspiteoftheirstrongeducationalplans:Thefailurescouldbetracedtoadistinctlackofoperationsandbusinessexperience—businessfailures,asopposedtoeducationalfailures.ThisobservationledtoRyan’sdecisiontojoinCharterSchoolManagementCompany(CSMC)in2009,wherehegrewthecompanyfromsupporting11charterschoolstoover300in8years.

AsVicePresidentofOperationsofCSMC,Ryangrewandledateamofover100charterschoolexpertstoaidover300developingandestablishedcharterschoolswithallaspectsofrunningacharterschoolincludingbackoffice,charterdevelopment,studentdata,governance,andcompliance.AtthetimeofRyan’sdeparture,CSMCwasthelargestbackofficeprovidertocharterschoolsinthenation.Havingpersonallytouredhundredsofcharterschoolsoverseveralstates,RyanbroughthischarterschooloperationsanddevelopmentexperiencetoPrimaveraTechnicalLearningCenterin2017inordertoaidinitsmission“tobuildthehighestquality,nationwideschools.”


F. ConsistencywithBackgroundInformation

Allsectionshavebeencheckedforconsistencywithbackgroundinformationprovidedforeachindividual.

G. ConsistencywithLegalDocumentationEstablishingEntity

Allsectionshavebeencheckedwithconsistencyinlegaldocumentationthatestablishestheentities.

H. ConsistencywithTitlePage

Allsectionshavebeencheckedforconsistencywithtitlepage.

I. ConsistencywithContentsinApplicationPackage

Allsectionshavebeencheckedforconsistencywithinapplicationpackage.

B.1AnnualReport ValorPreparatoryAcademy,LLC Page1of1

B.1AnnualReport

ThefirstannualreportforValorPreparatoryAcademy(PPA)isdueon7/1/2019.Areportwillbedueoneachanniversaryofthatdateforeachsubsequentyear.

DocuSign Envelope ID: 1DC7C396-5972-4DBD-9DBB-4BFAA9BEA570

104746150_1 1

PRIMAVERA TECHNICAL LEARNING CENTER

UNANIMOUS WRITTEN CONSENT OF DIRECTORS

IN LIEU OF MEETING

The undersigned, constituting the members of the Board of Directors (the “Board”) of

Primavera Technical Learning Center, an Arizona nonprofit corporation (the “Corporation”),

acting pursuant the Arizona Revised Statutes, hereby consents to the adoption of the following

resolutions, to have the same force and effect as if taken and adopted at a meeting of the Board

of the Corporation effective as of March 2, 2018.

WHEREAS, after consideration and consultation with legal counsel, the Board has

determined that it is in the best interest of the Corporation to engage in charter school

activities in the State of Arizona through a wholly-owned limited liability company.

RESOLVED, that the Articles of Organization of Valor Preparatory Academy, LLC, as

prepared by counsel and filed with the Arizona Corporation Commission are hereby

approved and made a part of the records of the Corporation, and that all actions taken by

the organizer in connection therewith are hereby ratified, approved and confirmed.

RESOLVED, that the Corporation will capitalize Valor Preparatory Academy, LLC with

a grant of $200,000, and the President and Treasurer are hereby authorized to take such

action as necessary to make and document such grant.

RESOLVED, that Andrew Szczepaniak is hereby appointed as the authorized

representative (the “Authorized Representative”) of Valor Preparatory Academy, LLC for

charter school activities.

RESOLVED, that the Operating Agreement of the Valor Preparatory Academy, LLC, in

the form of Exhibit A attached, is hereby adopted as the Operating Agreement of the

Valor Preparatory Academy, LLC, and that the Secretary of the Corporation is hereby

authorized to certify the adoption of such Operating Agreement and to file it in the

Corporation’s records.

RESOLVED, that the directors hereby authorize any officer to execute any documents

required to obtain an Employer Identification Number for Valor Preparatory Academy,

LLC.

RESOLVED, that the Treasurer be, and hereby is, authorized to open a checking and/or

savings account(s) for and in the name of Valor Preparatory Academy, LLC with a

financial institution with branches in Phoenix, Arizona, and to deposit therein funds of the

Valor Preparatory Academy, LLC to be withdrawn only in the name of the Valor

Preparatory Academy, LLC, with any one of the officers of the Corporation or the

Authorized Representative as authorized signatories.

RESOLVED, that any one of the officers of the Corporation or the Authorized

Representative is hereby directed to furnish said depository with a certified copy of the

foregoing resolution and certified specimens of the signatures, and that said depository

DocuSign Envelope ID: 3929AA2C-F259-46E6-95FB-8454A94C14FC

104746150_1 2

may rely on the foregoing resolution until receipt by them of a certified copy of a

resolution by the Board of Directors of the Corporation revoking or modifying the same.

RESOLVED, that this consent may be executed in one or more counterparts, each of

which shall be deemed to be an original, and such counterparts together shall constitute

one and the same document.

IN WITNESS WHEREOF, the undersigned have executed this consent to be filed as a

part of the minutes of the Corporation as of the day and year first above written.

Damian Creamer

Scott Barker

Troy Wallin


104746150_1 3

EXHIBIT A

Operating Agreement

See Attached


BYLAWS OF VALOR PREPARATORY ACADEMY

GOVERNING BOARD

ARTICLE I INTRODUCTION AND LEGAL STATUS

Section 1. Name. The name of the charter school is VALOR PREPARATORY

ACADEMY (the “School”). The School, will be located in the city of Goodyear which is in Maricopa County, Arizona. The address of the school is unassigned for the site that is under construction; however, the school will be located at the cross streets of Dysart Road and West Thomas Road on Maricopa County Assessor parcel number 501-75-966U.

Section 2. Legal Status. The legal entity is VALOR PREPARATORY ACADEMY, LLC, which is a single member limited liability company, and is governed by that certain Operating Agreement of VALOR PREPARATORY ACADEMY, LLC dated March 2, 2018. The sole member is Primavera Technical Learning Center, an Arizona nonprofit corporation, recognized as a tax-exempt school under Sections 170(b)(1)(A)(ii) and 501(c)(3) of the Internal Revenue Code (the “Member”).

Section 3. Statutes. The School shall operate in accordance with Arizona Revised Statutes, and all other applicable Arizona laws and regulations.

ARTICLE II PURPOSE AND MISSION

Section 1. Purpose and Mission. The School is dedicated to providing an innovative,

challenging education, preparing students to be global citizens and have a competitive edge in the 21st century workforce. The School aspires to have students obtain a thirst for knowledge and a belief in the students’ self-efficacy. The School strives to have its community actively involved in the learning of its students. The School will develop successful scholars with 21st century skills of communication, collaboration, critical thinking, and creativity. Students will be college and career ready with cross cultural competence.

Section 2. Non-Discrimination. The School shall not discriminate on the basis of race, color, religion, age, sex, national origin, marital status, disability, or other reason prohibited by law in hiring or other employment practices. Further, the School shall be open to all students in its authorized geographic area on a space available basis and shall not discriminate in its admission policies on the basis of race, color, religion, age, sex, national origin, marital status, disability, or other reason prohibited by law. The School 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 regulations applicable to the operation of the charter public schools in the State of Arizona.

ARTICLE III

GOVERNING BODY

Section 1. Powers and Duties. For the foregoing purposes, the School shall operate in accordance with Arizona Revised Statutes. The School shall be managed by a Governing Board

with the powers provided by law and the following powers:

(a) To adopt policies, rules and regulations not inconsistent with law, or with these Bylaws, for the operation of the School and its affairs, and of its employees, and agents;

(b) To develop an annual School schedule of events and activities; (c) To hire, supervise and direct an individual who will be responsible for

the day-to-day operations of the School; (d) To develop and approve the annual budget and financial plan, which shall

be monitored and adjusted as necessary throughout the year; (e) To submit a final budget to the state pursuant to statute and regulation; (f) To cause to be kept a complete record of all the minutes, acts, and

proceedings of the Board; (g) To cause an annual inspection or audit of the accounts of the School, as

well as any other audits required by law, to be made by an accountant to be selected by the Board, showing in reasonable detail all of the assets, liabilities, revenues, and expenses of the School and its financial condition;

(h) To ensure ongoing evaluation of the School and provide public

accountability;

(i) To uphold and enforce all laws related to charter school operations; and (j) Carry out such other duties as required or described in the School’s

charter.

Section 2. Prohibited Purposes and Powers. Notwithstanding the foregoing statement of purposes and powers, the School shall have and exercise only such powers and engage in only such activities as are contemplated and permitted to be carried on by a school exempt from federal income taxes under Section 501(a) of the Internal Revenue Code as an organization described in Section 501(c)(3) thereunder and by a corporation described in and contributions to which are deductible for federal income tax purposes under Section 170(c)(2) of the Internal Revenue Code.

Section 3. Prohibited Acts. The School shall not, incidentally or otherwise, afford or pay

any pecuniary gain, dividends, or other pecuniary remuneration to any director or officer of the School or any other private person, and no part of the net income or net earnings of the School shall directly or indirectly, be distributable to or otherwise inure to the benefit of any private person; provided, however, that the School may pay reasonable compensation for services rendered to or for the benefit of the School by any individual or entity as approved by the Board. The School shall not carry on propaganda or otherwise attempt to influence legislation to such extent as would result in the loss of exemption under Section 501(a) of the Internal Revenue Code as an organization described in Section 501(c)(3) of the Internal Revenue Code. The School shall not participate in nor intervene in (including, without limitation, the publishing or distributing of

statements) any political campaign on behalf of or in opposition to any candidate for public office. Section 4. Formation. The initial Governing Board of the School will be the Board of

Directors of the Member, which shall act during the development and founding of the School (the “Founding Period”). Prior to the first day of instruction, the Governing Board consisting of individuals separate from the Member will be elected to serve as the Governing Board pursuant to this Article.

Section 5. Number; Qualifications. After completion of the Founding Period, the Governing Board shall be composed of five (5) Directors unless and until changed by amendment of these Bylaws. If, for any reason, the number of Directors should drop below five (5) or a vacancy is not filled for more than ninety (90) days, the only action that may be taken by the Board is for nomination of Directors in accordance with Section 6. A majority of Directors shall be residents of the county in which the School is located. All Directors shall be devoted to the purpose and mission of the School and shall represent the interests of the community. Insofar as is practical, the Board shall represent the diversity of the community it serves and shall be free from domination of members of the same religious, ethnic, or racial group or related parties (by birth or marriage).

Section 6. Election; Tenure. When the term of a Director has expired or when a Director resigns or a Director position otherwise becomes vacant, the remaining Directors shall nominate individuals to fill the vacancy. The nominations shall be provided to the Member and the Member shall elect the Director to fill the vacancy. It is incumbent upon the Member to fill any vacancies as soon as practicable. The nomination of new Directors is the responsibility primarily of existing Directors; it is improper for employees of the School, the School administrator, for an educational management organization or other contractor or the Member to be the sole or primary source of names of proposed members for the Board.

The Directors shall serve five (5) year terms. Directors may serve no more than two (2) five

year terms. Terms shall be staggered so that no more than 1/2 of the Board shall be up for election in any one year, unless a vacancy(ies) needs to be filled. The Member shall establish the term for a newly elected Director before the election in order to stagger the terms of each Director. To initially stagger the terms for the founding board, two Directors will serve three-year terms, two Directors will serve four-year terms, and the remaining three Directors will serve the usual five-year term. Those Directors who will serve the three, four, and five-year terms will be determined by lottery at the first Board meeting after completion of the Founding Period.

Section 7. Notification; Training. The Board shall develop an orientation and training program for new Directors and an annual continuing program for existing Directors. Directors will avail themselves of charter school conferences that offer workshops on governance, financial oversight, budget, and academic accountability, among others.

Section 8. Removal. Any Director may be removed by the Member or the affirmative vote

of two-thirds (2/3) of the Directors then in office, excluding the Director at issue, whenever in their judgment such removal would serve the best interests of School.

Section 9. Resignation. Any Director may resign at any time by delivering a written resignation to the Chairperson. A resignation by a Director shall be effective upon receipt by the Chairperson of a written communication of such resignation.

Section 10. Vacancies. Any vacancy occurring in the Board may be filled in accordance

with Section 6 of this Article. A Director elected to fill a vacancy resulting from death shall be elected for the unexpired term of such person’s predecessor in office and shall hold such office until such person’s successor is duly elected and qualified. Any Director elected to fill a vacancy resulting from removal or resignation shall be elected for a new term.

Section 11. Conflict of Interest and Code of Ethics. The Board shall follow the attached Conflict of Interest Policy and Code of Ethics.

Section 12. Annual Meeting. The annual meeting of the Board shall be held at the School in July of each year as the Board may determine. The annual meeting shall take the place of the regularly scheduled quarterly meeting. Written notice stating the place, day, and hour of the meeting shall be given personally or mailed to each member of the Board at least three (3) business days prior to the date fixed for the annual meeting. Notice of the meeting must also be provided in accordance with Arizona Open Meeting Law. The annual meeting shall be for the purpose of electing officers and acknowledging election of new Directors and for the transaction of such business as may come before the meeting.

Section 13. Regular and Special Meetings. The Board shall establish a regular day and place for regular meetings that shall occur no less frequently than once per month and shall be held in the county in which the School is located. Special meetings of the Board may be called at any time by the Chairperson or by a majority of the Board. Special meetings shall be held at such time and place as may be designated by the authority calling such meeting. Notice of the meeting must be provided in accordance with Arizona Open Meeting Law. Notice of the time and place of every regular or special meeting shall be given to each member of the Board by first class mail at least three (3) business days before the date fixed for the meeting and to all those individuals who request notice of relevant meetings. The purpose of any regular or special meeting must be specified in the notice of such meeting. Meetings may be audio recorded. Minutes of each Board meeting shall be taken and shall be approved by the Board. Said minutes shall be kept at the School and will be made available to the public in accordance with applicable law.

Section 14. Agenda. An agenda must be produced for each regularly scheduled Board meeting in order to provide effective and efficient meeting practice and in accordance with applicable Arizona Open Meeting Law.

Section 15. Executive Sessions. Any Director may call an executive session during any

special or regular Board meeting for issues concerning personnel or other matters requiring confidentiality as approved by Arizona Open Meeting Law. All persons except Directors may be excluded from such executive sessions at the discretion of the Chairperson. Following such meetings, an officer shall provide a general description of the matters discussed to be provided as the minutes of said executive session. No action may be taken in an executive session.

Section 16. Quorum; Voting; No Proxy Voting. A quorum at all meetings of the Board shall consist of a majority of the number of Directors then in office. Except as provided specifically to the contrary by these Bylaws, the act of a majority of the Directors in office at a meeting at which a quorum is present shall be the act of the Board. Proxy voting is not permitted.

Section 17. Participation by Telephone. To the extent permitted by law, any member of the Board or committee thereof may participate in a meeting of such Board or committee by means of a conference telephone network or similar communications method by which all persons participating in the meeting can hear each other, and participation in such a fashion shall constitute presence in person at such meeting.

Section 18. Compensation. No member of the Board shall receive any compensation for serving in such office.

Section 19. Committees. The Board may designate from among its members, by resolution adopted by a majority of the entire Board, an Academic Committee, a Governance Committee, a Financial Committee, and one or more other committees, each of which shall consist of at least one Director and which shall have and may exercise such authority in the policy of the School as shall be provided in such resolution or in these Bylaws. The Board shall not be permitted to delegate their power to contract nor their budget making authority. Any delegated activity or decision-making authority may be unilaterally revoked at any time. All committee meetings shall be conducted in accordance with Arizona Open Meeting Law.

1. Academic Committee: The Academic Committee shall consist of at least one Director, the School Principal/Administrator, at least one licensed teacher employed by the School, and at least one parent of an enrolled child. The Academic Committee shall meet at least two (2) times per school year. The purpose of the Academic Committee shall be to review school data, ensure academic expectations and goals are being met, and provide insight into instructional activities that meet the specific needs of the students. 2. Governance Committee: The Governance Committee shall consist of at least two Directors, one of whom shall be an elected Officer of the Board. The Governance Committee shall meet at least two (2) times per school year. The purpose of the Governance Committee shall be to plan and develop Director orientation and training and ensure Board operations and policies are updated and compliant with State law. 3. Financial Committee: The Financial Committee shall consist of at least two Directors, one of whom shall be the Board’s Treasurer, and the School Principal/Administrator. The Financial Committee shall meet at least two (2) times per school year. The purpose of the Financial Committee shall be to prepare annual budgets for full Board review and approval, coordinate the Annual Audit, and develop long-term financial goals and plans for full Board consideration.

ARTICLE IV OFFICERS

Section 1. Number. The officers of the School shall include a Chairperson, Vice-Chair, and

Secretary, Treasurer, and such other officers as the Board shall deem necessary to elect.

Section 2. Election and Term of Office. The Board shall elect and appoint all officers of the School at the annual meeting of the Board, which officers shall be installed in office at such annual meeting to serve for terms of one (1) year and until their successors have been duly elected and qualified. Officers may serve no more than three (3) consecutive one-year terms in any office. Should there be more than one (1) nominee for a vacancy, the nominee receiving the greatest

number of votes shall be declared elected and shall be installed in office at the annual meeting.

Section 3. Removal of Officers. Any Officer may be removed, either with or without cause, by a two-thirds (2/3) majority of the Directors then in office at any regular or special meeting of the Board.

Section 4. Chairperson. The Chairperson shall preside at all meetings of the Board. The Chairperson shall possess the power to sign all certificates, consents, contracts, or other instruments of the School which are approved by the Board. The Chairperson shall exercise and perform such other powers and duties as may be prescribed by the Board from time to time.

Section 5. Vice-Chair. In the absence of the Chairperson or in the event of the Chairperson’s disability, inability or refusal to act, the Vice-Chair shall perform all of the duties of the Chairperson and in so acting, shall have all of the powers of the Chairperson. The Vice-Chair shall have such other powers and perform such other duties as may be prescribed from time to time by the Board or by the Chairperson.

Section 6. Secretary. The Secretary shall keep or cause to be kept a book of minutes at the principal office or at such other place as the Board may order of all meetings of the Board with the time and place of holding, whether regular or special and if special, how authorized, the notice thereof given, the name or names of those present at the Board meetings and the proceedings thereof. The Secretary shall give or cause to be given notice of all the meetings of the Board required by these Bylaws or by law to be given and perform such other duties as may be prescribed by the Board from time to time. The Secretary shall exercise and perform such other powers and duties as may be prescribed by the Board from time to time.

Section 7. Treasurer. The Treasurer shall have oversight responsibility and shall keep and maintain or cause to be kept and maintained adequate and correct accounts of the properties and business transactions of the School, including accounts of its assets, liabilities, receipts, disbursements, gains and losses. The books of account shall at all times be open to inspection by any Director. The Treasurer shall be charged with safeguarding the assets of School and he or she shall sign financial documents on behalf of the School in accordance with the established policies of the School. He or she shall have such other powers and perform such other duties as may be prescribed by the Board from time to time.

Section 8. Vacancies. A vacancy in any office, held by an officer, because of death, resignation, removal, disqualification, or otherwise, may be filled by the Board by majority vote for the unexpired portion of the term.

ARTICLE V STAFF

The Board may appoint one employee to function as the administrator of the School (the

“Administrator”). Such person may be delegated the authority to act in the absence of a specified policy provided that such action is consistent with the Operating Agreement of Valor Preparatory Academy, LLC, and the purpose and objectives of the Board and the School. Such person shall administer the School in accordance with Board direction and generally accepted educational practice.

ARTICLE VI CONTRACTS, LOANS, AND DEPOSITS

Section 1. Contracts. The Board may authorize any officer or officers, agent or agents to

enter into any contract or execute and deliver any instrument in the name of and on behalf of the School, and such authority may be general or confined to specific instances.

Section 2. Loans. No loans shall be contracted for or on behalf of the School and no

evidence of indebtedness shall be issued in the name of the School unless authorized by a resolution of the Board and the Member. Such authority shall be confined to specific instances. No loan shall be made to any officer or Director of the School.

Section 3. Checks, Drafts, and Notes. All checks, drafts, or other orders for payment of

money, notes, or other evidence of indebtedness issued in the name of the School shall be signed by such officer or officers, or agents of the School and in such manner as shall be determined by the Board. The Chairperson and Administrator are authorized and required to sign all checks over the amount of $25,000.

Section 4. Deposits. All funds of the School not otherwise employed shall be deposited to

the credit of the School in such banks, trust companies, or other custodians located in the State of Arizona as the Board may select.

Section 5. Gifts. The Board may accept on behalf of the School any contribution, gift,

bequest or devise for the general purposes or any special purpose of the School.

Section 6. Fiscal Year. The fiscal year of the School shall begin on July 1 and end on June 30.

ARTICLE VII PROPERTY

The property of the School shall be held and applied in promoting the general purposes

of the School declared in these Bylaws. No property, including real estate, belonging to the School shall be conveyed or encumbered except by authority of a majority vote of the Board and with approval of the Member.

ARTICLE VIII

INDEMNIFICATION AND LIMITATION OF LIABILITY

Section 1. Indemnification. To the greatest extent permitted by law, the Board may authorize the School to pay or cause to be paid by insurance or otherwise, any judgment or fine rendered or levied against a present or former Director, officer, employee, or agent of the School in an action brought against such person to impose a liability or penalty for an act or omission alleged to have been committed by such person while a Director, officer, employee, or agent of the School, provided that the Board shall determine in good faith that such person acted in good faith and without willful misconduct or gross negligence for a purpose which he/she reasonably believed to be in the best interest of the School. Payments authorized hereunder include amounts paid and expenses incurred in satisfaction of any liability or penalty or in settling any action or threatened action.

Section 2. Limitation of Liability. To the greatest extent permitted by law, no Director,

officer or Member of the School will be personally liable for monetary damages for or arising out of a breach of fiduciary duty as a director, officer or trustee notwithstanding any provision of law imposing such liability; provided, however, that the foregoing will not eliminate or limit the liability of a Director or officer to the extent that such liability is imposed by applicable law for: (a) a breach of the Director’s duty of loyalty to the School, (b) acts or omissions not in good faith or which involve intentional misconduct or a knowing violation of the law, or (c) any transaction from which the Director or officer derived an improper personal benefit. The Directors and officers will not be personally liable for any debt, liability or obligation of the School. All persons extending credit to, contracting with or having any claim against the School may look only to the funds and property of the School for the payment of any such contract or claim, for any money that may otherwise become due or payable to them from the School.

ARTICLE IX AMENDMENTS

These Bylaws may be amended, altered, or repealed and new Bylaws may be adopted by

the Board by an affirmative vote of two-thirds (2/3) of all the Directors then in office at any meeting of the Board, provided that the full text of the proposed amendment, alteration, or repeal shall have been delivered to each Director at least five (5) days prior to the meeting. Bylaws may not be amended without the approval of the Member.

ARTICLE XI

PURPOSE OF THE BYLAWS

These Bylaws are adopted for the sole purpose of facilitating the discharge, in an orderly manner, of the purposes of the School. These Bylaws shall never be construed in any such way as to impair the efficient operation of the School.

CERTIFICATION

I hereby certify that I am the duly elected and acting Secretary of the School, and that the

foregoing Bylaws constitute the Bylaws of the School, as duly adopted by unanimous vote of the Board of Directors effective as of ________________________, 2018.

, Secretary

VALOR PREPARATORY ACADEMY

GOVERNING BOARD Conflict of Interest Policy and Code of Ethics

For Governing Board Directors and Officers and Members of a Committee with Governing Board Delegated Powers

Article I – Purpose

1. The purpose of this conflict of interest policy is to protect VALOR PREPARATORY ACADEMY, LLC, an Arizona limited liability company, operating a school known as VALOR PREPARATORY ACADEMY (“VALOR”) and its interests when it is contemplating entering into a transaction or arrangement that might benefit the private interests of an officer or director of the Governing Board of VALOR.

2. This policy is also intended to identify “independent” directors.

Article II – Definitions

1. Interested person – Any Governing Board director, officer, or member of a committee with Governing Board delegated powers, who has a direct or indirect financial interest, as defined below, is an interested person.

2. Financial interest – A person has a financial interest if the person has, directly or indirectly, through business, investment, or family:

a. An ownership or investment interest in any entity with which VALOR has a transaction or arrangement, b. A compensation arrangement with VALOR or with any entity or individual with which VALOR has a transaction or arrangement, or c. A potential ownership or investment interest in, or compensation arrangement with, any entity or individual with which VALOR is negotiating a transaction or arrangement.

Compensation includes direct and indirect remuneration, as well as gifts or favors that are not insubstantial.

A financial interest is not necessarily a conflict of interest. A person who has a financial interest may have a conflict of interest only if the Governing Board decides that a conflict of interest exists, in accordance with this policy.

3. Independent Director – A director shall be considered “independent” for the purposes of this policy if the director:

a. Is not, and has not been for a period of at least three years, an employee of VALOR or any entity in which VALOR has a financial interest; b. Does not directly or indirectly have a significant business relationship with VALOR which might affect independence indecision-making; c. Is not employed as an executive of another corporation where any of VALOR’s executive officers or employees serve on that corporation’s compensation committee; and,

d. Does not have an immediate family member who is an executive officer or employee of VALOR or who holds a position that has a significant financial relationship with VALOR.

Article III – Procedures

1. Duty to Disclose – In connection with any actual or possible conflict of interest, an interested person must disclose the existence of the financial interest and be given the opportunity to disclose all material facts to the Governing Board.

2. Recusal of Self – Any director may recuse himself or herself at any time from involvement in any decision or discussion in which the director believes he or she has or may have a conflict of interest, without going through the process for determining whether a conflict of interest exists.

3. Determining Whether a Conflict of Interest Exists – After disclosure of the financial interest and all material facts, and after any discussion with the interested person, he/she shall leave the Governing Board meeting while the determination of a conflict of interest is discussed and voted upon. The remaining Governing Board members shall decide if a conflict of interest exists.

4. Procedures for Addressing the Conflict of Interest a. An interested person may make a presentation at the Governing Board meeting, but after the presentation, he/she shall leave the meeting during the discussion of, and the vote on, the transaction or arrangement involving the possible conflict of interest. b. The Chairperson of the Governing Board shall, if appropriate, appoint a disinterested person or committee to investigate alternatives to the proposed transaction or arrangement. c. After exercising due diligence, the Governing Board shall determine whether VALOR can obtain with reasonable efforts a more advantageous transaction or arrangement from a person or entity that would not give rise to a conflict of interest. d. If a more advantageous transaction or arrangement is not reasonably possible under circumstances not producing a conflict of interest, the Governing Board shall determine by a majority vote of the disinterested directors whether the transaction or arrangement is in VALOR’s best interest, for its own benefit, and whether it is fair and reasonable. In conformity with the above determination, it shall make its decision as to whether to enter into the transaction or arrangement.

5. Violations of the Conflicts of Interest Policy a. If the Governing Board has reasonable causes to believe a person subject to this policy has failed to disclose actual or possible conflicts of interest, it shall inform the member of the basis for such belief and afford the member an opportunity to explain the alleged failure to disclose. b. If, after hearing the member’s response and after making further investigation as warranted by the circumstances, the Governing Board determines the member has failed to disclose an actual or possible conflict of interest, it shall take appropriate disciplinary and corrective action.

Article IV – Records of Proceedings

To the extent applicable, the minutes of the Governing Board and all committees with board delegated powers shall contain:

1. The names of the persons who disclosed or otherwise were found to have a financial interest in connection with an actual or possible conflict of interest, the nature of the financial interest, any action taken to determine whether a conflict of interest was present, and the Governing Board’s decision as to whether a conflict of interest in fact existed.

