APPLICATION COVER SHEET NAME OF NONPROFIT ORGANIZATION/MUNICIPALITY UNDER WHICH

APPLICATION COVER SHEET NAME OF PROPOSED CHARTER SCHOOL: Gulf Coast Charter Academy (GCCA)____ NAME OF NONPROFIT ORGANIZATION/MUNICIPALITY UNDER WHICH CHARTER WILL BE ORGANIZED OR OPERATED: Gulf Coast Charter Academy, Inc._ The Organization has applied for 501(c)(3) Non-profit Status:

Yes ____ No _____X______

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

NAME OF CONTACT PERSON: Helen Deitriech TITLE/RELATIONSHIP TO NONPROFIT:

Board President

MAILING ADDRESS: 5157 Estero Blvd, City: Fort Myers Beach, State: FL, Zip Code: 33931 PRIMARY TELEPHONE: (239) 321-1778 E-MAIL ADDRESS:

ALTERNATE TELEPHONE: ( )

[email protected]

NAME OF EDUCATION SERVICE PROVIDER (if any): NA NAME OF PARTNER/PARENT ORGANIZATION (if any): NA_ Projected School Opening: ____2014 - 2015________ Grade Levels

Total Projected Student Enrollment

Student Enrollment Capacity (if known)

2014 - 2015

K-5

188

370

2015 - 2016

K-6

232

370

2016 - 2017

K-7

298

370

2017 - 2018

K-8

342

370

2018 - 2019

K-8

364

370

School Year

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

Board Member Title July 26, 2013 Date

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Table of Contents Gulf Coast Charter Academy Section 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Title Section 1 Mission, Guiding Principles and Purpose Target Population and Student Body Educational Program Design Curriculum Plan Student Performance, Assessment and Evaluation Exceptional Students English Language Learners School Climate and Discipline Governance Management Education Service Providers Human Resources and Employment Student Recruitment and Enrollment Facilities Transportation Service Food Service Budget Financial Management and Oversight Action Plan Statement of Assurances Appendix Budgets

3 11 14 38 90 105 121 132 137 153 172 173 180 190 194 197 199 203 211 214 215

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Section 1: Mission, Guiding Principles and Purpose A. Provide the mission statement for the proposed charter school. The mission of Gulf Coast Charter Academy, grades K-8, is to foster pride in academic achievement for all students. We will focus on the STEM Model (Science, Technology, Engineering, and Mathematics) learning opportunities, resulting in higher student learning outcomes, concurrently with teaching lifelong fitness and developing the students’ creative ability. We strive to provide the students with an environment to learn and be successful in a safe and orderly school. In addition we will provide an arts infused program across the curriculum. However, our main focus is STEM. B. Describe how the school will utilize the guiding principles found in section 1002.33(2)(a), F.S. Gulf Coast Charter Academy (GCCA) will: Meet high standards of student achievement while providing parents flexibility to choose among diverse educational opportunities within the state’s public school system. In order to meet these guiding principles we will establish a school that recognizes and honors the giftedness in all students. We will seek ways to enhance the learning opportunities of all students. We will provide complete services to all students, as well as ESE, and ELL students, both learning disabled and gifted, along with the general student population while guiding them with authentic learning opportunities. GCCA will ensure high standards of student achievement through the delivery of a rigorous and relevant authentic learning curriculum: learning by doing, with special emphasis on the STEM model that (1) meets state academic standards and grade-level expectations and elementary and middle school testing and exit requirements, (2) provides additional preparation to assure high school readiness, (3) meets high school entry/placement requirements, (4) provides academic and career-related knowledge and skills in career awareness, and (5) provides opportunities for students to earn high school credit through credit-based transition programs, including credits that may be achieved in Spanish 1, Algebra, and Geometry. Gulf Coast Charter Academy (GCCA) will: Promote enhanced academic success and financial efficiency by aligning responsibility with accountability. Accessing data from the State’s Accountability Reports, the school will measure its own progress in meeting the needs of its student population and make the necessary accommodations (via the Multi-Tiered System of Supports, MTSS, previously Response to Intervention [RtI] model) as applicable, to meet its educational responsibilities. The School will develop and utilize the MTSS model, integrating assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. In the first year of operation, the school will gather varied data to develop a School Improvement Plan as a method of accountability on an

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annual basis. This plan will detail specific goals and strategies to achieve academic success and fiscal efficiency (including budget projections and evaluations from internal audits). Financial controls - including an annual audit and regular board review of financial statements will be employed to safeguard finances and promote financial efficiency. By communicating specific educational goals and financial responsibilities to its stakeholders - governing board, staff, students, and parents - the School Improvement Plan will serve as a viable vehicle ensuring continuous academic success and financial efficiency. Gulf Coast Charter Academy (GCCA) will: Provide parents with sufficient information on whether their child is reading at grade level and whether the child gains at least a year’s worth of learning for every year spent in the charter school. GCCA will provide parents with PARCC/FCAT 2.01 Assessment Results on a yearly basis for every year their child participates in the PARCC/FCAT 2.0. This means of communication informs parents whether or not their child is reading at grade level and whether or not their child has gained a year’s worth of learning for every year spent at the School. The School will also provide its parents with a detailed PARCC/FCAT 2.0 report, annually, to communicate to the parent the child’s reading learning gains for each year. Through a detailed assessment of academic performance using standardized test scores and other assessments the School will: - Identify students who are a level below, at grade level, or a level above grade level; - Identify those students not making adequate progress toward the Next Generation Sunshine/Common Core State Standards, institute applicable measures for improvement via a MTSS/ RtI model; and - Report student progress throughout the academic school year on standards-based report cards. GCCA will provide ongoing communication regarding the student’s progress. The school will publish via the schools web site, teacher sites, and hard copy documents weekly updates on class activities, and special events. Additionally, the school will provide a site for parents and students alike for the opportunity to check on grades and/or missing work. The school will provide midterm progress reports for all students as well as end of quarter reports. Students within the ELL or ESE sectors of our population will receive detailed progress reports on a regular basis. Moreover, Education Plans (EPs), Individual Education Plans (IEPs), Individual ELL Plans will be reviewed when the need arises. Finally, Conference Nights through the year will be scheduled, moreover, conferences at any time, may be initiated by either the teachers or the parents to discuss the child’s progress. C. Describe how the school will meet the prescribed purpose for charter schools found in section 1002.33(2)(b), F.S.

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Throughout this document we will refer to FLDOE assessments as PARCC/FCAT 2.0 as the transition from one to the other is a work in progress. FCAT 2.0 results will be used to compare growth with the PARCC.

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In Accordance with the law, GCCA will fulfill the following purposes: Improve student learning and academic achievement GCCA’s focus on the STEM Initiative with the constructivist approach emphasizing the Modern Socratic Method will increase the achievement levels of all students for the Next Generation Sunshine/Common Core State Standards, not only as fact based elements, but to the extent of full appreciation and understanding of the intricacies of the benchmarks through the inquiry process which stresses critical thinking. The Integrated STEM Education, Through Project-Based Learning via Authentic Learning is based on the constructivist theory which is, inquiry driven within an environment of authentic learning, which is learning-by-doing. Constructivism is based on observation and scientific study. According to Lombardi (pg.2, 2007), most educators consider learning-by-doing the most effective way to learn. Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn HOW TO LEARN. As the student fine-tunes his/her skills on how to learn, their academic achievement will also increase. GCCA will design and implement a continuous improvement methodology (through MTSS/RtI) wherein student assessment results offer opportunities for differentiated and targeted instruction that is tailored to students’ individual needs, ensuring consistent increased student achievement outcomes. GCCA expects and encourages students to pursue their highest academic potential, especially in the core subjects of STEM and provide the means for these students to reach their potential, realizing their increased ability in how to learn. GCCA will seek out and establish beneficial educational partnerships, such as: Corkscrew Swamp Sanctuary, and the Children’s Science Center. These places will offer fantastic educational programs for the students, and will tie into STEM Education, building ties with the community etc. The Florida Department of Conservation often provides free classes for students, that the school will begin scheduling on a preliminary basis. GCCA will also partner with local higher education programs, which will also provide a wide array of educational experiences for increased academic achievement. Increase learning opportunities for all students, with a special emphasis on low-performing students and reading. GCCA will be able to increase the learning opportunities for all students by virtue of adopting the unique STEM approach to learning. Students that are actively engaged in their own learning, by using critical thinking skills, coupled with the hands-on project approach of STEM with authentic applied applications to real world situations, and using the arts across the curriculum, will result in authentic lifelong learning.

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STEM education can help all students demonstrate what they know and are able to do. Research literature on performance assessments for learners offers evidence on the effectiveness and usefulness of performance assessments for students. In as much as performance assessments have shown to be authentic assessments, it is also true of authentic learning via a STEM curriculum, which is at its core a constructivist approach to learning. Any assessment is more valid when it mirrors the teaching and learning done in the classroom. With STEM education assessment is what is going on at every step of the process. Abedi states: Open-ended assessments improve the chances for students to engage with language production and learning, unique opportunities for students to express their knowledge in a broader sense than the limited linguistic opportunities given to them in traditional multiple choice items. Open-ended projects, or tasks, provide students improved chances to engage with language production and learning by providing unique opportunities that are not present in the traditional teaching methods of lectures, work sheets, note taking, and multiple choices testing. The school will increase learning opportunities for all students through careful, continuous monitoring and assessment of student performance. Emphasis will be placed on low performing, students, beginning with identification of those not making adequate progress and/or not demonstrating mastery of Next Generation Sunshine/Common Core State Standards, as evidenced by their previous year’s performance on standardized tests. Differentiated instruction methods and other appropriate measures for targeted instruction will then be instituted for these students. Further, the School’s curriculum will serve students of all ability levels in accordance with the Florida Department of Education Next Generation Sunshine/Common Core State Standards. Using data from the published PARCC/FCAT 2.0 reports to measure its own progress in meeting the needs of its student population, the school will annually develop measurable learning objectives over the major subject areas, to target student learning and development needs in its annual school improvement Plan. Next Generation Sunshine State/Common Core Standards that are not mastered will be identified, and appropriate measures for remediation will be instituted. Remedial students and students with special learning needs will have access to supervised study time and tutoring after school to accelerate their progress. In addition, students performing at grade level will be offered similar opportunities in order to maximize their potential and advance their progress. In addition to the above opportunities, the following methods and procedures, centered on Reading, will also enhance the learning of all students, especially low performing students. GCCA will be following the Lee County Reading Curriculum Plan at all levels (K-8). Teachers will informally and formally assess student progress and adjust instruction and intensity of intervention based on the data collected. Said data will be kept on data spreadsheets created at the school level. Macmillan/McGraw-Hill Treasures is being implemented in grades 1-5. Cambium Learning Read Well K is implemented as the Kindergarten Comprehensive Core and Intervention Reading Program. GCCA will follow the Comprehensive Core Reading Program (CCRP) for K-8 in Lee County. The scope and sequence of the comprehensive core-reading program is implemented during the literacy block and provides guidance to teachers in K-8 classrooms for selecting and assessing instructional 6 6

targets. Cambium Learning Read Well 1 and Read Well 2 are also used as CIRP in grades 1 and 2. is the district-adopted Cambium Learning Read Well K is the Kindergarten CCRP. GCCA will follow the Supplemental Intervention Reading Programs are intended for flexible use as part of differentiated instruction or intensive interventions to meet student learning needs in specific areas (phonological awareness, phonics, fluency, vocabulary, and comprehension). Macmillan/McGraw-Hill Triumphs is used as an SIRP in Lee County. Supplemental programs support and enhance, but do not replace the CCRP. Exceptional students and students who enter the school below grade level will be evaluated and appropriate strategies will be used to enhance their progress either by the classroom teacher(s), or through the ESE Department, ELL Department, or through the MTSS/RtI process in order to identify and prescribe a plan of intervention. CIRPs are intended for students who are reading one or more years below grade level, and who are struggling with a broad range of reading skills. The instruction provided through these programs should accelerate growth in reading with the goal of grade level proficiency. Intervention programs currently in use in Lee County Elementary schools for students reading one or more years below grade level include Developmental Reading Program-Macmillan/McGraw-Hill Treasures, The Comprehensive Literacy 2014 B/140 Curriculum, SRA Reading Mastery, and SRA Reading Mastery Signature edition. Macmillan Treasure Chest is used with ELL students in need of additional support. The Comprehensive Intervention Reading Programs are utilized to increase student achievement in reading when use of CCRP and SRP do not provide sufficient support and pacing of instruction to accelerate student learning. Additionally, proficiency in reading is considered a curriculum focus for all subject areas, thus all teachers become reading teachers, will be trained in reading instruction strategies, will conduct assessments within their academic areas that assess the level of achievement in reading in that core content area, and share said assessments with the reading teachers. Encourage the use of innovative learning methods. The School will maintain a commitment to Next Generation Sunshine/Common Core State Standards as well as commit to student mastery of those standards. This will be monitored by each teacher and their accountability documentation that demonstrates the standards that have been mastered by each child. A variety of instructional methods will be used by teachers at the School to deliver the coursework in the most effective way possible. In addition, while setting high academic expectations for all students, the school will provide students the means to reach these expectations through differentiated instruction methodology, hands-on inquiry-based investigations, and project based instruction, Service Learning programs, instruction based on the Modern Socratic Method and others in all subjects. To strengthen computer literacy, tutorial software will be available for in-class and after-school use. Moreover, tutoring after school is also afforded twice a week, to every child that wants to take advantage of it. GCCA’s blended approach to learning is unique and innovative in that it brings together very similar philosophical ideals of educational methods in a unique way to reach all learners: ELL, ESE (learning disabled and gifted), along with the regular student population. All students will 7 7

come to realize and respect the individual giftedness of all other students and learn to work in collaborative activities where each individual has a special and important contribution to make. By combining these methods with a dedication to student achievement, the School will offer a disciplined, balanced and enriched education of the highest quality, thus preparing its students for a successful high school career. Require the measurement of learning outcomes The School will participate in all applicable components of the Florida State Accountability system as required by Florida law, as well as any other age-appropriate research-based assessments. Using data from the published PARCC/FCAT 2.0 Reports to measure its own progress in meeting the needs of its student population, the School will:  Identify students not making adequate progress towards mastery of the Next Generation Sunshine/Common Core State Standards (with emphasis on low-performing students and students exhibiting reading deficiencies)  Annually develop measurable learning objectives over the major subject areas to target student learning and development needs  Implement the Sponsor’s K-12 Comprehensive Research-Based Reading Plan  Institute and monitor appropriate measures for students requiring remediation in reading and other prescribed subjects. Apart from the self-examination that the school community will undergo through the development of the School Improvement Plan, the School will also report progress on its goals, the learning outcomes of its students, and other pertinent school wide data through the State issued Annual Accountability Report. Measuring learning outcomes will provide useful information to the school for improving educational planning, management, and teaching. The measurement of learning outcomes will start in the classroom, where teachers informally evaluate students’ knowledge and performance. As students progress throughout the year, they will be required to take further assessments. The results of these assessments will be used to determine the support that students will need to improve academic outcomes. The outcomes of the measurements will also be used to make decisions about the allocation of resources to support student learning. In addition, with the Modern Socratic Method the teacher sets his/her learning outcomes, based on the Next Generation Sunshine/Common Core State Standards and develops the questions to be asked to lead to the mastery of said benchmarks within those standards. Said outcomes are continually assessed during the teaching/learning process as well as through teacher generated tests at the close of every lesson and or unit. Teachers are required to generate pre- and post-tests to assess the learning outcomes. Not only are the students given the end of the year post-test that mirrors the pre-test but interim “indicator tests,” throughout the year. These tests are used to assess and measure the growth of the students, and the lessons being delivered. D. Describe how the charter school will fulfill, if applicable, the optional purposes of charter schools found in section 1002.33(2)(c), F.S. Create innovative measurement tools. 8 8

GCCA believes that each student is unique, with his/her own learning style, and should be assessed in a variety of ways. For this reason, in addition to all required state and district assessments, the School will utilize other measurement tools, such as teacher-made assessments, projects, portfolios, computer-assisted assessments, expositions, fairs, and a school wide accountability tool generated to monitor each and every student with regard to their mastery of each and every standard, which will measure student growth as is relevant to the coursework taught. These measurements will provide valid, reliable, and timely information, and some will be focused on allowing students to demonstrate what they do know and have learned, versus what they do not know and have not learned, as is often the norm. This innovative method reinforces knowledge and boosts student confidence. Based on these various measurements, teachers will modify their instruction, monitor student progress, select appropriate classroom activities, and use assessment results more effectively. These methods will inform teachers of the effectiveness of their teaching, as well as improvement made by students in order to ensure continuous progress. GCCA will use an assessment and record-keeping plan for both students and teachers. We have a plan of pre-tests based on the Next Generation Sunshine/Common Core State Standards per subject area and level, that each class creates based on the curriculum content of said class. Students will record their proficiency in each benchmark area, and teachers will establish class proficiency data for each class. Unit tests, mid-quarter, and end of quarter test will be used to assess the growth of each student. Lessons will be adjusted to either remediate or enhance said benchmarks, and parents will be continuously updated on their child’s progress toward mastery of said benchmarks. End of the year post-tests will establish a guide as to how effective a process has been, and plans for the next year will be based on these results. Additionally, school climate surveys from parents, students, and teachers will be used to evaluate teaching and learning processes, and data gathered from these will be utilized to improve the school environment on a consistent basis. Provide rigorous competition within the public school district to stimulate continual improvement in all public schools. As with all charter schools, or regular public schools, when any new school opens with a new focus all schools are continually stimulated. We at GCCA plan to implement not only a school for all students in the county, with an in-depth focus on the STEM education, but doing so with authentic learning with relevancy to the real world the students participate in. Our Constructivist/STEM combined focus using the Modern Socratic Method will offer a new dynamic model for schools, and choices for parents. In addition, in an effort to stimulate continual improvement in the county, throughout the state of Florida, and beyond, GCCA will share the best practices and innovations it finds most effective with other interested schools. Expand the capacity of the public school system. With the establishment of GCCA, more students are able to be served throughout the county. Being able to accommodate a given number of students will lessen the numbers of students in classes throughout the county, thus making the ratio of teacher to student in the county smaller. Students in all schools benefit from smaller class sizes whenever a new school opens. 9 9

One main function of charter schools is to provide parents with a variety of choices within the state’s public education system. The School will expand the capacity of the public school system by providing parents seeking a rigorous, authentic learning STEM educational experience for their children as an additional high quality choice option. Mitigate the educational impact created by the development of new residential dwelling units. GCCA is considering placing its educational facility in Cape Coral, which has seen a rapid growth in the last five years. We are looking at 2911 Del Prado Blvd. South in Cape Coral. The facility is already approved for a charter school. While there are schools located in the general area, GCCA’s presence will lower the student/teacher ratio of all schools in that area. This ratio will increase the opportunity for one on one or at least fewer students per teacher, which significantly enhances the learning opportunity for the ELL, and/or ESE students, as well as the general population of students. Moreover, as the recent economic downturn levels out and subsequently a stronger economy develops, it is projected that this geographic area will return to an area of significant growth and GCCA presence will assist in ameliorating any short term overcrowding of the schools in this area. Create new professional opportunities for teachers, including ownership of the learning program at the school site. Gulf Coast Charter Academy will promote significant professional development for teachers in the areas of: STEM, ESOL, ESE, educational tools that enhance learning for the ELL, as well as professional development in teaching via the Modern Socratic Method, acquiring a full understanding of Authentic Learning, Constructivism, Team teaching, and in implementing the STEM initiative, for all students, with a focus on the arts. With the unique blend and eclectic approach of several educational philosophies and methods, we have an approach that requires the teachers to take ownership of the learning program. Teams of teachers must meet, plan, and collaborate together in order to establish a cohesive flow between and within individual content areas of the school. Teachers must plan the outcomes and develop questions and scenarios that will bring about the desired outcomes, one of which is higher student learning outcomes.