2. The names of the persons who were present for discussions and votes relating to the transaction or arrangement, and a record of any votes taken in connection with proceedings.

Article V – Compensation

a. A voting member of the Governing Board who receives compensation, directly or indirectly, from VALOR for services is precluded from voting on matters pertaining to that individual’s compensation.

b. A voting member of any committee whose jurisdiction includes compensation matters and who receives compensation, directly or indirectly, from VALOR for services is precluded from voting on matters pertaining to that individual’s compensation.

c. No voting member of the Governing Board or any committee whose jurisdiction includes compensation matters and who receives compensation, directly or indirectly, from VALOR, either individually or collectively, is prohibited from providing information to any committee regarding compensation.

Article VI – Annual Statements

1. Each person to which this policy applies shall annually sign a statement which affirms such person:

a. Has received a copy of the conflict of interest policy, b. Has read and understands the policy, c. Has agreed to comply with the policy, and d. Understands VALOR is a school and in order to maintain its federal tax exemption it must engage primarily in school activities.

2. Each voting member of the Governing Board shall annually sign a statement which declares whether such person is an independent director. 3. If at any time during the year, the information in the annual statement changes materially, the director shall disclose such changes and revise the annual disclosure form. 4. The Governing Board shall regularly and consistently monitor and enforce compliance with this policy by reviewing annual statements and taking such other actions as are necessary for effective oversight.

Article VII – Periodic Reviews To ensure VALOR operates in a manner consistent with school purposes and does not engage in activities that could jeopardize its Member’s tax-exempt status, periodic reviews shall be conducted.

Article VIII – Use of Outside Experts

When conducting the periodic reviews as provided for in Article VII, VALOR 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.

Article IX – Code of Ethics

Governing Board directors, officers and members of committees with Governing Board delegated authority shall act in an ethical, business like and lawful manner, including proper use of authority and appropriate decorum when acting in their official capacity. Directors shall exercise reasonable care, good faith and due diligence in governing and managing the affairs of VALOR.

They will not attempt to exercise individual authority over VALOR. Interaction with the administrator and staff must recognize the lack of authority vested in individual directors, officers and members of committees, except when explicitly authorized by the Governing Board. Except when deliberating during Governing Board meetings, individuals will not express individual judgements of performance of the administrator or staff.

Governing Board directors, officers and members of committees with Governing Board delegated authority shall respect the confidentiality of sensitive information known to them and used for purposes of governance and management, and respect that the obligation to maintain confidentiality extends indefinitely beyond the term in office.

Directors shall be properly prepared for Board deliberation and support the legitimacy and authority of the final determination of the Board on any matter without regard to the individual’s personal position on the issue.

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VALOR PREPARATORY ACADEMY LLC

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849499.1

OPERATING AGREEMENT OF

VALOR PREPARATORY ACADEMY, LLC

This statement constitutes the Operating Agreement as that term is defined in Arizona Revised Statutes § 29-601(14) of Valor Preparatory Academy, LLC, an Arizona limited liability company (the “Company”). The sole Member hereby states as follows:

1. Name. The name of the limited liability company is Valor Preparatory Academy, LLC.

2. Known Place of Business. The address of the known place of business of the Company is 2471 N. Arizona Avenue, Building #1, Chandler, AZ 85225.

3. Statutory Agent. The name and address of the statutory agent of the Company for service of process on the Company are Primavera Technical Learning Center, 2471 N. Arizona Avenue, Building #1, Chandler, AZ 85225.

4. Term. The Company shall continue until dissolved by law. 5. Business. The business of the Company is to obtain a charter for, and open and operate, a high quality, blended learning charter school in the state of Arizona, and engage in any lawful activity related thereto. 6. Authorized Representative for Charter Activities. The Company names Andrew Szczepaniak as its authorized representative for all charter-related activities, including, without limitation, the application for charter with the State of Arizona and any resulting agreement. Any person dealing with the Company may rely, without further inquiry, on the identity of the authorized representative set forth in this Operating Agreement until it is amended to reflect a change in the identity of the authorized representative. As directed by the Member, the authorized representative shall have the power to do any and all acts necessary or convenient to or for the furtherance of obtaining and maintaining the school charter of the Company in the State of Arizona. The authorized representative shall have the authority to bind the Company and to execute and deliver instruments and other documents on behalf of the Company subject to the authority granted herein, all of which shall be binding on the Company. 7. Member. The name and the business address of the sole Member are Primavera Technical Learning Center, 2471 N. Arizona Avenue, Building #1, Chandler, AZ 85225. 8. Contributions. The Member will contribute or has contributed $200,000, in cash, and no other property, to the Company. The Member intends this contribution to be a grant of capital.

B.2 School Governing Body

B.2SchoolGoverningBodyRevisedValorPreparatoryAcademy,LLC Page1of9

B.2SchoolGoverningBody

Valorunderstandsthataqualityschoolisgovernedbyindividualswhoareresponsiblestewardsofthecharter’smissionandofpublicfundsandtrust.TheGoverningBoardmemberscarryouttheirdutiesinaprofessionalandethicalmanneratalltimesforthepurposeofachievingoverallschoolandstudentsuccess.TothatendandasrequiredbyARS§15-183(E)(8),theSchoolGoverningBoardofValorPreparatoryAcademy(VPAortheSchool)willdeterminetheoverallacademicdirectionandoverseetheoperationoftheSchool.TheGoverningBoardwilllocateaPrincipalbyrecruitingtalentedindividualswhohaveknowledgeofandexperiencewithinstructional,educational,andschoolsitematters.TheGoverningBoardwillprovideoversightforalloperationsandpoliciespertainingtoValorPreparatoryAcademy,andwillbelegallyandmorallyresponsibleforthefinancialoperations,legalobligations,andgovernancedutiesbelow:

A. RolesandResponsibilitiesoftheSchoolGoverningBoardThegoverningBoardsupportsagovernancephilosophythatisstrategic,ambitious,anddeliberative,whereintheBoardmakesbroadpoliciesbasedontheValorPreparatoryAcademy’sobligations,mission,vision,andgoals.TheBoardstrivestohaveeachmemberbringvaluetotheschoolthroughactiveparticipation,tosustaincooperationbetweenschoolfacultyandtheBoard,andtoseekinputfromvarioussourcesincluding,staff,students,parents,andothercommunitymembers.

Valoriscommittedtoqualityinallaspectsofitsoperationsandwilluseallresourcesandguidancefromestablished,high-qualitysourcesincludingtheArizonaCharterSchoolsAssociation’sQualityStandardforGovernancewhichinformsdecisionmakingaroundthefollowing:

• financialoversight

• academicoversight

• regulatoryoversight

• leadersupportandevaluation

• compositionandstructure

• meetings

• schoolgoalsandaccountabilityThePrincipalwillberesponsibleforallaspectsofschooloperationswithinthescopeoftheoperatingpolicyandbudgetaryparameterssetbytheBoard.ThePrincipalwillmaintaintheday-to-dayoperationsoftheschoolandserveastheinstructionalleaderoftheschool,selectingteachingpersonnelandidentifyinganyspecialstaffingneeds.Assuch,theBoardwilllocateaPrincipalbyrecruitingtalentedindividualswhohaveknowledgeofandexperiencewithinstructional,educational,andschoolsitematters.TheBoardwillevaluatethePrincipalannuallythroughaprocessthatincludesteacherandparentfeedbackaswellasareviewofschooldataandperformancetodeterminethePrincipal’ssuccesstowardfulfillingtheschool’sgoals.TheBoardwillalsodevelopasetofperformancemetricstoefficientlymonitorthefinancial,operationalandacademicperformanceoftheschool.TheseevaluationswillinformtheBoardandstakeholdersabouttheeducationalandoperationalsuccessoftheschoolandaboutanyissuesthatneedtobeaddressed.


ItshallbetheresponsibilityoftheBoardtoknowthelawandregulationsgoverningtheschool,attendconferencesandtechnicalassistancemeetings,avoidconflictsofinterest,assignstudents’interestsandacademicachievementasthetopprioritiesoftheschool,maintainadiversegoverningbody,maintainaccountabilityandtransparencyinalloperations,andcooperatewiththeBoard’sauthorizer.

TheBoardChairwillassurethatthetrainingandorientationsetforthintheBylawsofValorPreparatoryAcademywillfocusonpreparingtheBoardtofulfilltheseresponsibilities.TheBoardwillretainindependentlegalcounselandseekadviceandassistancefromlegalcounselwhenanyissueisindoubt.TheBoard’slegalcounselwillnotbeanemployeeorBoardMemberofPTLCorValorPreparatoryAcademy.Initially,newBoardmemberswillreceiveanorientationfromtheBoardofDirectorsofVPA.Further,allBoardmemberswillberequiredtoattendayearlyBoardretreatwherethegoalsoftheBoardaredefined.ABoardself-evaluationmeetingwillbeconductedeachyearwheretheperformanceoftheBoardduringthepastyearwillbecritiqued.AdditionalmeetingsmaybeheldduringtheyearinwhichoutsidespeakerswillpresentinformationoneffectiveBoardleadershipand/orotherpertinenttopics.EachBoardMemberwillconductawrittenannualself-evaluation,includingconsiderationofwhethertheBoardanditscommitteesareindependentlyknowledgeableconcerningschoolmattersorarerelyingtooheavilyuponthePrincipalandotherschoolpersonnelforguidanceinestablishingandmaintainingpolicies.

Goal Purpose OutcomeMeasureUnderstandtheapprovedcurriculumandbeinagreementwiththeeducationalphilosophy,disciplinepolicy,andadministrativestructureofVPA

SupportVPA’sMissionandVision None

FulfillBoardandCommitteeresponsibilitiestotheirfullestcapability

SupportVPA’sMissionandVision None

BeapublicrelationsrepresentativeofVPA SupportthegrowthofVPA None

Participateinaminimumoffour(4)hoursofprofessionaldevelopmenteveryyear,two(2)ofwhichmustbespecifictotheirofficewithintheBoard

FostereffectiveBoardleadershipThesehoursshallberecordedbytheBoard

Secretary

AttendayearlyBoardretreat FostereffectiveBoardleadershipThisattendanceshallberecordedbytheBoard

SecretaryConductaBoardVisitDayatleastonceeveryacademicyear

Becomefamiliarwithcurrentschoolconcerns

ThiswillberecordedbytheBoardSecretary

KnowandabidebytheArizonaOpenMeetingsLaw Compliancewiththelaw None


Lastly,theBoardwillconductaBoardVisitDayatleastonceeveryacademicyear.Duringthistime,Directorswillvisitclassrooms,talkwiththefaculty,staff,andstudents,andbecomefamiliarwithcurrentschoolconcerns. Asmentionedabove,thegoverningBoardsupportsagovernancephilosophythatisstrategic,ambitious,anddeliberative,whereintheBoardmakesbroadpoliciesbasedonValorPreparatoryAcademy’sobligations,mission,vision,andgoals.TheBoardstrivestohaveeachmemberbringvaluetotheschoolthroughactiveparticipation,tosustaincooperationbetweenschoolfacultyandtheBoard,andtoseekinputfromvarioussourcesincluding,staff,students,parents,andothercommunitymembers.Tothatend,thebelowchart(Figure3.2.1)delineatestheresponsibilitiesoftheBoardandwhatisallocatedtothePrincipal.

Figure 3.2.1

LocalBoardDecision-Making PrincipalDecision-Making

TheBoardwillsetannualgoalstoaddressstudentperformanceandorganizationalmanagement

ThePrincipalwillsetquarterlystudentperformancegoals.The

Administrationwillberesponsibleformonitoringstudentassessment

throughouttheschoolyeartoassessstudentandteacherperformance.

TheBoardwilldelegatetheidentificationofcurriculumtothePrincipal.TheBoardwillverifythatcurriculumpurchasedbytheSchoolisalignedwithrequiredstate/federaltesting.TheVPAGoverningBoardwillapproveallproposedadoptedcurriculumthathasgonethroughathoroughreviewprocessbytheprincipalandteachers.

Baseduponteacherandstudentfeedbackandstudentperformancedata

thePrincipalwillaligncurriculumtoensuresuccess

TheBoardwillparticipateinaminimumof(4)hoursofprofessionaldevelopmentannually.

ThePrincipalwillattendsectionsoftheBoardtrainingthatpertainstoproceduralitemspertainingtotheBoard.Thiswillensurethe

Principaliswellawareofallitemsthathe/sheisrequiredtoprovidetheBoardateachmeeting,andthelegalrequirementsofpostingpublicnotices

andpresentingofmaterials.TheBoardwilloverseethatdatamanagementisbeingcompiledinacompliantandeffectiveway.TheBoardwillprovideresourcestotheAdministrationtoprocurehighlyeffectiveassessmenttoolsfortheSchool.

ThePrincipalwilldeterminethebestpossibleinterimassessmentsystemstousefortheprogressionoftheirstudents.ThePrincipalandteacherswillbe

responsibleforinterpretingthedata.TheBoardwilladoptaPayforPerformancemodelthatincludesinputfromtheteachersandadministration.

Principalwillberesponsibleforcommunicatingpromotioncriteriatostaffandevaluatingdirectstaff.Principalshallensurepropertrainingis


LocalBoardDecision-Making PrincipalDecision-Making providedtoallstaffmemberswhowillbemaking

evaluationsofstaff.

TheBoardwillcreate/adoptpoliciesandprocedurestohelpcreateaculturethatfosterstheMissionandVisionofValorPreparatoryAcademy.

ThePrincipalwillleadinawaythatpromotesahealthyand

enjoyableenvironmentfortheteachers,studentsandparents.

TheValorPreparatoryAcademyBoardwilloverseeallaspectsofthefiscalmanagementoftheSchool.TheBoard’sTreasurerspecificallywillberesponsibleforreviewingandapprovingSchoolFinancials.TheBoardwilladoptafinancialpoliciesandproceduresmanualthatisinlinewithfinancialbestpracticesofcharterschoolsperNACSAandAZStateguidelines.

ThePrincipalwilloverseeportionsofthebudgetsuchasexpensesrelatedtoofficesupplies,travel,copier,etc.ThePrincipalwillreviewhis/her

budgetwiththeBoardonabi-monthlybasis.ThePrincipalwillworkcloselywiththeSchool

BusinessManager.

TheBoardwilldevelopabudgetintheirstart-upyearformarketingandstudentrecruitment.IftheSchoolisunabletoattainthefullenrollment,fundswillbeallocatedforstudentrecruitment.

ThePrincipalwillberesponsibleforattendingopenhousemeetingstohelprecruitstudents.ThePrincipalwillbeinstrumentalandafocalpointinrecruitingstudentsduringstart-upandoperational

yearsoftheschool.

TheBoardwilldevelopandreviewspecificpersonnelpolicestosupportitsgoalsandtoensurefairnessandcompliancewithstateandfederallaw.TheBoardwillinterviewandhirethePrincipal.

ThePrincipalwillinterviewandhireallteachersandsupportstaff.ThePrincipalathisorher

discretionmayformhiringcommitteesinordertogeta360-degreeevaluationofanypotentialcandidate.Principalswillattendteacher

recruitmentfairsifneeded.

TheBoardwillworkwiththePrincipalandSchoolBusinessManagertoimplementbenefitsandincentivesfortheSchoolemployees.

ThePrincipalwillserveasanHRresourcetotheirteachersandstaff.ThePrincipalwillworkwith

legaltomakesurethatHRpoliciesandproceduresarefollowedcorrectly.

WiththeassistanceofthePrincipalandtheSchoolBusinessManager,theBoardwillfundraisethroughitsrelationshipsinthecommunity.

ThePrincipalwillassisttheBoardinitsdevelopmentandfundraisingefforts.

TheBoardwillbuildrelationshipswithgroupsandorganizationsinthecommunitythatsupportValorPreparatoryAcademy’svisionandmission

ThePrincipalwillalsonetworkandengagecommunitybusinessesandorganizationsforthepurposesofafter-schoolprograms,fundraising,fieldtrips,educationalprograms,guestspeakers,

etc.

TheBoardwillworkcloselywiththeprincipaltoensureITservicesareadequate.

ThePrincipalalongwiththeSchoolBusinessManagerwillberesponsibleforreviewingthe

serviceprovidedbytheITvendor.

Ensurecompliancewithallsafetyandcleanlinessstandards.

ThePrincipalwillhavestaffnotifyher/himofanyfacilityconcerns.ThePrincipalwill

contactPTLCwithanyissuesregardingthefacilityrepair.

Incompliancewithallpublicbiddinglaws,theBoardwillapprovevendorcontracts.

ThePrincipalalongwiththeSchoolBusinessManagerwillproviderecommendationstothe

Boardregardingcontractedservices.Principaland


LocalBoardDecision-Making PrincipalDecision-MakingSchoolBusinessManagerwillcontinuallyevaluate

contractedservices.

TheBoardwillallocateresourcestotheSchoolLeaderforstudentsupportservices.

ThePrincipalwilldevelopprogramswithintheschooltoassiststudentsinovercomingpersonalconcernsandacademicdeficienciesthatcouldimpairtheirabilitytosucceedasstudents.

B. CorporateBoardandSchoolGoverningBoard The initial Governing Board of the School will be the “Corporate Board” or Board of Directors of the Member, PTLC, consisting of three (3) individuals, which shall act during the development and founding of the School (the “Founding Period”). Prior to the first day of instruction, the Governing Board consisting of five (5) individuals separate from the Member will be elected to serve as the Governing Board. A highly qualified governing Board will be recruited during the founding period to fulfill all obligations and duties of a Board member. Therefore, after completion of the Founding Period, the Governing Board will be individuals different from the PTLC board of directors. SeeArticleIII,Section4oftheBylawsofValorPreparatoryAcademyGoverningBoardregardingthePTLCboardofdirectorsservingduringtheFoundingPeriod.This Application is being submitted during the Founding Period where the three (3) members of the PTLC board of directors will serve as the School’s Governing Board, resulting in the number of directors serving at the time of this Application being consistent with the number identified in the Bylaws.SeeArticleIII,Section5oftheBylawsofValorPreparatoryAcademyGoverningBoardregardingtheGoverningBoardnumberandqualificationsaftertheFoundingPeriod.

C. GoverningBoardCompositionandCapacitytoFulfillRequirements

ToensuretheSchool’sGoverningBoardhasthecapacitytofulfillitsrequirementsandsupporttheSchool’smission,theGoverningBoard’smembershipwillrepresentadiversesetofskillsandbackgroundsadequateforeffectivelygoverningtheSchool,andtoestablishaclearandactivestructureofofficersandcommitteestosupportthefunctionsoftheGoverningBoard.TheBoardstructureandqualificationsfollowingcompletionoftheFoundingPeriod,andthestructureofofficersandcommittees,arestatedinArticleIII,Sections5,6,7,and19andArticleIVoftheBylawsofValorPreparatoryAcademyGoverningBoard,portionsofwhicharedescribedbelow.

AftercompletionoftheFoundingPeriod,theGoverningBoardshallbecomposedoffive(5)Directors.VPAwillworkdiligentlytoensurethataGoverningBoardsizeoffive(5)directorswillbemaintained.If,foranyreason,thenumberofDirectorsshoulddropbelowfive(5)oravacancyisnotfilledformorethanninety(90)days,theonlyactionthatmaybetakenbytheBoardistonominatereplacementDirectorsinaccordancewithSection6oftheBylaws.AmajorityofDirectorsshallberesidentsofthecountyinwhichtheSchoolislocated.Inaddition,theBoardwillworktoensurethatmembershipreflectsabroadlevelofethnic,racial,andgenderdiversitythatrepresentsthecommunitybeingserved.AllDirectorsshallbedevotedtothepurposeandmissionoftheSchoolandshallrepresenttheinterestsofthecommunity.Insofarasispractical,theBoardshallbe


freefromdominationofmembersofthesamereligious,ethnic,orracialgrouporrelatedparties(bybirthormarriage).

InordertoaddresscurrentGoverningBoardneeds,theDirectorswilldevelopamatrixofskillsneededtoaddressopenboardpositions.KeyskillsetsvitalfortheGoverningBoardincludeeducation,fundraising,finance,governance,humanresources,legal,andtechnology.Eachpotentialdirectorwillbeevaluatedinaformalandtransparentprocessthatensuresthecandidatehasthenecessaryanddesiredskillset,necessarytimetodevotetotheSchool,temperamenttositontheGoverningBoard,andphilosophicalalignmentwiththeSchool’smission.TheDirectorsshallservefive-yearterms.Directorsmayservenomorethantwo(2)five-yearterms.Termsshallbestaggeredsothatnomorethan1/2oftheBoardshallbeupforelectioninanyoneyear,unlessavacancyorvacanciesneedstobefilled.TheMembershallestablishthetermforanewlyelectedDirectorbeforetheelectioninordertostaggerthetermsofeachDirector.ToinitiallystaggerthetermsforthefoundingBoard,twoDirectorswillservethree-yearterms,twoDirectorswillservefour-yearterms,andtheremainingthreeDirectorswillservetheusualfive-yearterm.ThoseDirectorswhowillservethethree,four,andfive-yeartermswillbedeterminedbylotteryatthefirstBoardmeetingaftercompletionoftheFoundingPeriod.TheBoardwilldevelopanorientationandtrainingprogramfornewDirectorsandanannualcontinuingtrainingprogramforexistingDirectors.Directorswillavailthemselvesofcharterschoolconferencesthatofferworkshopsongovernance,financialoversight,budgetandacademicaccountability,amongothers,toenablethemtodotheirjobswell.TheBoardwillregularlymeetatleastoncepermonth,andspecialmeetingsmaybecalledbythechairoftheBoardorbyamajorityoftheBoardasneeded.Noticeofmeetingswillbeprovided,andmeetingswillbeheld,inaccordancewithArizonaOpenMeetingLaw.MeetingsoftheBoardaredescribedinArticleIII,Sections12through17oftheBylawsofValorPreparatoryAcademyGoverningBoard.TosupporttheGoverningBoardinitsfunctions,theofficersoftheSchoolshallincludeaChairperson,Vice-Chair,Secretary,Treasurer,andsuchotherofficersastheBoardshalldeemnecessarytoelect.TheBoardshallelectandappointallofficersoftheSchoolattheannualmeetingoftheBoard,whichofficersshallbeinstalledinofficeatsuchannualmeetingtoservefortermsofone(1)yearanduntiltheirsuccessorshavebeendulyelectedandqualified.Officersmayservenomorethanthree(3)consecutiveone-yeartermsinanyoffice.Shouldtherebemorethanone(1)nomineeforavacancy,thenomineereceivingthegreatestnumberofvotesshallbedeclaredelectedandshallbeinstalledinofficeattheannualmeeting.AnyOfficermayberemoved,eitherwithorwithoutcause,byatwo-thirds(2/3)majorityoftheDirectorstheninofficeatanyregularorspecialmeetingoftheBoard.Chairperson.TheChairpersonshallpresideatallmeetingsoftheBoard.TheChairpersonshallpossessthepowertosignallcertificates,consents,contracts,orotherinstrumentsoftheSchoolwhichareapprovedbytheBoard.TheChairpersonshallexerciseandperformsuchotherpowersanddutiesasmaybeprescribedbytheBoardfromtimetotime.


Vice-Chair.IntheabsenceoftheChairpersonorintheeventoftheChairperson’sdisability,inability,orrefusaltoact,theVice-ChairshallperformallofthedutiesoftheChairpersonandinsoacting,shallhaveallofthepowersoftheChairperson.TheVice-ChairshallhavesuchotherpowersandperformsuchotherdutiesasmaybeprescribedfromtimetotimebytheBoardorbytheChairperson.Secretary.TheSecretaryshallkeeporcausetobekeptabookofminutesattheprincipalofficeoratsuchotherplaceastheBoardmayorderallmeetingsoftheBoardwiththetimeandplaceofholding,whetherregularorspecialandifspecial,howauthorized,thenoticethereofgiven,thenameornamesofthosepresentattheBoardmeetingsandtheproceedingsthereof.TheSecretaryshallgiveorcausetobegivennoticeofallthemeetingsoftheBoardrequiredbytheseBylawsorbylawtobegivenandperformsuchotherdutiesasmaybeprescribedbytheBoardfromtimetotime.TheSecretaryshallexerciseandperformsuchotherpowersanddutiesasmaybeprescribedbytheBoardfromtimetotime.Treasurer.TheTreasurershallhaveoversightresponsibilityandshallkeepandmaintainorcausetobekeptandmaintainedadequateandcorrectaccountsofthepropertiesandbusinesstransactionsoftheSchool,includingaccountsofitsassets,liabilities,receipts,disbursements,gainsandlosses.ThebooksofaccountshallatalltimesbeopentoinspectionbyanyDirector.TheTreasurershallbechargedwithsafeguardingtheassetsoftheSchool,andheorsheshallsignfinancialdocumentsonbehalfoftheSchoolinaccordancewiththeestablishedpoliciesoftheSchool.HeorsheshallhavesuchotherpowersandperformsuchotherdutiesasmaybeprescribedbytheBoardfromtimetotime.FurthercapacityoftheGoverningBoardmaybecreatedbytheBoardthroughtheworkofcommittees.TheBoardmaydesignatefromamongitsmembers,byresolutionadoptedbyamajorityoftheentireBoard,anAcademicCommittee,aGovernanceCommittee,aFinancialCommittee,andoneormoreothercommittees,eachofwhichshallconsistofatleastoneDirectorandwhichshallhaveandmayexercisesuchauthorityinthepolicyoftheSchoolasshallbeprovidedinsuchresolutionorintheschool’sBylaws.TheBoardshallnotbepermittedtodelegatetheirpowertocontractnortheirbudget-makingauthority.Anydelegatedactivityordecision-makingauthoritymaybeunilaterallyrevokedatanytime.AllcommitteemeetingsshallbeconductedinaccordancewithArizonaOpenMeetingLaw.1. AcademicCommittee:TheAcademicCommitteeshallconsistofatleastoneDirector,theSchoolPrincipal/Administrator,atleastonelicensedteacheremployedbytheSchool,andatleastoneparentofanenrolledchild.TheAcademicCommitteeshallmeetatleasttwo(2)timesperschoolyear.ThepurposeoftheAcademicCommitteeshallbetoreviewschooldata,ensureacademicexpectationsandgoalsarebeingmet,andprovideinsightintoinstructionalactivitiesthatmeetthespecificneedsofthestudents.2. GovernanceCommittee:TheGovernanceCommitteeshallconsistofatleasttwoDirectors,oneofwhomshallbeanelectedOfficeroftheBoard.TheGovernanceCommitteeshallmeetatleasttwo(2)timesperschoolyear.ThepurposeoftheGovernanceCommitteeshallbetoplananddevelopDirectororientationandtrainingandensureBoardoperationsandpoliciesareupdatedandcompliantwithStatelaw.3. FinancialCommittee:TheFinancialCommitteeshallconsistofatleasttwoDirectors,oneofwhomshallbetheBoard’sTreasurer,andtheSchoolPrincipal/Administrator.TheFinancialCommitteeshallmeetatleasttwo(2)timesperschoolyear.ThepurposeoftheFinancial


CommitteeshallbetoprepareannualbudgetsforfullBoardreviewandapproval,coordinatetheAnnualAudit,anddeveloplong-termfinancialgoalsandplansforfullBoardconsideration.

D. SelectionandFillingBoardVacancies

The PTLC Board serves as the initial Governing Board and will be responsible to identify people to serve on the Governing Board upon the completion of the Founding Period. After the Founding Period, the then serving Governing Board members identify potential candidates to fill vacancies and makes nominations for election to the by Governing Board by the PTLC Board. According to Article III, Section 6 of the Bylaws of Valor Preparatory Academy Governing Board, the following occurs on a vacancy: WhenthetermofaDirectorhasexpiredorwhenaDirectorresigns,oraDirectorpositionotherwisebecomesvacant,theremainingDirectorsshallnominateindividualstofillthevacancy.ThenominationsshallbeprovidedtotheMember,andtheMembershallelecttheDirectortofillthevacancy.ItisincumbentupontheMembertofillanyvacanciesassoonaspracticable.ThenominationofnewDirectorsistheresponsibilityprimarilyofexistingDirectors;itisimproperforemployeesoftheSchool,theSchooladministrator,aneducationalmanagementorganizationorothercontractor,ortheMembertobethesoleorprimarysourceofnamesofproposedmembersfortheBoard. There will be a targeted, ongoing, formal plan for selection and retention of Directors based on four key steps: 1) Evaluation of current Governing Board needs, 2) Recruitment, 3) Selection, and 4) Onboarding. The Governing Board will be comprised of a broad cross section of skill sets needed to govern the School. Favorable candidates for the Governing Board will be experienced, well-tested, and independent members who are aligned with the mission of the School, and complement the skill sets of the existing members.

InordertoaddresscurrentGoverningBoardneeds,theDirectorswilldevelopamatrixofskillsneededtoaddressopenboardpositions.KeyskillsetsvitalfortheGoverningBoardincludeeducation,fundraising,finance,governance,humanresources,legal,andtechnology.Shorttermneedsofthecurrentschoolyearmayfactorintotheevaluationprocess.Further,upcominglargeprojectswillbeconsideredtoensuretheexistingGoverningBoardhascapacityorwhethernewskillsetsshouldbetargeted.

Recruitmentwillbedonethroughtechnologyandwordofmouth.Technologywillbeusedbyadvertisingvacanciesonwebsitesandinsocialmedia,suchasBoardSourceandLinkedIn.Publicannouncementsmaybemadeduringmeetings.ExistingDirectorswillalsoplayakeyroleinrecruitment.Theywillbeencouragedtoactivelypromotevacantpositionswithintheirownprofessionalorganizationsandcommunities.

Eachpotentialdirectorwillbeevaluatedinaformalandtransparentprocessthatensuresthecandidatehasthenecessaryanddesiredskillset,necessarytimetodevotetotheSchool,temperamenttositontheGoverningBoard,andphilosophicalalignmentwiththeSchool’smission.Eachcandidatewillbeprovidedinformationregardingtheinterviewprocess,theboardqualifications,backgroundinformationontheSchool,andwhenanewmember’sservicewouldbegin.CandidateswillbegiventheopportunitytotourtheSchoolandobserveanupcomingGoverningBoardmeeting.Eachcandidatecanalsomeettheschoolleader,theboardchair,andatleasttwootherboardmembers.CandidateswillbeinterviewedbythenservingGoverningBoard.ThethenservingGoverningBoardwillbegiveneachcandidate’sresume,bio,andanyadditional


informationbeforetheinterview.Uponcompletionoftheinterviewprocess,theselectionoftheindividualtoserveontheGoverningBoardshallbemadeasdescribedabove.

E. ConsistencyinAllSections

SectionB.2isconsistentwithapplication.

B.3 Management &

Operation

B.3ManagementandOperations ValorPreparatoryAcademy,LLC Page1of17

B.3.3.1

B. 3ManagementandOperations

Theschoolgoverningboardsupportsagovernancephilosophythatisstrategic,ambitious,anddeliberativethroughtheestablishmentofbroadpoliciesbasedonValorPreparatoryAcademy’s(VPA),mission,vision,andstatutoryobligationtoimprovestudentachievement.Theboardstrivestohaveeachmemberbringvaluetotheschoolthroughactiveparticipation,tosustaincooperationbetweenschoolleadership,faculty,andtheboard,andtoseekinputfromallstakeholdersincluding,staff,students,parents,andthewidercommunity.

Tooverseedailymanagementoftheschool,theschoolgoverningboardshallhireanddelegateresponsibilitiestoaSchoolPrincipal.TheSchoolPrincipalwillreportdirectlytotheschoolgoverningboard.Thefollowingsectionwilloutlineareasofresponsibilityheldbyvariouspositionsanddetailcriticalskillsandexperience,andhowthosewillimpacttheoperationsoftheschool.Thissectionalsodetailsorganizationaloversight.

A. ManagementRolesandResponsibilities


Principal’sroleandresponsibilitieswithinVPA

(Dutieswillshiftinyear3withadditionofAssistantPrincipaltoassistwithday-to-dayactivitiesallowingPrincipaltofocusonlongertermprojects)

• Provideasafe,rigorouslearningenvironmentthatpromotessocialresponsibilityandaculturallydiversecommunity.

• Establishand/ormaintainaschoolorganizationalteam,whichmayincludeparents,students,licensedadministrativeandstaffpersonnel.

• Leadthedevelopmentandimplementationofschoolgoalsfocusedontheimprovementofstudentlearning.

• Developandmaintaininitiativestoaccomplishsustainableresultstosupportschoolgoals.

• Leadthesupervisionandevaluationprocessforteachersandadministrators.

• Conductfrequentclassroomobservationswithactionablefeedbackconversationswithinstructionalstaff.

• Assistindevelopingandmaintainingtheschoolstrategicbudget.

• Overseeandproject-managestate-mandatedtestingAZMERIT.

• Assistinworkingwithstudents,parents,andteachersonissuesrelatedtostudentperformance,studentbehavioralissues,instructionalmethodologies,andparentconcerns.

• Modelandestablishclearandhighexpectationsforallstudentsandstaffmembers.

• Analyzeandinterpretschool-leveldata;workwithstafftodevelopSchoolImprovementPlansthatimprovestudentacademicgrowthandensurethealignmentofcurriculum,instruction,andassessmenttopromotecontinuousschoolimprovement.

• Leadstaffinprofessionaldevelopment.

• Takeresponsibilityandaccountabilityforappropriatelymanagingallsite-vendoremployeesandrelationships,inconjunctionwithSchoolBusinessManager.

• Maintain,initiate,anddevelopareasoftalentmanagement,emergencyprocedures,andoverallschooloperations.

• PerformotherdutiesasassignedbySchoolGoverningBoard.

AssistantPrincipal’sroleandresponsibilitieswithinVPA(Doesnotstartuntilyear3)

• Positionisintendedtoalleviateprincipalfromday-to-dayactivitiesastheschoolexpands.

• Positionwillhavesimilarresponsibilitiesasprincipal(seeabove)withafocusondailybusinesssuchthatPrincipalcanfocusonlongertermdevelopmentofSchool.WhilethePrincipalremainstheinstructionalleader,theAssistantPrincipalwilltakeondailyactivities(suchasmonitoringattendance)toassistPrincipal.


OfficeStaff’sroleandresponsibilitieswithinVPA

• Oversee,coordinate,andperformday-to-dayschooladministrativefunctions.

• Provideadministrativeassistancetoschoolleadership.

• Manageadministrativeworkflowensuringthatdeadlinesaremet,andworkiscompletedcorrectly.

• Assistintrainingstaffmembersandnewhires.

• Superviseadministrativestaffincludingbutnotlimitedtoperformanceevaluations.

• SignificantcommitmenttoconfidentialityincludingbutnotlimitedtoFERPA.

• Attendschoolboardmeetings,takeminutesandfollowopenmeetingrequirementsperArizonaStatecharterpolicy.

• Implementandmonitorprogramsasassignedbyleadershipsuchasfundraisers,openhouses,interesttracking,etc...

• Provideworld-classcustomerservicetoanyandallvisitorstotheschool.

• Maintainschoolsecurityandensureallnon-schoolpersonnelareloggedintothedailyvisitorslogandaremetbyappropriateschoolpersonnelandaccompaniedbythemthroughouttheschool.

• Fieldincomingphonecallsandprovideexceptionalcustomerservice.

• Receiveanddirectvisitors.

• Provideinformationoncompanyaddress,directions,location,faxnumbers,website,andotherconstituentquestions.

• Ensurethattheappropriateschoolemployees,whilemaintainingschoolsafetyandsecurity,meetallvisitorstotheschool.

• Additionaldutiesasrequired.

• Maintainstudentfilesincompliancewithstateandfederalrequirements.

• Maintainemployeefilesincompliancewithstateandfederalregulations.

Teacher’sAssistantroleandresponsibilitieswithinVPA(BeginningYear2)

• Assistinstructionalpersonnelwiththedevelopmentandpresentationoflearningmaterialsandinstructionalexercises.

• Workwithstudentsindividuallyorinsmallgroups,asdirectedbythesupervisingteacher.

• Provideinputinselectionactivitiesappropriatetotheabilities,needs,andinterestsofthestudents.

• Assistinmaintainingtheclassroominafunctional,attractive,andorderlyenvironment.

• AssisttheteacherincomplyingwithI.E.P.requirementsandobjectives.

• Attendstaffdevelopment,workshops,and/orconferenceswithteachersasrequested.


• Performotherclericaldutiesasassignedbyteachers.

• Capablymanageavarietyofbehaviorswithinaclassroomsetting.

• Managedisciplineproblemsinaccordancewithadministrativeregulations,schoolboardpolicies,andlegalrequirements.

• Capablycommunicatewithstudentswhohavelimitedabilitytocommunicate.

• Capablyassiststudentswithspeciallearningneeds.

SpecialEducationTeacher’sroleandresponsibilitieswithinVPA

• DeliverSpecialEducationservicesasdescribedinIEPs.

• Maintaincompliancewithallstateandfederalrequirementsforspecialeducation.

• Supportanddirectparaprofessionalsinprovidingsupplementalsupportsandservicestostudents.

• Createandmaintainanopportunityforallstudentstolearninasupportiveenvironment.

• Createandmaintainapositive,orderly,andacademicallyfocusedinstructionalenvironment.

• Providecommunicationandsupporttostudentsandparentsonadailybasisthroughavarietyoftools:phone,messaging,textmessaging,andemails.

• Gradestudentworkwithin24-48hoursofbeingsubmitted(whenapplicable).

• CompleteIEPprogressreportsattheendofeachterm.

• Evaluatestudentworkbyprovidingwrittencommentsonallsubmittedassignments(whenapplicable).

• Postadailyannouncementineachcoursethatmotivatesthestudentstoparticipateinthedailylesson(whenapplicable).

• Managethediscussionboardineachclasstoencourageparticipationandlearningintheonlineclassroom(whenapplicable).

• Participateinprofessionaldevelopmentanddepartmentmeetings,asscheduled.

• Assistwithadministeringstandardizedassessments,compliantwithIEP.

• Establishrapportwithstudents/parentsandencouragestudentstomaintainattendanceandacademicexpectations.

• Directstudentstonecessaryresourcesincluding:teachers,tutors,admission’sstaff,guidancesupport,etc.

• MonitorandoverseestudentaccesstotheParentStudentPortalandanyotherappropriatewebsites.

• Properlydocumentissues,concerns,andimportantinformationconcerningstudents/parentsastheypresentthemselves.

• Employavarietyofinstructionaltechniquesandstrategiesalignedwithinstructionalobjectives,inordertomeettheneedsofallstudentsandmaintaincompliancewithIEPs.


Teacher’sroleandresponsibilitieswithinVPA

• Providecommunicationtostudentsandparentsonaweeklybasisthroughavarietyoftools:phone,messaging,textmessaging,andemails.

• Createandmaintainapositive,orderly,andacademicallyfocusedinstructionalenvironment.

• Provideclassroommanagementanddisciplinethatensuressafetyatalltimes.

• Deviseandimplementservice-learningprojectsthatdevelopthewholechild(social,emotionalandacademic).

• Gradestudentworkwithin24-48hoursofbeingsubmitted.

• Evaluatestudentprogressandprovideindividualizedinstructionandfeedback.

• EnsurecompliancewithspecialservicessuchasIEP’sandotherrelatedmandates.

• Postadailyannouncementineachcoursethatmotivatesthestudentstoparticipateinthedailylessons.

• Managethediscussionboardineachclasstoensureparticipationandlearningintheonlineclassroom.

• MeetweeklyexpectationsasoutlinedinteachertrainingandtheTeacherExpectationsandGuidelines.

• Participateinprofessionaldevelopment,departmentmeetings,anddailycollaborativemeetingsasscheduled.

• Administerandassistwithstandardizedassessments.

• Establishrapportwithstudents/parentsandencouragestudentstomaintainattendanceandacademicexpectations.

• Directstudentstonecessaryresourcesincluding:teachers,tutors,admission’sstaff,guidancesupport,etc.

• MonitorandoverseestudentaccesstotheParentStudentPortalandanyotherappropriatewebsites.

• Establishprinciplesofonlinecitizenshipreflectiveofthesignificanceofonlinelearningtotheprogram.

• Properlydocumentissues,concerns,andimportantinformationconcerningstudents/parentsastheypresentthemselves.

• Performadditionaldutiesasneeded.

Counselor’sroleandresponsibilitieswithinVPA

• CreateCollegeandCareerActionPlanforeachindividualoncaseload.

• ReviewCollegeandCareerActionPlanandreviseasneeded.

• MonitoracademicprogressandServiceLearninghoursforstudentsoncaseload.


• Assigncoursesasneededforstudent’sacademicplan.

• Workwithsupportstafftomonitorandadjuststudent’sschedules.

• Createandadjuststudentschedulesasneededwithinestablishedguidelines.

• IdentifyGraduationEligibleStudents.

• ConferencewithStudents/Parentsinthefollowingareas:

o AcademicDevelopment–graduationprogress,time-management,communicationskills,etc.

o CareerDevelopment–CollegeandCareerActionPlan,post-secondaryplanning,etc.

o Personal/SocialDevelopment–personalsafety,decision-making,etc.

o Adjustpracticeasadditionalgradesareaddedduringstart-upyears.

• CollaboratewithguidanceteamtocreaterelevantAdobepresentationsalignedtoASCANationalStandardsforSchoolCounselors.

• Holdregular,posted,openofficehours.

• Workwithteachersandspecialeducationteachertoensurethat504andIEPaccommodationsarebeingmet.

• CompleteLettersofRecommendationforcollegeadmissionsand/orscholarships.

• Respondtostudent/parentrequestsandinquiriesinatimelyandappropriatemanner.

• AssignandgradeoutWorkBasedandServiceLearningcredit.

• RespondtoCrisisSituations.

• Overseeandproject-managestate-mandatedtestingAZELLA.

SchoolBusinessManagers’roleandresponsibilitieswithinVPA

• Prepareandmaintainaccuratefinancialreportsandaccountingfilesforaccountingpurposes.Typicaltasksincludeperformingbankreconciliations,preparingpayrolljournalentries,andpreparingmonthlyfinancialstatements.

• Accountspayableincludingreviewingandauditingvendorinvoices,preparingcheckrequests,monitoringfinancialactivities,andmaintainingvendorfiles.

• Assistwithallfinancialreportingtothecharteringagencies.

• Prepareinformationrequestedbyyear-endauditors.Beabletoexplainjournalentriesmade.

• AssistPrincipalinoversightandmanagingofcontractedservices.

B. ManagementRolesandResponsibilities(Oversight)

ThestaffingplanforValorPreparatoryAcademyissummarizedbelow.ItisimportanttonotethatVPAintendstohirethePrincipalinyear0ofoperations.ThefundingwillcomefromPrimaveraTechnicalLearningCenter.ThiswillensureproperpreparationfortheSchool’sopeningday.


FigureB.3.3.2

Position Year1FTE Year2FTE Year3FTE

Principal 1 1 1

AssistantPrincipal 0 0 1

OfficeStaff 1 1 1

Teacher’sAssistant 0 1 3

SpecialEdTeachers 1 1 2

Teachers 7 14 19

Counselor 1 1 1

SchoolBusinessManager(SBM) 1 1 1

TotalFTE 12 20 29

I. Instruction–SchoolPrincipal/AssistantPrincipal(year3andbeyond)



• Assistinworkingwithstudents,parents,andteachersonissuesrelatedtostudentperformance,studentbehavioralissues,instructionalmethodologies,andparentconcerns.



• Leadstaffindevelopment.

II. Curriculum,Assessment(state)-SchoolPrincipal/AssistantPrincipal(year3andbeyond)/Counselor(allitemsPrincipalorAssistantunlessotherwisenoted)

• Overseeandproject-managestate-mandatedtestingAZMERIT.



• Counselor-Overseeandproject-managestate-mandatedtestingAZELLA.

III. StaffDevelopment–SchoolPrincipal/AssistantPrincipal(year3andbeyond)




• Maintain,initiateanddevelopareasoftalentmanagement,emergencyprocedures,andoverallschooloperations.

• PrincipaltoworkcloselywithlegaltoensureproperHRpoliciesandproceduresarefollowedpertainingtoallaspectsofemploymentincludingdresscodetoreviewtraining.

IV. FinancialManagement-SchoolPrincipal/AssistantPrincipal(year3andbeyond)/SchoolBusinessManager(SBM)

• TheSchoolPrincipal,SBM,andwhenhiredassistantPrincipal,willallworktogethertoensureschoolisfiscallysound,withsolidbudget,vendors,andmonthlytrackingagainstbudgetiscloselymonitored.

• SBM-Takeresponsibilityandaccountabilityforappropriatelymanagingallsite-vendoremployeesandrelationships,inconjunctionwithSchoolPrincipal.

• SBM-Assistindevelopingandmaintainingtheschoolstrategicbudget.

• WorkcloselywithSchoolPrincipalandstaffregardingallback-officeoperations,statefinancialreportingcompliance,andpayroll.

• SBMtoperformbookkeepingfunctions.

V. ContractedServices–SchoolPrincipal/AssistantPrincipal(year3andbeyond)/SchoolBusinessManager(SBM)

• SchoolPrincipalwillbetheprimarypersonresponsibleforrecruitingselecting,monitoring,andevaluatingtheperformanceofallcontractedservices.ThiswillbedoneinconjunctionwiththeSchoolBusinessManager.

• SBMwillcontinuallyperformcostanalysisonalloutsidecontractsinordertoensureservicesthatarebeingprovidedareanecessarybenefittotheSchoolandinalignmentwithcurrentmarketpricing.

VI. Personnel-SchoolPrincipal/AssistantPrincipal(year3andbeyond)

• Recruit,select,employ,train,andretainthebest-qualifiedpersonnelavailabletostafftheschool.ValorPreparatoryAcademywillseektorecruitstaffthathaveaninterestandskillsinblendedonlineeducationandtechnologyorhaveabackgroundintechnologyalongwithlicensedteacherscertifiedintheirspecificcontentarea.


• Officestaffwillcreateandmaintainpersonnelfiles.

• Principalwillensurealljobdescriptionsareappropriateanduptodate.

• EnsureequalemploymentopportunitiesforallcandidatesforpositionsinaccordancewiththeBoard’sNon-DiscriminationPolicy.Develophigh-qualityhumanrelationshipsconducivetohighlevelsofstaffperformanceandsatisfaction.

• InterviewcommitteesmaybeformedasappointedbythePrincipal.

• Developandmanagestaffcompensation,leave,andbenefitprogramsinwaysthatattractandretainqualifiedemployees.

• Managethedevelopmentandupdatingofjobdescriptions.

• Createandoverseeanemployeeevaluationprogramthatcontributestotheimprovementofstaffperformanceandprofessionaldevelopment.

• Effectivelyadministercontractsandpersonnelpolicieswiththeaimofsafeguardinggoodrelationsbetweentheboardanditsstaff.

VII. GrantsManagement–Principal/SchoolBusinessManager

• Research,write,apply,andmanagefederal,state,city,local,andprivategrantsthatsupportthemissionofVPA.

• Dependingonnatureofgrant,Principalhasoptiontodelegategranttostaff.

• Schoolbusinessmanagertomonitoranyrestrictedfundsandensuregrantcompliance.

VIII. StudentInformationsystem(SIS)–SchoolBusinessManagerandOfficeStaff

• IncollaborationwithSISvendor,officestaffensureaccuratedatainput:studentenrollment,attendance,etc.

• SchoolBusinessManagerresponsibleforstatecompliancereportingpertainingtoattendanceandstudentreporting.

C. CriticalSkillsandExperienceforKeyRoles

Principal

School-wideskills,abilities,andexpectations:

• Abilitytocreateandleadaschoolculturethatisconducivetolearningandimprovedstudentachievement

• Professionalisminlanguage,actions,andattire

• Maintenanceofprofessionalconfidentialityofpersonalandprivatematterspertainingtostudents,parents,andco-workers

• Willingnesstoacceptdirectionfromexecutiveandschoolleadership


• Understandingoftheimportanceofcollaborationwithstudents,parents,co-workers,andthegeneralpublic

• Highlyeffectiveverbalandwrittencommunicationskills

• Positiveandproactivecustomerserviceinallaspectsofcommunication,bothinternallyandexternally

• Abilitytoprioritizeworkandhandlemultipletaskswhileworkingindependently

• Excellentplanningandorganizationalskills

• Abilitytoworkunderpressure,payattentiontodetail,meetdeadlines,anddealwithdifficultsituationswhilemaintainingcomposure,professionalism,andapositiveattitude

• Skillindataanalysis,showingexcellentreasoningandproblem-solvingskillsastheyrelatetocontinuousimprovementforprofessionalandpersonalgrowth

• Awarenessandwillingnesstounderstandpersonalroleandhowitcontributestothesuccessofotherdepartmentsorfunctionalareas

• Embraceofculturallydiverseenvironment

• ProficiencyinMicrosoftOfficeprograms

• Adaptabilitytochangewhileconveyingprofessionalism

JobSpecificSkills/Abilities:

• Commitmenttothephilosophyandvisionoftheschool

• Encouragementandemotionalsupportforteachersandstudents

• Encouragementofongoingprofessionalgrowthforteachersandstudents

• Professional,trusting,andconfidentialrelationshipwithteachersandstudents

• Understandingofwhentocontactadministrationand/orPDteamofmattersconcerningsafetyand/orethics

• Managementoftimeandscheduleflexibilitytomaximizeteacherschedulesandstudentlearning

Education/Training:

• Two(2+)plusyears’experienceasaPrincipaloranequivalentschoolleadershiprole

• Certifiedinsubjectarea

• Master’sDegreeorhigherfromanaccreditedcollegeoruniversitywithpreferablyaconcentrationinAdministration

• PrincipalorSchoolAdministrationcertification

• CurrentvalidFingerprintClearanceCard

• TeachingexperiencethatincludesonlinesettingsaswellastraditionalclassroominaK-12environment


AssistantPrincipal

• Positionisintendedtoalleviateprincipalfromday-to-dayactivitiesastheschoolexpands.

• PositionwillhavesamecriticalskillsandexperiencesasPrincipal(seeabove).

OfficeStaff

School-wideskills,abilitiesandexpectations:

• Maintenanceofaprofessionalcodeofconduct,includingbutnotlimitedtoprofessionallanguage,actions,andattire


• Acknowledgementandacceptanceofdirectionfromexecutiveandschoolleadership

• Willingnessanddesiretoworkandcollaboratewithstudents,parents,co-workersandthegeneralpublic

• Effectivecommunication,bothverbalandwritten

• Maintenanceofpositiveandpro-activecustomerserviceinallaspectsofcommunication,bothinternallyandexternally.

• Prioritizationofworkandhandlingofmultipletaskswhileworkingindependently.

• Displayexcellentplanningandorganizationalskills

• Workunderpressure,payattentiontodetail,meetdeadlinesanddealwithdifficultsituationswhilemaintainingcomposure,professionalism,andapositiveattitude.

• Initiativetolookatdataanalytically,showingexcellentreasoningandproblem-solvingskillsasitrelatestocontinuousimprovementforprofessionalandpersonalgrowth.

• Awarenessandwillingnesstounderstandpersonalroleandhowitcontributestothesuccessofotherdepartmentsorfunctionalareas.

• Embracingofaculturallydiverseenvironment.

• KnowledgeandproficiencyinMicrosoftOfficeprograms.

SpecificJobSkills/Abilities:

• Exceptionalverbalandwritteninterpersonalcommunicationskills

• Experienceleadingandsupervisingstaff

• Strongorganizationskills

• HighlevelofproficiencyinMicrosoftOfficeSuiteandotheradministrativetools

• Exceptionalinternalandexternalcustomerserviceskills

• Abilitytoassurediscreethandlingofallbusinessmatters


Education/Training:

• Associatedegreeortwoyearsofcollegehighlypreferred

• 3+years’experienceinanadministrativeofficeandsupervisoryposition

• Educationalenvironmentpreferred

• Abilitytolearncurriculumandgraduationrequirements

• Successfulcompletionofafingerprintbackgroundcheck

Teacher’sAssistant


• Maintenanceofaprofessionalcodeofconduct,includingbutnotlimitedtoprofessionallanguage,actions,andattire


• Acknowledgementandacceptanceofdirectionfromexecutiveandschoolleadership.

• Willingnessanddesiretoworkandcollaboratewithstudents,parents,co-workersandthegeneralpublic

• Effectivecommunication,bothverballyandinwriting

• Positiveandproactivecustomerserviceinallaspectsofcommunication,bothinternallyandexternally

• Prioritizationofworkandhandlingmultipletaskswhileworkingindependently

• Excellentplanningandorganizationalskills

• Workingunderpressure,payingattentiontodetail,meetingdeadlines,anddealingwithdifficultsituationswhilemaintainingcomposure,professionalism,andapositiveattitude

• Initiativetolookatdataanalytically,showingexcellentreasoningandproblem-solvingskillsastheyrelatetocontinuousimprovementforprofessionalandpersonalgrowth

• Awarenessandwillingnesstounderstandpersonalroleandhowitcontributestothesuccessofotherdepartmentsorfunctionalareas

• Embraceofculturallydiverseenvironment

• KnowledgeandproficiencyinMicrosoftOfficeprograms

• Adaptabilitytochangewhileconveyingprofessionalism


• Highlydevelopedcommunicationandorganizationskills

• Abilitytomultitaskandprioritizetasks

• Knowledgeofeducational,behavioral,andemotionalprinciplesandtechniques


• Abilitytoworkandinteractwithallotherschoolpersonnelandstudentsinacooperative,collaborative,andcourteousmanner

• Understand,demonstrateknowledgeof,andfollowschoolpolicies,rulesandprocedurespertinenttotheassignedpositionandduties.

• Understandandcarryoutoralandwritteninstructions.

Education/Training:

• MinimumAssociateofArtsorequivalentorpassinganapprovedParaProfessionalCertificationAssessment


SpecialEducationTeacher


• Maintainaprofessionalcodeofconduct,includingbutnotlimitedtoprofessionallanguage,actions,andattire.

• Maintainprofessionalconfidentialityofpersonalandprivatematterspertainingtostudents,parents,andco-workers.

• Acknowledgeandacceptdirectionfromleadership.

• Demonstratewillingnessanddesiretoworkandcollaboratewithstudents,parents,co-workers,andthegeneralpublic.

• Communicateeffectively,bothverballyandinwriting.

• Maintainpositiveandproactivecustomerserviceinallaspectsofcommunication,bothinternallyandexternally.

• Prioritizeworkandhandlemultipletaskswhileworkingindependently.

• Displayexcellentplanningandorganizationalskills.