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Section 2: Target Population and Student Body A. Describe the anticipated target population to be served. If applicable, applicants should describe if they will target, in accordance with the law, certain populations defined in 1002.33(10) (e), F.S. The population of Gulf Coast Charter Academy will be comprised of:  Any student residing in the school district that is eligible to enter the appropriate grade level.  Any eligible student who submits a timely application, unless the number of applicants exceeds the capacity of the program.  Siblings of enrolled students and children of employees and board members of the school will be given preference. GCCA will not discriminate on the basis of race, religion, national/ethnic origin, or disability in the admission of students. The school will comply with all applicable federal, state, and/or local health, safety, and civil rights requirements. The school and its governing board will not violate the anti-discrimination provisions of the Florida Statutes. B. Provide the following projection for each year of proposed operation: the grades the school will serve, the projected number of students to be served in each grade, the number of students expected in each class, and the total number of students enrolled. The school will comply with the constitutional class size maximum. Our Teacher/Student ratio will comply with all statutes to be at or below class size maximum numbers. Numbers of students at each grade level are hard to predict. Tentative projections are shown below, but may vary based on demand at any particular level. New sections of each level will be opened when and where numbers of applicants equal an entire class section at that level. Where we may predict an opening of an additional class at each level with each passing year, reality may dictate no additional class at a particular grade level, while adding 2 sections of classes at another grade level, which will in turn affect the next year’s projections. The school will not serve more than the enrollment capacity identified in the application without approval from the Lee County School Board. Here is our anticipated student enrollment for each year: 1st year K-5: 188 students with a capacity of 188 K: 2 classes of 18= 36 1: 2 classes of 18= 36 2: 2 classes of 18= 36 3: 2 classes of 18= 36 4: 1 classes of 22= 22 5: 1 class of 22= 22 2nd year K-6: 232 students with a capacity of 232 K: 2 classes of 18 = 36 1: 2 classes of 18 = 36 11 11

2: 2 classes of 18 = 36 3: 2 classes of 18 = 36 4: 2 classes of 22 = 44 5: 1 classes of 22 = 22 6: 1 class of 22 = 22 3rd year K-7: 298 students with a capacity of 298 K: 2 classes of 18 = 36 1: 2 classes of 18 = 36 2: 2 classes of 18 = 36 3: 2 classes of 18 = 36 4: 2 classes of 22 = 44 5: 2 classes of 22 = 44 6: 2 classes of 22 = 44 7: 1 class of 22 = 22 4th year K-8: 342 students with a capacity of 342 K: 2 classes of 18 = 36 1: 2 classes of 18 = 36 2: 2 classes of 18 = 36 3: 2 classes of 18 = 36 4: 2 classes of 22 = 44 5: 2 classes of 22 = 44 6: 2 classes of 22 = 44 7: 2 classes of 22 = 44 8: 1 class of 22 = 22 5th year K-8: 364 students with a capacity of 364 K: 2 classes of 18 = 36 1: 2 classes of 18 = 36 2: 2 classes of 18 = 36 3: 2 classes of 18 = 36 4: 2 classes of 22 = 44 5: 2 classes of 22 = 44 6: 2 classes of 22 = 44 7: 2 classes of 22 = 44 8: 2 classes of 22 = 44 School Year Grade Levels Total Projected Student Enrollment

Student Enrollment Capacity

First Year

K-5

188

188

Second Year

K-6

232

232

Third Year

K-7

298

298

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Fourth Year

K-8

342

342

Fifth Year

K-8

364

364

The numbers provided herein are estimates, and may fluctuate due to space availability, and within each grade level depending on student enrollment and/or attrition in the respective grade levels. C. Provide a description of how the student population projections were developed. Numerous charter schools have closed in Lee County over the past years. We feel that there is a need for a good, quality K-8 charter school in Lee County. We want to be able to offer the parents whose children attended these charter schools an alternative.

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Section 3: Educational Program Design A. Describe the school’s daily schedule and annual calendar, including the annual number of days and hours of instructional time. Gulf Coast Charter Academy will follow the Lee County’s Annual Calendar. The school year will consist of 180 days. The extended school day will commence, at 7:40 a.m. – 7:55 a.m. with breakfast, for those that desire said program, keeping in mind that GCCA follows the Lee County’s free and reduced lunch program for its students. Homeroom begins at 8:00 a.m. and the 7th period class ends at 3:30 P.M. The day will be 7.5 hours. The school day will consist of seven hours of instruction and a 30-minute lunchtime. This extended day permits additional classes, outside the norm, and other school programs to run more effectively. We will adhere to all state and county mandates, such as having ninety minutes of uninterrupted reading for elementary school students and middle school students, appropriate health, career-planning classes. INSTRUCTIONAL HOURS/DAYS REQUIRED BY THE STATE OF FLORIDA GCCA will significantly exceed the following instructional hour requirements): Kindergarten: 3 net hours per day or 540 hours per year Grades 1-3: 4 net hours per day or 720 hours per year Grades 4-8: 5 net hours per day or 900 hours per year The net hours are actual classroom instruction time. It does not include recess, bathroom breaks, or the time spent moving from one class to another. Daily Schedule: Middle School Before School Care Breakfast Homeroom 1st Period 2nd Period 3rd Period 4th Period Lunch 5th Period 6th Period 7th Period After School Care Clubs/Sports

7:00 7:40 8:00 8:13 9:11 10:09 11:07 12:05 12:38 1:36 2:34 3:30 3:30

a.m. a.m. a.m. a.m. a.m. a.m. a.m. p.m. p.m. p.m. p.m. p.m. p.m.

7:40 7:55 8:10 9:08 10:06 11:04 12:02 12:35 1:33 2:31 3:30 6:00 4:30

a.m. a.m. a.m. a.m. a.m. a.m. p.m. p.m. p.m. p.m. p.m. p.m. p.m.

Possible Middle School Courses for High School credit: Spanish 1 8th Grade Algebra 1 7th or 8th Grade Geometry 8th Grade

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A Sample Elementary Daily Schedule is as follows: Before School Care Breakfast Homeroom Reading Recess Math Lunch/Recess Language Arts/Writing PE/Music Social Studies Science/Technology (Formal Instruction) STEM Projects/Interdisciplinary Art After School Care

7:00 7:40 8:05 8:10 9:40 10:05 11:00 11:35 12:30 1:25 2:20

a.m. a.m. a.m. a.m. a.m. a.m. a.m. a.m. p.m. p.m. p.m.

7:40 8:00 8:10 9:40 10:00 10:55 11:30 12:25 1:20 2:15 3:30

a.m. a.m. a.m. a.m. a.m. a.m. p.m. p.m. p.m. p.m. p.m.

3:30

p.m.

6:00

p.m.

Interdisciplinary Art: integrated art tied to subject curriculum (Holistic Approach to the Total Child) Technology is integrated across the curriculum. Technology will have a specific time period to teach and practice new technological skills, and or working on projects involving specific areas of the curriculum coupled with the technology component. Communication forms, techniques, and processes will be taught and used throughout the curriculum as a necessary skill for success in this century. At the Elementary level Science and Technology will over-lap. They may be split depending on age level in such a way as to have a half hour instruction in each area, or have classes on alternate days. Reading and Language Arts will be taught in a blocked period of time. Both the Elementary and Middle School sections of the school will have morning and after school care, coupled with after school sports and clubs. Said care, sports and clubs will have fees attached, which have not at this time been decided on. These fees will not be, however, of a size that would make them exclusive care, clubs and sports reserved for those families able to pay. Said fees will be adjusted for free and reduced lunch families, as per any and all federal, state and local guidelines. Additionally, we will consider any unusual or extra-ordinary circumstances that affect families, as well as numbers of students within a single family. Therefore, there will be family rates. K-5 will participate in Intramural Sports, while 6-8 will participate in Interscholastic Sports. B. Describe the proposed charter school’s educational program. Gulf Coast Charter Academy is dedicated to a well-rounded educational program where the curriculum is precisely aligned with the Next Generation Sunshine/Common Core State Standards. Each student at GCCA will follow a comprehensive program for student progression 15 15

which is based on an evaluation of each student’s performance, including how well the student masters the performance standards approved by the state board. The school will provide students with a balanced academic program which emphasizes creativity, theme-based and interdisciplinary study, Character Education, reading, and writing across the curriculum, critical thinking skills, cooperative learning projects, and Service Learning Initiatives, with a focus on authentic performance learning and assessment through STEM Education throughout the curriculum while learning and mastering communication skills through the afore mention initiatives. The school will focus on data-driven performance monitoring through assessment to help drive our educational program. Developmentally appropriate practice is utilized as part of the GCCA, strategy for reaching and teaching each child. The Developmental Domain Paradigm, as the basis for the “Holistic Approach to the Total Child,” (Anspaugh, 1984) focuses on the child as a developing human being and lifelong learner. Developmentally appropriate practice recognizes the child as an active participant in the learning process; a participant who constructs meaning and knowledge through interaction with peers, friends and family, materials and environment. Based on Constructivism, the classroom teachers serve as active facilitators who help children derive meaning from the various activities and interactions encountered throughout the day. GCCA recognizes that every child learns differently and at different rates; therefore every child at GCCA will receive the personalized attention needed to reach his or her fullest potential. A full array of differentiated instructional strategies, accommodations, and modifications are utilized in classrooms to reach and teach every child. Students thrive with this tiered approach and positive results will be seen rapidly. Children learn best when they have real materials they can manipulate. Through direct sensory involvement with their environment, students learn about topics that are personally meaningful and interesting. Gulf Coast Charter Academy students will receive an education through an encouraging learning atmosphere that offers content mastery through stimulating and engaging studies. GCCA believes in the use of the Constructionist Approach to learning, which will be grounded in the Next Generation Sunshine/Common Core State Standards. In keeping with the GCCA educational philosophy, the student, not the standards, will be the center of the academic focus. Exemplary content mastery (and subsequent PARCC/FCAT 2.0 performance) will be a consequence of the educational program, not the driver. GCCA believes schools must be a place where students “DO” learning. This “DO” learning approach has its roots in Constructivism, which is based upon observation and scientific study, about how people learn. Constructivism (Brooks, 2005), based on the Modern Socratic Method, is a tenet of GCCA’s approach to teaching and learning. “…People construct their own understanding and knowledge of the world through experiencing things and reflecting on the experience.” Students should experience the core subject areas in meaningful, transformative experiences that promote authentic learning and success. GCCA envisions a school that achieves mastery in the core subject areas by teaching in a context that develops civic literacy, promotes 16 16

environmental stewardship, fosters global awareness, and integrates information and communication literacy which emphasizes the creative use of the many forms of technology to collect data and communicate results and the learning that has taken place. At GCCA the importance of each person making a positive contribution to the greater community and the importance of education as a tool enabling each person to make a greater contribution will be stressed. Core values include high expectations for responsibility and scholarship. Our students’ success will flow from and validate these high expectations. At GCCA, education is an individual, family, school, and community responsibility. GCCA believes the Constructionist Approach, as it is widely defined (see preceding paragraphs) and the ideals rooted in STEM efforts are intertwined. When asked “why STEM,” Arne Duncan, US Secretary of Education stated, “…the world is changing and that scientific knowledge and skills are essential for success in the knowledge economy.” He also added, “This goes so far beyond memorizing the periodic table or Newton’s laws of motion. Passionate science teachers create classrooms of discovery that model excitement for their field and learning.” (Duncan, 5/2011) We at GCCA believe ALL teachers should be invested in the STEM ideals to mirror that passion by creating classrooms of discovery. Using a fully concentrated interdisciplinary approach to learning, coupled with a Holistic Approach to the Total Child, all classes will support accelerated learning with STEM, not only as supportive members of the team, but as integral part. No learning is complete without the ability to communicate to the highest degree; therefore all teachers will contribute to the student’s ability to communicate using a variety of formats in which students are encouraged to tap into their creative talents. According to Diana Laboy-Rush, STEM Solutions Manager at Learning.com, in her paper entitled, Integrated STEM Education Through Project-Based Learning, “everyone naturally engages in problem solving. We all use the tools and materials available to us to adapt the environment to meet our needs. The ability to solve problems comes naturally to most. The project approach to STEM, or “learning by doing,” is grounded in constructivist theory that is shown to improve student achievement in higher level cognitive tasks, such as scientific processes and mathematic problem solving (Satchwell & Loepp, 2002).” We agree with Kenneth Maxwell (2009) in that, “Never in the history of humanity has it been more important to the survival of our species to raise whole generations of excellent thinkers than it is today.” Furthermore, he states, “The ultimate goal of the Modern Socratic Method is to increase understanding through inquiry. In this style of the Socratic Method, the Socratic questioner adopts his/her own constructive agenda and sets out to bring that agenda to life in the minds of the respondents.” Our goal is to use process of inductive questioning to successfully lead students to knowledge through small steps. Arts-Based Curriculum The Arts are integrated into the general curriculum to enhance and influence concepts. We are a school dedicated to educating the total child, as well as authentic teaching/learning and assessments. As such art will be “taught” across the curriculum as a tool for learning and expressing the learning at any given time. Art addresses the total child with the cognitive, affective

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and psychomotor domains. Art therefore increases learning by tapping into the full brain, and allows for another area of communicating what a child has learned. C. Describe the research base for the educational program and/or curriculum approach. Modern Socratic Method Research has been conducted and at least ten books have been written on the subject of using the Modern Socratic Method (MSM) in K-12 levels. We see within the MSM, components that are in concert with other buzz words in today’s educational circuits: Authentic Learning and Assessment, Constructivism, Hands on Minds on, Critical Thinking, STEM, Project Based Learning, Inter-disciplinary Thematic Teaching, Brain Based Learning, Differentiated Learning, as well as The Holistic Approach to the Total Child. While each element mentioned has specific points that are stressed, or different, than the others they have similar fundamental principles. We are taking those approaches and infusing them into our curriculum as a blended approach. Looking from the integral perspective, the mentioned approaches to learning operate from different dimensions, but integrally their implications become meaningfully stronger in the educational field. An implication would be that the blended model offers a stronger theoretical basis for contemporary educational reform. An integral approach to education would be more promising instead of only brain-based or constructivist approach for the anticipated outcomes. Also, a blending of similar yet different models may serve as a powerful and holistic theoretical perspective to educational research. (Ajda Kahveci, 2007) St. Andrew’s, a K-8 school, has been widely written about in research for their adoption of, and commitment to the Modern Socratic Method. Their results have shown enormous growth since the first year of their adopting this teaching method. They are used as a type of banner child for the Modern Socratic Method movement. “Currently, the faculty has developed and is utilizing approximately 10-12 Modern, Socratic Techniques. Not all techniques can be applied to all grade levels and all age groups. However, as we fine tune techniques and student groups, we continue to discover that all techniques used engage students, regardless of the size of the class. These techniques elicit responses from the students that actually accelerate learning. They continue to push students to a higher level of thinking. The unique aspect is that the entire staff is trained in these techniques so that the students are engaged continually, regardless of the subject or the grade level. Students are educated (drawn out) at every turn!” (St. Andrew’s Country Day School, a Pre-Kindergarten through eighth grade, Kenmore, New York). On average these students in Buffalo gained 4.4 years in academic achievement level in one school year, 2008-2009. One class gained eight years in just the one year. (Wenger, 2011) The other area where this method has been adopted to a great extent is in the home school movement, and this has also been in a huge part accepted as to contributing to the success of homeschooled children. Constructivist Approach to teaching and learning Although the constructivist theory of teaching and learning has become influential in education in 18 18

recent years, it is not a new approach. According to a number of scholars, Socrates is among the first constructivists (Erdem & Demirel, 2002; Nola, 1998). According to Nola, in Socrates’ view the students do not directly acquire knowledge but learn after a process of reasoning. In the constructivist approach, the students are in the center of the teaching and learning process. The students learn by themselves in a social setting. They construct knowledge with stimuli from their surroundings and these constructs are mostly related with the way they perceive the environment. The tenets of constructivism can be summarized as following: 1. Individuals base their knowledge on their already existing conceptual frameworks. A learner’s previous experiences with the world and life (physical, social or imaginary) represent a conceptual frame reference for giving meaning to new phenomena (Taylor, 1993). 2. For constructing science --individually or socially—more than a theory, data and instruments is needed. Although individuals are free to develop argumentations to some extent, the experiences of the society with theories, data and instruments affect decisions of what should be accepted as data and what should not, what can be a strong evidence and what cannot (Grandy, 1998). 3. The role of the teacher is mediating learning. Relevantly, the focus needs to be on the learner, and the classroom environment should be much more interactive than a traditional classroom. 4. The teacher as a mediator provides quality experiences to learners for meaningful learning. A constructivist approach involves providing experiences for learning in certain directions (i.e., viable knowledge) impossible without the guidance of a teacher. 5. Constructivism suggests that learning is a social process of giving meaning to experiences in light of the already known (Tobin & Tippins, 1993). 6. In the classroom the teacher should provide the students various opportunities such as writing, drawing, using symbols and the language appropriately to express their previous knowledge. Time for reflection is also essential during the course of a lecture. 7. Generating questions may be a way of initiating conceptual conflict and seeking answers to those questions may start the process of resolving the conflict. Establishing interactions for group discussions, answering questions with peers, explaining a certain scientific content, finding and explaining differences in understanding, generating new questions, designing research and solving problems may play a significant role in learning. 8. According to the constructivist approach one of the most important roles of the teacher is evaluating learning. Rather than being in the form of reward or punishment at the end of the teaching, evaluation should be regarded as a part of the teaching process itself. Team Teaching Expert in Field: Station Teaching or Rotational Teaching Team teaching boasts many pedagogical and intellectual advantages: it can help create a dynamic and interactive learning environment, provide instructors with a useful way of modeling thinking within or across disciplines, and also inspire new research ideas and intellectual partnerships among faculty (Leavitt, 2006). There are several ideologies and types relating to Team Teaching. Many of them are outstanding, however, concurrently, can be very costly, simply because of the number of teachers that are required in a single classroom. However, the cost factor variable can be ameliorated via the Team Teaching “Rotational Model of Expert in Field,” or “Expert in Field Station Teaching.” It is not only an outstanding approach to disseminating information, but it also cost effective. Two or more groups are set-up in order for all students to work with each teacher