• Workunderpressure,payattentiontodetail,meetdeadlines,anddealwithdifficultsituationswhilemaintainingcomposure,professionalismandapositiveattitude.

• Takeinitiativetolookatdataanalytically,showingexcellentreasoningandproblemsolvingskillsasitrelatestocontinuousimprovementforprofessional,andpersonalgrowth.

• Demonstrateawarenessandwillingnesstounderstandpersonalroleandhowitcontributestothesuccessofotherdepartmentsorfunctionalareas.

• Embraceaculturallydiverseenvironment.

• KnowandbeproficientinMicrosoftOfficeprograms.

• Adapttochangewhileconveyingprofessionalism.

• Establishworkprioritiesandworkindependentlywithoutsupervision.


Education/Training:

• HighlyQualifiedincontentarea

• Bachelor’sDegree

• MustpossessorbeabletoacquireanArizonateachinglicenseissuedbytheArizonaDepartmentofEducation.

• Holdanendorsementwhichisappropriatetothespecialeducationplacement

• Teachingexperienceatthesecondaryeducationlevelpreferred

Teacher

Skills/Abilities:









• Workunderpressure,payattentiontodetail,meetdeadlines,anddealwithdifficultsituationswhilemaintainingcomposure,professionalism,andapositiveattitude.

• Takeinitiativetolookatdataanalytically,showingexcellentreasoningandproblem-solvingskillsastheyrelatetocontinuousimprovementforprofessionalandpersonalgrowth







Education/Training:

• Highlyqualifiedincontentarea


• MustpossessorbeabletoacquireanArizonateachinglicenseissuedbytheArizonaDepartmentofEducationandbecertifiedintherelevantsubjectarea.


Counselor

Skills/Abilities:










• Takeinitiativetolookatdataanalytically,showingexcellentreasoningandproblem-solvingskillsastheyrelatetocontinuousimprovementforprofessionalandpersonalgrowth






Education/Training:

• ValidguidancecounselorcertificatefromArizonaDepartmentofEducation


• Master’sormoreadvanceddegreefromanaccreditedinstitutioninPsychology,counselingorrelatedfield

• Preferatleastthreeyearsofverifiedfull-timeexperienceasaschoolguidancecounselororequivalentexperienceinarelatedindustry

• ProficientinMicrosoftapplications

• Onlineexperiencepreferred

• CurrentArizonaFingerprintClearanceCard

SchoolBusinessManager

Skills/Abilities:

• Strongbookkeeping/accountingskills

• CustomerServiceSkills/Experienceinmanagingseveralclientsatonetime

• KnowledgeofGAAP,businessprinciplesandstandardoperatingpractices,andastrongaccountingbackground

• AbilitytoworkcloselywithPrincipalonalignmentofbudgettoschoolgoals

• ComputerskillsandproficiencyinMicrosoftOffice(Word&Excel)

• Abilitytoworkasamemberofateam.Abilitytoself-start,prioritize,andmulti-task

• Organizationalskillswithattentiontodetail

• Effectivecommunicationskills

• Demonstratedabilitytoinitiateandmaintaineffectiveandcooperativerelationshipswithstakeholders

• Interestandcommitmenttoeducationreform,particularlyinregardtotheCharterSchoolmovement

Education/Training:

• 4-yeardegreeinaccounting

• PreferencegiventocandidateswithknowledgeofArizonapubliceducationsystemincludingAccountingandpolicies,preferred.

D. Consistencywithallsectionsoftheapplication

SectionB.3isconsistentwithallsectionsoftheapplication.

B.3.2 Contracted Services

B.3.2ContractedServicesRevised ValorPreparatoryAcademy,LLC Page1of15

B.3.2ContractedServices

ValorPreparatoryAcademy(VPA)willusecontractedservicesonanasneededbasis.VPA’scontractedservicesproviderswillbeproposedandevaluatedbytheGoverningBoardorPrincipal,asappropriate,inconjunctionwithotherstakeholders,suchastheSchoolBusinessManager,andallcontractswillbeapprovedbytheGoverningBoard.Thevendorsbelowarerepresentedasthebestvendorchoiceatthetimeofresearchandusedforbudgetaryandplanningpurposes.Eachservicewillbeevaluatedmuchmorethoroughlyasthetimeofprocurementofthoseservicescomesdue.ThebelowvendorsrepresentthebestoptionatthetimetodeliverthemissionofValorPreparatoryAcademy.

A.ContractServiceProvidersNeeded

ValorPreparatoryAcademywillusecontractedservicesfor:

• LegalServices:Business,tax,andregulatoryissues

• Payroll:payrollprocessingandpayrolltaxes

• EmployeeBenefits:Health,dental,andvisioninsurance

• InformationalTechnologyServices:Networkinstallation,hardware&softwareinstallation,imagingservices,troubleshooting,andtechnologymaintenance/repairs

• StudentInformationSystemsSupport

• Marketing:WebsiteManagement,SocialMediaManagement

• CustodialServices:Facilitymaintenanceandcleaning

• PropertyLiabilityInsurance:Propertyliability,educationalliability,riskmanagement,andextra-curricularinjury

• Auditing:Auditingofschoolfinancesforannualreporting,legalcompliance,andIRSreporting

• OfficeEquipment:Copier/PrinterLease

• SpecialEducationServices(SPED)

B.ContractedServiceProvidersProfessionalQualifications

Allvendorswillbesubjecttoasetofprofessionalstandardswhendetermininghiring.Thecriteriaareasfollows:

• Expertise:ValorPreparatoryAcademy(VPA)willseektomatchschoolneedswiththespecialtyofpotentialvendors.

• Competence:Thecompetenceofapotentialvendorwillbejudgedbyacombinationofcredentials(whereapplicable)andreferencechecksofcredibility,includingBetterBusinessBureau,chartermarketplace.org,reviews,andinsightsprovidedbytheassociation.

• Price:Inordertobesolidstewardsofpublicfunds,VPAwillevaluatefinancialinvestmentsinoutsourcingtoensurethattheservicesarereflectiveoftheprice.


• Localorin-statevendor:ValorPreparatoryAcademywillattempttooutsourcetoqualifiedvendorsthatarelocalinordertostimulatebusinessdevelopmentwithinthecommunityserved.ValorPreparatoryAcademywilltakecosteffectivenessandcompetenceintoaccountwhenmakingthisdetermination.

LegalServicesLewisRocaRothgerberChristieLLP/LauraLoBiancowillbethelegalserviceusedatValorPreparatoryAcademy.Expertise:Representingcharterschoolswithrespecttobusiness,tax,andregulatoryissues,includingstructuringtheexpansionofcharternetworks.Competence:TheattorneysatLewisRocaRothgerberChristiehavedeepexperiencewithalltypesofeducationalinstitutionsandtheirfullrangeoflegalneedsfromdisputeavoidanceandresolution,toregulatorycompliance,andtheirmostsophisticatedtechnicalintellectualpropertyrequirements.Price:$425perhourconsultingfee

Start-upPeriod:$0(LegalservicesbeenprovidedandhandledbyPTLC)Years1-3:$5,525(13hoursoflegalconsultingperyear)

Localorin-statevendor:LocatedinPhoenix,AZ.PayrollADPistheentitythatwillprovidethePayrollServicesforValorPreparatoryAcademy.Expertise:ADPistheindustryleaderinthepayrollservicesbusiness.Competence:LeaderinindustryPrice:$75.04perpayrollcost,and$1.79peremployee.Payfrequencywillbesemi-monthly.Payrollprocessingincludes,taxfilling,electronicreports,mobilepayroll,postercompliance,andG/Linterface.Start-upYearCosts-$1,075.62FirstYearCosts-$1,822.44SecondYearCosts-$1,836.76ThirdYearCosts-$1,843.92

Localorin-statevendor:HeadquarteredinNewJerseybutoperatesheavilyinallstates.EmployeeBenefits(HealthInsurance)C3RiskandInsuranceServicesistheentitythatwillprovidetheresourcesneededforemployeebenefits.Note:Thisispreliminary,asratesconstantlychangeduetofederallaws.Sincewewillnot


beprovidingthisserviceuntilnextyear,wewillrunanotherbidroundtoensurebestpossiblecoverageandpricingforVPAemployees.Expertise:C3RiskandInsuranceServiceshasbeenintheinsurancebrokeragebusinessforover10yearsprovidingserviceinemployeebenefitstocharterschools.ValorPreparatoryAcademywillprovideeachemployeeupto$500amonthtousetowardstheirselectedplan.VPAwillofferaPPOandanHMOfromleadingcarriers.AninitialquotationthatwereceivedfromC3RiskandInsuranceServicesforasingleindividualwouldbesufficienttocover100%ofhisorherinsurancecoverage.Aplanexampleisbelow:

Health:$350.00/employeeDental:$10.87/employeeVision:$5.55/employee

Thetotalofthisplanwouldbe$366.42.Underthisplan,theemployee’sinsurancewouldbepaid100%.Forbudgetarypurposes,wewillassume100%ofallemployeeswilltakethemaximum$500permonth.

Localorin-statevendor:HeadquarteredinSanDiegoCA,andlicensedinAZ.InformationalTechnologyServicesCyberTrailswillconducttechnologyservices,includinginstallationandset-upofaschool-widenetwork,hardware&softwareinstallations,deviceimaging,troubleshooting,andtechnologymaintenanceonanas-neededbasis.Installation,service,andsupportareincludedifthepurchaseismadefromthemforthehardware.Expertise:ITservicesforschool-basedsystems,providingequipmentinstallationservices,devicemaintenanceandrepair,ITconsulting,troubleshootingandITsupport,cloud-basedstorage&managedservices,ITADsolutions,andcustomimagingservices.Competence:CyberTrailshasover10yearsofexperienceworkingdirectlywithschoolsandbusinesses,toprovidehighqualityproductsandworld-classcustomerservice,whileworkingwithclientsthathavelimitedresources.Price:$53,657.69tobepaidinthestart-upyear.Servicecontractwillbeincludedandongoing.StudentInformationSystemsSupportStrongMindwillprovideStudentInformationSystemsSupportatValorPreparatoryAcademy.Expertise:StrongMindhastheexperienceinworkinginArizona’seducationsystemtoimplement,train,andensureVPA’scompliancewithallstudentinformationsystemneeds.Competence:LongtrackrecordofArizonacomplianceandeaseofusesystem.


Price:$6,700forstart-up,$0forYear1(willbeexpensedinstart-upyear),$10,552.50forYear2,$14,237.50forYear3.Overallpricingis:$33.50perstudentLocalorin-statevendor:StrongMindisheadquarteredinChandler,AZandprovidesserviceslocallyaswellasnationally.MarketingFlipSwitchistheentitythatwillprovidemarketingresourcesforValorPreparatoryAcademy.Expertise:FlipSwitchisanexpertindigitalmarketing,websitesolutions,andsocialmedia.Theyareonthecuttingedgeofsocialnetworkingadvertisingstrategiesandstudentacquisitionadvertisingstrategies.FlipSwitchdoesworkintraditionalprintmediaaswell.Competence:FlipSwitchiscontractedwithandreferredbyanothercharterschoolinthePhoenixarea:

Avastmajorityofthemarketingplanwillbeexecutedinthestart-upyear.AllmarketingandadvertisingcostshavebeenpaidforbyPTLC(seeattachedboardresolution).VPAwillcontinueamaintenanceprogramforadvertising,whichincludesacontractwithFlipSwitch.Thiscontracthandlesthewebsitemaintenanceandthesocialmedia.Thecostforthatpackageis$2,450peryear.Printedmarketingmaterialsarebudgetedat$1,250peryear,andpostagededicatedtomarketingisbudgetedat$300peryear.

Year1=$4,000

Year2=$4,000

Year3=$4,000Localorin-statevendor:HeadquarteredinChandler,AZ.CustodialServicesOpenWorkswillprovidecustodialservicesatValorPreparatoryAcademy.OpenWorkshasoperatedasanationalserviceproviderfranchiseinjanitorialformanyyearsprovidingservicesincludingfacilitymaintenanceandcleaning.Competence:Recommendedthroughreferral.Price:$6,600forYear1,$8,200forYear2,$11,000forYear3.Localorin-statevendor:OpenWorksisalocalfranchiselocatedinPhoenixandprovidesserviceslocallytotheircustomersinseveralpartsofArizona.


P&CInsurance&LiabilitySocialServiceContractorsIndemnityPool-IscurrentlyunderconsiderationtoprovidethebrokerageservicesatVPAforpropertyandcasualty,aswellasadditionalcoverageincludingworkerscompensation,educator’sliability,directors&officers,employmentpractices,crime,andstudentaccident.Sincethepropertywillnotbeconstructedforafewmoremonths,weareonlyabletoprovideahighbudgetaryestimatebasedonknownandestimatedfactors.Expertise:SocialServiceContractorsIndemnityPoolhasbeenintheinsurancebrokeragebusinesssince1987,providinginsurancebrokerageintheareasofpropertyliability,educationalliability,riskmanagement,andextra-curricularinjury.Quotation:

•$18,000peryearforthefollowingcoverages:Liability,Workerscompensation,educator’sliability,directors&officers,employmentpractices,crime,studentaccident.

Assumptions:

•Schoolsizebasedoffofexpectedenrollmentandstaffing:oYear1:12employees,200studentsoYear2:20employees,315studentsoYear3:29employees,425students

AnnualCosts:•Start-up:$10,500•Year1:$18,000•Year2:$18,000 •Year3:$18,000

Price:$1500permonthforliability($18,000peryear).ForP&CAnnualCosts:

•Start-up:$9,800•Year1:$16,800•Year2:$16,800 •Year3:$16,800

Price:$1,400permonthforP&C($16,800peryear)Localorin-statevendor:PhoenixAreaAuditingJohnsonGoffandCompany,PLLCwillprovideauditingservicesforValorPreparatoryAcademy.


Expertise:JohnsonGoffandCompany,PLLCisalocalCPAfirmthatspecializesincharterschoolandnot-for-profitauditsandconsulting.Competence:JohnsonGoffandCompany,PLLChasbeenworkinginthePhoenixareaforover40years,andhasextensiveknowledgewithCharterSchoolauditingoperations,withservicesbasedonprofessionalism,responsiveness,andquality.Price:$16,5001styearand$14,000thereafter(includesauditsforfinancialreporting,legalcompliance,andIRSannualreportfiling).Localorin-statevendor:BasedinScottsdale,AZ.Copier/PrinterLease

SimsBusinessSystemswillbethecompanyweuseforaleaseonacopierandlargeprinter.Competence:GoodPricinginarelativelycommoditizedmarket.Price:$244.29permonth

Localorin-statevendor:LocatedinTempe,AZ.Willstartleaseforstart-upperiodinJanuary2019for7monthsduringstart-upperiodStart-upPeriodCosts=$244.29X7=$1,710.03ContractedSpecialEducationServices(SPED)KaleidoscopeEducationSolutionswillprovideoutsourcedSPEDservicesforValorPreparatoryAcademy.AlthoughVPAwillhavespecialeducationteachersonstaff,weexpecttoneedtooutsourcesomeservicesdependingontheneedsofthestudentpopulation.Expertise:KaleidoscopeEducationSolutionsisaleadingreferralagencyofspecialeducationprofessionalsandschool-basedtherapyproviders.Theycurrentlyreferprofessionalstoapproximately700schooldistrictsandagencies,andtheyconsultwiththousandsofeducationalprofessionalsandfacilitiesnationwide.Theprofessionalstheyreferconsistentlyenhanceandimprovedeliveryofspecialeducationandtherapyservicesandprovidedynamicresultsforthestudentsandschooldistricts.Competence:KaleidoscopeEducationSolutionsconnectshighlycredentialedtherapistsandeducationproviderswithschoolsandeducationorganizations.Theyhavebuiltareputationforreferringprofessionalsforrewardingshortandlong-termcontractopportunities.VPAwillutilizethefollowingquotedservices:


Services RatePerHour

OnlineSpeechLanguagePathologist $65.00SpeechLanguagePathologist(inperson) $75.00OnlineOccupationalTherapist $65.00OccupationalTherapist(inperson) $75.00EvaluationsforSpeechOT/PT(pereval) $325.00EvaluationsforMotorSensory(pereval) $325.00OnlineCounseling $55.00AudiologyEvaluations(pereval) $425.00SchoolPsychologist $78.00SchoolPsychologistEvaluation(pereval) $725.00PhysicalTherapist $80.00

Localorin-statevendor:OfficeBasedinPhoenix,ArizonaC.SourcesforCostsFigureB.3.2.1providesthesourcethateachquotewasreceivedfromforeachoftheidentifiedvendors.

FigureB.3.2.1SourcesforCosts

ServiceProvider Service Source TitleLewisRocaRothgerberChristieLLP

Legal LauraLoBianco Partner

ADP Payroll SeanDeLeaney SalesC3RiskandInsurance EmployeeBenefits HayleMinx SalesCyberTrails ITHardwareand

SupportPatLewis SalesRep

StrongMind StudentInformation DanVanDusen SalesFlipSwitch Marketing ToddRash MktgManagerOpenWorks Custodial On-Line SocialServiceContractorsIndemnityPool

PropertyandCasualty Overphone

JohnsonGoffandCompany,PLLC

Auditing AntoinetteKeller

Partner

SimsBusinessSystems Copier/PrinterLease ChipMarcum SalesKaleidoscopeEducationSolutions

SpecialEducationServices

NikkiWnenta AccountManager

Requestsforquotationwereinquiredforeachofthedesiredservices.Fromthereceivedquotations,theproviderswerechosenbasedonthedeterminedprofessionalqualifications.Manyoftheseserviceswillnotbeusedimmediately,andVPAintendstoconstantlyevaluatethe


marketplacetodeterminebestvendorforservice.Responsestothequotationsandassumptionsusedintheproposalarelistedbelow.LegalLewisRocaRothgerberChristieLLP/LauraLoBiancowillbethelegalserviceusedatValorPreparatoryAcademy.Quotation:

•$425perhourconsultingfeeAssumptions:

•Start-upPeriod:10hoursoflegalconsulting•Years1-3:13hoursoflegalconsultingayearbasedonstandardlevelofcare(complianceandcontractevaluation)neededforaschoolthissizewithoutanyunforeseenlegalneeds.

AnnualCosts:•Start-up:$0(FormationandlegalcostscoveredbyPTLC)•Year1:$5,525•Year2:$5,525•Year3:$5,525

PayrollADPQuotation(seebelow)

Price:$75.04perpayrollcost,and$1.79peremployee.Payfrequencywillbesemi-monthly.Payrollprocessingincludes,taxfiling,electronicreports,mobilepayroll,postercompliance,andG/Linterface.Assumptions:

• 12employeesyearone• 20employeesyeartwo• 29employeesforyearthree• Paidtwiceamonth

AnnualCosts• Start-up:$1,075.62• Year1:$1,822.44• Year2:$1,836.76• Year3:$1843.92EmployeeBenefits(HealthInsurance)


C3RiskandInsuranceServicesValorPreparatoryAcademywillprovideeachemployeeupto$500amonthtousetowardstheirselectedplan.VPAwillofferaPPOandanHMOfromleadingcarriers.AninitialquotationthatwereceivedfromC3RiskandInsuranceServicesforasingleindividualwouldbesufficienttocover100%ofhisorherinsurancecoverage.Aplanexampleisbelow:Quotationbasedonsingleplan:

• Health:$350.00/employee• Dental:$10.87/employee• Vision:$5.55/employee

Assumptions:

•2EmployeesStart-up1=7Months,1=6Months100%optinmaximumemployercontributionof$500($500X7=$3,500)+($500X6=$3,000)=$6,500•12EmployeesYear1100%optinmaximumemployercontributionof$500($500X12X12)=$72,000•20EmployeesYear2100%optinmaximumemployercontributionof$500($500X20X12)=$120,000•29EmployeesYear3100%optinmaximumemployercontributionof$500($500X29X12)=$174,000

AnnualCosts:•Year0:(Start-up)$6,500•Year1:$$72,000•Year2:$120,000•Year3:$174,000InformationalTechnologyCyberTrailsQuotationisforinitialbuyandserviceandsupport.Assumptions:

• 10employeesyearonethatrequirelaptop• X+employeesyeartwo• X+employeesforyearthree

AnnualCosts• Start-up:$53,657.69• Year1:$coveredinstart-up

StudentInformationSystemsSupportStrongMind


Pricingwillvaryannuallybasedonstudentcount.Belowisourbudgetarypricingbasedonanticipatedstudentscounts.Anticipatedenrollmentiscontainedin()below.AnnualCosts• Start-up:$6,700(willcoverfirstyearof200students)• Year1:(CoveredinStart-up)• Year2:$10,523(315students)• Year3:$14,238(425students)MarketingFlipSwitchQuotation$4,000(includesprintingmaterialsandpostagefordirectmailpieceshandledbyvendor)AnnualCosts• Start-up:$0(coveredbydonationbyPTLC–seeattachedboardresolution)• Year1:$4,000• Year2:$4,000• Year3:$4,000CustodialServicesOpenWorksQuotationVariesfromyeartoyearbasedonfrequencyofcleaningvisits.Assumptions:

• Year1=2Timesaweekcleaningbasedonstudentcountissufficient• Year2=3Timesaweekcleaningbasedonstudentcountissufficient• Year3=4Timesaweekcleaningbasedonstudentcountissufficient

AnnualCosts• Start-up:$0• Year1:$6,600• Year2:$8,200• Year3:$11,000PropertyandCasualtyInsuranceSocialServiceContractorsIndemnityPool(Precisequotecannotbegivenuntilcompletionofbuildingandotherunknownfactorsbecomeknown).Budgetwasbasedon“highestimate.”Quotation:

•$18,000peryearforthefollowingcoverages:


Liability,Workerscompensation,educator’sliability,directors&officers,employmentpractices,crime,studentaccident.

Assumptions:

•Schoolsizebasedoffofexpectedenrollmentandstaffing:oYear0:2employees,0studentsoYear1:12employees,200studentsoYear2:20employees,315studentsoYear3:29employees,425students

AnnualCosts:•Start-up:$10,500•Year1:$18,000•Year2:$18,000 •Year3:$18,000

Price:$1500permonthforliability($18,000peryear)ForP&CPrice:$1400permonthforP&C($16,800peryear)AnnualCosts:

•Start-up:$9,800•Year1:$16,800•Year2:$16,800 •Year3:$16,800

AuditingJohnsonGoffandCompany,PLLCQuotation/Assumptions:

•Servicesincludeauditsforfinancialreporting,legalcompliance,andIRSannualreportfiling.

Price:$16,5001styearand$14,000thereafter(includesauditsforfinancialreporting,legalcompliance,andIRSannualreportfiling).

AnnualCosts:

•Start-up:$0•Year1:$16,500•Year2:$14,000•Year3:$14,000

Copier/PrinterLeaseSimsBusinessSystems


Quotation/Assumptions:

•WillprocureinJanuary2019

AnnualCosts:•Start-up:$244.29permonthX7months=$1710.03•Year1:$244.29permonthX12months=$2931.48•Year2:$244.29permonthX12months=$2931.48•Year3:$244.29permonthX12months=$2931.48

ContractedSpecialEducationServices(SPED)KaleidoscopeEducationSolutionswillprovideoutsourcedSPEDservicesforValorPreparatoryAcademy.AlthoughVPAwillhavespecialeducationteachersonstaff,weexpecttoneedtooutsourcesomeservicesdependingontheneedsofthestudentpopulation.Expertise:KaleidoscopeEducationSolutionsisaleadingreferralagencyofspecialeducationprofessionalsandschool-basedtherapyproviders.Theycurrentlyreferprofessionalstoapproximately700schooldistrictsandagencies,andtheyconsultwiththousandsofeducationalprofessionalsandfacilitiesnationwide.Theprofessionalstheyreferconsistentlyenhanceandimprovedeliveryofspecialeducationandtherapyservicesandprovidedynamicresultsforthestudentsandschooldistricts.Competence:KaleidoscopeEducationSolutionsconnectshighlycredentialedtherapistsandeducationproviderswithschoolsandeducationorganizations.Theyhavebuiltareputationforreferringprofessionalsforrewardingshortandlong-termcontractopportunities.VPAwillutilizethefollowingquotedservices:


OnlineSpeechLanguagePathologist $65.00SpeechLanguagePathologist(inperson) $75.00OnlineOccupationalTherapist $65.00OccupationalTherapist(inperson) $75.00EvaluationsforSpeechOT/PT(pereval) $325.00EvaluationsforMotorSensory(pereval) $325.00OnlineCounseling $55.00AudiologyEvaluations(pereval) $425.00SchoolPsychologist $78.00SchoolPsychologistEvaluation(pereval) $725.00PhysicalTherapist $80.00Localorin-statevendor:OfficeBasedinPhoenix,ArizonaSincewewillnotknowthespecialeducationneedsofthestudentsuntilwehaveenrollment,weusedanaverageoftheoverallenrollmentbasedonstateaverages.Sincewewillhavespecialeducationteachersonstaff,thestudents’needswilltypicallybemetthroughanamalgamationof


supportofonsitestaff,andoutsourcedservices.Therefore,theestimatedhoursperstudentonlyreflectstheneedsoftheoutsourcedservices,notthesumofthestudent’scompletesupport.Start-upYear–Wewillnotneedtooutsourceanyspecialeducationneedsinthestart-upyear.SPEDYears1–3(seechartbelow)D.CostsAssociatedwithContractedServicesforTargetPopulationBasedontheinformationprovidedbythevendorsandcharterschoolsofsimilarsize,thesefiguresareviableandadequateforthetargetpopulationofValorPreparatoryAcademy.FigureB.3.2.2providesasummaryofeachoftheabovecontractedserviceandaquotedrateforthefirstthreeyearsofservice.


FigureB.3.2.2AssociatedCosts

ServiceProvider Service Start-upQuote

Year1Quote Year2Quote Year3Quote

LewisRocaRothgerberChristieLLP

Legal N/A $425perhour $425perhour $425perhour

ADP Payroll $1,075.62 $1,822.44 $1,836.76 $1,843.92

C3RiskandInsurance

EmployeeBenefits(Health

Insurance)

$6,500

$72,000

$120,000

$174,000

CyberTrails InformationTechnology

$53,657.69 Coveredinstart-up

N/A N/A

StrongMind StudentinformationSystemsSupport

$6,700 (Coveredinstart-up)

$10,523 $14.238

FlipSwitch Marketing N/A $4,000 $4,000 $4,000

OpenWorks Custodial N/A $6,600 $8,200 $11,000

SocialServiceContractors

IndemnityPool

P&CPlusLiabilityInsurance

$20,300 $34,800 $34,800 $34,800

JohnsonGoffandCompany,PLLC

Auditing N/A $16,500 $14,000 $14,000

SimsBusinessSystems

Printer/Copier

$1710.03 $2931.48 $2931.48 $2931.48

KaleidoscopeEducationSolutions

(SPED)

$0 $46,305 $72,930 $98,398


E.EnsureCostsareDescribed

ThecostsaredescribedintheBudgetAssumptionssectionandareincludedintheStart-upandThree-Year-OperationalBudget.

Business Plan • C.1 Facilities Acquisition • C.2 Marketing and Student Enrollment • C.3 Personnel • C.4 Start Up Budget • C.5 Three Year Operational Budget

C.1

Facilities Acquisition

C.1FacilitiesAcquisitionRevised ValorPreparatoryAcademy,LLC Page1of10

BusinessPlanC.1FacilitiesAcquisition

ValorPreparatoryAcademy(VPA)hassecuredastrategiclocationinordertoservethetargetcommunityasdescribedinA2andproperlyexecuteitseducationalplan.ThelocationisidealduetoitsproximitytoLukeAirForceBaseanddirectaccesstopublictransportation.TheCityofGoodyearisrapidlyexpanding,andthesurroundingfacilitiesaresynergistictoastronglearningcommunity.TheCityofGoodyearhasbeenextremelysupportiveoftheVPAproject.JulieArendall,CityManagerforGoodyear,wentsofarastoprovideanendorsementletter(attachedinapplication)stating,“ItiswithenthusiasticsupportthattheCityofGoodyearwishestoendorsetheValorPreparatoryAcademy.”Thesiteallowsroomforexpansion,shouldVPAdecidetoexpandthemodelandoffermoreprograms.

A. TimeframeforSecuringaFacility

VPAhassecuredafacilityfromPrimaveraTechnicalLearningCenter(PTLC).PTLChasbeguntheprocessofbuildingastate-of-the-artfacilityinGoodyear,Arizona.Theapproximateaddressis2840N.DysartRoad,Goodyear,Arizona85395.TheparcelisAPN#501-75-966U.Drawingsandcompleteengineeringplanshavebeensubmittedtothecity.Asevidentbythecity’sendorsementletteroftheVPAprojectandschool,thecityhasbeenworkingverycloselywithPTLCtoensureasuccessfulschoolopening.Theremainingtimelineforthefacilitytobecompleteisasfollows:

C.1.1

Task ApproximateDateConstructionpermitisapproved June4th,2018CommencementofConstruction June18th,2018ConstructionCompleted October1st,2018CertificateofOccupancy October15th,2018CharterApproval December15th,2019Furniture,Fixtures,Equipment January1st,2019Movein January1st,2019FirstDayofInstruction July29th,2019


B. IdentificationandDescriptionofFacilityNeeds

VPAbelievesthelearningfacilityshouldbeoneinwhichtheenvironmentiswelcomingandinviting,andonewhichprovidesstate-of-thearttechnologywherestudentswanttocometolearn.Studentsandstaffwillbeencouragedtothinkbeyondtraditionalpaths,andtheywillbeprovidedaccesstothetoolsoftodayandbeyond.

Toembraceand“live”ourmission,vision,andcorevaluesasdescribedbelow,studentsatthelearningfacilitywillhaveaccessto:

▪ Acomputerlabdesignedtofacilitatesmallgroupinstructionwhileprovidingeaseofusewithwhiteboardssurroundingtheroomforbrainstorming,drafting,andcollaboration.

▪ ClassroomswiththelatestSmartboards,allowingtheteacherandstudentstoshareanydeviceincludingAndroid,Apple,andWindowsdeviceswiththeboardthereforeallowingsimultaneousstudent-teacher,student-studentcollaborationfromanyplaceintheroom.

▪ Alibrarydesignedtofacilitatesmallgroupinstructionandindividualtutoring.Thiswillalsoserveasaplaceforstudentstoworkindependently.

▪ Documentcamerasandsoundsystems.

▪ AWetLabwillallowstudentstocompletelabworkinasafe,supervisedenvironment.

VPAoffersapersonalizedblendedlearningorflippedprogramdesignedtoadapttotheever-changingneedsandprogressofourstudents.Assuch,carefulconsiderationhasgoneintothedesignoftheVPAlearningfacilitytoaccommodatetheflexibilityneededbytheVPAstudentpopulationfromYearOnethroughYearFive.AsdescribedintheProgramofInstruction,VPA’suniqueblendedlearningmodelrequiresflexibilityinclasssizebasedonneed.

ThefacilityfromdayoneisdesignedtohandlethecappedcapacityofVPA’sstudentbodyof595;however,thisdependsonthemakeupofthestudentbodyrelativetotheirinstructionaltiers.VPAprovidesablendedor“flipped”learningmodelwhereinattendanceatthecampusisbaseduponone’sneed.

The3instructionaltiersthatstudentswillmovethrough,usingtheflippedlearningmodel,are:

• GuidedGroup:structuredteacher-ledfacilitatedlearning,2-3hours,5daysperweek,withtheremainingdailyhourscompletedathomeonline.Asstudentsshowacademicsuccess,theygraduallymovetothenexttier.

• SupportGroup:structuredteacher-ledfacilitatedlearning,2-3hours,2daysperweekwiththeremainingdailyhourscompletedathomeonline.

• ModifiedGroup:structuredteacher-ledfacilitatedlearning,1-2hours,1dayperweek;studentswhograduatetothistierarefullyreleasedtocompletecourseworkintheenvironmentoftheirchoosingaftercheck-in,thusbecomingfulldigitallearners.


BasedontheArizonaSchoolFacilitiesBoardRulesandPoliciespertainingtoAcademicClassroomSpace(R7-6-201D),"aschooldistrictshallhaveschoolfacilitieswithcumulativeclassroomsquarefootageof25squarefeetforeachstudentgrades9through12inthedistrict(27feetforgrades7-8,and28feetforgrade6).Ourclassroomsweredesignedwith850squarefeetofuseablefootage.Therefore,atamaximumcapacityof6thgradersneedinginstruction,theclassroomcanserve30students.;however,andalthoughthiswillrarelyhappen,weusedthe1:25ratiotodesigntheclassroom.Thatbeingsaid,wehaveexaminedtheworst-casescenario.

Thescenariotoconsiderisif100%ofourstudentswereintheGuidedGrouprequiring2hoursofonsiteteacher-ledinstructionperdayfor5daysaweek.

Ourfacilitycouldlegallyandcomfortablyaccommodate118studentseverytwohours.Inastandard8-hourday,thiswouldequatetoamaximumof472GuidedGroupclassifiedstudentsasamaximum.Wehaveplacedsafeguardsinthemodeltoensurethisdoesnothappen:

1. Wearestartingwith6ththrough9thgradeinthefirstyear.Assuming100%ofthosestudentsstartoutinthe“GuidedGroup”theywillprogressthroughtheirstudiesintothenextyear.

2. Wecapeachgradelevelat85students.

3. Weaddonegradelevelonlyeachyear.Thisdoesnotallowustohit100%ofourworst-casescenariountilYear4.

4. ThereisadditionalbuildingspacenextdoorthatcouldbeallocatedifneedbeatYear4.

Wehaverunmanymodelswithourexpectedmakeupofstudents’onsiteneedsandbelievethefacilityat5700squarefeetisideal.Tobuildsomethingthatisoversizedandoverbuiltfromdayonewouldbefiscallyirresponsibleandtakeawaymoneythatcouldbeplaceddirectlyintotheclassroom.Thatbeingsaid,wehaveplansinplaceatYear4toaccommodatetheworst-casescenariopossible.

Undertypicalconditionsthefacilityisdesignedtobeacomfortable,personalizedlearningspace.Atthemaximumateacherwouldhavea1:30ratio;however,thisisunlikelytooccurduetothepersonalizednatureoftheprogram,inwhichclassroomsareusedforsmallgroupinstructionatteacher:studentratiosvaryingfrom1:5to1:10.


ExteriorRenderingsofVPA

Wedesignedtheclassroomsandchosefurniturethatismodularandflexibletotheneedsofthecurrentclassgoingon.Desksaremodularandonwheelsinordertocreateinfiniteseatingarrangementsasrequiredbytheneedsoftheclass.Whenourstudentstransitionfrommiddleschooltohighschool,thedesignofourcampuswillhelptoavoidtheemotionalandoverwhelmingfeelingofchangingfromasmallercampustoanenormousone.

Additionally,tohelpprovideaseamlesstransitionfrommiddletohighschool,studentswillremainwiththesameteacherswithwhomtheyarealreadyfamiliar.

TheVPAfacilitywillofferadequatespaceforadministrativefunctionsincludingbookkeeping,attendance,andprivatemeetings.TheFrontDeskwillbethefocalentrypointprovidingsomeareasforadministrativefunctions,suchasattendanceandgeneralpaperwork.TheFrontDeskwillbebackedbyPrivateOfficespacethatwillserveforprivateadministrativefunctionsandallhumanresourcerelatedfunctions.Toensureasafecampus,therewillbesecurity-controlleddoors,bothintothefacilityaswellasintotheclassroomareas.

PTLChasworkedcloselywiththeCityofGoodyeartoensurealldesignfeaturesmeetorexceedsafetystandardsandbuildingcodes.VPAdoesnotplantoofferonsitefoodserviceorphysicaleducationfacilities.


ReceptionRenderingofVPA

ExteriorRenderingsofVPA


LibraryRenderingofVPA

ClassroomRenderingofVPA


ExteriorRenderingofVPA

Facilityneedsshouldnotbeviewedmerelythroughthelensoftheinteriorwallsandoverallsquarefootage.Designconsiderationshavebeenmadeontheexteriortoensurenotonlysafety,butalsomentalwellbeingandpreparednesstolearn.Facilitylocationhasbeendesignedtoensuresafepassageforstudentsfromnearbypublictransportation,personalcars,walking,orbikeracksstrategicallyplacedonsite.Avastamountofverybrightlightinghasbeendesignedintothelandscape,aswell.Aconnectedawningortrelliswillconnectthenewlyconstructedadjacentbuilding,creatingacourtyardforstudentstotalk,study,orsimplyrelaxinthegardenarea.Thefrontofthebuildinghasbeendesignedtocreateanimpressiveentrywaythatshouldfillstudentswithprideastheyentertheirlearningcenter.Additionally,theschoolhascarefullyemployed“daylighting”designtoensurefull-spectrumlightingthroughoutthefacility.Studieshaveshownthatsuchlightingdesignpromoteshigherperformanceandimprovedattendance,bothofwhichhelptoprovideahealthierandmoreproductivelearningenvironment.Infact,astudybytheNationalRenewableEnergyLaboratoryfoundthat“inonedistrict,studentswiththemostdaylightingintheirclassroomprogressed20%fasteronmathtestsand26%fasteronreadingteststhaninthosewiththeleast.”


AerialViewofLocationofVPA

Meticulousconsiderationhasgoneintoensuringthelocationofthefacilitywillservethetargetstudentpopulationandthewidercommunity.TheschoolsiteislocatedonDysartRoadinGoodyear,Arizonaandwaschosenduetoitsproximitytopublictransportation.Thelocationisalongamajorpublictransportationrouteensuringthatallstudentsthatdonotwalk,rideabike,orhaveparentsavailabletodrivethem,areabletotakethecitytransportation.ThePrimaveraTechnicalLearningCenter(PTLC)boardhasvotedtoprovidestudentsfreebuspasses.ThiswillallowVPAanevengreaterreachintocommunitiesthatwouldbenefitfromablendedlearningprogram.Thiswillhelpalleviateanyeconomicboundariesfortransportationforstudentsinneedwhoareprohibitedfromattendingtheschoolduetotransportationneeds.Theschoolanditsuniqueblendedlearningmodelarecentraltomanystudentsinourtargetpopulation.

Inadditiontobringingahighqualityblendedlearningprogramoptiontothearea,thiswillhelpalleviatetheovercrowdingbroughtonbytherapidgrowthandexpansionofthewestvalley.Perthe2015CensusBureau,Goodyearfinished14thinthenationbypercentagegrowthbetweenJuly1st2014andJuly1st2015.AffordablehousingcompoundedbyoverallgrowthinthegreaterPhoenixareawillcontinuetoputaburdenonlocalschoolsasGoodyear’sCityManager,JulieArendallexplainsintheattachedendorsementletterfortheValorPreparatoryAcademyproject:“Thecityhasquadrupledinsizesince2000andisprojectedtonearlydoubleagainby2030.”

FurtherinfluencingthedecisiontolocateinthisareaisthesynergisticsurroundingcommunitythatwillsupporttheVPAstudent.ImmediatelynextdoortoVPAisaniCodeSchool.ThisisacomputercodingschooldesignedforgradesK-12.VPAplanstoexploreeducationalpartnershipswithiCodeoncetheschoolbecomesoperational.Inaddition,VPAisdirectlyacrossthestreetfromEstrellaMountainCommunityCollegeandplanstopursuepost-secondarypartnershipsinordertobringadditionalprogramsandopportunitiestoVPAstudents.


SpacePlanofValorPreparatoryAcademy

Room UseableSquareFootageReception 400Office 185ServerRoom 80ComputerLab 270WetLab 600Classroom1 850Classroom2 850Library 1050BreakRoom 60Janitorial 35CommonArea&Restrooms 1332


C. CostsAssociatedwithSecuringaFacility/CompliancewithLaws

PerPTLCBoardresolutiondatedApril30th,2018,PTLChasprovidedthefacilitytoVPAsuchthatnoconstruction,design,orpermittingcostswillbepassedalongtotheschooloramortizedintotheleaserate.

CostsandcomplianceasperARS§15-183(E)(1),whichensuresthatcharterschoolsareincompliancewithfederal,state,andlocalrules,regulations,andstatutesrelatingtohealth,safety,civilrights,andinsurance.Inaddition,charterschoolsarealsoresponsibleforallapplicablezoningfees,siteplanfees,anddevelopmentfeesandare“subjecttothesamelevelofoversightandthesamerules,hearingrequirements,applicationrequirements,ordinances,limitations,andotherrequirements,ifany,thatwouldbeappliedtoandenforcedagainstaschoolthatisoperatedbyaschooldistrict”(ARS§15-189.01).Thefacilitywillbeinfullcompliancewithallbuildingcodesofthecity,county,andstate,aswellasallgoverningagencies.

D. FinancialArrangementsMadetoSecureFacility

PerPTLCBoardresolutiondatedApril30th,2018PTLChasprovidedthefacilitytoVPAsuchthatnofinancialarrangementsneededtobemade.PTLCfundedtheconstructionofthebuildingandallfixtures,equipmentandfurnitureneededforthestart-upoftheSchool,withoutanyobligationbytheSchooltorepaythesecosts.TheleaseagreementverifiesthatthesecostsareabsorbedbyPTLCandnotpassedontotheSchool.Further,therentissetatbelowmarketrates.ThisgeneroussupporthasresultedintheSchoolbeingabletofocusonprovidingqualityeducationforthestudentswiththefundingitreceives.

E. LayoutofSpaceConsistentwithNarrative

Layoutofspaceisconsistentwithnarrative.

F. EnsureCostsareAccountedforinStart-upandThree-YearBudgets

Start-upandoperatingcostsareaccountedforinthestart-upandthree-yearbudgets.

G. ConsistencyCheck

Sectionhasbeencheckedforconsistencywithallsectionsofapplication.

C.2 Marketing and Student

Enrollment

C.2MarketingandStudentEnrollmentValorPreparatoryAcademy,LLC Page1of14

C.2MarketingandStudentEnrollmentAsdescribedinsectionB,thePTLCboardhassignificantexperiencewithcharterschoolssince2001andthereforeunderstandsthatevenschoolswithsoundeducationalprogramsthatdirectlybenefitthecommunityandimprovestudentachievementcanstillclosedownduetolowenrollment.EithertheFoundingBoarddidnotconsiderthelocationcarefullyenough,orthemarketingprogramwasunsuccessfulinattractingthetargetpopulation.Ineithercase,PrimaveraTechnicalLearningCenter(PTLC)understandstheimportanceofbuildingcommunityawarenessasquicklyaspossible.Withthatgoalinmind,duringtheFoundingYearandupuntilthefirstoperatingyear,PTLCwillprovidedigitalandelectronicmarketingmaterials,aswellasassociatedmarketingcosts,atnocosttoValorPreparatoryAcademy(VPA).VPAhasconservativelyforecastitsenrollmentincomparisonwithitsaggressivemarketingplan.TheuniqueblendedlearningprogramthatVPAbringswillrequireeducationtothecommunityatlarge.Tothatend,thecorporateboardofPrimaveraTechnicalLearningCenter(PTLC),theSchoolPrincipal,andSchoolBusinessManager,inconjunctionwiththegoverningboardofVPA,willactivelyparticipateinrobustcommunityawarenessinitiativesasdescribedin(b)below,alongwithcomprehensivemarketingprogramsindigitalmedia,printmedia,socialoutreach,andbusinesspartnershipprograms.

A. TimeframeandBenchmarkGoalsforRecruitingStudents

EnrollmentProjectionTargets

GradeLevel NumberofStudents

2019-20 2020-21 2021-22 2022-23 2023-24 2024-25

6 60 85 85 85 85 85

7 50 60 85 85 85 85

8 30 50 60 85 85 85

9 60 60 75 85 85 85

10 60 60 75 85 85

11 60 60 75 85

12 60 60 85

Total 200 315 425 535 560 595


Duetotheextensivecommunity-wideresearch,thequalityofthefacility,thecommunityinvolvement,andaneducationalprogramdesignedtoattractthe21stcenturylearner,VPAexpectstoexceedtargetgoalsandopenwithawaitlist;however,wehavesetconservativeenrollmenttargets.Ourprogramcapsoutat85studentspergradeleveland595studentsmaximumonceallgradelevelsarerealized.

Inadditiontoaconservativeenrollmentestimate,VPAisbasingitsbudgetoffaconservative92%AverageDailyMembership(ADM)model.

Conservative92%AverageDailyMembershipEnrollmentEstimates

Themarketingplaniscomprisedoffourkeycomponents:1)CommunityAwareness,2)DirecttoParentMarketing,3)DirecttoStudentMarketing,and4)BusinessPartnerships.EachsegmentwillutilizeawiderangeofcommunicationmodalitiestosharethemissionandbenefitsoftheVPAprogram.Anoverviewtimelineofourmarketingeffortsisbelow:

GradeLevel 2019-20 2020-21 2021-22

Kinder 0 0 0

Grades1-3 0 0 0

Grades4-8 129 179 212

Grades9-12 55 110 179

Total 184 289 391


B. MarketingPlan

Duringthefoundingyear,PTLChasdonateddigital,electronic,andprintmarketingmaterialsandassociatedcosts.Themarketingplanwillbecontinuallymeasuredforeffectivenessonatwo-weekcycleandadjustedaccordinglytoensurereachingorexceedingallbenchmarks.Effectivenessbenchmarksaremeasuredasfollows:1)Thenumberofinquiriesinresponsetoaparticularcampaign,2)Thenumberwhosignedupontheinterestsheet,and3)Thenumberwhohaveenrolled.Duringthefoundingyear,andupuntilfinalcharterapproval,VPAwillfocusonmeasures1and2,sincestudentscannotbeenrolleduntilachartercontractissigned.

ThefollowingdescribesfourkeyareasoffocusintheVPAmarketingplan:

1) CommunityAwareness:Drivenbytheunderstandingthataschoolthatwishestobeanactivememberinitscommunitymusthaveastrongpresencewithinthatcommunity,VPAwilllaunchitsawarenesscampaigninlateMay,2018.AsdemonstratedintheenclosedendorsementletterfromthecitymanagerofGoodyear,thecityenthusiasticallysupportstheVPAproject.PertheenclosedletterdatedApril25th2018fromJulieArendall,theCityManagerofGoodyear,shestates“ItiswithenthusiasticsupportthatthecityofGoodyearwishestoendorsetheValorPreparatoryCharterSchoolApplication.”Accordingly,theyhaveofferedtoassistbypromotingtheschoolinGoodyearmagazinesandothercitywideavenues.

VPAwillaggressivelylaunchacommunityawarenessplanthatembracesthe15-mileradiussurroundingthecitywiththeintentatthisearlystageofcreatingasolidcommunityawarenessoftheconstructionprojectandgeneratinginterestintheSchoolthatwillbelocatedthere.Strategicmarketingcampaignsinlocaltheaters,communitycenters,andshoppingdistrictswillallowVPAtoreachawidesegmentofthelocalpopulation.Thegoalistodrivetraffictothewebsitetointroducetheprogramtointerestedparentsandstudents.

TheuniquenatureofourblendedlearningprogramasdescribedinSectionA3allowsVPAtomarkettoawiderradiusthanatraditionalbrickandmortarschool,reachingawiderangeofsocio-economiclevels,aswellasadiversegroupofethniccommunities.Thisensurestheopportunityforawell-represented,diversepopulationtobenefitfromtheuniquenatureoftheblendedlearningprogram.VPAwilllaunchmanygrassrootscampaignsandbetablingatlocalcommunityevents,farmersmarkets,seasonalfestivals,andothercommunitygatherings,suchastheJuly4thcelebration.Additionally,outreachtoLukeAirForcebasewillensuremilitaryfamilieswillbeservedbyVPA’sblendedlearningprogram.

VPAwillmeasurethiscampaign’seffectivenessusingbythenumberofsign-upsoninterestsheets.StrictattentionwillbemadetotalkwithLukeAirForceBasepersonnelabouttheprogram,soweplantohavemanydirectdiscussionsandinformationsessionsatthebase.Communityawarenessprogramswillcontinuethroughouttheplanningyear,highlightedbyour“building”and“informationalsession”openhouses.Asofthiswriting,thereisalreadyagreatdealofbuzzinGoodyearregardingtheconstructionprojectthatiscommencingonDysartandThomasRoad.TheplanistocapitalizeonthatexcitementataBuildingOpenHouseoncecertificateofoccupancyisobtained.Thiswillgenerateasignificantamountofinterestfromprospectivefamiliestowhomwewillbeabletodemonstratethebenefitsofouruniqueblendedlearningprogram.


Thebuildingislocatedalongamajorarterytothefreeway.–theVPAsignagethatwillbelocatedalongthisroutewillgenerateasubstantialamountofmarketingandadvertisingfortheschool(seetablebelow).

Street CarsPerDay

ThomasRoad,EastofDysartRoad 3,798

ThomasRoad,WestofDysartRoad 8,066

DysartRoad,NorthofThomasRoad 28,701

DysartRoad,SouthofThomasRoad 25,301

TheBuildingOpenHousewillbemeasuredforsuccessbasedonthenumberthatsigntheinterestsheet.FollowingtheanticipatedcharterapprovalinJanuary2019,VPAwillhostbi-weeklyinformationalsessionoropenhouses.WewillensureattendanceatthoseInformationOpenHousesbycontinuallyinvitingthoseonthe“interestlist,”andbydirect-to-parentanddirect-to-studentmarketingprograms(see2and3below).Theeffectivenessoftheseopenhouseswillbemeasuredbaseduponthenumberofstudentswhoenrollintheprogram.

2) Directtoparentmarketing:VPAwilllaunchadirect-to-parentcampaigninAugustof2018,utilizingtraditionalmodalitiessuchasdirectmailanddoorhangers.TheseprogramsaredesignedtopinpointtargetedcommunitiestoensurewearereachingourtargetpopulationasdescribedinsectionA-2andtoensureadiversestudentbody.MarketingmaterialswillbeprintedinEnglishandSpanish.Effectivenessoftheseprogramswillbemeasuredbasedoninterestsheetsign-upsorenrollment(dependingoncampaign).Sinceresearchhasshownthatmostparentsofschool-agechildrenusecellularcommunications,VPAwillutilizethelatesttechnologiestomessagemobiledevicesthroughsearch,socialmedia,andgeo-targetedmessages.GoogleandFacebookadvertisementswillbeusedinprecisetargetedareastoattractthepreciselearnerthatwillbenefitfromtheVPAmodel.Inaddition,VPAwillwalktargetedneighborhoodsincludingseveralvisitstoLukeAirForceBase.Buildingalocalcommunityschoolrequiresactiveparticipationandvisibilityinthecommunity.Wewilldemonstratethisparticipationbycanvasingkeyneighborhoodsdesignedtoattractourtargetstudentpopulation.

Audiencesfordirectmail,doorhangersandletterswillberesearchedanddevelopedusingtheUSPostOfficetoolstotargethouseholdswithfamilies.Thetargetareaswillbebasedonzipcodesand/ormileradiusaroundthecampus.


Theareasfordigitalmarketingwillbebasedonzipcodesand/orradiusfromthecampus.Audienceswillbebuiltusingdigitaltoolsforareaanddemographictargeting.Wewilltargetspecificareas,likeLukeAirForceBase,andtailorthemessagesforeacharea.Hereareexamplesoftargetingareasusingradius,places(LukeAirForceBaseadded)andzipcodes.

AsparentsinquireintoinformationaboutValor,wewillcreatelook-a-likeaudiencestocommunicatetosimilarfamiliesinourtargetareasviasocialmediaplatforms.Likemostpeople,parentswillsearchforschooloptionsonline.TheValorwebsitewillhaveseveralkeyarticlesthatdirectlyaddressthesequestionssothattheyshowupinorganic(free)searchresults.Thesearticleswillbewrittentocontainkeywordsthatpeopleusewhensearching.Example:“charterschoolsinGoodyear”VideocontentonYouTubeandthewebsitewillbecreatedtomakeitquickandeasyforparentstoseetheValorstory.Valormarketingwillbeadaptableondesktop,mobile,ortabletdevices.

3) Directtostudentmarketing:Directtostudentmarketingsurroundsthemodalitiesthatreachstudentstoday.Inthefoundingyear,VPAwillfocusonsocialmedia,includingnon-paidandpaidcampaignssetuponvarioussearchenginessuchasGoogle,tocaptureinterestfromstudentslookingforanalternativeapproachtotheireducation.VarioussocialmediaplatformssuchasTwitter,Facebook,Instagram,andSnapchatwillalsobedeployed,includingnon-paidandpaidmessages.Inaddition,weintendtopromotetheuniquenatureofourprogramtolocalelementaryandmiddleschools.Theseinclude:RanchoSantaFe,LitchfieldElementary,WigwamCreekMiddleSchool,andWesternSkyMiddleSchool.Thesamewayweselecttargetareasforparentswillbeappliedtocreatingtargetareasforstudents.ThebiggestdifferencewillbethemodalitywithwhichstudentsseetheValormessage.Therewillbeaheavierfocusonmobiledevicesandpre-teen/teensocialmodalitieslikeSnapchatandInstagram.Andwhileparentswillgenerallywanttoreadaboutaschool,studentswillwanttoseemorevideosandimages.VideostailoredtostudentswillbecreatedforYouTubetosharetheValorstory.Andastheschoolbeginsteaching,photographywillbesharedtoshowtheschoolexperiencetostudentsandparentsalike.


4) BusinessPartnerships:Businesspartnershipswillbeformedwithlocalbusinessesandeducationalfacilitiestohelpensureappropriatetargetedstudentpopulationandfacilitateenrollment.Wewillbetalkingwithlocalbusinessesandafterschooleducationalfacilitiestointroducethemtoourprogram.Theseinclude,iCodecomputerprogrammingschool,karate,localcoffeeshops,andtutoringcenters.BusinesspartnershipsaredesignedtobringawarenesstotheVPAprogram.ManyofthesebusinessesunderstandpreciselytheirownstudentpopulationandwouldbeinstrumentalinassistingVPAbyprovidingreferrals.Discussionshavealreadytakenplacewithmanylocalbusinessesregardingassistinginpromotionthroughin-storeadvertisingaswellasmarketingtoparentsofpre-schoolandupstudentswhomayhaveolderchildren,suchasparentswithchildrenatSunrisePreschool.ThecornerofDysartandThomasRoadrepresentsathrivinghubofeducationalopportunityinthecommunity,offeringEstrellaMountainCommunityCollege,GoddardSchool,iCodeK-12codingschool,SunrisePreschool,andavarietyofafterschoolactivitycenters,suchaskarateandtutoringcenters.VPAiscommittedtobecomingapartofaconsortiumofcommunitybusinessesandschoolsthatwillbecomeabeaconofeducationfortheCityofGoodyearandthesurroundingcommunities.