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and one or more independent work area, for this collaborative approach. Students can travel to each group or teachers can rotate to each group. Professors Lanier Anderson (Philosophy) and Joshua Landy (French and Italian), who have teamtaught several courses together, summed up some of the lessons taken from their experience in an Award-Winning Teachers on Teaching presentation during Winter Quarter 2005-2006. In the following paragraphs their suggestions for team-teaching, presented as a mock Decalogue, “Thou Shalt…,” are interspersed with results from recent research on team teaching (Leavitt, 2006). Thou Shalt Plan Everything with Thy Neighbor: The team of teachers will plan together which promotes a better understanding of each teacher’s role, and the scope and sequence of the material in the curriculum. Moreover, each teacher will be more in line with the procedures, including such areas as assignments, grading procedures, and teaching strategies (Letterman and Dugan, 2004). Each teacher will at some point be the expert in field and the other(s) as support staff, reinforcing the concepts that are or were being presented. Team teaching requires different preparation than traditional, single-instructor courses, particularly concerning the organizational aspects of course management. Careful and extensive planning can help instructors prevent disagreements down the line regarding assignments, grading procedures, and teaching strategies (Letterman and Dugan, 2004; Wentworth and Davis, 2002). The educators will realize that they are involved in a meaningful intellectual experience, when their planning sessions become interdisciplinary conversations. Thou Shalt Attend Thy Neighbor’ Classes This allows and provides the greatest opportunity for the visiting teacher to incorporate the host’s teacher’s approach into the visiting teacher’s own discipline, moreover, promotes the interdisciplinary conversations on the part of all faculty members that make up this team. However, when scheduling or budget constraints make this level of interaction unfeasible, there are different formats that can give students and instructors the experience of a team-taught course. For instance, in a rotational model, only one instructor is present at a time, but a series of instructors rotate throughout the course, teaching only the course topics that fall within their specialty, while the remaining teachers are in a support role reinforcing the concepts presented by the expert-in-field. Ergo, Team Teaching, allows students to hear multiple perspectives on the same topic, which is one of the core learning advantages of this approach to teaching. Thou Shalt Refer to Thy Neighbor’ Ideas The purpose of a team-taught course, from an educational standpoint, is to push students to achieve higher levels of synthesis and integration in their study of new material. It is, therefore, vitally important for instructors to model the process of integration by interweaving teaching partners’ perspectives into each presentation. Often students are assigned projects that require them to integrate the material individual instructors have presented. Consequently, students have expressed a desire for teachers to demonstrate the same practice of integration in their own lectures and presentations (Minnis and John-Steiner, 2005). Anderson and Landy integrate their different disciplinary approaches by referring to each other in lectures and presentations. By showing respect for each other’s ideas, even when they may disagree, they are able to keep students

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interested and engaged in all aspects of the course material. Some teaching teams take a more direct approach, and assign one instructor during each class meeting the task Thou Shalt Model Debate with Thy Neighbor The art of professional disagreement is a skill that students should be able to acquire by modeling team teachers involved in said process, expert and collegial and always without hostility (Anderson & Specht, 1998). Effective team teachers, will also promote the skill of how to participate in interdisciplinary debate. “In addition, interdisciplinary debate encourages students to apply the skills of integration and collaboration to other courses and assignments” Anderson & Specht, 1998). Thou Shalt have something to say, even when thou are not in charge If the team teachers are in the rotation mode, then only one teacher will be presenting as the expert, however, those in support roles as the rotation develops should make sure they are cognizant of the facts presented by the expert teacher and be prepared to discuss and create an atmosphere where the students’ knowledge is increased and enhanced by the support teacher. If at least two teachers are in the same classroom, one as the expert presenter the other teacher can support the expert in a variety of ways. Among them are: “model learner,” in which the instructor asks questions and otherwise contributes to discussion; “observer,” in which the instructor takes notes and gauges student response to the presentation; “discussion leader,” in which the instructor facilitates or leads break-out groups; or “devil’s advocate,” in which the instructor raises provocative or challenging questions in an effort to stimulate class creativity” (Wentworth and Davis, 2002, p. 27). Thou Shalt apply common grading standards One of the benefits that team teaching offers students is an increase in the amount of feedback they receive from instructors (Wadkins, Miller, and Wozniak, 2006). However, with the increase in feedback from a team of teachers in lieu of one, students will be preoccupied with the concern that the feedback will not be uniform or consistent. To ameliorate this concern, the team of teachers must establish, an agreed upon by all members of the team, a rubric that will be followed consistently by all team members, when evaluating the students in the class. Thou Shalt attend all staff meetings Review and reflection are critical to the success of this teaching approach. For team teaching to remain effective in disseminating knowledge to its students, all member of the team, must set aside a designated time, to plan together. Without this procedure, the common goal and purpose of the class will most likely be lost. It is important to have regular class meetings, Landy urges, because in a team-teaching environment, “you have everyone pulling in different directions, and you need to keep coherence in the course” (Anderson & Specht, 1998). Thou shalt ask open questions Most students are accustomed to sitting in classes that center on a lecture and perhaps an activity with definitive answers expected to the questions that are asked by the teacher. However, in team 21 21

teaching, open-ended questions are the modus operandi. There is some resistance to this approach as students have been indoctrinated to another style of teaching coupled with an expectation of certain types of questions and responses. At the beginning of any team-taught class, it is critical that at the onset of the class, students are prepared to expect the unexpected. Although many students enjoy the diversity of voices and viewpoints that emerge in the team-taught classroom, others struggle to figure out the key points of a lesson when faculty choose to present many possible solutions to a problem (McDaniels and Colarulli, 1997). In some cases, faculty must work hard to overcome students’ resistance to the non-lecture format; a good first step is to be clear about the format of the course right from the start (Helms, Alvis, and Willis, 2005). Thou Shalt let thy students speak Most students have been raised in an educational system that promotes an environment that suggests, that for every question, queried, there is one correct, or mostly correct response. This alienates those students that may have alternative responses or responses that were discovered based on a less than traditional way of determining said response, which could in fact, be an acceptable response. Ergo, there is little action on the part of the student to be an active participant in the learning process. Team teaching can have a highly positive impact on student learning outcomes, largely due to the increased opportunity for student participation that team teaching provides. The presence of more than one instructor involved in the teaching of a class, either by the team-teaching approach with more than one teacher in the classroom, or more than one teacher involved in the teaching of the class, via a rotational model, results in the increased opportunity of student-teacher interaction (Wadkins, Miller, and Wozniak, 2006). More importantly, a collaborative teaching environment invites students to take a more active role in the learning process. Because team teaching encourages a variety of perspectives on a topic, students are more likely to feel they can make valuable contributions to class discussions. (Anderson and Speck, 1998). Thou Shalt be willing to be surprised In the “Expert-In-Field,” Team Teaching Model, via Station Teaching or Rotational Teaching, the faculty that make up this team, will rotate from being in the role of the expert, to faculty support role, and/or expert learner role guiding the student learners, all within a collaborative classroom where teachers and students join in a shared process of intellectual discovery (Wentworth and D 2002, p.23). Teachers at GCCA are not only encouraged to participate in team teaching, but must also complete four official observation forms by visiting other classrooms throughout the year. Team teaching, coupled with a minimum of four official observations per year, will enhance the teacher’s ability to “get out of their own conceptual boxes,” and learn new approaches that will enhance their teaching skills (Corcos, Durchslag, and Morriss, 1995, p. 235). Team teaching gives teachers the opportunity, “to teach in a different way, and to learn in a different way.” It allows instructors to hone their pedagogical skills and develop new topics for research and scholarship. The benefits of team teaching extend to students as well, improving learning outcomes by offering increased student-teacher interaction, as well as a multidimensional approach to subject matter. Ultimately, the advantages of team teaching far outweigh the time and energy it requires (Leavitt, 2006). Interdisciplinary Thematic Teaming 22 22

Teams are groups of people working together, with a shared purpose or common goal, pooling their skills, talents, and knowledge with a payoff for everyone on the team. Moreover, drawing creativity from diversity! Mature teams operate at times from an almost “mind melt” approach that defies language. Interdisciplinary Thematic Teaming consist of teams of teachers across the disciplinary divide, joining together with common themes and groups of students. As such, a teacher when teaching his/her content and concepts use other disciplines content and concepts to reinforce all content and concepts. All units/lessons should contain some element that ties their area to other areas. In “real life” no discipline stands alone. In the interdisciplinary thematic team, we see a mirror of real life situations, not contrived lessons set up to just give a nod to other subject areas. Team decision-making is a critical component of the process so that all teachers work in concert. In the process each teacher becomes familiar with the curriculum of all teachers on their team. Teaming is valuable because:  We can achieve more as a group than alone.  It provides school insight…the unique opportunity for shared discovery.  It promotes a true understanding of the total curriculum.  Teachers get to know more students well; and students get to know more teachers well.  It promotes significant curriculum development.  Team members can gain a depth of knowledge of other curriculum.  It promotes consistent classroom management techniques and instructional procedures.  Teaming allows students to see the utilization of consistent procedures for work routines. Teaming is Valuable because:  It empowers teachers. Research shows that teachers who are empowered with more input are more invested in the total process, and the results are multi-faceted. Research Shows Effective Teams:  Have a student-centered focus.  Strong commitment to academic achievement.  Realize the importance of Accountability features.  Consist of experts recognize the acquisition of professional knowledge is a lifelong process.  Are confident, express job satisfaction, and are proud of their schools.  Develop ways to access student performance, and share among the team.  Establish the use of common rubrics.  Have a proactive approach and not reactive.  Have regular communication with parents.  Document all team meetings, all parent conferences, and establish a phone call log.  Help students set goals.  Have uniform guidelines and rules.  Constantly nurture the relationship among members.  Have a strong sense of team community.  Are curriculum risk-takers who are given the autonomy to accomplish their goals? 23 23

 

Have teachers who work professionally and collaboratively. Are in harmony with the administrative leadership.

STEM STEM education is an approach to teaching and learning that integrates the content and skills of science, technology, engineering, and mathematics. STEM Standards of Practice guide STEM instruction by defining the combination of behaviors, integrated with STEM content, which are expected of a proficient STEM student. These behaviors include engagement in inquiry, logical reasoning, collaboration, and investigation. The goal of STEM education is to prepare students for post-secondary study and the 21st century workforce. Standards of Practice 1. Learn and Apply Rigorous Science, Technology, Engineering, and Mathematics Content STEM proficient students will learn and apply rigorous content within science, technology, engineering, and mathematics disciplines to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems. A. Demonstrate an understanding of science, technology, engineering, and mathematics content. B. Apply science, technology, engineering, or mathematics content to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems. 2.

Integrate Science, Technology, Engineering, and Mathematics Content

STEM proficient students will integrate content from science, technology, engineering, and mathematics disciplines as appropriate to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems. A. Analyze interdisciplinary connections that exist within science, technology, engineering, and mathematics disciplines and other disciplines. B. Apply integrated science, technology, engineering, mathematics content, and other content as appropriate to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems 3.

Interpret and Communicate Information from Science, Technology, Engineering, and Mathematics

STEM proficient students will interpret and communicate information from science, technology, engineering, and mathematics to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems. A. Identify, analyze, and synthesize appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.). B. Apply appropriate domain-specific vocabulary when communicating science, technology, engineering, and mathematics content. C. Engage in critical reading and writing of technical information. 24 24

D. Evaluate and integrate multiple sources of information (e.g.: quantitative data, video and multimedia) presented in diverse formats. E. Develop an evidence-based opinion or argument. F. Communicate effectively and precisely with others. 4. Engage in Inquiry STEM proficient students will engage in inquiry to investigate global issues, challenges, and real world problems. A. Ask questions to identify and define global issues, challenges, and real world problems. B. Conduct research to refine questions and develop new questions. 5. Engage in Logical Reasoning STEM proficient students will engage in logical reasoning to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems. A. Engage in critical thinking. B. Evaluate, select, and apply appropriate systematic approaches (scientific and engineering practices, engineering design process, and/or mathematical practices). C. Apply science, technology, engineering, and mathematics content to construct creative and innovative ideas. D. Analyze the impact of global issues and real world problems at the local, state, national, and international levels 6. Collaborate as a STEM Team STEM proficient students will collaborate as a STEM team to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems. A. Identify, analyze, and perform a STEM specific subject matter expert (SME) role. B. Share ideas and work effectively with a STEM focused multidisciplinary team to achieve a common goal. C. Listen and be receptive to ideas of others. D. Analyze career opportunities that exist in a variety of STEM fields relevant to the STEM focused multidisciplinary team’s goal. 7. Apply Technology Strategically STEM proficient students will apply technology appropriately to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems. A. Identify and understand technologies needed to develop solutions to problems or construct answers to complex questions. B. Analyze the limits, risks, and impacts of technology. C. Engage in responsible/ethical use of technology. D. Improve or create new technologies that extend human capabilities The STEM approach is based on the constructivist theory, which is inquiry driven within an environment of authentic learning, which is learning-by-doing. This approach marries well with the new teaching methods that will be necessary, in order to more effectively teach the Common Core Standards. Constructivism is based on observation and scientific study. According to Lombardi (pg.2, 2007), most educators consider learning-by-doing the most effective way to acquire 25 25

knowledge. Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By exploring themselves and their strategies, students in the constructivist classroom will ideally become "expert learners." This gives them ever-broadening tools to become life-long learners. With a well-planned classroom environment, the students learn HOW TO LEARN. Effective STEM programs have a 5-step process involved: Reflection The purpose of the first stage is to ground the student in the problem’s context and to provide inspiration for things the student can immediately begin to investigate the problem. (Fortus, Krajcikb, Dershimerb, Marx, and Mamlok-Naamand, 2005). Moreover, this phase is also intended to connect what is known and what needs to be learned (Diaz and King, 2007). Research The second stage can take the form of student research, teacher-led lessons in science, selected readings, or other methods to gather relevant information and sources (Fortus, Krajcikb, Dershimerb, Marx, and Mamlok-Naamand, 2005). Significant learning gains occur during this stage, in which students’ progress from concrete to abstract understanding of the problem (Diaz and King, 2007). During the research phase teachers often lead discussions through probing questions to determine whether students are developing appropriate conceptual understanding of the project and its relevant concepts (Satchwell and Loepp, 2002). Discovery The discovery stage generally involves bridging the research and information that is known with the project’s requirements leading to answers regarding the unknown. This step is when students begin to take ownership of the learning process and determine what is still unknown (Satchwell and Loepp, 2002). Some models of STEM projects break students into small working groups to present possible solutions to the problem, to collaborate with fellow students, and to build on the strengths of their peers via student-to- student interaction and collaboration (Fortus, Krajcikb, Dershimerb, Marx, and Mamlok-Naamand, 2005). Other models use this step to develop the students’ ability to reflect on the “habits of the mind,” i.e., the process is designed to build (Diaz and King, 2007). Application In the application stage the goal is to model a solution that sufficiently solves the problem. In some cases, students test the model against requirements, the results of which direct the students to repeat a previous step (Diaz and King, 2007). In other models, this stage extends the learning to contexts beyond STEM or to enable connections between the STEM disciplines (Satchwell and Loepp, 2002) Communication The final stage in any project is presenting the model and solution to peers and community. This is a critical step in the learning process because of the desire to develop both communication and collaboration skills and the ability to accept and implement constructive feedback (Diaz and King, 2007). Often, reviewers score authentic (rubric) assessments based on completion of this final step 26 26

(Satchwell and Loepp, 2002). We agree with Kenneth Maxwell (2009) in that “never in the history of humanity has it been more important to the survival of our species to raise whole generations of excellent thinkers than it is today.” Our goal is to use probing questions to successfully lead students to knowledge through small steps of learning-by-doing. Moreover, endeavor to determine why students come up with varying answers by completing, “Misconception,” sheets in order to collaborate with other educators and students. We believe that it is much easier to lead a student, via small steps, to specific knowledge through a series of probing questions and discovery learning, than it is to coerce a person to adopt what they are told, or read. We believe, through authentic learning, that children learn material for a lifetime. Moreover, they learn to question on their own leading to a lifetime of seeking out knowledge and skill. Through questioning and seeking answers to authentic problems that are based on material relevant to the student, moreover, by them using STEM, the student will produce answers of a higher quality, concurrently, with a higher rate of retention. STEM is the instrument for us to tie all areas together providing for richer experiences, with the end result being a love for learning. We believe that all students, irrespective of their background and/or first acquired language will thrive academically by following the stated mission. Art-Based Learning: The Arts in Education As a result of their varied inquiries, the Champions of Change researchers found that learners can attain higher levels of achievement through their engagement with the arts. Moreover, one of the critical research findings is that the learning in and through the arts can help “level the playing field” for youngsters from disadvantaged circumstances. James Catterall’s analysis of the Department of Education’s NELS: 88 database of 25,000 students demonstrates that students with high levels of arts participation outperform “arts-poor” students by virtually every measure. Since arts participation is highly correlated with socioeconomic status, which is the most significant predictor of academic performance, this comes as little surprise. The size and diversity of the NELS database, however, permitted Catterall to find statistical significance in comparisons of high and low arts participants in the lowest socioeconomic segments. This closer look showed that high arts participation makes a more significant difference to students from low-income backgrounds than for high-income students. Catterall also found clear evidence that sustained involvement in particular art forms—music and theater—are highly correlated with success in mathematics and reading. These findings are enriched by comparisons of student achievement in 14 high-poverty schools in which the Chicago Arts Partnerships in Education (CAPE) has developed innovative artsintegrated curricula. The inspiring turnaround of this large and deeply troubled school district is one of the important education stories of this decade. Schools across Chicago, including all those in this study, have been improving student performance. But, when compared to arts-poor schools in the same neighborhoods, the CAPE schools advanced even more quickly and now boast a significant gap in achievement along many dimensions.