OtherpaidpartnershipswillbeestablishedwithlocalmovietheatersandactivitycenterstoadvertisetheValormessage.It’simportantforValortosupportthelocalbusinessesandtheGoodyearcommunityatlarge.

AttheheartofVPA’smarketingplanisacommitmenttoeffectivenessandaccountability.AlthoughPTLCwilldonatemarketingmaterialsandexpensesforthefoundingyear,eachprogramwillbemeasuredforitseffectiveness.Thiswillbemonitoredeverytwoweeksandattheendofanycampaignoreventbyexaminingandanalyzingtheinquiryandinterestsheets.Real-timereportsshowingwebsitetraffic,clicksandapplicationswillbemonitoreddailytoensureaproperROIonalldigitalcampaigns.VPAwillassumeallongoingmarketingcostsafterthecommencementofschool;therefore,costswillbecarefullyscrutinizedforeffectivenesstoensuretargetpopulationgoalsarebeingmet.

C. CostsAssociatedwithMarketingPlan:

PrimaveraTechnicalLearningCenter(PTLC)understandstheimportanceofbuildingcommunityawarenessasquicklyaspossible.Giventhis,duringtheplanningphaseandupuntilthefirstoperatingyear,PTLChasdonatedthecreationofmarketingmaterialsbothdigitalandelectronic,alongwithassociatedmarketingcosts,atnocosttoValorPreparatoryAcademy(VPA).AvastmajorityoftheVPAmarketingwilloccurintheplanningphase;however,yearoneoperationalmarketingcostsalsoexistandarehighlightedbelow.


MarketingItem Date FoundingYearCost

OperationalYear1Cost

Vendor SuccessEvaluation

WebsiteCreation March2018 PTLCDonation None Donation Websitetrafficreports

WebsiteUpdates Ongoing None Budget=$750 SquareSpace None

WebsiteHosting Ongoing PTLCDonation None Donation Uptime

DoorHangerCreation

April2018 PTLCDonation None Donation None

DoorHangerPrinting June2018 PTLCDonation None Donation None

Ongoingprintedmarketingmaterials

Ongoing None Budget=$1250 VistaPrint None

DoorHangerDelivery

July2018 PTLCDonation None Donation #ofinterestsheetsignup

TrifoldCreation April2018 PTLCDonation None Donation None

TrifoldPrinting May2018 PTLCDonation None Donation None

SinglePageinfosheetcreation


SinglePageinfosheetprinting


Communityeventattendancefees

Ongoing PTLCDonation None Donation #ofinterestsheetsignup

DirectMail2MileRadiusCreation

August2018 PTLCDonation None Donation #ofinterestsheetsignup

DirectMail2MileRadiusPrinting


DirectMail2MileRadiusPostage


Ongoingmarketingpostage

Ongoing None Budget=$300 USPostalService

#ofinterestsheetsignup

DirectMail4MileRadiusCreation

March2019 PTLCDonation None Donation #ofinterestsheetsignup

DirectMail4MileRadiusPrinting


DirectMail4MileRadiusPostage



DirectMail6MilesRadiusCreation

May2019 PTLCDonation None Donation #ofinterestsheetsignup

DirectMail6MilesRadiusPrinting


DirectMail6MilesRadiusPostage


SocialMediaCreation May2018 PTLCDonation None Donation #ofinterestsheetsignup

SocialMediaAdvertisements

foundingyear PTLCDonation None Donation #ofinterestsheetsignup

Ongoingsocialmedia Ongoing None Budget=$1700 Google,Facebook

#ofinterestsheetsignup

SocialMediaManagement

Ongoingfoundingyear

PTLCDonation None Donation #ofinterestsheetsignup

D. DescriptionofCostsforMarketingandPromotion

Thebulkofthecostsindevelopingmarketingmaterialsbothelectronicandprintedwillbeabsorbedanddonatedduringthefounding(startup)year.PTLC’sgenerousdonationandthefocusonattractingthetargetpopulationisevidentintheextensivemarketingplan.VPAwillabsorbongoingmarketingcostsbeginningyearone.Forthefirstyearofoperation,$4,000hasbeenallocatedtothebudgetforprintedmaterials,socialmediaadvertising,marketingpostage,andwebsitemaintenance.UntilVPAcandeterminepreciselywhichavenuesproducethegreatestresults,itwouldbeirresponsibleanddishonesttoallocatealargerorlessorsumoffundstoanyofthosefourareas.Inaddition,webelievethatwordofmouthandrelativelylowoverallenrollmentwillrenderactivemarketinglessimportantinattractingnewstudents.Therefore,wehavereservedandbudgeted$3,000afterthefirstyearofoperationsformarketing.Thismoneywillbedistributedbetween:printedmaterials,socialmediaadvertising,marketingpostage,andwebsitemaintenance.

E. Accountedforcosts

AlldirectVPAmarketingcostsasdescribedinthenarrativeareaccountedforintheStart-UpandThree-Yearoperationalbudgetsandhavebeenfullydescribedintheassumptions.

F. FairandEquitableEnrollmentProcedures VPA’sadmissionandenrollmentpoliciesarefairtoallstudentpopulationanddonotdiscourageanystudent(exceptexpelledstudentsorthoseinexpulsionproceedings)fromseekingadmissionandenrollment.VPAwilloperateasanopen-enrollmenttuition-freepubliccharterschool,whichwillneitherchargetuitionnoradministerentranceexaminations.VPAwilladheretotheadmissionsrequirementsforcharterschoolssetforthinA.R.S.§15–184and20U.S.C.§722li(1)(H)1.Toensurefairandequitableenrollmentprocedures,VPAwillenrollalleligible


studentswhosubmitatimelyapplicationunlessthenumberofapplicationsexceedsthecapacityofaprogram,class,gradelevel,orbuildingasrequiredbyARS§15-184,inwhichcaseVPAwillimplementalotteryprocessasdescribedbelow.VPAdoesnotdiscriminateagainstanystudent,parent,family,orcommunitymemberonthebasisofrace,ethnicity,nationalorigin,gender,age,academicperformance,languageability,religion,sexualorientation,disability,orspecialeducationrequirement,incompliancewithallfederal,state,anddistrictguidance/law.

EnrollmentPreference

• VPAwillgiveenrollmentpreferencetochildrenwhoareinfostercareormeetthedefinitionofunaccompaniedyouthprescribedintheMcKinney-Ventohomelessassistanceact(42UnitedStatesCodesection11434a).

• VPAwillgiveenrollmentpreferencetoandreservecapacityforpupilswhoarechildren,grandchildren,orlegalwardsofanyofthefollowing:

(a)Employeesoftheschool

(b)Employeesofthecharterholder

(c)Membersofthegoverningbodyoftheschool

(d)Directors,officers,partnersorboardmembersofthecharterholder

VPAwillautomaticallyenrollpupilsreturningtoVPAinthesecondoranysubsequentyearofitsoperationandofferenrollmenttosiblingsofpupilsalreadyenrolledinVPA.Aletterofintenttore-enrollwillbedistributedtoallstudentsattheendofeachschoolyear.

EnrollmentPacketDocumentsParentswhowishtoenrolltheirstudentswillreceiveanenrollmentpacketinEnglishorSpanish.AsrequiredbyArizonastatute,theenrollmentpacketwillbecomprisedofthefollowingdocuments:

• AgeandIdentityDocumentationo Acertifiedbirthcertificate,or;

o Otherreliableproof(baptismalcertificate,socialsecuritycardapplication,originalschoolregistrationrecord)

• CopyofImmunizationDocumentation

• ArizonaResidencyDocumentation(NHHSwillcollectanyoftheverifiabledocumentslistedontheArizonaDepartmentofEducation’sResidencyGuidelineswhichwillbemadeavailabletoparentsandcanbereviewedonlineathttp://www.azed.gov/policy/files/2017/06/revised-residency-guideline-2017-1.pdf.


Uponadmissions,however,studentsandparentswillberequiredtosubmitdocumentationdescribedinsectionC.2.Gbelow.

ValorPreparatoryAcademywillbeanArizonaStatepubliclyfundedcharterschoolandwillfollowArizonaDepartmentofEducationLegislatureonadmissionsguidelines,regulations,andstatutes.

ValorPreparatoryGeneralEnrollmentGuidelines:

• ServingGrades6ththrough12th

• MustliveinthestateofArizona

• Under22yearsold

• Notpreviouslygraduatedfromanotherpublichighschool

Uponsubmittingasignedacceptancelettertoenroll,thefollowinginformationwillbecollectedtoenroll:

RequiredEnrollmentDocuments

a) BirthCertificateorotherproofperARS§15-828

b) ImmunizationRecordsc) HomeLanguageSurvey

d) ConsentforMedical/DentalEmergencyTreatmentandMedicalInformation

e) Transcripts

f) InternetUsePolicy

g) DisciplinaryRecords

h) ProofofResidencyAgreementperA.R.S.§15-802

i) WithdrawalFormfrompreviousschool

Acompleteenrollmentpackagewillneedtobecompletedwithin7businessdaysofbeingofferedaspotatValorPreparatoryAcademy.Ifnotreceivedbythedeadline,thestudent’senrollmentofferwillbeautomaticallywithdrawnandprovidedtothenextstudentonthewaitinglist.Ifremainingcapacityisinsufficienttoenrollallpupilswhosubmitatimelyapplication,thecharterschoolwillselectpupilsthroughalottery.Preferencewillbegiventosiblingsofapupilselectedthroughanequitableselectionprocess.

G. EnrollmentProcedures

EnrollmentProceduresTimeframe:

Inthefirstyear,openenrollmentwillcommence5businessdaysaftergrantingofcharterandrununtil15dayspriortoschoolstarting.InterestedfamilieswhowishtoenrolltheirchildorchildrenintoVPAwillcompleteanenrollmentapplication.


Theenrollmentapplicationwillincludethestudent’sname,expectedgradelevel,parent/guardianname,phonenumber,homeaddress,ande-mailaddress.Nootherinformationwillbecollectedintheinitialenrollmentapplicationprocess.Theopenenrollmentwindowwillclose15businessdaysbeforeschoolstarts.Ifenrollmentcapisnotreached,openenrollmentwillcontinueuntilfirstdayofinstruction.Iftheenrollmentcapisreachedduringtheopenenrollmentprocess,alottery,bygrade,willbeusedtodetermineadmission.Theneedforalotterywillbedeterminedat7:00pmonthelastdayoftheopenenrollmentperiod.

EnrollmentPreference

• VPAwillgiveenrollmentpreferencetochildrenwhoareinfostercareormeetthedefinitionofunaccompaniedyouthprescribedintheMcKinney-Ventohomelessassistanceact(42UnitedStatesCodesection11434a).

• VPAwillgiveenrollmentpreferencetoandreservecapacityforpupilswhoarechildren,grandchildren,orlegalwardsofanyofthefollowing:

(a)Employeesoftheschool

(b)Employeesofthecharterholder

(c)Membersofthegoverningbodyoftheschool

(d)Directors,officers,partnersorboardmembersofthecharterholder

VPAwillautomaticallyenrollpupilsreturningtoVPAinthesecondoranysubsequentyearofitsoperationandofferenrollmenttosiblingsofpupilsalreadyenrolledinVPA.Aletterofintenttore-enrollwillbedistributedtoallstudentsattheendofeachschoolyear.

EnrollmentProcessincludingProceduresforLottery

Priortocommencementofthelottery,VPAstaffwillcontactparentstoensuretheyarestillinterestedintheirstudent(s)attending.VPAwilluseablindlotterytorandomlyselectnamestoofferadmissionstountilallspacesateachgradelevelarefilled.Lotterywillbeopenforviewingbyanyparentsorguardiansofstudentsparticipating.Lotterywillgogradebygradeuntilallspotsarefilled.Onceallspotsarefilled,lotterywillcontinuetodrawapplicants,whichwilldeterminewaitlistorder.

RequiredEnrollmentDocuments

a) BirthCertificateorotherproofperARS§15-828b) ImmunizationRecords

c) HomeLanguageSurvey

d) ConsentforMedical/DentalEmergencyTreatmentandMedicalInformation

e) Transcriptsf) InternetUsePolicy

g) DisciplinaryRecords


h) ProofofResidencyAgreementperA.R.S.§15-802

i) WithdrawalFormfrompreviousschool

UseofAndRetentionofDocumentsByVPA

VPAwillmaintainstrictconfidentialityandprotectionofallrecordsperFederal,State,andEdcodes.

VPAwillretainacopyoftheattestationsoraffidavitsandcopiesofanysupportingdocumentationpresentedforeachstudent(photocopiesacceptable)thatschoolofficialsbelieveestablishvalidity.Documentspresentedmaybedifferentineachcircumstance,anduniquetothelivingsituationofthestudent.DocumentsretainedbyVPAmaybeusedasindiciaofresidency;however,documentationissubjecttoaudit.Personally,identifiableinformationotherthannameandaddress(SSN,accountnumbers,etc.)shouldberedactedfromthedocumentationeitherbytheparent/guardianortheschoolofficialpriortofiling.

H. EnrollmentTargetsandHowTheyWereDetermined

C.2.1

GradeLevel NumberofStudents

2019-20 2020-21 2021-22 2022-23 2023-24 2024-25

6 60(85) 85(85) 85(85) 85(85) 85(85) 85(85)

7 50(85) 60(85) 85(85) 85(85) 85(85) 85(85)

8 30(85) 50(85) 60(85) 85(85) 85(85) 85(85)

9 60(85) 60(85) 75(85) 85(85) 85(85) 85(85)

10 60(85) 60(85) 75(85) 85(85) 85(85)

11 60(85) 60(85) 75(85) 85(85)

12 60(85) 60(85) 85(85)

Total 200(340) 315(425) 425(510) 535(595) 560(595) 595(595)


Forprojectionpurposes,VPAhasdeterminedconservativetargetenrollments.Basedontheexplosionofpopulationandcontinuedgrowthinthearea,theinnovativeblendedlearningprogram,thehighlyaccessiblefacility,thepersonalizededucationplan,thestateoftheartfacility,andtheexpressedcommunityinterest,weexpectwaitinglistsingrades6and9inthefirstyear;however,tobeconservative,wemaintainourestimatesintableC.2.1.Theinitialnumberistheminimumweexpectandisourtarget;thenumberinthe()isthemaximumenrollment.

EnrollmentTargets–Rationale

Overall:

DuetothecommunityawarenessthatValorPreparatoryhasalreadycreatedwiththeCityofGoodyearanditsresidents,andarobustwordofmouthandgrassrootscommunityoutreachplan,weanticipateawaitinglistofstudentsinthefirstyear.Inordertodelivermaximumfocusonthestudentsthroughalocalcommunityschoolwithapersonalizedblendedlearningapproach,theVPAeducationalmodelrequiresastrictcaponeachgradelevelof85students.VPAwishestobringahighlyfocused,blendedlearningmodeltothelocalcommunity.Thecapservesseveralfunctions:1)maintainsthesmallcommunityschoolculture,2)Properlybalancestherevenuesothatthepersonalizededucationplancanbeexecuted3)TheVPAfacilitywasspecificallydesignedwiththisenrollmentcaptomaximizethespaceandresourcesthatstudentsneed.Theschoolwillopenwithgrades6through9.Operationally,thiswillallowtheschooltofocusonasmallernumberofgradelevelsasitexpandsyearoveryear.Thelimitedgradelevelswillaidwithhiringandfirstyearoperationalhurdles.Thiswillallowtheteacherstofocusondevelopinginitialgradelevelsanddevelopstudentsconsistentlyuntilthefirstcohortofgraduation.Theschoolwilladdonegradelevelperyearuntilgrades6through12arerealized(year4).

Inthefirstyear:

VPAwillopenwithgrades6through9.Theschoolhasatargetedenrollmentof200students.Traditionally,grades6and9requireagraduationtoanewschoolofattendance.Ratherthisbeelementaryschooltomiddleschoolormiddleschooltohighschool.Weestimatethatamajorityofourfirst-yearstudentswillbeingrades6thand9thsinceparentsaremoreapttoswitchschoolsduringthenaturalgradelevelchangethat6thand9thcreates.Wehavetargeteda70%enrollmenttocapacityingrade6,roughly59%ingrade7,35%ingrade8and70%ingrade9.Wewillbepromotingthismodeltolocalelementaryschoolsaswellasmiddleschools,whichiswhyweexpectthehigherlevelsofdirectattritionintoVPA.Theseinclude:RanchoSantaFe,LitchfieldElementary,WigwamCreekMiddleSchool,andWesternSkyMiddleSchool.Focusingandplacingenrollmentestimatesatthe6thand9thgradelevelswillenableastrongcoreofstudentstocontinueexpandingintothehighergrades.Duetothepersonalizededucation,innovativeculture,andhigh-techfacilitydesignedspecificallyfortoday’shigh-techstudent,weestimateretentionof95%ofourstudentseachyear.

Inthesecondyear:

VPAwilladdgrade10andservegrades6through10.Theschoolwillhaveatargetedenrollmentof315students.Weexpect95%ofourexistingstudentstoremainintheprogram.Weexpectmarketingeffortstobefullyrealizedandcapout9thgrade,requiringalottery.Weexpectorganicgrowthofgrades7and8tocontinuetobeminimalandpredominantlycomprisedofreturningstudents.


Inthethirdyear:

VPAwilladdgrade11andservegrades6through11.Theschoolwillhaveatargetedenrollmentof425students.Wecontinuetoprojectthat95%ofourexistingstudentswillremainwiththeprogram.Weexpectmarketingeffortsandwordofmouthoftheprogramtofullyrealizeandcapoutgrades6and7.

C.3 Personnel

C.3PersonnelRevised ValorPreparatoryAcademy,LLC Page1of20

C.3PersonnelValorPreparatoryAcademy(VPA)iscommittedtotheimplementationofahighlyeffectiveblendedlearningandtechnologyintegrationofinstructionalstrategiesandmethods.Toachievethisgoal,theschoolmustattractandretainhighlyqualifiedteacherswhoarecommittedtotheideasbehindthesestrategiesandwillingtodotheworknecessarytocreateanengaginglearningenvironment.ValorPreparatoryAcademyhasnotonlydevelopedarecruitingplanthatidentifiesandsecuresthemosteffectiveteacherspossiblewhohaveaninterestintechnologyandblendedlearning,butwillthenprovidetheprofessionaldevelopmentandcompensationplansthatwillensurethehighestpercentageretentionpossible.

A. StaffingPlan

Year1to3StaffingPlan

ThefollowingrepresentsexcerptsfromtheValorPreparatoryAcademyjobdescriptions.ThesedescriptionshavebeendesignedspecificallytorepresenttheminimumprofessionalqualificationsandexperiencerequiredtoexecutetheeducationalplanofValorPreparatoryAcademy:


Principal 1 1 1


OfficeStaff 1 1 1



Teachers 7 14 19

Counselor 1 1 1

SchoolBusinessManager(SBM) 1 1 1

TotalFTE 12 20 29


JOBDESCRIPTION

POSITIONTITLE: SALARYRANGE: CLASSIFICATION(Exempt/Non-exempt)

Principal $85,000-$95,000 Exempt

DEPARTMENT: LOCATION:

Administration Goodyear,Arizona




• Acknowledgeandacceptdirectionfromexecutiveandschoolleadership.



• Maintainpositiveandpro-activecustomerserviceinallaspectsofcommunication,bothinternallyandexternally.




• Takeinitiativetolookatdataanalytically,showingexcellentreasoningandproblemsolvingskillsastheyrelatetocontinuousimprovementforprofessionalandpersonalgrowth.



• BeknowledgeableandproficientinMicrosoftOfficeprograms.



• Supportthephilosophyandvisionoftheschool.

• Provideencouragementandemotionalsupportforteachersandstudents.

• Encourageongoingprofessionalgrowthforteachersandstudents.


• Developaprofessional,trusting,andconfidentialrelationshipwithteachersandstudents.

• Possessanunderstandingofwhentocontactadministrationand/orPDteamofmattersconcerningsafetyand/orethics.

• Managetimeandscheduleflexibilitytomaximizeteacherschedulesandstudentlearning.

Education/Training:

• Two(2+)plusyears’experienceasaPrincipaloranequivalentschoolleadershiproleinablendedlearningprogram

• Highlyqualifiedorcertifiedinsubjectarea

• Master’sDegreeorhigherfromanaccreditedcollegeoruniversitywithpreferablyaconcentrationinAdministration

• PrincipalorSchoolAdministrationcertification


• PriorTeachingexperienceinanonlineK-12environment

Note:Theassistantprincipalpositionisanexpansionpositionbasedonthegrowthoftheschool.Itisprojectedthatthispositionwillberequiredinyear3.Theskillsrequiredoftheassistantprincipalareverymuchsimilartotheprincipal.Theassistantprincipalpositionisdesignedtoalleviatetheday-to-dayoperationaldutiesofthePrincipal.


OfficeStaff $15-$17perhour Non-Exempt


Administration Goodyear,Arizona
















SpecificJobSkills/Abilities:

• Exceptionalverbalandwritteninterpersonalcommunicationskills

• Experienceleadingandsupervisingstaff

• Strongorganizationskills

• HighlevelofproficiencyinMicrosoftOfficeSuiteandotheradministrativetools

• Exceptionalinternalandexternalcustomerserviceskills

• Abilitytoassurediscreethandlingofallbusinessmatters

Education/Training:

• AssociateofArtsorTwoyearsofCollegehighlypreferred

• 3+years’experienceinanadministrativeofficeandsupervisoryposition

o Educationalenvironmentpreferred

• Abilitytolearncurriculumandgraduationrequirements

• Successfulcompletionofafingerprintbackgroundcheck



Teacher’sAssistant $15-$17perhour Non-Exempt


Academics Goodyear,Arizona











• Takeinitiativetolookatdataanalytically,showingexcellentreasoningandproblem-solvingskillsastheyrelatetocontinuousimprovementforprofessionalandpersonalgrowth.






• Highlydevelopedcommunicationandorganizationskills

• Abilitytomultitaskandprioritizetasks

• Knowledgeofeducational,behavioral,andemotionalprincipalsandtechniques


• Abilitytoworkandinteractwithallotherschoolpersonnelandstudentsinacooperative,collaborative,andcourteousmanner

• Understand,demonstrateknowledgeof,andfollowschoolpolicies,rules,andprocedurespertinenttotheassignedpositionandduties.

• Understandandcarryoutoralandwritteninstructions.

Education/Training:

• MinimumAssociateofArtsorequivalentorpassinganapprovedParaProfessionalCertificationAssessment



SpecialEducationTeacher $45,800to$52,000 Exempt




















Education/Training:

• HighlyQualifiedincontentarea


• PossessionoforabilitytoacquireanArizonateachinglicenseandcertificationinrelevantsubjectarea

• Holdanendorsementwhichisappropriatetothespecialeducationplacement



Teacher $48,000to$81,000 Exempt



Skills/Abilities:















Education/Training:

• Highlyqualifiedincontentarea


• PossessionoforabilitytoacquireanArizonateachinglicenseandcertificationinrelevantsubjectarea



Counselor $45,800-$52,000 Exempt


Guidance Goodyear,Arizona

Education/Training:

• ValidguidancecounselorcertificatefromArizonaDepartmentofEducation

• Master’sormoreadvanceddegreefromanaccreditedinstitutioninPsychology,counselingorrelatedfield

• Preferatleastthreeyearsofverifiedfull-timeexperienceasaschoolguidancecounselororequivalentexperienceinarelatedindustry

• ProficientinMicrosoftapplications

• Onlineexperiencepreferred

• CurrentArizonaFingerprintClearanceCard



SchoolBusinessManager $55,000to$75,000 Exempt


Guidance Goodyear,Arizona

Skills/Abilities:

• Strongbookkeeping/accountingskills

• CustomerServiceSkills/Experienceinmanagingseveralclientsatonetime

• KnowledgeofGAAP,businessprinciplesandstandardoperatingpractices,andastrongaccountingbackground

• KnowledgeofArizonapubliceducationsystemincludingaccountingandpoliciesaplus

• Abilitytoworkasamemberofateam

• Abilitytoself-start,prioritize,andmulti-task

• Organizationalskillswithattentiontodetail

• Interestandcommitmenttoeducationreform,particularlyinregardtotheCharterSchoolmovement

Education/Training:

• 4-yeardegreeinAccounting


B. Adequacyofstaffingplan

Thestaffingplanhasbeencarefullyconsideredinordertofullyexecutetheeducationalplanwhilemaintainingfinancialviabilitytoensurethelongevityoftheschoolasitrelatestocompliance,studentrecruitment,businessneeds,andongoingoperations.


GradesServed 6to9 6to10 6to11

NumberofStudents 200 315 425

Principal 1 1 1


OfficeStaff 1 1 1



Teachers 7 14 19

Counselor 1 1 1

SchoolBusinessManager(SBM)

1 1 1

TotalFTE 12 20 29

Teacher–StudentRatio* 25:1* 21:1* 20:1*

*Note:Theuniquenatureoftheblendedlearningmodelrevolvesaroundtheblendeduseoftechnologyandteachers.Atraditionalstudenttoteacherratioisonlyrepresentedaboveasareferencetobrickandmortartodemonstratetheviabilityofthestaffingplan.Rarely,ifever,wouldaclassteachertostudentratiorisetotheselevels.Typically,blendedlearninginstructionatthelearningfacilitywillbeinsmallgroupinstruction.

ItisthephilosophyoftheBoard,andtheschool,thatthequalityofthestaffwillbeparamountinthemakeupoftheschoolcultureandvitalinthesuccessofthestudents.Tothatend,itiscriticalthatpropertimebeallocatedforrecruitmentanddevelopmentpriortothefirstdayofinstruction.Foravastmajorityofcharterdevelopers,thistimeisnotallocatedsimplybecauseresourcestopayforhiredstaffpriortothestartoftheschoolyeararenotavailable.ThePTLCboardhasprovidedstart-upresourcesinthesumof$200,000andwillfurthercoverthesalaryofthePrincipalduringthe“Founding”or“Start-up”year.Thiswillprovideampletimeforrecruiting,hiring,andorganization,wellbeforethestartoftheschoolyear.


C. RecruitmentandTraining

Itisnotenoughtohavedetailedjobdescriptions,professionaldevelopmenttrainingplans,andasolidhumanresourceplan.ValorPreparatoryAcademy(VPA)willleveragethePrincipalbeinghiredalmostoneyearinadvanceofthestartoftheschoolyeartorecruitthehighestqualitystaffavailable.ThePrincipalwillberesponsibleforinterviewingeachcandidatetodeterminetheiralignmentwiththeschool’smissionandvisionandtheirskillsfortherespectiveposition.Eachteacherwillberequiredtodemonstrateteachingproficiencybyprovidingateachingsample(lessonplanorvideoofalesson)andsuccessfulcompletionofaface-to-faceinterview.ThePrincipalwillutilizeallemploymentresourcesfromelectronictorecruitmenteventstoactivelyseekandinterviewpotentialcandidates.


Recruitmentprocess:

ValorPreparatoryAcademy(VPA)understandstheimportanceofensuringahighquality,committed,andconsistentstaffofteachersandleaders.Theschoolwillcontinuallydevelopandreviewspecificpersonnelpoliciestosupportitsgoalsandtoensurefairnessandcompliancewithstateandfederallaw.

ThePrincipal’sspecificpersonnelservicegoalsareasfollows:

1. Recruit,select,employ,train,andretainthebest-qualifiedpersonnelavailabletostafftheschool.ValorPreparatoryAcademywillseektorecruitstaffthathaveaninterestandskillsinblendedonlineeducationandtechnology,orhaveabackgroundintechnology,alongwithhighlyqualifiedlicensedteacherscertifiedintheirspecificcontentarea.

2. ProvideequalemploymentopportunitiesforallcandidatesforpositionsinaccordancewiththeBoard’sNon-DiscriminationPolicy.Develophigh-qualityhumanrelationshipsconducivetohighlevelsofstaffperformanceandsatisfaction.

3. Interviewcommitteesmayconsistofmembersofthepersonnelcommittee,Principal,otherstaffmembers,andothersappointedbythePrincipal.

4. Developandmanagestaffcompensation,leave,andbenefitprogramsinwaysthatattractandretainqualifiedemployees.

5. Managethedevelopmentandupdatingofjobdescriptionsbyappropriatestaff.

6. Overseeanemployeeevaluationprogramthatcontributestotheimprovementofstaffperformanceandprofessionaldevelopment.

7. Effectivelyadministercontractsandpersonnelpolicieswiththeaimofsafeguardinggoodrelationsbetweentheboardanditsstaff.


HiringProcedureDuringStart-upYear:

1. PrincipaltodeterminestaffingneedandcompleteaPRF(personnelrequisitionform).2. Principaltoensuretheupdatedjobdescriptionisreferenced.

3. PrincipaltoprovidetheapprovedPRFtoOfficeStaff.

4. OfficeStafftoreviewthePRF,andthendevelopandposttheposition.

5. OfficeStafftoconsistentlyreviewpoststoensurethepostingdoesnotbecomestale.6. PrincipaltocompleteBooleansearchforqualifiedcandidates.

7. PrincipaltoreviewATS(applicanttrackingsystem)andreviewrésumés.

8. CandidateReferencecheckwillbeperformedbyofficestaffandorprincipalathis/herdiscretion.

9. Principaltoplacedispositionstatustoeachapplicantfollowingreviewofrésumé.

10. Principaltoconductinterviewprocess.Asmorestaffsignon,theprincipalhastheoptiontocreatehiringcommitteesashe/shedeemsnecessary.

11. Oncethedecisionhasbeenmade,officestaffwillextendthecandidateanoffer.12. ATSsystemwillmaintainrecordsasperrésuméretentionrequirements.

Recruitmentlocations:

• SchoolWebsite:Activeupdatingoftheschool’swebsitewillcontinuallyannounceavailablepositions.

• SocialMedia:Varioussocialmediapostingspertainingtoopenposition,toinclude,LinkedInandTwitter.

• LocalandNationalSchoolsofEducation:VPAwillpostopenpositionswithschoolsofeducation.

• TraditionalDigitalEmploymentSites:SitessuchasIndeedandMonster.

• RecruitmentandJobFairs:Frequentattendanceatjobfairs.

• ProfessionalOrganizations:ISTE,INACOL.

TrainingandProfessionalDevelopment

Propertraininganddevelopmentofeachnewemployeestartsattheonboardingprocessdayone.ThePrincipalisresponsibleforcommunicatingschoolculturetoallemployees.Thisprocessbeginsduringtheinterviewforemployment.CandidatesforemploymentatVPAarescreenedforpersonalmission,vision,andpedagogicalbeliefs.CandidatesthathavebeliefsthatcloselyaligntoVPA’smissionandvisionandhavethenecessarypedagogicalskillsetwillbeofferedemployment.


Beforestudentscometothestudentorientationweek,thefirstweekoftheschoolyear,teacherswillbetrainedinthemissionandvisionofVPA.Duringorientationweek,teachersandstudentswillhavetheopportunitytolearnaboutthemissionandvisionasagroup.Thisallowsforteacherstoreiteratewhattheyhavelearnedinthepreviousweek’sstaffdevelopmentandsharewiththeirstudentstheimportanceofthemissionandvisionofVPA.Inaddition,everyclassroomwilldisplayVPA’smissionandvision.Thebuilding’satmosphereanddécorwillshowtheethosoftheschoolthroughinspirationalquotes,themission,andvisionbeingposted.Thesewillshowcasetheimportancetheyplayintheschool’sculture.Abreakdownoftheonboardingandtrainingprocessisasfollows:

Phase1:

o Days1&2(seeonboarding)

§ IntrotoVPA

§ SystemsTraining(SIS,LMS,CurriculumSoftware)

§ MentorIntroduction

§ ComplianceTraining(FERPA,ChildFind,504,SpEd,Harassment)

Phase2:

o Weeks1-3

§ NewHireisassignedamentor

Phase3:

o Weeks4-6

§ Coursesassigned

Inadditiontothethreephasesofonboardingandmentoring,VPAwillalsoassignaninstructionalcoachtosupportandworkwiththenewhire.

InstructionalCoachingforNewHires:

Weeks1-4

o NewHireisassignedtomeetweeklywithacoach.

Week5

o InstructionalCoachobservesNewHire’ssynchronoussession.

§ Pre-planningconversationaboutlesson

§ Datacollectionduringsynchronoussession

§ Reflectiveconversationaboutdata

Week6

o InstructionalCoachconductsacoursewalkthroughinNewHire’scourse.


§ Pre-planningconversationaboutteacherexpectationsincourse

§ Datacollectionincourse

§ Reflectiveconversationaboutdata

OnboardingAgendaDay1&2:


D. CompensationandRecruitingtoImplementProgramofInstruction

Thestaffqualifications,timing,andskillsetshavebeenmeticulouslyconsideredinordertoexecutetheuniqueVPAeducationalplan.VPAintendstohirehighlyqualifiedteachersatanattractiverate.Wewillcontinuallyperformmarketanalysisofsalariestoensurethatweareattractingtherightcandidates.Weunderstandemployeeretentioniskeytoastudent’ssuccess.Assuch,wehavedevelopedandwillimplementastrategydesignedtoprovideafulfillingemploymentexperienceatVPA.Thisconsistsof:

RetentionStrategyforHighPerformingTeachers:

• Marketanalysiswillbecompletedannually.

• HQT’smaybeabletoearnhighersalarybaseduponconsistenthighperformance.

• CultivateCollaboration.

• Rewardandrecognitionstrategy.

• Consistentone-on-onemeetingswithteachersandwithPrincipal.

• Conductstayinterviews.

• Careerladders.

VPAhasbudgetedacompetitivesalarystructuretorecruitandretainqualifiedinstructionalstafftoeffectivelyimplementtheprogramofinstruction.Arizonajustpassedalawwhereallschooldistrictsmustpostanaverageoftheirteachersalariesbyfall.Amarketanalysiswascompletedtoconfirmthebudgetedsalarieswouldattractqualifiedinstructionalstaff.BelowyouwillfindasmallsampleofcomparativeteachersalariestotheVPAbudget.Thecomparisontookintoconsideration


thenine-monthor185teachingdayssalariesversusthetwelve-monthteachingyearwithVPA.ThemarketanalysissubstantiatesthatthebudgetedsalaryValorofferswouldattractqualifiedinstructionalstaff.ValorisawaretheunemploymentrateinMaricopaCountyis4.3%(Feb2018,BureauofLaborStatistics).Couplethelowunemploymentratewithnationalteachershortage,andVPAwillworktoretainitsqualifiedteachingstaffbyofferinganeducationalmodelthatismorerewardingandeffectiveforeducators,somethingwhichsalaryalonewillnotaccomplish.Indoingso,VPAwillbeabletopositivelyaffectthestudentswithretainededucators.Additionally,Valorwilldeveloparobustprogramfortheeducatorstoearnsignificantprop301funds.VPAwillannuallyreviewitsemployeebenefitsaspartofourretentionstrategies.PeoriaUnifiedSchoolDistrict


PointeSchools(Charter)Peoria,AZThesalaryscheduleforPointSchoolsisbaseduponK-12anddoesnotreflectadifferenceinthedataforHighSchoolonly.VPA’sbasesalaryishigherandprovidesadditionalbenefitsthatexceedPointebenefits.


GlendaleUnionHighSchoolDistrict

Glendale,Arizona

GlendaleUnionHighSchoolDistricthasnotpostedthe2018-2019salaryscheduleasofthisreport.Thesalaryisfromthe2017-2018schoolyear.TheValorbasesalaryfarexceedstheindexbaseof$29,465.00

Conclusionofsalarystudy:

VPAwillattractcandidatesthatareexceedinglyqualifiedtoexecutethemissionofVPAby:

• Offeringasalarystructurethatiscompetitiveorhigherthansurroundingareas

• Providinghealthinsurancebenefitsthatarecompetitiveorhigherthansurroundingareas • Providingauniqueeducationalmodelthatallowsflexibilitytoateacher’sschedule


E)AccountedforSalariesandEmployee-RelatedExpenses

Allemployee-relatedsalariesandassociatedcostsarereflectedinthestart-upbudgetaswellasthethree-yearoperationalbudgets.

C.4 Start Up Budget

C.4Start-UpBudgetRevised ValorPreparatoryAcademy,LLC Page1of10

C.4Start-UpBudgetAssumptions

ValorPreparatoryAcademyhasdefineditsstart-upperiod,alsoreferredtointhisapplicationasits“foundingperiod,”asMay1st,2018throughJuly31st,2019,basedonbudgetassumptionsinthisdocument.

Asdiscussedinsection(B)ofthisapplication,PTLCwillbeactingasthegoverningboardduringthefoundingperioduntilthefirstdayofinstruction.Asevidentfromtheboardresolutions,availabilityofstart-upfunds,andbuildingconstruction,PTLChasdonatedanenormousamountofresourcestoaidinthesuccessofValorPreparatoryAcademy,duringboththestart-upperiodandtheinitialoperationalyears.Forthefoundingperiodor“start-up”,thisincludesallthemarketingcosts,Principal’ssalary,andfreerent.Thestart-upbudget,therefore,isnotcompletelyreflectiveofalltheactivitiesthatwillbetakingplaceduringthestart-upperiod.Forexample,perourmarketingplanandtimeline,wearelaunchingarobustprogramtoattractourtargetedstudentpopulation(fromsectionA-2)duringthistime.Thoseexpensesarenotreflectedwithinthestart-upbudgetsincetheyaredonatedbyPTLC.Thesecostsareaboveandbeyondthe200kthatPTLChasdonatedforthestart-upperiod.

A. ListofRevenuesDuringStart-UpBudget:

SecuredFunds

$200,000:PerthePTLCgrantletterdatedApril4thandevidencedbythesignedverifiablesourceoffundsform.

Costofmarketingandassociatedmaterials:Pertheattachedunanimousboardconsentstating“WHEREAS,thattheBoardfurtherbelievesthat,tofurtherthemissionandpurposesoftheCorporation,theCorporation’sresourcesshouldbeusedtoassisttheSchoolinitsinitialyearofactivitieswithmarketingandpromotionalmaterialstoattractstudentstotheSchool.”VPAwillexecuteasubstantialstudentmarketingplandesignedtoeducateandattractthetargetedstudentpopulationinA2;however,thecostsassociatedtotheseeffortswillbeabsorbedbyPTLC.

B. ListofExpensesDuringStart-UpBudget:

SeechartC.4.1below:


C.4.1


C. ExplanationofExpensesDuringStart-UpBudget:

Administration,Instruction,andSupport(AIS)

SchoolPrincipal

• Duringstart-upperiod,SchoolPrincipalwillbeemployeddirectlybyPrimaveraTechnicalLearningCenter.

Teachers

• AssumestherewillbesevenregulareducationteacherswhowillbestartinginJuly2019andpaidforonecompleteweekpriortoinstructioncommencing.

• Assumesanaveragesalaryof$55,000annuallyperteacher

• Totalsalaryexpensesinclude10%forallrequiredcontributions.

• $55,000/52=$1057.69weeklyrateX7Teachers=$7,403.83+10%requiredcontributions=$8,144.21

OfficeStaff

• OfficestaffwouldbestartinginJanuary2019fulltime.

• Assumesanaveragehourlyrateof$16perhour.


• $16perhourX2080hoursinpayyear=$33,280yearly/$2,773.33monthlyX7Months=$19,413.33+10%requiredcontributions=$21,354.67

SpecialEducationTeacher

• AssumestherewillbeonespecialeducationteacherwhowillbestartinginJuly2019andpaidforonecompleteweekpriortoinstructioncommencing.

• Assumesanaveragesalaryof$48,900annually.


• $48,900/52=$940.38+10%requiredcontributions=$1034.42

Counselor

• AssumestherewillbeonecounselorwhowillbestartinginJuly2019andpaidforonecompleteweekpriortoinstructioncommencing.



• $48,900/52=$940.38+10%requiredcontributions=$1034.42



EmployeeHealthInsuranceCosts

• AssumestherewillbeoneSchoolBusinessManagerwhowillbestartinginFebruary2019.



• $65,000/12months=$5,416.76X6Months=$32,500+10%requiredcontributions=$35,750

Administration,Instruction,andSupport(AIS)Non-SalaryExpenses

EmployeeBenefits(Retirement)

• Atthistime,wefeelthesalariesthatVPAintendstopayareabovemarketratesandattractivetopotentialemployees.Inaddition,webelievetheinnovativeandflexibleschedulethatblendinglearningprovideswillbeanattractivealternativetothetraditionalschool.Wewillre-evaluatethisagainduringthehiringprocess.Wehaveleftmoneyinourbudgetreservestoaccommodateaddingina403b,401k,orpotentiallylookingattheASRS.

EmployeeBenefits(HealthInsurance)

• ValorPreparatoryAcademywillprovideeachemployeeupto$500amonthtousetowardstheirselectedplan.

• AssumeswewillhaveoneofficestaffstartinginJanuary2019(7monthsduringstartup)

• AssumeswewillhaveoneSchoolBusinessManagerinFebruary2019(6monthsduringstartup)

• VPAwillofferaPPOandanHMOfromleadingcarriers.AninitialquotationthatwereceivedfromC3RiskandInsuranceServicesforasingleindividualwouldbesufficienttocover100%ofhisorherinsurancecoverage.Aplanexampleisbelow:

Health:$350.00/employeeDental:$10.87/employeeVision:$5.55/employee

• Year0:(Start-up)$6,500

• Breakdownofstart-upcostsforemployeehealthinsuranceisbelow:


OfficeSupplies

• AssumingtimingofbuildingconstructiondoesnotexceedDecember2018,andstaffwillbehiredandmovingintofacilitybyJan1st,2019,thefollowingstockingsuppliesareneeded:

InstructionalConsumables

• VPA’sProgramofInstructionreliesheavilyontheuseofhighqualitydigitalcurriculum.Inaddition,smartboardsandotherdigitaldevicesallowfortheeliminationofconsumableinstructionalmaterialsintheclassroom.

• Weassumethechosentechnologyandsmartboardswilleliminatetheneedforconsumableclassroomresources.Anycopiesneededwillbeincludedintheofficesupplybudget.

MembershipDues,Registration,Travel

• Uponreceivingcharterapproval,VPAwillimmediatelyjointheArizonaCharterSchoolAssociationinordertoavailitselfofallthebenefitsmembershipprovides.Assuming200students,thecostwouldbe$900.

AISContractedServices(Payroll)

• VPAwillbeusingADPforpayrollservices.Basedonsemimonthlypaymentfortherequiredstaffduringstart-up,thecostsforpayrollprocessingwillbethefollowing:Price:$75.04perpayrollcost,and$1.79peremployee.Payfrequencywillbesemi-monthly.Payrollprocessingincludes,taxfilling,electronicreports,mobilepayroll,postercompliance,andG/Linterface.Start-upYearCosts-$1,075.62

SPEDContractedServices

• VPAwillnotcontractforSPEDservicesduringthestart-upperiod.

Curriculum&ResourceMaterials


• VPAwillbesourcingthehighestqualitydigitalcurriculumonthemarketfromavarietyofvendorstofittheeducationalplanforourtargetedstudentpopulation.

• Limitednumberoflicenseswillbeprocuredduringthestart-upperiodfortrainingpurposeswithteachers.

• Withanestimated200students,thecurrentperstudentpricewillbe$550perstudentperyearforStrongMindcurriculum.

• FulllicenseswillnotbesourceduntiltheendofJulybasedonaJuly29thstartdate.

• Digitalcurriculumproviderswillaccommodateamonthlypaymentbasedonactuallicensesusedandnotrequirefullyearlypaymentupfront.

• 15Licenseswillbeprocuredat($550X15)/12monthspaymentplan=$687.50

• Totalcurriculumforstart-upperiodis$687.50

LibraryResources/Software

• Noadditionalsoftware/licensingisneeded.

StudentInformationSystemsSoftwareandSupport

• TheStudentInformationSystemplatformcurrentlyselectedisStrongMind.

• Forimplementation,training,andlicensing,thepriceis$33.50perstudentplus$2500onsiteteachertrainingfee,whichhasbeenwaivedforallyearsduetoproximityofvendor’slocationtoVPAcampus.VendorisheadquarteredinChandler,AZ.

• ThetotalSISandsupportbasedon200studentsis$6,700forthestart-upandwillcarrythroughthefirstyear.

OperationsandMaintenance(O&M)Expenditures

Supplies

• Assumes$750willbeadequatetocovercleaningsuppliesinstart-upphase.

Marketing&Advertising

FlipSwitchistheentitythatwillprovidemarketingresourcesforValorPreparatoryAcademy.FlipSwitchisanexpertindigitalmarketing,websitesolutions,andsocialmedia.Theyareonthecuttingedgeofsocialnetworkingadvertisingstrategiesandstudentacquisitionadvertisingstrategies.FlipSwitchdoesworkintraditionalprintmediaaswell.Avastmajorityofthemarketingplanwillbeexecutedinthestart-upyear.AllmarketingandadvertisingcostshavebeenpaidforbyPTLC(seeattachedboardresolution).


BuildingRent/Lease/Loan

• PTLCfundedtheconstructionofthebuildingandallfixtures,equipmentandfurnitureneededforthestart-upoftheSchool,withoutanyobligationbytheSchooltorepaythesecosts.TheleaseagreementverifiesthatthesecostsareabsorbedbyPTLCandnotpassedontotheSchool.Further,therentissetatbelowmarketrates.ThisgeneroussupporthasresultedintheSchoolbeingabletofocusonprovidingqualityeducationforthestudentswiththefundingitreceives.

• Perleaseagreement,moveindatefornewbuildingwillbebetweenOctoberandNovember2018dependingoncompletionofconstruction.TheleasestatesnorentischargeduntilAugust1st,2019.

BuildingImprovements

• Thefacilityisnewlyconstructed,andnoimprovementswillberequireduponcompletion.

Land&Improvements

• Thefacilityisnewlyconstructed,andnoimprovementswillberequireduponcompletion.

Fees\Permits

• Wedonotforeseeanyrequiredfeesorpermits.

Property/CausalityInsurance

• Basedon$1,400amonthquotefromSocialServiceContractorsIndemnityPoolforpropertyandcasualtyinsuranceduringthestart-upperiod.

• InsurancewillbegininJanuary2019.

• TotalestimatedP&Cinsuranceforstart-upperiod7MonthsX1400=$9,800.

LiabilityInsurance

• Basedona$1,500permonthquotefromSocialServiceContractorsIndemnityPoolforliabilityinsuranceduringthestart-upperiod.

• InsurancewillbegininJanuary2019.

• Totalestimatedliabilityinsuranceforstart-upperiod7MonthsX$1,500=$10,500.

Utilities

• Utilitiesinstart-upphasearebudgetedat$500permonth.


• Buildingisnewconstructionanddesignedtobehighlyenergyefficient.

• Totalutilitiesduringstart-upphaseareexpectedare$3,500.

Phone/Communication/InternetAccess

• VPAwillutilizeIPphones:Costofphonesisincludedintechnologypackage.

• StaffwillutilizeInternet“HotSpots”forthemonthsofJanuary2019throughJune2019toavoidpayingthehighmonthlycostoffullbandwidth.

• MonthlyInternetaccesswithCoxBusinesswillbegininJulyforoperationalbandwidthof1GB/35Mbatacostof$804forthestart-upmonthofJuly.

StudentFurnitureandEquipment

• Studentfurnitureandfixturesareincludedintheleaserateofthebuilding.

• Thedesignofthefacilityincludingfurniturewasmeticulouslyconsideredbythenot-for-profittomatchtheeducationalplanandtargetedstudent.Wedonotanticipateneedingtobuyanythingadditional.

OfficeFurnitureandEquipment

• Officefurnitureandequipmentareincludedintheleaserateofthebuilding.

• Thedesignofthefacilityincludingfurniturewasmeticulouslyconsideredbythenot-for-profittomatchtheneedsofthestaffinordertoexecutetheeducationalplanforthetargetedstudentpopulation.Wedonotanticipateneedingtobuyanythingadditional.

StudentTechnologyandEquipment

• Thefollowingequipmentwillbeacquired.


• Aninitialbidhasbeensentoutwiththebelowbreakdown.Wewillbesourcingmorequotationstoensurebestpossiblepricing,andweassumethispricingwillstanduntiltimeofpurchase.

• TimeframeforacquisitionwouldbeJune2019.

• Chromebooksaredesignedforclassroomuse.Untilweknowpreciselythemakeupofthestudentbodyandthefrequencyoftheirattendanceatthelearningcenter,itisdifficulttodeterminepreciselythenumbertopurchase.Thisnumbermaybeincreasedandareserveinthestart-upfundsallocated.

• TotalforStudentTechnologyandEquipmentis$41,369.39.

OfficeTechnologyEquipment

• Thefollowingequipmentwillbeacquired.

• Aninitialrequestforbidhasbeensentoutwiththeabovebreakdown.Wewillsolicitmorequotestoensurebestpossiblepricingandweassumethispricingwillstanduntiltimeofpurchase.

• TimeframeforacquisitionwouldbeJanuary2019.

• TotalforOfficeTechnologyandEquipmentis$12,288.31.

OtherLeases

• VPAintendstoenterintoaleasewithSIMSBusinessSystemsforacopierandprinter.

• TotalAmountforcopierandprinteris$244.29permonth

• TimeframeforexecutingleasewouldbeJanuary2019for7monthsinstart-upperiod.

• 7MonthsX$244.29=$1710.03

LoanRepayment

• VPAdoesnothaveanyadditionalloans.


D. RevenuesvsExpenditures

TotalRevenueforstart-upperiod:$200,000

TotalExpendituresforstart-upperiod:$164,821.78

Net:$35,178.22

E. ConsistencyofTimeFrames

Timeframesofstart-upbudgetareconsistentwithapplication;however,constructiontimelinesareknowntoshiftslightly.

F. ConsistencywithAllSections

Thissectionisconsistentwithallsectionsoftheapplicationpackage.

C.4 Start-Up Budget Revised

Approved DATE

123456789

10

111213141516171819202122232425262728293031

A B C D E FC.4 Start-Up Budget Revised

Provide Assumptions by Line May 1st 2018 to July 31st 2019 Timeframe for AcquisitionSTART-UP REVENUE Total $Secured Funds - Private Donations 200,000.00$ AquiredSecured Funds - LoansSecured Funds - Other Total Start-up Revenue $200,000

Timeframe for AcquisitionAdministration, Instruction, & Support (AIS) EXPENDITURES (add lines as necessary)

# of FTE Staff @ Salary Required Employer Contributions per FTE Total $

Salaries Director/Principal 1.00 -$ Salary paid by PTLC Teacher-Regular Education 7.00 1,057.69$ 105.77$ 8,144.22$ 1 Week of pay only Teacher-Special Education 1.00 940.38$ 94.04$ 1,034.42$ 1 Week of pay onlyCounselor 1.00 940.38$ 94.04$ 1,034.42$ 1 Week of pay onlySchool Business Manager 1.00 32,500.00$ 3,250.00$ 35,750.00$ 6 Months of pay Custodial/Maintenance -$ Office Staff 1.00 $19,413 1,941.33$ 21,354.66$ 7 Months of pay Employee Benefits -$ Employee Insurance (if providing) 6,500.00$ January 1, 2019Office Supplies (Paper, Postage, etc.) 919.21$ January 1, 2019Instructional Consumables -$ Membership Dues, Registrations, & Travel 900.00$ June 1, 2019Contracted Services (Payroll) 1,075.62$ January 1, 2019Contracted Services: Special Education -$ Curriculum & Resource Materials 687.50$ July 1, 2019Library Resources/Software -$ SIS Software 6,700.00$ May 1, 2019Other -$ Total Administration, Instruction, & Support 84,100.05$

Applicant Name: Valor Preparatory Academy, LLC

C.4 Start-Up Budget Revised

Approved DATE

32

33343536373839404142434445464748495051525354555657

A B C D E FTimeframe for Acquisition

Operations & Maintenance (O&M) EXPENDITURES (add lines as necessary) Total $

Supplies 750.00$ January 1, 2019Marketing/Advertising -$ Contracted Services: O&M -$ Building Rent/Lease/Loan -$ Building & Improvements -$ Land & Improvements -$ Fees/Permits -$ Property/Casualty Insurance 9,800.00$ January 1, 2019Liability Insurance 10,500.00$ January 1, 2019Utilities (Electric, Gas, Water, Waste) 3,500.00$ January 1, 2019Phone/Communications/Internet Connectivity 804.00$ July 1, 2019Student Furniture & Equipment -$ Office Furniture & Equipment -$ Student Technology Equipment 41,369.39$ June 1, 2019Office Technology Equipment 12,288.31$ February 1, 2019Other Leases (Security, Copiers, etc.) 1,710.03$ January 1, 2019Loan Repayment -$ Other 0 Total Operations & Maintenance 80,721.73$ Total Expenditures 164,821.78$

Total Start-up Revenues 200,000.00$

Budget Balance (= Revenues - Expenditures) 35,178.22$

C.5 Three Year Operational

Budget

Approved February 13, 2017

Year 1 Year 2 Year 3Kinder 0 0 0

Grades 1-3 0 0 0Grades 4-8 129 179 212

Grades 9-12 55 110 179Total 184 289 391

No No No

C. Enter Estimated Student Count Add-On Numbers*

1,302,449$ 2,055,176$ 2,782,717$

Instructions:

Moderate Intellectual DisabilityVisual Impairment

1. Enter the estimated student counts (budget based on, not full enrollment) used in the Three Year Operational Budget, separated by grade level. Kindergarten students should be entered as a head count figure - the worksheet will automatically divide by two for Section A.

5. Enter the Estimated Equalization Revenue figures from line D into line 12 of C.5 Three Year Operational Budget.

3. If you will be operating with a 200 day calendar, change the 'No' in line B to 'Yes.'

2. Confirm that the numbers align with the figures provided in the narrative for C.2 Advertising & Promotion.

4. If you choose to enter estimated counts for student count add-ons, enther whole numbers in Section C. Numbers for Kindergarten students should be divided by 2 for Section C only. These numbers are not required, and if used must be supported in the assumptions and be consistent with the Target Population described in Section A.2. The add-ons for K-3 and K-3 Reading are automatically included in the Estimated Equalization Revenue.

2019-2020 Application for New CharterArizona State Board for Charter Schools

Projected Revenue Calculator

6. Upload this complete Excel file or a PDF copy of the completed "Enter Data Here" sheet only, into C.5 Three Year Operation Budget section of the online application wizard.