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Schools are not the only venue in which young people grow, learn, and achieve. Shirley Brice Heath spent a decade studying dozens of after-school programs for disadvantaged youth. These programs were broadly clustered into three categories—sports/academic, community involvement, and the arts. This research shows that the youth in all these programs were doing better in school and in their personal lives than were young people from the same socioeconomic categories, as tracked by NELS: 88. To the researchers’ surprise, however, the youth in the arts programs were doing the best. Skeptical about this finding, Heath and her colleagues looked more closely at the arts programs and the youth participating in them. Although the youth in the arts programs were actually at greater “risk” than those in the other programs, the researchers found that characteristics particular to the arts made those programs more effective. They now believe that a combination of “roles, risks, and rules” offered in the arts programs had a greater impact on these young lives. Another broad theme emerges from the individual Champions of Change research findings: the arts no longer need to be characterized solely by either their ability to promote learning in specific arts disciplines or by their ability to promote learning in other disciplines. These studies suggest a more dynamic, less either-or model for the arts and overall learning that has more of the appearance of a rotary with entrances and exits than of a linear one-way street. This rotary of learning provides the greater access to higher levels of achievement. “Learning in and Through the Arts” (LITA) and other Champions of Change studies found much evidence that learning in the arts has significant effects on learning in other domains. LITA suggests a dynamic model in which learning in one domain supports and stimulates learning in others, which in turn supports and stimulates learning in a complex web of influence described as a “constellation.” LITA and the other researchers provide compelling evidence that student achievement is heightened in an environment with high quality arts education offerings and a school climate supportive of active and productive learning. Why the Arts Change the Learning Experience. 
When well taught, the arts provide young people with authentic learning experiences that engage their minds, hearts, and bodies. The learning experiences are real and meaningful for them. While learning in other disciplines may often focus on development of a single skill or talent, the arts regularly engage multiple skills and abilities. Engagement in the arts—whether the visual arts, dance, music, theatre or other disciplines—nurtures the development of cognitive, social, and personal competencies. Although the Champions of Change researchers conducted their investigations and presented their findings independently, a remarkable consensus exists among their findings: The arts reach students who are not otherwise being reached.
 Young people who are disengaged from schools and other community institutions are at the greatest risk of failure or harm. The researchers found that the arts provided a reason, and sometimes the only reason, for being engaged with school or other organizations. These young people would otherwise be left without access to any community of learners. The studies concerning ArtsConnection, CAPE, and learning during non-school hours are of particular significance here.
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The arts reach students in ways that they are not otherwise being reached. Other recent educational research has produced insights into different styles of learning. This research also addresses examples of young people who were considered classroom failures, perhaps “acting out” because conventional classroom practices were not engaging them. These “problem” students often became the high-achievers in arts learning settings. Success in the arts became a bridge to learning and eventual success in other areas of learning. The Arts Connection study provides case studies of such students; the “Learning In and Through the Arts” research examines the issue of learner selfperception in great depth.
 The arts connect students to themselves and each other. 
Creating an artwork is a personal experience. The student draws upon his or her personal resources to generate the result. By engaging his or her whole person, the student feels invested in ways that are deeper than “knowing the answer.” Beyond the individual, Steve Seidel and Dennie Palmer Wolf show how effective arts learning communities are formed and operated. James Catterall also describes how the attitudes of young people toward one another are altered through their arts learning experiences.
 The arts transform the environment for learning.
When the arts become central to the learning environment, schools and other settings become places of discovery. According to the Teachers College research team and those examining the CAPE schools, the very school culture is changed, and the conditions for learning are improved. Figurative walls between classrooms and disciplines are broken down. Teachers are renewed. Even the physical appearance of a school building is transformed through the representations of learning. The Heath research team also found “visible” changes in nonschool settings.
 The arts provide learning opportunities for the adults in the lives of young people.
Those held responsible for the development of children and youth—teachers, parents, and other adults—are rarely given sufficient or significant opportunities for their own continuing education. With adults participating in lifelong learning, young people gain an understanding that learning in any field is a never-ending process. The roles of the adults are also changed—in effective programs, the adults become coaches—active facilitators of learning. Heath and other researchers here describe the altered dynamics between young and less young learners.
 The arts provide new challenges for those students already considered successful.
Boredom and complacency are barriers to success. For those young people who outgrow their established learning environments, the arts can offer a chance for unlimited challenge. In some situations described in the research, older students may also teach and mentor younger students. In others, young people gain from the experience of working with professional artists. The ArtsConnection researchers in general, and James Catterall in particular, explored the impact of intensive involvement in specific art disciplines.
 The arts connect learning experiences to the world of real work.
The world of adult work has changed, and the arts learning experiences described in the research show remarkable consistency with the evolving workplace. Ideas are what matter, and the ability to generate ideas, to bring ideas to life and to communicate them is what matters to workplace success. Working in a classroom or a 29 29

studio as an artist, the young person is learning and practicing future workplace behaviors.
A company is a company, whether producing an opera or a breakthrough technological service. How the Arts Change the Learning Experience. 
The programs and schools examined by the Champions of Change researchers were selected because they appeared to be models of excellence that were making a real difference to young people. Their research helps us identify the principles and requirements that make these arts learning models work. By helping to better define the characteristics of effective arts learning programs, the Champions of Change researchers have also done a great service. Education reformers and researchers have learned a great deal about “what works” in recent years. In examining the work of Shakespeare & Company, Steve Seidel cites the general characteristics of “project-based learning” as factors that also support effective arts learning. In Real Learning, Real Work, author Adria Steinberg identifies six elements that are critical to the design of projectbased learning: authenticity, academic rigor, applied learning, active exploration, adult relationships, and assessment practices. Seidel also emphasizes that the best assessment of a person’s understanding is a product that “puts that understanding to work.” Learning is deepest when learners have the capacity to represent what they have learned, and the multiple disciplines of the arts all provide modes of representation. The quality arts learning experiences described by the Champions of Change researchers regularly contain these project-based learning elements. The best programs display them in great breadth and depth. To be effective, the arts learning experience will also Enable young people to have direct involvement with the arts and artists.
Young people become and see themselves as artists. Whether creating art works, as in the Creating Original Opera program, or performing, as in the Fall Festival of Shakespeare program, or perhaps even teaching younger student artists, as in the Arts Connection program, the students learn various disciplines through hands-on arts experiences. They actively engage with artistic content, materials, and methods.
 Require significant staff development. 
The best teachers are life-long students. The teachers involved in the staff development programs examined by the Champions of Change researchers describe life-changing experiences that transform their professional lives. High-impact programs demand both adequate staff preparation and strong administrative support. Well-trained staff and teachers also become leaders for institutional and systemic change.
 Support extended engagement in the artistic process. 
Opportunities to achieve artistic and learning excellence cannot be confined to forty-five minute time periods. Sustained engagement during individual sessions as well as expanded program length support enhanced learning opportunities. These learning experiences are also not limited to place; school is just one of many settings where this learning occurs. Superior results are also associated with the concept of “practice” and the development of a sense of “craft.” Encourage self-directed learning. 
Students learning in and through the arts become their own 30 30

toughest critics. The students are motivated to learn not just for test results or other performance outcomes, but for the learning experience itself. According the to the Arts Connection study, these learners develop the capacity to experience “flow,” self-regulation, identity, and resilience— qualities regularly associated with personal success.
 Allow management of risk by the learners.
Rather than see themselves as “at-risk,” students become managers of risk who can make decisions concerning artistic outcomes and even their lives. The students learn to manage risk through “permission to fail,” according to the Shakespeare & Company study, and then take risks “to intensify the quality of their interactions, products, and performances,” according to Heath and her colleagues. Engage community leaders and resources.
 Another recent study, Gaining the Arts Advantage: Lessons from School Districts That Value Arts Education, found that “the single most critical factor in sustaining arts education in (their) schools is the active involvement of influential segments of the community in shaping and implementing the policies and programs of the district.” Similarly, effective arts learning out of school also requires the active engagement of the community. The CAPE and Heath studies show a process that attracts and builds on this engagement from parents and other community members. Policy Implications of the Champions of Change Research. 
The Champions of Change studies examined the messy, often hard-to-define real world of learning, both in and out of schools. As a result, these research findings have immediate relevance for both policy and practice in American education today. For example, if we now know that arts experiences help level the educational playing field for disadvantaged students, as revealed by James Catterall, then we need to bring more proven arts learning resources to these students. If arts learning can help energize or re-energize the teaching workforce, as described by Steve Seidel, then we must look to the arts both as a vehicle for preparing entrants to the teaching profession and as a means of supporting its more-experienced members. Looking beyond classrooms, Shirley Brice Heath found the profound impact the arts can have on learning for youth outside school settings. If this is so, we must expand quality arts learning programs outside of schools as well. In the CAPE model, the researchers find that arts learning can have a defined impact on the academic performance of students in an urban setting. If well-constructed partnerships between school and arts organizations can increase student achievement, then such partnerships must be nurtured and replicated. In another urban program, ArtsConnection researchers define the role of the arts in enabling students to overcome obstacles to success; again, such experiences should be made more widely available. Researcher Dennie Palmer Wolf describes the impact of group versus individual learning generated through a collaborative arts experience. For this approach to grow, a more serious commitment to developing communities of arts learners, rather than just opportunities for “stars,” is required. If sustained, integrated, and complex projects, like producing an opera, a Shakespeare production, or a visual arts exhibition, significantly deepen the learning process, as these studies suggest, then school schedules must also be modified to make such experiences possible. (Champions of Change, 1999)

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D. Explain how the educational program aligns with the school’s mission. The mission of GCCA is to provide a high quality, replicable, sustainable and equitable model for standards-based education of grades K-8 by engaging a diverse student body and developing students into culturally-literate, responsible citizens in a more globalized and technological future. We intend to provide students with an educational experience that facilitates lifelong learning and achievements, as well as promoting a positive self-image and respect for all people. GCCA intends to focus especially on STEM education with an infusion of art throughout the curriculum. With this in mind, our program has been designed to support and elevate all students, irrespective of being high or low, to their optimum level of academic success. As research shows low performing students and ELL students work best, and achieve the highest goals through constructing their own learning while being guided, and knowing that much is expected of them in this process. With that said, this premise actually benefits all students regardless of their academic acquisition. In keeping with creating highly educated young people, our faculty and staff are expected to also be life-long learners concentrating on, how students learn. In this process they will not only learn how to teach all students better, with more effective strategies, but will become more sympathetic and empathetic to students and their families. In addition the continued acquisition of knowledge by our teachers and staff will illustrate the concept of lifelong learning to the students, a modeling approach. Additionally, the work of Robert Marzano through Classroom Instruction That Works is imbued into the day-to-day teaching strategies at GCCA. In addition to Marzano, and earlier with the ideas of Piaget, the Constructivist Approach coupled with Interdisciplinary Teaming we have illustrated that research shows academic achievement gains as a result. We know that engaging in these promising and powerful strategies fully aligns and upholds our mission. E. Explain how the services the school will provide to the target population will help them attain the Next Generation Sunshine State- Common Core Standards, as required by section 1002.33, F.S. GCCA will generate a variety of services, made up in part, by teacher procedures designed from specific research regarding how children learn; moreover, utilize teaching strategies and procedures that will significantly enhance student learning gains. In addition, GCCA will provide the “normal” ESE and ESOL services, as well as Remedial Classes to assist those students falling behind academically, or who are at risk of falling behind. Both ESE and ESOL Liaisons will work with students and enlighten teachers of “best practices,” to use with students who are at risk. Coupled with the above tools for ameliorating student-learning issues, the Liaisons will present teachers with the appropriate accommodations for students with diagnosed learning disabilities and exceptionalities. Lesson plans will reveal and demonstrate the Next Generation Sunshine State /Common Core Standards and benchmarks being taught. Each Department Head will review these plans weekly for alignment to the standards, research-based instructional practices and technology integration. Monitoring of instruction through daily walk-through practice and weekly informal observations conducted by the Principal as an additional accountability component. 32 32

Teachers will be held highly accountable to instruction based on the Next Generation Sunshine/Common Core State Standards. Teachers will maintain curriculum binders to include quarterly benchmarks, scope and sequence, daily lesson plans, and assessments, including the benchmark check off list. This binder will also contain resources to support daily instruction of standards in each content area. Students will be given frequent opportunities to demonstrate mastery of the state standards through informal and formal assessment. Students who are unable to demonstrate mastery will be targeted to receive additional classroom support through small group instruction and if necessary, before and after school tutoring. Those students who are identified as needing intensive assistance wi ll be placed in the intensive math, science, and/or reading classes. Additionally, the school will provide a tutoring program. Teachers are available before and after school to provide students with individualized tutoring designed to meet individual student needs. Students who are unable to demonstrate mastery will receive tutorials. These services are designed to bring students who are not proficient at grade level the intervention necessary to achieve at higher levels. Data from most recent benchmark assessments will be used to guide the instruction in the tutoring class. Tutors will have access to meaningful, student specific reports generated from benchmark data. These reports will serve to guide the tutors on developing a student specific, individualized achievement plan. Literacy Expert, Richard Allington, stated in an Interview, that “Response to Intervention,” is possibly “our last, best hope,” for achieving full literacy in the United States ( Teacher PD Sourcebook/Spring/Summer 2010). GCCA also participates in this intervention model. Key Findings: All students differ so teachers must attend to different needs by first creating unique instructional goals for each student. Teachers need to follow up on these goals with practical learning activities. Research indicates that differentiation improves student learning. Differentiation emphasizes the needs of individual learners, while mixed-ability teaching is managing groups of students for teaching purposes. The goal of differentiation is to create learning environments, content, process, and products that enable students with learning challenges or exceptionalities (including giftedness) to succeed with meaningful curriculum. Instructional activities should be created based on instructional needs, multiple intelligences, learning modalities, cognitive levels, student backgrounds, and personal interests. Differentiated teaching strategies include cooperative learning, individual learning, learning centers, and technology. Student-centered, and use a mix of whole-class, group, and individual instruction. Teachers must understand and attend to the needs of both advanced and struggling learners. Content and instructional modifications include multilevel instruction, the use of learning contracts, smallgroup instruction, language study, the use of centers, projects, using different tasks for different ability levels, supporting independent learning, utilizing more carefully organized group work, curriculum replacement, acceleration, course compacting, pull-out programs, competitions, and out-of-school programming.

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Problem Solving / Response to Intervention (RtI) / Multi-Tiered System of Supports (MTSS): (We will be using the MTSS model as referenced in this document.) Every student will be taught using the problem solving Response to Intervention (RtI) model/Multi-Tiered System of Supports (MTSS). RtI/MTSS is the practice of the following:  Providing high-quality instruction / intervention matched to student needs;  Using learning rate over time and level of performance;  Make important educational decisions to guide instruction. MTSS: Three tiers describe the level and intensity of the instruction/interventions provided across the continuum.

Tier 3 Intensive Individualized Interventions and Supports: More focused targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum and instruction. Tier 2 Targeted Supplemental Interventions and Supports: More focused targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum and instruction. Tier 1 Core Universal Instruction and Supports

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General academic and behavior instruction and support designed and differentiated for all students in all settings. The three tiers are not used to describe categories of students, timelines, procedures, or specific programs. Problem Solving has 4 steps to consider: 1. What’s the problem? This is where the problem is identified and data is collected.  Benchmark level of performance  Student level of performance  Peer level of performance 2. Problem Analysis: Why is it occurring? The assessments are then conducted to gather information to determine which are most / least likely 3. Intervention Design: What are we going to do?  Effective teaching strategies consider both what to teach and how to teach it.  Making good decisions with increase student progress.  It is critical that the instruction be matched to the problem. 4. Evaluation the effectiveness of the intervention  Gap is closing At GCCA we will address the varying intelligences, and learning styles, and apply differentiated instruction as needed. We will continually monitor via informal and formal assessments, and analyzing the collected data to form a learning plan for all students All lessons will be aligned with the State Standards, and all areas will be assessed to establish the percents of student mastery. Results of said assessments will influence and guide lessons for remediation, enhancement, or for continuing on with the concepts. Teachers will maintain a database of all levels of achievement as a class, and per pupil. This will insure that the State Standards are being met and mastered to an acceptable degree with at least 70% of all students mastering any given standard. Pre-testing at the onset of the academic year will set the base line for not only the level of the students, but for the design of lessons. Informal daily assessments will drive the focus of succeeding lessons. Formal assessment throughout each quarter will inform and influence lesson development, as well as help identify students who may need more attention and help. Mid-term exams will further this process, as will end of quarter “interim” exams. End of the year post-tests that mirror the pre-tests will help establish the effectiveness of the teachers and programs. School Leaders and teams of teachers will evaluate and analyze all data. When it is clear that perhaps one teacher is having more success in a given area, that teacher will be looked to for help in developing plans for the success of other teachers in that particular area. Thus, each teacher becomes the teacher of other teachers, insuring greater success for all. Students that are identified as being at risk will be formally evaluated through the MTSS/RtI process. Appropriate measures will be taken to insure that the student is placed in the most successful environment possible. (Possibilities include but are not limited to: ESE Resource Room 35 35

time and help, ESOL Resource Room time and help, new classroom techniques, Math Labs, Reading Labs, placement in Intensive Math, Science, Language Arts, Reading, or individual tutoring during or after the school day.) GCCA utilizes the Holistic Approach to the Total Child, with a Constructivist foundation. These methods and ideals put the child first and at the center of the academic focus, addressing real life and real situations with project based learning where the students themselves develop their own learning with the guidance of the teacher who leads them through their projects in such a way as to help draw out the learning being accomplished, and communicate said learning in a creative way with the use of extensive technological choices and avenues. All areas of the Language Arts curriculum are important aspects of all classes. Reading also takes a center stage at GCCA, with reading skills stressed in every area of the classes. Writing across the curriculum, as well as using writing to produce oral and computer generated presentations from a variety of formats all serve to support the acquisition of the language arts skills and reading. In total, with a fully implemented integrated curriculum, all areas of the curriculum will support all other areas on a consistent basis, thus creating the supports to learning, and illustrating that no subject stands alone, but are indeed integrated into our daily lives. It is through proper placement, and guidance that students will achieve authentic learning. GCCA has high expectations for their students, and it is believed that the students will live up to these expectations and exceed them when given a chance to help design their own course of action within units. In the course of their studies, on a spiraling continuum of greater responsibility, students will be expected to develop and sharpen the skills needed to formulate a question or define and issue. They will learn to cull out information from the ever-growing base of knowledge. They will learn to organize their research and present it in a meaningful way of their own design. This process illustrates authentic learning. GCCA uses Technology across the curriculum, to support and increase student acquisition of knowledge. All areas of the curriculum will use a variety of technology instruments to assist students daily. Students will have access to the Internet, electronic books, as well as a variety of software course work components. Furthermore, the teachers will use technology in their lesson and in presentations of materials. Students will generate reports and projects using computers, cameras, as well as a variety of data collecting tools. Students will be given choices as to what type of presentation to design and construct, while needing to use different methods throughout the year. Examples include but are not limited to: video, podcast, power point, documentary, newscasts, a hard copy or electronic magazine, and websites. Such processes have been proven to increase the desire to produce a product far more than mere printed reports for a large percentage of students. While students still must use the important skills they would have used to produce a printed report complete with graphs, data tables, and citing resources the students do not “feel” like they are doing a mere report. The output is normally greater, with a greater amount of information learned. 36 36

Additionally, as a STEM education initiative school, classes will be infused with projects and the technological component parts that are needed to create said projects. In order to maintain the ability to effectively disseminate the appropriate educational program to the target population, it is critical to maintain an ongoing professional development program, for the school’s faculty and staff. In addition, in an effort to assist newly hired faculty, the school will generate a Teacher Induction Program with mentoring faculty members. This will result in highly effective and skilled teachers, and promote longevity in those positions. The new school year will begin with the following program: Professional Development of Teachers Four days are built into the school’s calendar in order to provide ongoing professional development for teachers. Five additional days take place before the beginning of the new school year. Projected Timeline for Professional Development by Practice: Professional development will begin in August and will be ongoing as needed for the following:  MTSS/RtI –ESE/ELL Guidelines, Strategies and Policies  Writing with Chris Lewis  Core Content Areas Across the Curriculum  Integrating Technology Across the Curriculum  CRISS Training  Robert Marzano’s Instructional Strategies  Constructivist approach major components training  STEM training  The use of technology and various methods of communicating with said use. Classroom observation, teacher surveys, and student performance on assessments will be utilized to monitor for successful implementation of practices. These observations will assist leadership in measuring the need for continued professional development both by practice involved and individual/faculty need. Success of the school’s program design hinges on adequate preparation in these areas and ongoing monitoring of successful implementation by all teachers. It is the intent of the school to provide adequate advance preparation with follow-up professional development to be provided as needed at the individual teacher and faculty levels. Teachers who may be hired after the beginning of the school year, should the need arise for any reason; will receive the professional development needed in order to maintain program integrity via the Teacher Induction Program. F. Provide evidence that the existing design has been effective and successful in raising student achievement. “GCCA" is not using a pre-existing school design.” G. Describe the applicant’s capacity to replicate an existing school design. “GCCA" is not using a pre-existing school design.” 37 37