D. Estimated Equalization Revenue

A. Enter Estimated Student Counts

B. Will you have a 200 Day Calendar?

Hearing ImpairmentELL (English Learners)MD-R, A-R, and SID-R

MD-SC, A-SC, and SID-SCMultiple Disabilities Severe Sensory Impairment

Orthopedic Impairment (Resource)Orthopedic Impairment (Self-Contained)

DD, ED, MIID, SLD, SLI, and OHIEmotionally Disabled (Private)

C.5ThreeYearOperationalBudgetRevisedValorPreparatoryAcademy,LLC Page1of17

C.5ThreeYearOperationalBudget

A)ListofFullExpenditures:

Year1ExpenseOverview


Year2ExpenseOverview Year3ExpenseOverview


Year1SalarySchedule

Administration,Instruction,andSupport(AIS)

Salaries:

SchoolPrincipal

• AssumesfulltimePrincipalondayoneofoperationalyear

• Assumesnodisruptionandcontinuousemploymentofsameemployee

• Assumes1FTEatastartingrateof$90,000peryear

• AssumesRequiredEmployerContributionspertableC.5.1

• Assumes2%meritincreaseinyear2andyear3

AssistantPrincipal

• AssumesfulltimeAssistantPrincipalondayoneofthirdoperationalyear


• Assumes1FTEatastartingrateof$80,000peryearstartingthirdoperationalyear


OfficeStaff

• AssumesfulltimeOfficeStaffondayoneofoperationalyear


• Assumes1FTEatanaveragerateof$33,945.60peryear



TeachersAssistant

• AssumesfulltimeTeachersAssistantondayoneof2ndoperationalyear


• Assumes1FTEatanaveragerateof$33,945.60peryearforyear2




• Assumes2%meritincreaseinyear3

SpecialEducationTeachers

• AssumesfulltimeSpecialEducationTeacherondayoneofoperationalyear


• Assumes1FTEatanaveragerateof$48.900peryearforyear1andyear2




Teachers

• Assumes7fulltimeTeachersondayoneofoperationalyear


• Assumes7FTEatanaveragerateof$55,000peryearforyear1




• Assumes2%meritincreaseinyear2and3

Counselor

• AssumesfulltimeCounselorondayoneofoperationalyear


• Assumes1FTEatanaveragerateof$48,900peryear




• AssumesfulltimeSchoolBusinessManagerondayoneofoperationalyear


• Assumes1FTEatastartingrateof$90,000peryear




Year2SalarySchedule

Year3SalarySchedule

RequiredEmployerPaidContributionsCalculations:

TherequiredemployerpaidcontributionsassumptionsarebasedonthelatestavailableratesatthetimeandaredetailedbelowonchartC.5.1.

C.5.1

EmployeeBenefits

Atthistime,wefeelthesalariesthatVPAintendstopayareabovemarketratesandattractivetopotentialemployees.Inaddition,webelievetheinnovativeandflexibleschedulethatblendedlearningprovideswillbeanattractivealternativetothetraditionalschool.Wewillre-evaluatethisagainduringthehiringprocess.Wehaveleftmoneyinourbudgetreservestoaccommodateaddingina403b,401k,orpotentiallylookingattheASRS.


EmployeeHealthInsuranceCosts

EmployeeBenefits(HealthInsurance)

C3RiskandInsuranceServicesistheentitythatwillprovidetheresourcesneededforemployeebenefits.Note:Thisispreliminary,asratesconstantlychangeduetofederallaws.Sincewewillnotbeprovidingthisserviceuntilnextyear,wewillrunanotherbidroundtoensurebestpossiblecoverageandpricingforVPAemployees.

ValorPreparatoryAcademywillprovideeachemployeeupto$500amonthtousetowardstheirselectedplan.VPAwillofferaPPOandanHMOfromleadingcarriers.AninitialquotationthatwereceivedfromC3RiskandInsuranceServicesforasingleindividualwouldbesufficienttocover100%ofhisorherindividualinsuranceplan.Aplanexampleisbelow:

Quotationbasedonsingleplan:• Health:$350.00/employee• Dental:$10.87/employee• Vision:$5.55/employee

Assumptions:•2EmployeesYear1100%optinmaximumemployercontributionof$500($500X12X12)=$72,000•20EmployeesYear2100%optinmaximumemployercontributionof$500($500X20X12)=$120,000•29EmployeesYear3100%optinmaximumemployercontributionof$500($500X29X12)=$174,000


OfficeSupplies

Wehavetakenabaselineneedsassessmentofalltheofficesuppliesweshouldneedinamonth.VPAisdesignedtobetechnologydrivenandreduceconsumablewaste.Thefollowinglistofitemsarethemonthlysupplieswhichareconsumedandneedtobereplenished:

Basedonthisanalysis,wewereabletocometoayearonetotalneedsassessment:$1090.68X12=$13,088.16.Inordertoproperlyscale-upthenexttwoyears,wetooka$perstudentbasedontheenrollmentforyearone.Thisbaselinewas$65.44perstudentperyear.Wewerethenabletocalculateouranticipatedneedsforofficesuppliesinyears2and3.

InstructionalConsumables

BasedonthedigitalcurriculumdeliveryoftheVPAcontent,wedonotanticipateanyinstructionalconsumableswiththeexceptionofpaper,whichiscontainedintheofficesupplybudget.

MembershipDues,Registrations,andTravel

WeintendtomaintainourmembershipyearlywiththeArizonaCharterSchoolAssociation.Theyearlycostatthistimeis$4.50perstudentperyear.Thisbreaksdownto:

Year1(200students)=$900

Year2(315Students)=$1,417.50

Year3(425Students)=$1912.50

ContractedServices(SIS/ContainedintheAISContractedServicesLine)

TheStudentInformationSystemplatformcurrentlyselectedisStrongMind.


Forimplementation,training,andlicensing,thepriceis$33.50perstudent,plus$2500onsiteteachertrainingfee,whichhasbeenwaivedforallyearsduetovendor’sproximitytoVPAcampus.VendorisheadquarteredinChandler,AZ.

ThetotalSISandsupportbasedon200studentswas$6,700forthestart-upandwasexpensedinthestart-upyear.

OngoingSIScostsareasfollows:$33.50perstudent

Year1(200students)=IncludedinStart-up



ContractedServices(SPED)

IhavenoideawhatwearedoingforSPEDservicesnow.

Payroll

ADPistheentitythatwillprovidethePayrollServicesforValorPreparatoryAcademy.

Price:$75.04perpayrollcost,and$1.79peremployee.Payfrequencywillbesemi-monthly.Payrollprocessingincludes,taxfiling,electronicreports,mobilepayroll,postercompliance,andG/Linterface.

FirstYearCosts-$1822.44

SecondYearCosts-$1836.76

ThirdYearCosts-$1843.92

Curriculum&ResourceMaterials

VPAwillbesourcingthehighestqualitydigitalcurriculumonthemarketfromavarietyofvendorstofittheeducationalplanforourtargetedstudentpopulation.Currentvendorsthathavebeenselectedare:Galileo,StrongMind,ThinkingMaps,Turnitin,Read180,andMath180.SinceallstudentswilluseStrongMind,andsinceotherplatformsaredependentonthestudent’sneeds,onlytheStrongMindcurriculumwassourcedinthestart-upyearinordertogetadvancedtrainingandfullimplementationestablished.Remainingcurriculumwillbeimplementedinarollingscheduleasneeded.

ForStrongmind,thecurrentperstudentpricewillbe$550perstudentperyear.Additionalcurriculumiscurrentlybudgetedat$350perstudentperyear.

Digitalcurriculumproviderswillaccommodateamonthlypaymentbasedonactuallicensesusedandwillnotrequirefullyearlypaymentupfront.

Year1(200students)=$180,000


Year2(315Students)=$283,500

Year3(425Students)=$382,500

LibraryResources/Software

Allsoftwareandlibraryresourcesarecontainedwithinthecurriculumbudget.

AuditorFees

JohnsonGoffandCompany,PLLCwillprovideauditingservicesforValorPreparatoryAcademy.

Price:$165001styearand$14,000thereafter(includesauditsforfinancialreporting,legalcompliance,andIRSannualreportfiling).

Legal

LewisRocaRothgerberChristieLLP/LauraLoBiancowillbethelegalserviceusedatValorPreparatoryAcademy.

Expertise:Representingcharterschoolswithrespecttobusiness,tax,andregulatoryissues,includingstructuringtheexpansionofcharternetworks.

Competence:TheattorneysatLewisRocaRothgerberChristiehavedeepexperiencewithalltypesofeducationalinstitutionsandtheirfullrangeoflegalneedsfromdisputeavoidanceandresolution,toregulatorycompliance,andtheirmostsophisticatedtechnicalintellectualpropertyrequirements.

Price:$425perhourconsultingfee

Years1-3:$5,525(13hoursoflegalconsultingperyear)

Supplies

AcontractwillbemadewithOpenWorksforcustodialservices,whichincludescleaningsupplies.Asmallbudgethasbeensetasideforcleanersthatstaffcanuseonanasneededbasis.

Year1=$1,500

Year2=$2,000

Year3=$3,000

Marketing/Advertising

FlipSwitchistheentitythatwillprovidemarketingresourcesforValorPreparatoryAcademy.


Avastmajorityofthemarketingplanwillbeexecutedinthestart-upyear.AllmarketingandadvertisingcostshavebeenpaidforbyPTLC.VPAwillcontinueamaintenanceprogramforadvertising,whichincludesacontractwithFlipSwitch.Thiscontracthandlesthewebsitemaintenanceandthesocialmedia.Thecostforthatpackageis$2,450peryear.Printedmarketingmaterialsarebudgetedat$1,250peryear,andpostagededicatedtomarketingisbudgetedat$300peryear.

Year1=$4,000

Year2=$4,000

Year3=$4,000

ContractedServices–O&M

OpenWorkswillprovidecustodialservicesatValorPreparatoryAcademy.

Year1=$6,600

Year2=$8,200

Year3=$11,000

BuildingRent/Lease/Loan

Perthelease,thetotalamountis:

Year1=$136,800

Year2=$136,800

Year3=$136,800

BuildingImprovements

Thebuildingisnew,andnobuildingimprovementswillbeneeded.

Land&Improvements

Thebuildingisnew,andnolandimprovementswillbeneeded.

Fees\Permits

Property/CasualtyInsurance

Basedon$1,400amonthquotefromSocialServiceContractorsIndemnityPoolforpropertyandcasualtyinsuranceduringtheoperationalyears.

Year1=$16,800

Year2=$16,800


Year3=$16,800

LiabilityInsurance

Basedona$1,500permonthquotefromSocialServiceContractorsIndemnityPoolforliabilityinsuranceduringtheoperationalyears.

Year1=$18,000

Year2=$18,000

Year3=$18,000

Utilities(Electric,Gas,Water,Waste)

Utilitiesinoperationphasearebudgetedat$700permonth.

Buildingisnewconstructionanddesignedtobehighlyenergyefficient.

Year1=$8,400

Year2=$8,400

Year3=$8.400

Phone/Communication/InternetConnectivity

VPAwillutilizeIPphones:Costofphonesisincludedintechnologypackage.

MonthlyInternetaccesswithCoxBusinesswillprovideoperationalbandwidthof1GB/35Mbatacostof$804amonth.

Year1=$9,648

Year2=$9,648

Year3=$9,648

Transportation

VPAdoesnotprovidetransportation;however,perboardresolution,PTLCwillprovidebuspassesatnochargetofamilyforanystudentattendingVPAwhoisinneedofonetogettoschool.

FoodService

VPAdoesnotofferfoodservice.

StudentFurniture/OtherEquipment

Allstudentfurniturewaspurchasedinthestart-upperiodorprovidedwiththelease.


OfficeFurniture/OtherEquipment

Allofficefurniturewaspurchasedinthestart-upperiodorprovidedwiththelease.

StudentTechnology/Equipment

Allstudenttechnologywaspurchasedduringthestart-upperiod;however,weintendtoretaina1:4Chromebooktostudentratioeachyear.Theseareforstudentstousewhentheycometothelearningcenterinadditiontothedesktopcomputersinthecomputerlab.

Weanticipateneedingtoreplaceatleast5Chromebooksayearduetotheft,breakage,orloss.Inaddition,weintendtokeep5additionalonreservebeyondthe1:4ratio.Thecurrent3-yearforecastforChromebooksandchargingcartslooksasfollows(note,yearoneiscontainedintheStart-upBudgetforStudentTechnology:

ChromebookandChargingCartNeeds

Year1=IncludedinStart-upBudget

Year2=$16,492.81

Year3=$17,785.97

OfficeTechnologyEquipment

VPAwillensureallstaffhasthetechnologynecessarytocompletetheirtasks.Allstaffwillhavealaptopinordertocompletetheirdailytasksanddeliverthehighestqualityinstruction.Allfirst-yearofficetechnologywassourcedinthestart-upyear.


Assumptionsincludenolaptopsforstaffwillbebrokenorstoleninthefirstthreeyearsofoperation.Assumptionsincludenootherofficetechnologyequipmentwillbeneededtopurchaseforfirstthreeyearsofoperationandeverythingwasaccountedforinstart-upphase.Laptopswillbeaddedasstaffisaddedpertheschedulebelow:

StaffLaptopPurchase

Year1=(Laptop$10,379.01+OtherEquipment$1909.30)IncludedinStart-up–Noexpendituresforyear1.

Year2=$6,919.34

Year3=$7,783.26

OtherLeases(Security,Copier,etc.)

SimsBusinessSystemswillbethecompanyweuseforaleaseonacopierandlargeprinter.

Price:$244.29permonth

Year1=$244.29X12=$2,931.48

Year2=$244.29X12=$2,931.48

Year3=$244.29X12=$2,931.48

ContractedSpecialEducationServices(SPED)

KaleidoscopeEducationSolutionswillprovideoutsourcedSPEDservicesforValorPreparatoryAcademy.AlthoughVPAwillhavespecialeducationteachersonstaff,weexpecttoneedtooutsourcesomeservicesdependingontheneedsofthestudentpopulation.


Expertise:KaleidoscopeEducationSolutionsisaleadingreferralagencyofspecialeducationprofessionalsandschool-basedtherapyproviders.Theycurrentlyreferprofessionalstoapproximately700schooldistrictsandagencies,andtheyconsultwiththousandsofeducationalprofessionalsandfacilitiesnationwide.Theprofessionalstheyreferconsistentlyenhanceandimprovedeliveryofspecialeducationandtherapyservicesandprovidedynamicresultsforthestudentsandschooldistricts.

Competence:KaleidoscopeEducationSolutionsconnectshighlycredentialedtherapistsandeducationproviderswithschoolsandeducationorganizations.Theyhavebuiltareputationforreferringprofessionalsforrewardingshortandlong-termcontractopportunities.

VPAwillutilizethefollowingquotedservices:


OnlineSpeechLanguagePathologist $65.00SpeechLanguagePathologist(inperson) $75.00OnlineOccupationalTherapist $65.00OccupationalTherapist(inperson) $75.00EvaluationsforSpeechOT/PT(pereval) $325.00EvaluationsforMotorSensory(pereval) $325.00OnlineCounseling $55.00AudiologyEvaluations(pereval) $425.00SchoolPsychologist $78.00SchoolPsychologistEvaluation(pereval) $725.00PhysicalTherapist $80.00

Localorin-statevendor:OfficeBasedinPhoenix,Arizona

Sincewewillnotknowthespecialeducationneedsofthestudentsuntilwehaveenrollment,weusedanaverageoftheoverallenrollmentbasedonstateaverages.Sincewewillhavespecialeducationteachersonstaff,thestudents’needswilltypicallybemetthroughanamalgamationofsupportofonsitestaff,andoutsourcedservices.Therefore,theestimatedhoursperstudentonlyreflectstheneedsoftheoutsourcedservices,notthesumofthestudent’scompletesupport.

SPEDYears1–3(seechartbelow)


LoanRepayment

VPAdoesnotanticipatetheneedforanyloan.

Other

Nootherexpenses


B)ExplanationofRevenues:

VPAanticipateshaving200studentsinitsfirstyear,315initssecond,and425initsthird.Expectedinthefollowingstudentpopulations:

ExpectedStudentPopulation

VPAisbasingitsbudgetoffaconservative92%AverageDailyMembership(ADM)model.

Conservative92%AverageDailyMembershipEnrollmentEstimates

GradeLevel 2019-20 2020-21 2021-22

Kinder 0 0 0

Grades1-3 0 0 0

Grades4-8 140 195 230

Grades9-12 60 120 195

Total 200 315 425

GradeLevel 2019-20 2020-21 2021-22

Kinder 0 0 0

Grades1-3 0 0 0

Grades4-8 129 179 212

Grades9-12 55 110 179

Total 184 289 391


C)RationaleforStudentCountAdd-onLevels

VPAdidnotincludeanyadd-onsinthebudgetastherewasnotenoughinformationtogenerateastudentcountfortheseadd-onswithenoughreliabilitytoincludeinthebudget.

D)RationaleforthePercentofFullEnrollment

Giventheuniqueblendedlearningmodelwhichprovidessomemeasureofflexibilityinastudent’slifescheduletoattendschoolandcompletetheircoursework,weusedaveryconservativemodelof92%ADMtojustifythepercentoffullenrollment.Althoughitisdifficulttocompareourmodelintheareasincenothinglikeitexists,bylookingatthelocalschoolattendanceratesweconservativelycanprojectasimilarADM.

E)DemonstrationofAssumptions

Allassumptionsinthethree-yearoperationalbudgetareviableandadequate.Inmanycases,worst-casescenarionumberswereused.Mostexpenseswerebasedonhardquotes,andwhereestimateswereused,ahigherfigurewasalwaysused.

F)OperationalRevenueforStart-UpExpenses

PTLCmadeagenerousgranttotheSchooltocoverallstart-upexpenses,resultinginnorequirementfortheSchooltoobtainanyotheroperationalrevenue.Infact,itisanticipatedthatsomegrantfundswillbecarriedoverandavailableforuseduringthefirstoperatingyear.Moreover,PTLCdonatedtotheSchooltheconstructionofthebuildingandacquisitionofallfixtures,equipmentandfurniturethatwillbeusedforthestart-upoftheSchoolandinthefirstyearsofoperation.ThereisnoobligationfortheSchooltorepaythisdonation.TheSchoolleasesthebuilding,beginningAugust2019,atbelowmarketrates.PTLC’sfinancialsupportoftheSchool,withoutfinancingarrangementsorexpectationsofrepayment,allowstheSchooltomaximizeresourcesdirectlyforthebenefitofthestudents.

G)EnsureRevenuesCoverExpenditures

Revenuescoverexpendituresandasmallreserveisexpectedeachyear.

YearEndFundBalanceAsa%ofRevenue

H)Consistency

SectionC.5isconsistentwithallsectionsoftheapplication.

C.5 Three Year Operational Budget - 2018-2019 Cycle

DRAFT February 14, 2017

C.5 Three Year Operational Plan Revised

Provide Assumptions by LineSTUDENT COUNT (at full enrollment) 200.00 315.00 425.00Number of Students (Budget based on) 184.00 289.00 391.00% of Full Enrollment Budget Based On 92.00% 91.75% 92.00%

CARRYOVER (Balance from Start-Up Budget in year 1 or previous year) 35,178.22$ 53,417.12$ 117,561.49$

REVENUE $ Amount $ Amount $ AmountState Funding (Equalization Assistance) 1,302,449$ 2,055,176$ 2,782,717$ Secured Funds - Private Donations Secured Funds - Loans Secured Funds - Other Total Revenue 1,302,449$ 2,055,176$ 2,782,717$

Administration, Instruction, & Support (AIS) EXPENDITURES # of Staff @ Salary Req. Cont. Total # of Staff @ Salary Req. Cont. Total # of Staff @ Salary Req. Cont. Total

(add lines as necessary)Salaries Director/Principal 1.00 90,000.00$ 9,725.00$ 99,725$ 1.00 91,800.00$ 9,916.70$ 101,717$ 1.00 93,636.00$ 10,112.23$ 103,748.23$ Teacher-Regular Education 7.00 385,000.00$ 41,142.50$ 426,143$ 14.00 785,400.00$ 83,785.10$ 869,185$ 19.00 1,087,218.00$ 115,928.72$ 1,203,146.72$ Teacher-Special Education 1.00 48,900.00$ 5,347.85$ 54,248$ 1.00 49,878.00$ 5,452.01$ 55,330$ 2.00 101,751.12$ 10,976.49$ 112,727.61$ Instructional Assistants-Regular Education - -$ -$ -$ 1.00 33,945.60$ 3,755.21$ 37,701$ 3.00 103,873.54$ 11,202.53$ 115,076.07$ Instructional Assistants-Special Education - -$ -$ -$ - -$ -$ -$ - -$ -$ -$ Office Staff 1.00 33,280.00$ 3,684.32$ 36,964$ 1.00 33,945.60$ 3,755.21$ 37,701$ 1.00 34,624.51$ 3,827.51$ 38,452.02$ Bookkeeper/Finance 1.00 65,000.00$ 7,062.50$ 72,063$ 1.00 66,300.00$ 7,200.95$ 73,501$ 1.00 67,626.00$ 7,342.17$ 74,968.17$ Custodial/Maintenance - -$ -$ -$ - -$ -$ -$ - -$ -$ -$ Other Counselor 1.00 48,900.00$ 5,347.85$ 54,248$ 1.00 49,878.00$ 5,452.01$ 55,330$ 1.00 50,875.56$ 5,558.25$ 56,433.81$ Other Assistant Principal - -$ -$ -$ 1.00 80,000.00$ 8,660.00$ 88,660.00$ Employee Benefits -$ -$ -$ Employee Insurance (if applicable) 72,000.00$ 120,000.00$ 174,000.00$ Office Supplies (Paper, Postage, etc.) 13,088.16$ 20,613.85$ 27,812.34$ Instructional Consumables -$ -$ -$ Membership Dues, Registrations, & Travel 900.00$ 1,417.50$ 1,912.50$ Contracted Services (SIS) -$ 10,552.50$ 14,237.50$ Contracted Services (Special Education) 46,305.00$ 72,930.00$ 98,398.00$ Contracted Services (Legal) 5,525.00$ 5,525.00$ 5,525.00$ Curriculum & Resource Materials 180,000.00$ 283,500.00$ 382,500.00$ Library Resources/Software -$ -$ -$ Contracted Services (Payroll) 1,822.44$ 1,836.76$ 1,843.92$ Auditor Fees 16,500.00$ 14,000.00$ 14,000.00$ Other -$ Total Administration, Instruction, & Support 1,079,530.62$ 1,760,840.00$ 2,513,441.89$

Operations & Maintenance (O&M) EXPENDITURES Total Total Total

(add lines as necessary)Supplies 1,500.00$ 2,000.00$ 3,000.00$ Marketing/Advertising 4,000.00$ 4,000.00$ 4,000.00$ Contracted Services - Janitorial 6,600.00$ 8,200.00$ 11,000.00$ Building Rent/Lease/Loan 136,800.00$ 136,800.00$ 136,800.00$ Building & Improvements -$ -$ -$ Land & Improvements -$ -$ -$ Fees/Permits -$ -$ -$ Property/Casualty Insurance 16,800.00$ 16,800.00$ 16,800.00$ Liability Insurance 18,000.00$ 18,000.00$ 18,000.00$ Utilities (Electric, Gas, Water, Waste) 8,400.00$ 8,400.00$ 8,400.00$ Phone/Communications/Internet Connectivity 9,648.00$ 9,648.00$ 9,648.00$

Applicant Name: VALOR PREPARATORY ACADEMY, LLC

Second Year Third YearFirst Year

C.5 Three Year Operational Budget - 2018-2019 Cycle

DRAFT February 14, 2017

Transportation -$ -$ -$ Food Service -$ -$ -$ Student Furniture & Other Equipment -$ -$ -$ Office Furniture & Other Equipment -$ -$ -$ Student Technology Equipment -$ 16,492.81$ 17,785.97$ Office Technology Equipment -$ 6,919.34$ 7,784.26$ Other Leases (Security, Copiers, etc.) 2,931.48$ 2,931.48$ 2,931.48$ Loan Repayment -$ -$ -$ Other -$ -$ -$ Total Operations & Maintenance 204,679.48$ 230,192$ 236,149.71$

Total Expenditures 1,284,210.10$ 1,991,032$ 2,749,591.60$

Total Revenues 1,337,627.22$ 2,108,593.12$ 2,900,278.49$

Budget Balance (=Revenues-Expenditures) 53,417.12$ 117,561.49$ 150,686.89$

Charter Principal Resumes

Ryan Shook Charter School Operations & Technology

Objective: Experienced Operations/ Management Executive seeking to improve children’s education nationwide.

Passionate utilization of advanced analytics and education technology, with extensive experience in the Charter School Movement at CSMC.

Refined relationship-building skills and experience working on educational analytics empathetically with all stakeholders, both internal and eternal.

PROFESSIONAL EXPERIENCE

Sr. Vice President, Corporate Development, 2017 to Present Primavera Technical Learning Center, Chandler, AZ Help execute mission of non-profit organization Vice President, Operations, 2009 to 2017 Charter School Management Corporation (CSMC), Temecula, CA Manage multi-million dollar organization providing direct educational and administrative support to charter schools nationwide. Coordinate with professional educators and school administrators to ensure support in their endeavors. Ensure organization meets all contractual requirements. Sabbatical for continued education, 2005 - 2009 Territory Sales Executive, 1994-2005 Medical Devices & Supplies � Industrial Components � High Technology � Dental Products Entrepreneurial Sales Professional with 11+ years of strategic and tactical B2B, OEM, partner, and consumer experience in local, regional, and international environments. Known for comprehensive product marketing strategy development, leading teams and liaising with executives and internal stakeholders to maximize segment sales up to 35% and generating explosive annual revenues.

HIGHLIGHTS

Designed organizational structure -CSMC Created Charter Vision portal-CSMC Expanded operations: from $2 to $10M-CSMC Grew territory revenues from $6.5M to $10M within one year – Panasonic Expanded and managed $30M account territory – Panasonic Brought to market new medical device achieving $2M gain within 12 months – -Discus Dental Created synergistic center resulting in leases valued at over $22M – Investment Team Concepts

EDUCATION

Bachelor of Arts English, 2006 -2009 University of California, Berkeley Graduated summa cum laude SKILLS MS Word Excel Power Point Map Quest SAP Goldmine Outlook

Scott B. Barker

RESUME

Barker is President of Global Pacific Ventures, LLC, a principal investment and management consulting firm. Investments include Greystone Title Agency Holdings, LLC (www.greystonetitle.com).

Barker is formerly Chairman and CEO of Core Digital Technologies, Inc. Core Digital is formerly a leading national provider of mobile television production for the sports and entertainment industries. Core Digital customers included CBS, ESPN, and Turner Broadcasting. Barker was nominated in 2003 for an Emmy for technical achievement and was awarded a DigiGlobe, by a European broadcasting consortium.

Barker is also formerly Chairman and Managing Director of Bluegum Group Pty. Ltd., the largest contract manufacturer in Australia and New Zealand with in excess of AUD$400 million in revenue. Bluegum customers included IBM, Alcatel, HP and Lucent, among others. Bluegum operated in Liverpool, New South Wales, Melbourne Victoria as well as Singapore.

Barker was formerly associated with Goldman, Sachs & Co. in New York in their global finance department. Prior to Goldman Sachs, Barker managed strategic planning for a software group within IBM Corporation in Los Angeles and on assignment, as Special Assistant to the CEO of IBM Germany.

Barker is formerly a Phoenix Board member of BBVA Compass Bank and is a member of Young Presidents Organization. Barker is a graduate of Stanford University.

APPENDIX B - Arizona State Board for Charter Schools

Documents

Transcript of APPENDIX B - Arizona State Board for Charter Schools