Section 4: Curriculum Plan A. Describe the school’s curriculum in the core academic areas, illustrating how it will prepare students to achieve the Next Generation Sunshine State-Common Core Standards. Gulf Coast Charter Academy will provide a safe and orderly school which promotes a supportive learning environment that offers content mastery of the Next Generation Sunshine/Common Core State Standards through challenging and engaging work. Teachers will work in teams to integrate the curriculum. GCCA will forge partnerships with local businesses, social service agencies, and community groups to provide varied learning opportunities for all students. By developing a classroom experience that extends well beyond the classroom, GCCA will provide a unique and innovative approach to the mastery of the core subjects using the standards-based program using research based instructional techniques. The curriculum at GCCA will focus on a STEM approach to reading, language arts, math, science, social studies, technological skills, PE, and the arts. Throughout this interdisciplinary curriculum will be components of career planning, and character education. Moreover, GCCA will have a concentration which will foster tolerance and anti-bullying programs. Gulf Coast Charter Academy students will receive an education through an encouraging learning atmosphere that offers content mastery through stimulating and engaging studies. GCCA believes in the use of the Constructionist Approach to learning which will be grounded in the Next Generation Sunshine/Common Core State Standards. In keeping with the GCCA educational philosophy, the student, not the standards, will be the center of the academic focus. Exemplary content mastery (and subsequent PARCC/FCAT 2.0 performance) will be a consequence of the educational program. GCCA believes schools must be a place where students “DO” learning. This “DO” Learning approach has its roots in Constructivism, which is based upon observation and scientific study, about how people learn. Constructivism (Brooks, 2005) based on the Modern Socratic Method is a tenet of GCCA’s approach to teaching and learning. “…People construct their own understanding and knowledge of the world through experiencing things and reflecting on the experience.” Students should experience the core subject areas in meaningful, transformative experiences that promote authentic learning and success. GCCA envisions a school that achieves mastery in the core subject areas by teaching in a context that develops civic literacy, promotes environmental stewardship, fosters global awareness, and integrates information and communication literacy. At GCCA the importance of each person making a positive contribution to the greater community and the importance of education as a tool enabling each person to make a greater contribution will be stressed. Core values include high expectations for responsibility and scholarship. Our students’ success will flow from and validate these high expectations. At GCCA, education is an individual, family, school, and community responsibility. GCCA believes the integration of arts across the broad spectrum of the curriculum increases student achievement, due to addressing the developmental domain paradigm, and tapping into a child’s creativity. In order to master the Next Generation Sunshine State/Common Core Standards, GCCA will: 38 38

      

  



     

Design and Construct yearly instructional calendars, based on the Lee County Focus Calendars. Design fully integrated units via a Team Teaching approach via STEM activities, effectively uniting the various curriculum areas in order to enhance the retention of core concepts, and establish a broader base of understanding of all standards. Design and Construct lesson plans that are clearly aligned with the Next Generation Sunshine State/Common Core Standards, in order to insure said standards are integrated, introduced, investigated, and mastered. The school leader will read and assess teacher plans and make sure they are aligned with the State Standards. Utilize a student-centered constructivist approach to learning based on prior knowledge, current experiences, and building on said experiences and knowledge. Develop classroom experiences that extend beyond the classroom into the community at large via project based assignments and/or Service Learning initiatives. Measure student performance via an Accountability Approach, as per the Lee County Focus Calendar in each applicable subject area, via Pre, Interim, Mid Term, and Post Term Indicator Tests, based on the Next Generation Sunshine State/Common Core Standards, within all content areas. Offer choices to students as to how they will present their findings i.e. powerpoints, podcasts, videos, research papers and so forth. With a wide range of data observation and collection tools, as well as software, students will generate charts, graphs and data tables for their presentations. Offer cooperative and collaborative opportunities in order to establish a broader base of communication and work skills. “Students learn about learning not only from themselves, but also from their peers. When students review and reflect on their learning processes together, they can pick up strategies and methods from one another: (Brooks, 20005). Identify students who are not achieving at the expected rate and diagnosis the possible reasons at the base of the non-achievement. As a result of said study and identification, appropriate measures will be taken to ensure the highest learning gains possible for said students. Utilize ESE Resource Room instruction, and interventions. Utilize Differentiated Instruction in order to reach all modes of learning, thus increasing the acquisition and retention of core ideas and skills. Provide an integrated use of technology throughout the curricular areas, coupled with access to subject materials and teachers not only while at school, but from home computers. Endeavor to maintain small class sizes to allow for maximum teacher /student exposure. Utilize The Holistic Approach to the Total Child, addressing the cognitive, affective and psychomotor domains to learning. Utilize an arts-based approach to learning.

All students will participate in the screening, diagnostic assessment, intervention, remediation, and enrichment processes as published in the district’s K-12 Comprehensive Reading Plan. Students in grades K-5 will participate in regular district or classroom reading and math assessments. The assessments for reading will assess phonemic awareness, phonics, vocabulary, comprehension, and fluency. 39 39

Students that exhibit a substantial deficiency in reading and/or math as determined by standard assessments will be provided intensive reading instruction immediately following the identification of the reading deficiency. The student’s reading proficiency will be reassessed by locallydetermined assessments or through standardized assessments at the beginning of the grade following the intensive reading instruction. As with the county, GCCA will utilize: ELEMENTARY TEXTBOOKS Kindergarten: Handwriting: D’Nealian Handwriting, Math: Go Math! Florida, Music: School Choice from the State Reading: Pearson Reading Street Intervention Reader: SRA Reading Mastery Signature Ed. Science: National Geographic Science Soc. Studies: Harcourt Horizons World Languages Spanish: Viva el Espanol. Spanish for Spanish Heritage Speakers: Nuevo Siglo de Espanol First Grade: Handwriting: D’Nealian Handwriting Math: Go Math! Florida, Music: School Choice from the State Adopted Music Series Reading: Pearson Reading Street Intervention Reader SRA Reading Mastery Signature ed. Science: National Geographic Science National Geographic/Hampton-Brown Soc. Studies: Harcourt Horizons Spelling: No District Recommendation World Languages Spanish: Viva el Espanol! Espanol Para Ti, Spanish for Spanish Heritage Speakers: Nuevo Siglo de Espanol Second Grade Handwriting: D’Nealian Handwriting Series Math: Go Math! Florida, Music: School Choice from the State Adopted Music Series Reading: Pearson Reading Street

Intervention Reader SRA Reading Mastery Signature ed. Science: National Geographic Science

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Soc. Studies: Harcourt Horizons Spelling: No District Recommendation 2013 World Languages Spanish: Viva el Espanol!, 2005, 3rd ed. Espanol Para Ti Spanish for Spanish Heritage Speakers: Nuevo Siglo de Espanol, Third Grade Handwriting: D’Nealian Handwriting Math: Go Math! Music: School Choice from the State Adopted Music Series Reading: Pearson Reading Street Reading Intervention Reader: SRA Reading Mastery Signature ed. Science: National Geographic Science Soc. Studies: Florida Social Studies Spelling: No District Recommendation World Languages Spanish: Viva el Espanol Espanol Para Ti Spanish for Spanish Heritage Speakers: Nuevo Siglo de Espanol,

Grade 4 Handwriting: D’Nealian Handwriting Math: Go Math! Florida, Music: School Choice from the State Adopted Music Series Reading: Pearson Reading Street Intervention Reader: SRA Reading Mastery Signature ed. Science: National Geographic Science Soc. Studies: Florida Social Studies Spelling: No District Recommendation Spanish: Viva el Espanol! Espanol Para Ti Spanish for Spanish Heritage Speakers: Nuevo Siglo de Espanol, 2001,

Grade 5 Handwriting: D’Nealian Handwriting Math: Go Math! Florida, Music: School Choice from the State Adopted Music Series Reading: Pearson Reading Street Intervention Reader: SRA Reading Mastery Signature ed. Science: National Geographic Science Soc. Studies: Florida Social Studies Spelling: No District Recommendation Spanish: Viva el Espanol!

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Spanish Espanol Para Ti, 2005, Spanish for Spanish Heritage Speakers: Nuevo Siglo de Espanol

Middle School: Computer Applications: ITCenter 21: Introduction to Computers and IT, Applied Educational Systems Language Arts Grammar Grades 6-8: BK English: Communication Skills in the New Millenium Literature Grades 6-8: Glencoe Literature: The Reader’s Choice Reading Grade 6: Comprehensive Intervention Reading Program Language! SpringBoard by College Board ELA Level 1 Developmental Reading Program: Macmillan/McGraw-Hill Treasures, Reading Grade 7: Comprehensive Intervention Reading Program Language! SpringBoard by College Board ELA Level 2 Grades 7-8: National Geographic & Hampton-Brown EDGE, As a Supplement Reading Grade 8: Comprehensive Intervention Reading Program Language! SpringBoard by College Board ELA Level 3 Math Grades 6-8: Big Ideas Math, 6-8 Big Ideas Learning Honors Algebra I: Florida Larson Algebra 1 N Music: School Choice from the State Adopted Music Series Science Grade 6 – 8 Florida Science Fusion Social Studies World History/Advanced Grade 6: myWorld History Pearson Prentice Hall District adopted, not approved for purchase or use Journey Across Time: Early Ages Continue to use as non-adopted Civics, Integrated/Advanced Grade 7: Civics, Economics, and Geography, U.S. History/Advanced Grade 8: America: History of Our Nation Beginnings Through 1877, Spanish Grades 7-8: Florida Holt Spanish IA, Expresate! Spanish Exploratory Grades 6 or 7: Exploring Spanish, 2008, 3rd ed. Spanish for Spanish Speakers Grade 6: Nuevo Siglo de Espanol Spanish for Spanish Speakers Grade 7: for Espanol Serie Amigos (Classroom) Spanish for Spanish Speakers Grade 8: Espanol Serie Amigos

GCCA will utilize the Just Read Florida and FCAT Explorer web site to support their curriculum. In accordance with The School Board of Lee County Curriculum (for elementary students) all subjects are based in the benchmarks of the Florida State Board adopted Next Generation Sunshine/Common Core State Standards in language arts, mathematics, science, social studies, physical education/health and the arts. Students in K-5 shall have regular study of mathematics, science, language arts, art, music, social studies and physical education. Technology skills will be taught in the above subjects. GCCA will offer instruction for English Language Learners that complies with the 1990 LULAC/META Consent Decree and with the Lee District ELL/LEP Plan. 42 42

K-5 Curriculum Students in K-5 will be offered a core curriculum of basic skills with mastery of the Next Generation Sunshine/Common Core State Standards. Basic Skills will be enhanced through peer, collaborative, and cooperative groupings with hands on projects and learning as reflected in the Constructivist Approach (Brooks, 2005) and STEM activities. The focus of GCCA will be on reading, language arts, math, science, social studies, and technology skills. Rounding out the curriculum to enhance greater academic achievement, moreover, to develop the social, emotional, and physical growth of each child to an optimum level, GCCA will offer art, music and physical education both as separate classes and within the core academic areas. All subject areas will administer pre, mid-term, end of quarter interim and final post-tests to measure the acquisition of the Next Generation Sunshine/Common Core State Standards. Standards that are not met will become the focus of re-teaching. Physical Education K-5 Policy for Elementary School Physical Education: All games, sports, activities in the elementary physical education curriculum will include emphasis on physical fitness and healthy lifestyles. All elementary school PE teachers will follow a Physical Education Program, which comply with Florida State Law. The Next Generation Sunshine/Common Core State Standards will be met in accordance to the adopted physical education program. The PE program is designed to have students participate in physical education on a moderate to vigorous level of physical activities (MVPA) for a duration of time in order to provide a significant health benefit to students, subject to the differing capabilities of students. Each week, all students K - 5 receive 150 minutes of weekly instruction that includes physical education health / nutrition. On any day during which physical education instruction is conducted there will be at least 30 consecutive minutes per day. GCAA expected outcomes Physical Education Program in Elementary School: Students will maintain or improve their level of fitness indicated by their pre and post fitness test. Students will be accountable in demonstrating competency in the course content using the Next Generation/Common Core Standards to validate performance. If for some reason, the student experiences any difficulty with physical activity, the physical education instructors will counsel that student. Such difficulties could be an obesity situation or a skill related situation. GCCA students will participate in year round daily Physical Education classes. Grading said subjects will be: Grades K-3 will utilize the Lee County system to report level of mastery of the Next Generation Sunshine and Common Core State Standards.

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The grades reflecting achievement for academic subjects in grades 4-5 with numerical equivalents will be: A = 90 B = 80 C = 70 D = 60 F=0 I=

100% 89% 79% 69% 59%

Outstanding Progress Above Average Progress Average Progress Lowest Acceptable Progress Failure Incomplete

The grades reflecting achievement for art, music, physical education and, in grades K-2, for science and social studies shall be: S = Satisfactory achievement N = Needs improvement U = Unsatisfactory achievement The grades reflecting achievement for work habits in grades 1 – 5 shall be: P = Pass F = Fail Evaluation of achievement will include progress toward mastery of Next Generation Sunshine State Standards objectives. Florida Statutes requires academic performance to be reported in regards to grade level standards, not instructional level. Student effort shall be indicated by the following codes: E = Excellent Shows outstanding participation. Strives beyond class assignment and homework. Is highly motivated and well organized. G = Good Participates much of the time. Completes class assignments and homework. Is motivated and organized. S = Satisfactory Usually participates. Completes class assignments and homework. Is attentive. N = Needs Improvement Rarely participates. Frequently does not complete assignments. Is inattentive and poorly organized. U = Unsatisfactory Does not participate. Does not complete assignments. Lacks motivation and organization. Kindergarten grading shall be a checklist of specific competencies marked to indicate progress. Middle School - 6-8 Curriculum The Middle School (6-8) curriculum objectives for Middle School courses are aligned with the Next Generation Sunshine/Common Core State Standards. Proficiency in reading, mathematics, and science is measured by the PARCC/FCAT 2.0, end of course exams (EOC), and district assessments. We will offer courses of study and instruction that reflect the Next Generation Sunshine/Common Core State Standards in Grades 6-8 language arts, mathematics, science, social studies, foreign languages, health-physical education, the arts and career-technical education. Instruction will address the skills and competencies that a student must master in order to be promoted from Middle School to High School.

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MIDDLE GRADES PROMOTION REQUIREMENTS (FS 1003.4156) Promotion from middle school grades 6, 7, and 8 requires that a student must successfully complete the following academic courses: Grade Required Courses 6 Language Arts, Math, Science, Social Studies 7 Language Arts, Math, Science, Social Studies/ Career Education and Planning 8 Language Arts, Math*, Science, Social Studies/Civics GCCA will offer at least two high school mathematics courses, Algebra I, and Geometry. In addition, GCCA will offer Spanish I for which students may earn high school credit. The Career and Education Planning course is a required component of the Middle School Social Studies curriculum and will include online access to career planning options and tools. In grade 7, students will develop a personalized academic and career plan signed by student, teacher, and parent/guardian. In grade 8, the plan will be reviewed and updated by student and guidance counselor. Intensive Reading: For each year in which a student scores a Level 1 on FCAT Reading, the student must be enrolled in and complete an intensive reading course the following year. Placement of Level 2 readers in either an intensive reading course or a content area course in which reading strategies are delivered shall be determined by diagnosis of reading needs. All diagnostic, placements, progress monitoring, and reading program strategies will be conducted in accordance with the Lee County K- 12 Comprehensive Reading Plan as required by Florida Statutes. Integrated Mathematics Intensive For each year in which a student scores at Level 1 or 2 on FCAT 2.0 mathematics, the student must receive remediation the following year. This remediation requirement will either be integrated into the student’s required mathematics course at the next grade level, or the student will participate in an intensive math class. As with our students in K-5, our Middle School students will be offered a core curriculum of basic skills with mastery of the Next Generation Sunshine/Common Core State Standards. Classrooms in some subject areas may vary from multi-age groups to the more traditional groupings of grade level students. Basic Skills will be enhanced through peer, collaborative, and cooperative groupings with hands on projects and learning through the Constructivist Approach coupled with STEM applications rounding out the curriculum to address greater academic achievement as well as to develop the social, emotional, physical and emotional growth of each child, GCCA will offer art, music and physical education both as separate classes and within the core academic areas evidencing the use of The Holistic Approach to the Total Child which addresses the Cognitive, Affective, and Psychomotor Domains which fosters student learning.

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All subject areas will administer pre, mid-term interim, and post-tests to measure the acquisition of the Next Generation Sunshine/Common Core State Standards. Standards that are not met will become the focus of re-teaching. Individual students who are not making adequate progress will be identified, and appropriate measures of improvement will be instituted, whether by a teacher readdressing an area, or more severe cases of lack of achievement will be addressed through MTSS/RtI channels. Data collection will be an ongoing process that will insure informed instruction and achievement of mastery. Students who are excelling above grade level will be addressed and evaluated for gifted studies, and advanced classes. Students not meeting standards at the rate expected will be placed in appropriate tutoring programs. All results of testing and achievement levels will be communicated to parents so that they are aware of their student’s advancement, and are able to assist in the learning process. Parents will be notified via email, phone calls, conferences, progress reports, and report cards. ELL and ESE Liaisons will work with students that qualify for their services at the level of service the students are placed in. Additionally, the liaisons will be in communication with the families and teachers of said students on a regular basis. GCCA’s curriculum at all levels will be based on and in accordance with the Next Generation Sunshine/Common Core State Standards. Subject Areas: Subject areas with no text stipulated will be announced at a later date. GCCA will be using the same text materials as Lee County. Math The purpose of these courses are to provide opportunities to help students explore several problem-solving techniques, algorithms, and real world scenarios centered on the new standards using the constructionist approach with emphasis on applications and the use of technology. The content should include, but not limited to the following: Course Title: M/J Mathematics 1 Course Title: M/J Mathematics 1, Advanced Course Title: M/J Mathematics 2 Course Title: M/J Mathematics 2 Advanced Course Title: M/J Mathematics 3 – Regular Course Title: M/J Mathematics 3 - Advanced Course Title: Mathematics: Algebra I Regular HS School Schedule – 180 days Course Title: Mathematics: Algebra I Honors Course Title: Geometry Algebra and Geometry classes will have End of Course (EOC) exams. Language Arts

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The purpose of this course is to provide students integrated language arts study in reading, writing, speaking, listening, language, and literature in preparation for college and career readiness. In the language arts class the academy will stress writing. Each classroom represents the “wholeness” of language, whether in the subject areas of reading, mathematics, art, music, or physical education. Language is used within all these areas: reading/language arts cannot be separated from the other academic subjects. A student uses reading/language arts techniques and cues throughout the day. This is what is meant by “wholeness”, not separating isolated skills at will. The goal is to develop richly literate environments in which students become effective users of language. Language skills are inseparable from the actual speaking, writing, and reading experiences. All students at all levels need rich experiences with good literature; and need a wide range of literature-based activities that focus on vocabulary, comprehension, writing, study skills, and strategies. Students also need opportunities to practice essential reading and writing skills. Assessment and instruction will be continually intertwined. Students must become proficient in applying reading/language arts skills and strategies. Evaluation takes place in the following forms: teacher observation, self-evaluation formal testing, and student’s work. Continuous feedback is necessary to guide instruction. Students will also be taught to monitor and direct themselves within their own learning. They will become aware of how they learn and what they do while learning. Self-correction is essential when acquiring new strategies. Reading is not passive; it is a process that involves the text itself (including all the writer brings to it) the reader (and all the prior knowledge) and the context of the reading situation. The School will provide writing workshops and a handbook to assist parents with techniques to support the development of their child’s writing skills. The writing curriculum will include the 6 +1 writing traits:  Ideas - A clear point, message, theme or story line, backed by important, carefully chosen details and supportive information.  Organization - How a piece of writing is structured and ordered.  Voice - The fingerprints of the writer on the page - the writer's own special, personal style coming through in the words, combined with concern for the informational needs and interests of the audience.  Word Choice - Language, phrasing, and the knack for choosing the "just right" word to get the message across.  Sentence Fluency - The rhythm and sound of the writing as it is read aloud.  Conventions - Editorial correctness and attention to any detail a copy editor would review, including: Spelling, Grammar and usage, Capitalization, Paragraph indentation, Punctuation  RAFTS: Role, Audience, Format, Topic, Strong Verb Sixth Grade Level Expectations: Students will:  Predict ideas or events that may take place in the text, gives rationale for predictions, and confirms and discusses predictions as the story progresses.  Use pre-reading strategies before reading (for example, a KWL or skimming text headings, bold type, and other text features).

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 Make predictions about purpose and organization using background knowledge and text structure knowledge.  Read and predict from graphic representations (for example, illustrations, diagrams, graphs, maps). Seventh Grade Level Expectations: Students will:  extend and apply previously learned pre-reading knowledge and skills of the sixth grade with increasingly complex reading selections and assignments and tasks. Eighth Grade Level Expectations: Students will:  refine and apply previously learned pre-reading knowledge and skills of the seventh grade with increasingly complex reading texts and assignments and tasks. Middle School Language Arts – Students must be scheduled in one Language Arts class in grades 6th – 8th. Students in grades 6-8 who score PARCC/FCAT 2.0 level 1 or 2 must be scheduled in a Language Arts class back to back with an Intensive Reading Plus class. The same teacher will be teaching the 2-hour block. All ELL students are enrolled in ESOL courses: English through ESOL (Counts as Language Arts / English Credit by grade level) and Developmental Language Arts through ESOL (elective credit by ESOL level) with an ESOL Endorsed Teacher. Special Note: As students progress from one grade-level course to the next, increases should occur in the complexity of materials and tasks and in the students’ independence in their application and use. Scaffolded learning opportunities are to be provided for students to develop and apply the critical skills of discourse analysis, synthesis, and evaluation. Course Title: M/J Language Arts 1 Course Title: M/J Language Arts 1, Advanced Course Title: M/J Language Arts 2 Course Title: M/J Language Arts 2, Advanced Course Title: M/J Language Arts 3 Course Title: M/J Language Arts 3, Advanced Course Title: M/J Intensive Language Arts Course Title: M/J Intensive Reading Science Our science curriculum will align to the School District of Lee County’s M/J Comprehensive Science 1, 2, and 3 curriculum. We will use the same textbooks that Lee County uses. Science Summary Textbook selection will be modified as the Sponsor’s text adoption and modification. Curiosity and questioning is the foundation of science explorations. The Standards -Based curriculum and instruction, via the inquiry approach, will provide students with meaningful questions coupled with hands-on activities to produce actively involved learners while applying the scientific method. Employing skills such as gathering, assemble, observe, 48 48

construct, compose, manipulate, draw, perform, examine, interview, testing hypothesis, and collect of data about the environment around them. ELL Students: Curriculum Content in Home Language (CCHL) will be provided to English Language Learners (Ell’s levels 1 and 2). 6th – 8th grades will receive 150 minutes of CCHL. Students will participate in the Science Fair projects. Participation in the Science Fair will allows students to practice a number of scientific methods learned throughout the year, such as:  Observing - The learner will identify objects and their properties utilizing all five senses, identify changes in various systems, and make organized observations.  Classifying - The learner will sort objects by their properties, match objects by their likenesses and differences, and describe the sub-components of objects.  Measuring - The learner will compare two like quantities where one is used as a unit of measure.  Collecting and Organizing - The learner will gather, describe, and record data and then order, classify, and compare the data to identify patterns and similarities.  Predicting and Inferring - The learner will suggest explanations for a set of collected data and then form generalizations.  Identifying Variables - The learner will formulate a hypothesis from a set of observations and inferences, and devise a method to verify the hypothesis.  Synthesizing - The learner will integrate process skills in the design, experimentation, and interpretation of an investigation of an observable phenomena. Grades: 6th-8th: At the completion of the course, students will have achieved a year’s worth of learning, all objective and concepts that are aligned to the CCSS. We will use the Science pacing guide establish by the Sponsor to provide the proper timeframe. Technology: FCAT Explorer Writing / Reading Across the Curriculum: Students observe or read about Science Concepts and they record the cause and effect relationships on a graphic organizer. Strategy: Two Column Notes Students collect information about two or more scientific concepts, systems and/or examples. The attributes are recorded on a graphic organizer in order to clarify similarities and differences. The students will write a comparing paragraph on the findings. Strategy: Venn Diagram Students graphically represent how sub-concepts, vocabulary terms and examples are related to a main topic or central concept. Students will write descriptively to develop a personal in depth understanding of key scientific concepts and terms. Strategy: Concept Definition Map 49 49

The students will be required to have a Science Notebook. This notebook will be a record of student inquiry learning experiences over a period of time. The notebook can be used exclusively for inquiry investigations or it can be used to include reflections from reading or class discussions. It is more than a collection of observations, data collected, facts learned and procedures conducted. The notebook also documents student reflections, questions, predictions, and conclusions. Strategy: Science Notebook (Journaling) Students will use a sentence summary to understand the main idea. Students will organize by relative importance. Main ideas and supporting examples and/or evidence are identified and represented on an appropriate graphic organizer. Strategy: Main Idea Table Students will use marginal notes to write statements in which they record their interaction with the text while reading. Students will independently record everything they can think of 3-5 minutes before, during or after reading. Strategy: Quick Write Students will use graphic organizers to represent events in their natural world that happens in a specific order. Strategy: Time Sequence Students will write a non-fiction piece of writing usually written in the author’s point of view. It will include the thesis statement and the supporting details. Essay will conform to all rules of grammar and punctuation. Strategy: Essay Writing Essay questions will be a part of a unit and term performance task. These questions ca n be a paragraph or longer. Students will write scientific knowledge or will tell the reader how to do something. It will be factual accurate. Strategy: Informal Writing After hands on laboratory experiences, students will report and on what they did in the lab activity to make sense of their results. The final report will be typed for publishing. Strategy: Investigation Report Students write a newspaper/magazine article to explain a topic in Science based on the results of their investigation report. Strategy: Journalistic Reporting Students will write to apply and demonstrate knowledge learned about Scientific - concepts, science examples, and/or famous scientist. Strategy: Narrative / Expository Writing Some Possible Micro-Society Science Activities – Students will: 50 50

     

Set up experiments in their science museum to reinforce skills learned in the classroom. Establish an Environmental Protection Agency to sponsor recycling. Create an Animal Caretaker venture where live animals are observed and cared for. Set up a Weather Station to measure, record, analyze, and predict weather patterns. Establish a Wellness business where citizens can exercise, learn about healthy living habits, and weigh and measure growth. Create a Plant Place venture to plant, propagate, and experiment on green and growing things.

Some Possible Service Learning Science Activities – Students may:  Beautify their campuses with gardens and murals.  Learn about animals during a fieldtrip to the nature center. They then may per form a play for other students and their parents dealing with what they had learned about animals in the nature center.  Design and make placemats with a Science concept. These mats are laminated and presented to a local park for distribution.  Consult with experts in a variety of fields. The students may then prepare a section and install or plant appropriate feeders, trees and plants. The students may become familiar with the animals’ routines and their interest in the wildlife will grow. The students may also learn how to calculate the cost of regular food refills, and how to coordinate regular maintenance.  Increase recycling on the campus and around the community.  Study the causes of natural disasters including earthquakes, volcanic eruptions, hurricanes, floods, and tornadoes; they may explore the needs of their school/community to be prepared for such disasters, as well as how they can help others who have experienced one of these disasters. (Implement a drive to collect food, money and clothing to send to the Red Cross, Create and Implement a community-wide drive campaign on emergency preparedness)  Be responsible for researching, planning, implementing, and revising a safety drill procedure if needed for their school or community. COURSES FOR: 6th GRADE SCIENCE: SCIENCE M/J COMPREHENSIVE SCIENCE 1 1.00 Credit The purpose of this course is to provide the first year of a sequential three -year course of study in exploratory experiences and activities in concepts of life, earth/space, and physical sciences. The content should include, but not be limited to, scientific method; cells, human body; protists; plants, animals, matter and energy, geology; astronomy, meteorology, and oceanography. This course meets the requirement for sixth graders. Laborator y investigations of selected topics are an integral part of this course. M/J COMPREHENSIVE SCIENCE 1 Advanced 1.00 Credit The purpose of this course is to provide the first year of a sequential three -year course of study in exploratory experiences and activities in advanced concepts of life, earth/space, and physical sciences. The content should include, but not be limited to, scientific method; cells, 51 51

human body; protists; plants, animals, matter and energy, geology; astronomy, meteorology, and oceanography. This course meets the requirement for sixth graders. Laboratory investigation of selected topics are an integral part of the course. COURSES FOR: 7th GRADE SCIENCE: M/J COMPREHENSIVE SCIENCE 2 1.00 Credit The purpose of this course is to provide the second year of a sequential three-year course of study in exploratory experiences and activities in the concepts of life, earth/space, and physical sciences. The content should include, but not be limited to, scientific method; cells, human body; protists; plants, animals, matter and energy, geology; astronomy, meteorology, and oceanography. Students are introduced to basic concepts about life, are given an overview of living organisms from the simple to the complex, and are taught about the human body. Also emphasized with respect to the human body are the importance of nutrition, the causes and effects of disease, and the effects of drugs, tobacco, and alcohol. Laboratory investigations of selected topics in the content which also includes the use of th e scientific method, measurement, laboratory apparatus and safety are an integral part of the course. Completion of credit precludes earning credit in M/J Comprehensive Science 2, advanced. M/J COMPREHENSIVE SCIENCE 2 Advanced 1.00 Credit The purpose of this course is to provide the second year of a sequential three-year course of study in exploratory experiences and activities in advanced concepts of life, earth/space, and physical sciences. The content should include, but not be limited to, scientific method; cells, human body; protists; plants, animals, matter and energy, geology; astronomy, meteorology, and oceanography. Students are introduced to basic concepts about life, are given an overview of living organisms from the simple to the complex, and are taught about the human body. Also emphasized with respect to the human body are the importance of nutrition, the causes and effects of disease, and the effects of drugs, tobacco, and alcohol. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. This course meets the requirement for seventh graders. Completion of credit in this course precludes earning credit in M/J Comprehensive Science 2. M/J PHYSICAL SCIENCE Honors Bright Futures 1.00 Credit The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment. The content should include, but not be limited to, theories for the formation of universe, solar system, life cycle of stars interstellar matter, famous astronomers, study of astronomical observatories, different types of telescopes, the solar system, U.S. Space Program, inter-planetary explorations, nature of matter and atomic structure, periodic table, mineral identification, igneous, sedimentary and metamorphic rocks, rock cycle, earth’s interior, land formation, theory of plate tectonics, formation of rivers and streams, erosion, wind, water and weathering, glaciers and glacial features and structures, hydrologic cycle, oceanography, island formation, atmosphere, mapping weather conditions, composition of soils, energy resources, and topographic maps. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and 52 52

safety are a part of this course. SELECTION CONSIDERATION. Precludes earning credit in any other Earth/Space Science titled course. COURSES FOR: 8th GRADE SCIENCE: M/J COMPREHENSIVE SCIENCE 3 1.00 Credit The purpose of this course is to provide the third year of a sequential three -year course of study in exploratory experiences and activities in concepts of life, earth /space, and physical sciences. The content should include, but not be limited to, scientific method; cells, human body; protists; plants, animals, matter and energy, geology; astronomy, meteorology, and oceanography. Meets requirement for eighth graders. Completion of this course precludes earning credit in M/J Comprehensive Science 3, Advanced. Laboratory investigations of selected topics are an integral part of the course. Meets requirements for 8th graders. M/J COMPREHENSIVE SCIENCE 3 Advanced Florida Scholars High School Credit for Science 1.00 Credit The purpose of this course is to provide the third year of a sequential three year course of study in exploratory experiences and activities in advanced concepts of life, earth/space, and physical sciences. The content should include, but not be limited to, scientific method, cells, human body, protists, plants, animals, matter and energy, geology, astronomy, meteorology, and oceanography. Laboratory investigations of selected topics are an integral part of the course. PHYSICAL SCIENCE Honors Florida Scholars High School Credit for Science 1.00 Credit The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment. The content should include, but not be limited to, theories for the formation of the universe, solar system, life cycle of stars interstellar matter, men of astronomy, study of astronomical observatories, different types of telescopes, the solar system, U.S. Space Program, inter-planetary explorations, nature of matter and atomic structure, periodic table, mineral identification, igneous, sedimentary and metamorphic rocks, rock cycle, earth's interior, land formation, theory of plate tectonics, formation of rivers and streams, erosion, wind, water and weathering, glaciers and glacial features and structures, hydrologic cycle, oceanography, island formation, atmosphere, mapping weather conditions, composition of soils, energy resources, and topographic maps. Laboratory investigations of selected topics in the content, which also include the use of the scientific method, measurement, laboratory apparatus and safety are a part of this course. Precludes earning credit in any other Earth/Space Science titled course. BIOLOGY 1 Honors Bright Futures 1.00 Credit Graduation Credit for Science. The purpose of this course is to provide advanced, in depth, exploratory experiences, and real life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxono my; structure, function, and reproduction of plants, animals, and microorganism; behavior of organism; 53 53

interdependence of organism, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and medical tec hnologies, and biological careers. Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures, are an integral part of this course. SELECTION CONSIDERATION. Completion of a credit in this course precludes the earning of credit in Biology I. State authorized honors course. Social Studies Social studies may be defined as "the integrated study of the social sciences and humanities to promote civic competence." Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. In essence, social studies promote knowledge of and involvement in civic affairs. And because civic issues-such as health care, crime, and foreign policy-are multidisciplinary in nature, understanding these issues is vital to our student's and our nation's future. Course Title: M/J World History Course Title: M/J World Geography & Career Planning Course Title: M/J United States History & Career Planning Sixth Grade: M/J World History - The sixth grade social studies curriculum consists of the following content area strands: World History, Geography, Civics, and Economics. The primary content for this course pertains to the world’s earliest civilizations to the ancient and classical civilizations of Africa, Asia, and Europe. Students will be exposed to the multiple dynamics of world history including economics, geography, politics, and religion/philosophy. Students will study methods of historical inquiry and primary and secondary historical documents. Eighth Grade: M/J U.S. History – The eighth grade social studies curriculum consists of the following content area strands: American History, Geography, Economics and Civics. Primary content emphasis for this course pertains to the study of American history from the Exploration and Colonization period to the Reconstruction Period following the Civil War. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the development of the United States and the resulting impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to explore those fundamental ideas and events which occurred after Reconstruction.
 Mathematics Benchmark Guidance - Instruction of U.S. History should include opportunities for students to interpret and create representations of historical events using mathematical tables, charts, and graphs. Career and Education Planning - The career and education planning course required by Florida Statutes, has been integrated into this course. This course must include career exploration using 54 54

CHOICES or a comparable cost-effective program and educational planning using the online student advising system known as Florida Academic Counseling and Tracking for Students at the Internet website FACTS.org (FACTS.org is now part of the new Florida Virtual Campus) ; and shall result in the completion of a personalized academic and career plan. Listed below are the competencies that must be met to satisfy the requirements of (Florida Statutes): Understanding the Workplace 1.0 Describe how work relates to the needs and functions of the economy, society, and personal fulfillment. 2.0 Describe the influences that societal, economic, and technological changes have on employment trends and future training. 3.0 Describe the need for career planning, changing careers, and the concept of lifelong learning and how they relate to personal fulfillment. 4.0 Appraise how legislation such as the Americans with Disabilities Act and Child Labor Laws regulates employee rights. Self- Awareness 5.0 Use results of an interest assessment to describe their top interest areas and relate to careers/career clusters. 6.0 Identify five values that they consider important in making a career choice. 7.0 Identify skills needed for career choices and match to personal abilities. 8.0 Demonstrate the ability to apply skills of self-advocacy and self-determination throughout the career planning process. 9.0 Identify strengths and areas in which assistance is needed at school. 10.0 Apply results of all assessments to personal abilities in order to make realistic career choices. Exploring Careers 11.0 Demonstrate the ability to locate, understand, and use career information. 12.0 Use the Internet to access career and education planning information. 13.0 Identify skills that are transferable from one occupation to another. 14.0 Demonstrate use of career resources to identify occupational clusters, career opportunities within each cluster, employment outlook, and education/ training requirements. 15.0 Explain the relationship between educational achievement and career success. Goal Setting and Decision-Making 16.0 Identify and demonstrate use of steps to make career decisions. 17.0 Identify and demonstrate processes for making short and long term goals. Workplace Skills 18.0 Demonstrate personal qualities (e.g. dependability, punctuality, responsibility, integrity, getting along with others) that are needed to be successful in the workplace. 19.0 Demonstrate skills to interact positively with others. 20.0 Demonstrate employability skills such as working on a team, problem-solving and organizational skills. 55 55

Career and Education Planning 21.0 Identify secondary and postsecondary school courses and electives that meet career plans. 22.0 Identify advantages and disadvantages of entering various secondary and postsecondary programs for the attainment of career goals. 23.0 Demonstrate knowledge of varied types and sources of financial aid to obtain assistance for postsecondary education. 24.0 Identify inappropriate discriminatory behaviors that may limit opportunities in the workplace. 25.0 Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/work goals. 26.0 Describe how extracurricular programs can be incorporated in career and education planning. 27.0 Demonstrate knowledge of high school exit options (e.g., standard diploma, certificate of completion, special diploma, GED, etc.) and impact on post-school opportunities. 28.0 Describe high school credits and explain how GPAs are calculated. Job Search 29.0 Demonstrate skills to complete a job application. 30.0 Demonstrate skills essential for a job interview. Middle School Grading System The teacher shall be the authority in assigning each student a grade. Evaluation of achievement will indicate progress toward the mastery of Sunshine State/Common Core Standards. The grades reflecting achievement in academic courses in grades 6-8 with numerical equivalents shall be: A 90-100% 4.0 GPA B 80-89% 3.0 GPA C 70-79% 2.0 GPA D 60-69% 1.0 GPA F 0-59% 0.0 GPA I 0% 0.0 GPA N

Outstanding Progress Above average progress Average progress Lowest acceptable progress Failure Incomplete No Grade

The student’s final grade in a course will be determined by quarterly academic grades and other relevant performance criteria (e.g., exams, projects and other demonstrations of mastery of the Next Generation Sunshine/Common Core State Standards). Teachers have the responsibility to determine final grades using quarter grades and other evaluations as appropriate. (The final grade does not always reflect a simple average of quarter grades). Student Work Habits and Effort will be indicated by the following codes: E = Excellent G = Good S = Satisfactory N = Needs Improvement U = Unsatisfactory = Not evaluated 56 56

EXPECTED PERFORMANCE LEVELS Students in Florida and Lee County schools are expected to meet state and local performance standards as follows: Grade Level

6

Reading Comprehension

Writing Assessment

> Level 3 FCAT

>4.0 Classroom/School

Mathematics

Science

> Level 3 FCAT

Assessment

7

> Level 3 FCAT

>4.0 Classroom/School

> Level 3 FCAT

Assessment 8

> Level 3 FCAT

>4.0 FCAT Writing

> Level 3 FCAT

> Level 3 FCAT

Students with disabilities are required to meet the same standards as non-disabled students unless they are taking access point classes and participating in Alternative Assessment instead of PARCC/FCAT 2.0. B: Describe the research base and foundation materials that were used or will be used to develop the curriculum. The Gulf Coast Charter Academy will follow the district’s plan for the research based materials, tools and books that will be used in the classroom as the foundation for each subject, moreover, will utilize the training available to how best use the selected texts. Curriculum, however, is more for GCCA, than simply the tools and books that will be used in the classroom. “John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr defines curriculum as, 'All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.” (Quoted in Kelly 1983: 10; see also, Kelly 1999). Moreover, GCCA sees its curriculum as being consistent with its school mission, and as a vehicle that provides a clear and concise framework for teaching and learning. The curriculum is researched based, follows the Constructivist philosophy, utilizes an instructional approach which is based on a variety of teaching techniques and programs, is appropriate for all students at all levels, and when presented, based upon the tenets of an effective school, will enable its students to attain Next Generation Sunshine/Common Core State Standards and receive a year’s worth of learning. Effective schools, as defined by Lawrence W. Lazotte and first identified by Ron Edmonds in 1982, are successful in educating all students regardless of their socioeconomic status or family background. The Gulf Coast Charter Academy as an effective schoo l will exhibit these characteristics: 57 57

Strong Instructional Leadership - The school leader acts as an instructional leader and effectively communicates the mission of the school to all stakeholders. He/she also understands the characteristics of instructional effectiveness. Clear and Focused Mission - A mission has been clearly articulated, and the staff will share an understanding of and a commitment to the instructional goals, priorities, assessment procedures and accountability. The staff accepts responsibility for students' learning and curricular goals of the school. Climate of High Expectations of Success - There will be a climate at the school in which staff believes that all students can attain mastery of the essential school skills, and the staff believes they have the capability to help all students. Safe & Orderly Environment - There is an orderly, purposeful, businesslike atmosphere, which is free from the threat of physical harm. The school climate is conducive to learning. Frequent Monitoring of Student Progress - Student academic progress is measured frequently, and a variety of assessments are used. An Opportunity to Learn and Student Time on Task - Teachers allocate a significant amount of classroom time to instruction in the essential skills. Positive Home School Relations - Parents understand and support the school's basic mission and are given the opportunity to play an important role in helping achieve this mission. In addition, GCCA, by following the District’s Plan, is enhancing its students’ efforts in mastering the State’s standards of education, because of the fact that the District’s curriculum is based on the Next Generation Sunshine/Common Core State Standards. Moreover, provides a supplemental curriculum based on the broader definition of curriculum, as described in the first paragraph by incorporating the (although, not inclusive) following educational philosophies, theories, teaching techniques, and school wide procedures. In order to build a solid foundation that supports the broader definition of curriculum as presented above, the following programs, and procedures have been adopted and will be utilized, in addition to the regular traditional school program and procedures, resulting in each GCCA student having more success in mastering the curriculum. Constructivism: based on observation and scientific study -- about how people learn. “It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know” (Brook, 2005).

58 58

This spiraled up curriculum, based on the Modern Socratic Method, utilizes ongoing reflections by the student and their experiences, realizing that their ideas are becoming more complex. Moreover, it becomes more and more apparent that they are integrating new information from said experiences. One of the teacher's main roles is to encourage this learning and reflection process, by becoming more of a facilitator, engaging students with higher and higher level probing questions based on Bloom’s Taxonomy. “Contrary to criticisms by some (conservative/traditional) educators, constructivism does not dismiss the active role of the teacher or the value of expert knowledge. Brook (2005) stated: Constructivism modifies that role, so that teachers help students to construct knowledge rather than to reproduce a series of facts. The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment. Constructivism transforms the student from a passive recipient of information to an active participant in the learning process. Always guided by the teacher, students construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook. A plethora of teaching methods can and have grown out of this theory. Although Brian G. Rude feels that constructivism can be too general in its approach at times, he stated, “that constructivism leads to many teaching practices that have been used for many years, because they are effective” (2004). STEM and ELL The following is from a Jamal Abedi study and report entitled Performance Assessments for English Language Learners, published by the Stanford Center for Opportunity Policy in Education. In this we find support for choosing a focus for STEM education to engage and encourage learning in all students, but especially among Ell and ESE students. This report describes how performance assessments can help the ELL student population demonstrate what they know and are able to do. Unfortunately, research literature on performance assessments for English language learners is thin, but it offers evidence on the effectiveness and usefulness of performance assessments for these students. One goal of a performance assessment is to judge the level of competency students achieve in doing reading/language arts, science, and mathematics (Parker, Louie, & O’Dwyer, 2009). Therefore, performance assessments can also produce useful information for diagnostic purposes to assess what students know, and they can help teachers decide where to begin instruction or determine which groups of students need special attention. These assessment strategies can also be used to monitor students’ processing skills and problem-solving approaches, as well as their competence in particular areas while simulating learning activities. These characteristics can be extremely beneficial for special needs student populations, including ELLs, since these students may not have received equal education opportunities because of their linguistic needs (Abedi & Herman, 2010). These students often exhibit greater interest and a higher level of learning when 59 59

they are required to organize facts around major concepts and actively construct their own understanding of the concepts in a rich variety of contexts. These same goals attached to performance assessments and the emphasis on “in doing…” help to illustrate the importance of doing authentic work with a constructivist approach and STEM education. The question on most educators, as well as others, is this: Just what constitutes STEM education? According to Diana Laboy-Rush, STEM Solutions Manager at Learning.com, in her paper entitled, Integrated STEM Education Through Project-Based Learning, “everyone naturally engages in problem solving. We all use the tools and materials available to us to adapt the environment to meet our needs. The ability to solve problems comes naturally to most. The project approach to STEM, or “learning by doing,” is grounded in constructivist theory (Fortus, Krajcikb, Dershimerb, Marx, & Mamlok-Naamand, 2005) that is shown to improve student achievement in higher level cognitive tasks, such as scientific processes and mathematic problem solving (Satchwell & Loepp, 2002).” Her study reports that effective STEM programs have a 5-step process involved: Reflection The purpose of the first stage is to ground the student in the problem’s context and to provide inspiration for things the student can immediately begin to investigate (Fortus, Krajcikb, Dershimerb, Marx, & Mamlok-Naamand, 2005). This phase is also intended to connect what is known and what needs to be learned (Diaz & King, 2007). Research The second stage can take the form of student research, teacher-led lessons in science, selected readings, or other methods to gather relevant information and sources (Fortus, Krajcikb, Dershimerb, Marx, & Mamlok-Naamand, 2005). Much learning happens during this stage, in which students’ progress from concrete to abstract understanding of the problem (Diaz & King, 2007). During the research phase teachers often lead discussions to determine whether students are developing appropriate conceptual understanding of the project and its relevant concepts (Satchwell & Loepp, 2002). Discovery The discovery stage generally involves bridging the research and information that is known with the project’s requirements. This step is when students begin to take ownership of the learning process and determine what is still unknown (Satchwell & Loepp, 2002). Some models of STEM projects break students into small working groups to present possible solutions to the problem, to collaborate with fellow students, and to build on the strengths of their peers (Fortus, Krajcikb, Dershimerb, Marx, & Mamlok-Naamand, 2005). Other models use this step to develop the students’ ability to reflect on the “habits of mind” that the process is designed to build (Diaz & King, 2007). Application In the application stage the goal is to model a solution that sufficiently solves the problem. In some cases, students test the model against requirements, the results of which direct the students to 60 60

repeat a previous step (Diaz & King, 2007). In other models, this stage extends the learning to contexts beyond STEM or to enable connections between the STEM disciplines (Satchwell & Loepp, 2002) Communication The final stage in any project is presenting the model and solution to peers and community. This is a critical step in the learning process because of the desire to develop both communication and collaboration skills and the ability to accept and implement constructive feedback (Diaz & King, 2007). Often, reviewers score authentic (rubric) assessments based on completion of this final step (Satchwell & Loepp, 2002). While most agree on many components the hardest part of STEM education is in the definition individual schools, and how they translate that definition into the actual school curriculum. Not only must schools decide to “become” STEM, they must have the backing of the administration, but also the teachers themselves. To become STEM we must obtain the needed components that speak to the Technology part of “STEM”. Students must be presented with computers and necessary software, as well as hardware in the form of probes and other tools to enhance their ability to construct reasonable solutions. We do recognize that several challenges to successfully implementing integrated STEM education programs while seemingly daunting can be overcome with specific attention to the program’s design. There are, of course, the obvious challenges, including additional preparation time for teachers, the need for additional materials and resources, and the inventory storage, which, on the surface, may seem insurmountable. With a supportive administration and collaborative team approach, these challenges are manageable. For a new school to become a STEM initiative might be perhaps easier to accomplish on a complete scale than for a rooted traditional school might find more resistance. Our largest obstacle will be in budget and the purchasing of the needed inventory. While we would desire to be fully STEM from the outset, we recognize that we will either need to solicit outside funds via gifts and or grants, or set a reasonable goal to achieve a fully functional STEM program within five years. Accountability: With input from the Department Heads and Advisory Teams, each teacher will submit a list of designated New Generation Sunshine/Common Core State Standards that should be mastered by each student during the course of the year in their classe s. As each standard is mastered, by each child, the teachers will check off their attainment of that goal. If there is a standard that a significant number of children have not mastered, the teacher will teach said concept again. The teacher will use New Generation Sunshine/Common Core State Standards’ checklists for each course and level they teach, in order to record what mastery level the students have achieved on said standards. The teacher must generate an evaluative tool that reflects and monitors the actual learning gains of the students. Therefore, the teacher must create pre and post annual tests as well as indicator tests for each 9-week period for all subject areas. GCCA’s accountability will also require that the Department Head insures that e ach teacher 61 61

is cognizant of the curriculum presented at each grade level within the department. This facilitates appropriate scope and sequence continuity between levels. Moreover, promotes more effective learning on the part of the student, when the teacher is aware of what the student should have learned the previous year and what information they will need to master in order to be successful in the subsequent year. Accountability also relates to the supervision of students, in that, hall supervision between classes and before and after school duties. GCCA students will be supervised 100% of the time while on campus and when attending school functions/sporting events/field trips, etc. off school grounds. Just a note: Before and after school duties is in fact, part of the teachers’ work day. We will establish rotating lists as to give as many breaks as possible to the faculty and staff in this arena. Using parents for any type of supervisory role especially in the area of safe and orderly school legislation, other than local field trips, is never considered. Service Learning: is a method of teaching, learning and reflecting, frequently found in school settings. More specifically, it integrates meaningful community service with instruction to enrich the learning experience, teach, encourage lifelong habits, and strengthen communities for the common good. The Community Service Act of 1990, defines service-learning as: "a method under which students or participants learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of a community; is coordinated with an elementary school, secondary school, institution of higher education, or community service program, and with the community; and helps foster civic responsibility; and that is integrated into and enhances the academic curriculum of the students, or the educational components of the community service program in which the participants are enrolled; and provides structured time for the students or participants to reflect on the service experience." Alternatively, service learning has been defined as "a philosophy, pedagogy, and model for community development that is used as an instructional strategy to meet learning goals and/or content standards Service-learning can be distinguished in the following ways: Curricular connections- Integrating learning into a service project is key to successful servicelearning. Academic ties should be clear and build upon existing disciplinary skills. Beyond being actively engaged in the project itself, students have the opportunity to select, design, implement, and evaluate their service activity, encouraging relevancy and sustained interest. In community settings, this is alternatively called Reflection - Structured opportunities are created to think, talk, and write about the service experience. The balance of reflection and action allows a student to be constantly aware of the impact of their work. Community partnerships - Partnerships with community agencies are used to identify genuine needs, provide mentorship, and contribute assets towards completing a project. In a successful partnership, both sides will give to and benefit from the project. In order for this partnership to be successful, clear guides must be implemented as to how often a student engages in service to a particular community agency. Authentic community needs – Local community members or service recipients are involved in determining the significance and depth of the service activities involved. 62 62

Assessment - Well structured assessment instruments with constructive feedback through reflection provide valuable information regarding the positive 'reciprocal learning' and serving outcomes for sustainability and replication. Differentiated Instruction: Is similar to other educational techniques, strategies, and approaches, i.e. the concept, is not knew but the name is. This approach was very popular in the 1970’s and in fact, this writer began his career, teaching in a school, with the name, Individualized Learning School, in Miami, Florida (Anspaugh, 1974). Differentiated instruction is teaching with student variance in mind. It means starting where the individual students are, rather than adopting a standardized approach, where “one-size-fits-all” teaching. “A fuller definition of differentiated instruction is that a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible” (Tomlinson, 2003, p. 151). Team Teaching Expert in Field: Station Teaching or Rotational Teaching Team teaching boasts many pedagogical and intellectual advantages: it can help create a dynamic and interactive learning environment, provide instructors with a useful way of modeling thinking within or across disciplines, and also inspire new research ideas and intellectual partnerships among faculty (Leavitt, 2006). There are several ideologies and types relating to Team Teaching. Many of them are outstanding, however, concurrently, can be very costly, simply because of the number of teachers that are required in a single classroom. However, the cost factor variable can be ameliorated via the Team Teaching “Rotational Model of Expert in Field,” or “Expert in Field Station Teaching.” It is not only an outstanding approach to disseminating information, but it also cost effective. Two or more groups are set-up in order for all students to work with each teacher and one or more independent work area, for this collaborative approach. Students can travel to each group or teachers can rotate to each group. Professors Lanier Anderson (Philosophy) and Joshua Landy (French and Italian), who have teamtaught several courses together, summed up some of the lessons taken from their experience in an Award-Winning Teachers on Teaching presentation during Winter Quarter 2005-2006. In the following paragraphs their suggestions for team-teaching, presented as a mock Decalogue, “Thou Shalt…,” are interspersed with results from recent research on team teaching (Leavitt, 2006). Thou Shalt Plan Everything with Thy Neighbor: The team of teachers will plan together which promotes a better understanding of each teacher’s role, and the scope and sequence of the material in the curriculum. Moreover, each teacher will be more in line with the procedures, including such areas as assignments, grading procedures, and teaching strategies (Letterman and Dugan, 2004). Each teacher will at some point be the expert in field and the other(s) as support staff, reinforcing the concepts that are or were being presented. Team teaching requires different preparation than traditional, single-instructor courses, particularly 63 63

concerning the organizational aspects of course management. Careful and extensive planning can help instructors prevent disagreements down the line regarding assignments, grading procedures, and teaching strategies (Letterman and Dugan, 2004; Wentworth and Davis, 2002). The educators will realize that they are involved in a meaningful intellectual experience, when their planning sessions become interdisciplinary conversations. Thou Shalt Attend Thy Neighbor’ Classes This allows and provides the greatest opportunity for the visiting teacher to incorporate the host’s teacher’s approach into the visiting teacher’s own discipline, moreover, promotes the interdisciplinary conversations on the part of all faculty members that make up this team. However, when scheduling or budget constraints make this level of interaction unfeasible, there are different formats that can give students and instructors the experience of a team-taught course. For instance, in a rotational model, only one instructor is present at a time, but a series of instructors rotate throughout the course, teaching only the course topics that fall within their specialty, while the remaining teachers are in a support role reinforcing the concepts presented by the expert-in-field. Ergo, Team Teaching, allows students to hear multiple perspectives on the same topic, which is one of the core learning advantages of this approach to teaching. Thou Shalt Refer to Thy Neighbor’ Ideas The purpose of a team-taught course, from an educational standpoint, is to push students to achieve higher levels of synthesis and integration in their study of new material. It is, therefore, vitally important for instructors to model the process of integration by interweaving teaching partners’ perspectives into each presentation. Often students are assigned projects that require them to integrate the material individual instructors have presented. Consequently, students have expressed a desire for teachers to demonstrate the same practice of integration in their own lectures and presentations (Minnis and John-Steiner, 2005). Anderson and Landy integrate their different disciplinary approaches by referring to each other in lectures and presentations. By showing respect for each other’s ideas, even when they may disagree, they are able to keep students interested and engaged in all aspects of the course material. Some teaching teams take a more direct approach, and assign one instructor during each class meeting the task Thou Shalt Model Debate with Thy Neighbor The art of professional disagreement is a skill that students should be able to acquire by modeling team teachers involved in said process, expert and collegial and always without hostility (Anderson & Specht, 1998). Effective team teachers, will also promote the skill of how to participate in interdisciplinary debate. “In addition, interdisciplinary debate encourages students to apply the skills of integration and collaboration to other courses and assignments” Anderson & Specht, 1998). Thou Shalt have something to say, even when thou are not in charge If the team teachers are in the rotation mode, then only one teacher will be presenting as the expert, however, those in support roles as the rotation develops should make sure they are cognizant of the facts presented by the expert teacher and be prepared to discuss and create an atmosphere where the students’ knowledge is increased and enhanced by the support teacher. If at least two teachers are in the same classroom, one as the expert presenter the other teacher can support the expert in a variety of ways. 64 64

Among them are: “model learner,” in which the instructor asks questions and otherwise contributes to discussion; “observer,” in which the instructor takes notes and gauges student response to the presentation; “discussion leader,” in which the instructor facilitates or leads break-out groups; or “devil’s advocate,” in which the instructor raises provocative or challenging questions in an effort to stimulate class creativity” (Wentworth and Davis, 2002, p. 27). Thou Shalt apply common grading standards One of the benefits that team teaching offers students is an increase in the amount of feedback they receive from instructors (Wadkins, Miller, and Wozniak, 2006). However, with the increase in feedback from a team of teachers in lieu of one, students will be preoccupied with the concern that the feedback will not be uniform or consistent. To ameliorate this concern, the team of teachers must establish, an agreed upon by all members of the team, a rubric that will be followed consistently by all team members, when evaluating the students in the class. Thou Shalt attend all staff meetings Review and reflection are critical to the success of this teaching approach. For team teaching to remain effective in disseminating knowledge to its students, all member of the team, must set aside a designated time, to plan together. Without this procedure, the common goal and purpose of the class will most likely be lost. It is important to have regular class meetings, Landy urges, because in a team-teaching environment, “you have everyone pulling in different directions, and you need to keep coherence in the course” (Anderson & Specht, 1998). Thou shalt ask open questions Most students are accustomed to sitting in classes that center on a lecture and perhaps an activity with definitive answers expected to the questions that are asked by the teacher. However, in team teaching, open ended questions are the modus operandi. There is some resistance to this approach as students have been indoctrinated to another style of teaching coupled with an expectation of certain types of types of questions and responses. At the beginning of any team-taught class, it is critical that at the onset of the class, that students are prepared to expect the unexpected. Although many students enjoy the diversity of voices and viewpoints that emerge in the team-taught classroom, others struggle to figure out the key points of a lesson when faculty chooses to present many possible solutions to a problem (McDaniels and Colarulli, 1997). In some cases, faculty must work hard to overcome students’ resistance to the non-lecture format; a good first step is to be clear about the format of the course right from the start (Helms, Alvis, and Willis, 2005). Thou Shalt let thy students speak Most students have been raised in an educational system that promotes an environment that suggests, that for every question, queried, there is one correct, or mostly correct response. This alienates those students that may have alternative responses or responses that were discovered based on a less than traditional way of determining said response, which could in fact, be an acceptable response. Ergo, there is little action on the part of the student to be an active participant in the learning process. Team teaching can have a highly positive impact on student learning outcomes, largely due to the increased opportunity for student participation that team teaching provides. The presence of more than one instructor involved in the teaching of a class, either by the team-teaching approach with more than one teacher in the classroom, or more than one teacher 65 65

involved in the teaching of the class, via a rotational model, results in the increased opportunity of student-teacher interaction (Wadkins, Miller, and Wozniak, 2006). More importantly, a collaborative teaching environment invites students to take a more active role in the learning process. Because team teaching encourages a variety of perspectives on a topic, students are more likely to feel they can make valuable contributions to class discussions (Anderson and Speck, 1998). Thou Shalt be willing to be surprised In the “Expert-In-Field,” Team Teaching Model, via Station Teaching or Rotational Teaching, the faculty that make up this team, will rotate from being in the role of the expert, to faculty support role, and/or expert learner role guiding the student learners, all within a collaborative classroom where teachers and students join in a shared process of intellectual discovery (Wentworth and D 2002, p.23). Teachers at GCCA are not only encouraged to participate in team teaching, but must also complete four official observation forms by visiting other classrooms throughout the year. Team teaching, coupled with a minimum of four official observations per year, will enhance the teacher’s ability to “get out of their own conceptual boxes,” and learn new approaches that will enhance their teaching skills (Corcos, Durchslag, and Morriss, 1995, p. 235). Team teaching gives teachers the opportunity, “to teach in a different way, and to learn in a different way.” It allows instructors to hone their pedagogical skills and develop new topics for research and scholarship. The benefits of team teaching extend to students as well, improving learning outcomes by offering increased student-teacher interaction, as well as a multidimensional approach to subject matter. Ultimately, the advantages of team teaching far outweigh the time and energy it requires (Leavitt, 2006). Interdisciplinary Thematic Teaming Teams are groups of people working together, with a shared purpose or common goal, pooling their skills, talents, and knowledge with a payoff for everyone on the team. Moreover, drawing creativity from diversity! Mature teams operate at times from an almost “mind melt” approach that defies language. Interdisciplinary Thematic Teaming consist of teams of teachers across the disciplinary divide, joining together with common themes and groups of students. As such, a teacher when teaching his/her content and concepts use other disciplines content and concepts to reinforce all content and concepts. All units/lessons should contain some element that ties their area to other areas. In “real life” no discipline stands alone. In the interdisciplinary thematic team, we see a mirror of real life situations, not contrived lessons set up to just give a nod to other subject areas. Team decisionmaking is a critical component of the process so that all teachers work in concert. In the process each teacher becomes familiar with the curriculum of all teachers on their team. Teaming is valuable because:  We can achieve more as a group than alone.  It provides school insight…the unique opportunity for shared discovery.  It promotes a true understanding of the total curriculum and the necessary and possible interdisciplinary connections.  Teachers get to know students well; and students get to know teachers well.  It promotes significant curriculum development. 66 66

  

Team members can gain a depth of knowledge of other curriculum and can reinforce other tam members’ content standards. It promotes consistent classroom management techniques and instructional procedures. Adolescents appreciate and need this structure and consistency. Teaming allows students to see the utilization of consistent procedures for work and work routines: tardiness, homework, late work, and so forth.

Teaming is Valuable because:  It empowers teachers. Research shows that teachers who are empowered with more input are more invested in the total process, and the results are multi-faceted. Research Shows Effective Teams:  Have a student-centered focus.  Strong commitment to academic achievement.  Realize the importance of Accountability features.  Consist of experts who recognize that the acquisition of professional knowledge is a lifelong process.  Are confident, express job satisfaction, and are proud of their schools.  Develop ways to access student performance, and share among the team what is happening in that area.  Establish the use of common rubrics.  Have a proactive approach and not reactive.  Have regular communication with parents.  Document all team meetings, all parent conferences, and establish a phone call log.  Help students set goals.  Have uniform guidelines and rules.  Constantly nurture the relationship among members.  Have a strong sense of team community.  Are curriculum risk-takers who are given the autonomy to accomplish their goals.  Have teachers who work professionally and collaboratively.  Are in harmony with the administrative leadership. “Holistic Approach to the Total Child”: The GCCA curriculum is based on the Lee County Plan. Faculty members of GCCA are encouraged; to present their ideas, and enhance the curriculum at it applies to GCCA. The “Holistic Approach to the Total Child,” (Anspaugh, 1984), an educational philosophy, marries well with said curriculum. This educational/psychological philosophy is based upon the Developmental Domain Paradigm. The Developmental Domain Paradigm creates an approach fostering an educational vehicle that carries all students to their optimum level of development in the cognitive, affective, and psychomotor domains. This philosophy incorporates the various intelligence areas, and neural pathways of learning along with the tenets of the Developmental Domain Paradigm. Thus, all students will hopefully reach their optimum level of development in the cognitive, 67 67

affective, and psychomotor domains. At GCCA, we are aware that students have varying learning styles, diverse ways of learning, comprehending, and knowing. Our teachers work tirelessly in diagnosing these styles and endeavor to shape instruction to meet individual needs (Differentiated instruction). It is evident that they look at all developmental domains when processing their diagnostic/prescriptive approach to facilitating each student.

“Holistic Approach” Environmental Variables

Cognitive

Affective

Heredity Variables

Most meaningful learning

Psychomotor

Cognitive Domain (thinking) – Students have different ways of perceiving, organizing, and retaining information via varying neural pathways. Some students learn more effectively via visual retention, others through aural methods, and still others via a kinesthetic approach. Moreover, there is a plethora of combinations. Some of our students focus attention narrowly and with great intensity while others pay attention to many things at once. There are those that respond quickly to questions and others who take longer to process their answers. Ergo, our teachers must use varying tools in an effort to facilitate each child in reaching his/her optimum level of learning. The Affective Domain (emotions and attitudes) – Our students bring different levels of motivation to learning, and the intensity level of this motivation is a critical determinant of said learning style. Other aspects of the affective domain include curiosity, the ability to tolerate and overcome frustration, and the willingness to take risks. A fascinating aspect of the affective domain that our teachers are aware of is a concept termed “locus of control.” A teacher’s knowledge of internal versus external locus of control on the part of the student is critical when endeavoring to develop a plan reaching the needs of each student. Psychomotor (physiology) - Clearly a student who is hungry and tired will not learn as effectively as a well-nourished and rested child. GCCA offers the District’s “free” and “reduced” lunch and breakfast program in an effort that no child comes as described above. Certainly, heredity and environmental factors are contributors to how the child learns, as well as, a child’s life situation at 68 68

home. Our teachers include the psychomotor domain in learning by utilizing manipulative educational devices, and/or hands on activities which promotes a higher level of retention of concepts. Moreover, our PE program and the interscholastic sports program ensures that serious attention is given to the domain realizing it is a critical component to the overall good of our students. Coupled with the above philosophy, student achievement will be enhanced by incorporating an interdisciplinary curriculum, utilizing the Developmental Domain Paradigm, and while embracing the District’s curriculum of core subjects, fosters in their students, a global awareness, an acquisition of world languages, communicative technology, with the end result being an educated and culturally literate individual. Research confirms this approach as being successful. According to Dr. Labofsky and others, regarding the 3 R's of the Brain: If new experiences are RECEIVED via many neural paths, they will be RETAINED in many locations, and can thus be RETRIEVED from many neural networks in the brain, if linked to prior experiences. This research again supports the idea of using the Developmental Domain Paradigm and Interdisciplinary instruction. Knowledge is NOT stored in specific brain locations; rather, it is stored in MANY locations AND joined in MANY circuits or networks of neurons.
Thus, the MORE modalities we use to store knowledge or experiences, the MORE pathways we have available to access it later. Ergo, retention of information in the Cognitive, Affective and Psychomotor Domains via an interdisciplinary curriculum fosters more meaningful learning. Arts-Based Curriculum As a result of their varied inquiries, the Champions of Change researchers found that learners can attain higher levels of achievement through their engagement with the arts. Moreover, one of the critical research findings is that the learning in and through the arts can help “level the playing field” for youngsters from disadvantaged circumstances. James Catterall’s analysis of the Department of Education’s NELS: 88 database of 25,000 students demonstrates that students with high levels of arts participation outperform “arts-poor” students by virtually every measure. Since arts participation is highly correlated with socioeconomic status, which is the most significant predictor of academic performance, this comes as little surprise. The size and diversity of the NELS database, however, permitted Catterall to find statistical significance in comparisons of high and low arts participants in the lowest socioeconomic segments. This closer look showed that high arts participation makes a more significant difference to students from low-income backgrounds than for high-income students. Catterall also found clear evidence that sustained involvement in particular art forms—music and theater—are highly correlated with success in mathematics and reading. These findings are enriched by comparisons of student achievement in 14 high-poverty schools in which the Chicago Arts Partnerships in Education (CAPE) has developed innovative artsintegrated curricula. The inspiring turnaround of this large and deeply troubled school district is one of the important education stories of this decade. Schools across Chicago, including all those in this study, have been improving student performance. But, when compared to arts-poor schools in the same neighborhoods, the CAPE schools advanced even more quickly and now boast a significant gap in achievement along many dimensions. (Champions of Change, 1999) 69 69

C: Describe the school's reading curriculum. Provide evidence that reading is a primary focus of the school and that there is a curriculum and set of strategies for students who are reading at grade level or higher and a separate curriculum and strategy for students reading below grade level. GCCA will be following the Lee County Reading Curriculum Plan at all levels. As per the county plan: Teachers will informally and formally assess student progress and adjust instruction and intensity of intervention based on the data collected. Said data will be kept on data spreadsheets created at the school level. For programmatic interventions, this would include fidelity to both the time and class size recommendations that the publisher used in developing their evidence-base for the program. Given that there is no such thing as a “one size fits all” program, teacher judgment through analysis of formal and informal assessment should guide instructional adjustments to the program when it is determined that the desired effect may not be occurring for individual students. Samples:

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Description of this Concept: Challenges and Insp iration s - In this concept, students will learn about inspiratrons and challenges. Through th e Science concepts of the weat her, at mosphere and the nature of science, and the Social Studies concepts of courage, heroism, and the wOIld in spatial tenns, the benchmarks and skills with in rhe EtA wiJ/ be modeled and instrucred by rhe reacher. While reading text t har focuses on buildi ng content knowledge, students will practice and opply th e EtA benchmarks and skills.

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The Reading Street instructionol materials are the primary Englis h Language Am: materials. The Narional Geographic instructional materials are the primary NGSSS Science materials. Mc:Graw·HiIJ instructional materiols are rhe primary NGSSS Sodol Studies materials. Any of these distrier-adopted morerials moy be used when developing lesson plans to teach t he content knowledge ond reoding skills. The Reading Foundarionol Learning Goals will be best addressed with the use Of the Reading Screet instructional materials. The remoinin g Learnin g Goals may be addressed through ony Of the disrricr-adopted materials, with the goal being students build content knowledge of the NGSSS content area standords and dem onstrate proficiency in

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GCCA will conduct at the Elementary Level the same 90-minute reading block for scheduling all elementary classes. The diagnostic tree provided to schools is the guide for placement of students in a 57 or 103 minute reading block at the middle and high school levels. All reading classes will adhere to the class size amendment.

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Allocations for Intensive Reading classes were based on percentages of Level 1 and 2 students at all levels. Class sizes are also being held at lower levels than required by the Class Size Amendments. In some middle and high schools, classes are "paired" with other Language Arts courses to extend the time beyond the 103 minutes. All teachers, regardless of content area, are considered reading teachers in that they all include reading in their areas, and do address specific benchmarks in reading. Data will be collected, analyzed and reported on a regular basis. Classrooms will develop libraries with high interest leveled books, both fiction and nonfiction. The core series provides leveled readers using the phonic and comprehension skills introduced for the week. Students can revisit and apply the skills learned by rereading already visited leveled readers. Vocabulary presented for the core series’ selection is revisited in all of the leveled readers so students who read on, above, or below grade level have access to similar application. The districtadopted social studies and science texts offer leveled readers building on the content. GCCA will also purchase leveled reader packages that support the student's reading achievement level. Topics are explored more deeply in content area leveled reading packages. Comprehensive Core Reading Programs (CCRP): Comprehensive Core Reading Programs are the instructional tools used to provide high quality instruction in K-5 classrooms. The CCRP correlates to all Reading and Language Arts State Standards and includes instructional content based on the six essential components of reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension, and oral language. The CCRP contains instructional design components including explicit instructional strategies, coordinated instructional sequences, ample practice opportunities, aligned student materials, and assessment to guide instruction. We will use the same Comprehensive Core Reading Program being implemented in Lee County. The scope and sequence of the comprehensive core-reading program is implemented during the literacy block and provides guidance to teachers in 1-5 classrooms for selecting and assessing instructional targets. Cambium Learning Read Well K is implemented as the Kindergarten Comprehensive Core and Intervention Reading Programs. Supplemental Intervention Reading Programs (SIRP): Supplemental Intervention Reading Programs are intended for flexible use as part of differentiated instruction or intensive interventions to meet student learning needs in specific areas (phonological awareness, phonics, fluency, vocabulary, and comprehension). Supplemental materials with training currently available to schools in Lee County will be followed by GCCA. Supplemental programs support and enhance, but do not replace the CCRP. Comprehensive Intervention Reading Programs (CIRP): CIRPs are intended for students who are reading one or more years below grade level, and who are struggling with a broad range of reading skills. The instruction provided through these programs should accelerate growth in reading with the goal of grade level proficiency. CIRPs include instructional content based on the five essential components of reading instruction (phonological awareness, phonics, fluency, vocabulary, and comprehension). CIRPs also provide more frequent assessments of student progress and more systematic review in order to ensure proper pacing of instruction and mastery of 78 78

all instructional components. Cambium Learning Read Well 1 and Read Well 2 are also used as the CIRP in grades 1 and 2. GCCA will be utilizing any technology that comes with the reading text and programs, as well as FCAT Explorer at all levels. Students reading at or above a Level 3 will be placed in Advanced Reading Classes, when numbers are adequate. If adequate numbers do not allow for separate classes, teachers will address the Advanced Students needs separately in the class at large. These students will be reading books at or above their grade level and will do work at least one level higher than their grade level. Educational technology is intended for additional support in reading. Educational technology without a teacher-led instructional component should be listed and described here. Educational technology must supplement and not supplant instruction by a highly qualified instructor. Educational technology that has an instructional component should be listed and described under either Supplemental Intervention Reading Programs or Comprehensive Intervention Reading Programs, where applicable. Reading software is viewed as a supplement to quality instruction. Below is a listing of Reading Strategies by Reading Level that will be utilized in addition to the above listing. Reading Strategies by Level The information below was created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom should be based on the reading levels of the students. At the fluent level, the strategies are linked to the language through the Language Arts Resource Teacher. Early Emergent Readers Teacher Strategies Student Strategies Before Reading Note: In kindergarten these strategies would be taught as part of shared reading Guide students to identify title, author, and illustrator. Guide students to connect to prior knowledge by asking, “What do you know about?” Encourage students to become strategic readers by asking, “What do good readers do?” Elicit strategies at right. Set a purpose for reading. During Reading The student strategies to the right will need to be introduced, modeled, and practiced for mastery in the context of reading one at a time. Our goals with early emergent focus on left-hand tracking, using picture cues, and using initial sounds. After Reading Ask students to retell what happened in the story or what the text was about. Have the student practice sequencing parts of the story in order to get the idea of beginning, middle, and end. Check the pictures Touch the print as I read Get my mouth “ready” © 2001 Wallingford Public Schools Approved by LA Management Team 6/01 79 79

Reading Strategies by Level Emergent/Beginning Readers Teacher Strategies Student Strategies Before Reading  Cause students to become strategic readers by asking, “What do successful readers do before they start to read?” Elicit strategies at the right.  Guide students to identify title, author, illustrator  Guide students to connect to prior knowledge by asking, “What do you know about?”  Guide students to make a prediction by asking something like, “How do you think it will end?”  Set a purpose for reading Before Reading Take a picture walk Think – what is this about? Make a prediction During Reading  Before starting to read, encourage students to become strategic readers by asking, “What can you do to help yourself when you find a word you don’t know?”  The student strategies to the right will need to be introduced, modeled, and practiced for mastery in the context of reading one at a time. Our goal is to have student use a balanced cueing system that includes the way words look (and sounds letters make), the syntax of the sentence (does is sound right?), and the meaning of the text. During Reading Touch the print as I read When I get stuck, I can - look at the pictures - say “blank” and read on - go back and read it again - get my mouth “ready” - find chunks I know - look for little words - blend the sounds together Try the word and ask myself, - Does it make sense? - Does it sound right? - Does it look right? After Reading  Have students reflect on the strategies they used by asking, “Did anyone come to a word you didn’t know? What did you do?” You want to communicate that finding words we don’t know is normal. We need to have and use strategies to figure out those words.  Ask student to retell what happened in the story or what the text was about.  Have the student practice sequencing parts of the story in order to get the idea of beginning, middle, and end. 80 80

After Reading Tell what happened Who was in the story? Where did the story take place? © 2001 Wallingford Public Schools Approved by LA Management Team 6/01 Reading Strategies by Level Early Fluent Readers Teacher Strategies Student Strategies Before Reading  Encourage students to become strategic readers by asking, “What do successful readers to before they start to read?” Elicit strategies to connect to prior knowledge, make predictions, and set a purpose using the student words in the right column.  Guide the students to identify text structure/genre by asking, “What type of text is this? Is it a story, is it to give information, or is it a poem?” Guide students to look for key words and text structure to determine what type of text it is. Awareness of text structure supports student’s comprehension of a variety of texts. Before Reading Preview the text by looking at the cover, pictures, and chapter titles. Think – what is this about? Ask yourself – - What do I already know about this? - What do I want to know? - What do I think will happen? During Reading  Immediately before starting to read, encourage students to become strategic readers by asking “What can you do to help yourself when you find a word you don’t know?”  The first two bullets of student strategies to the right have been introduced, modeled, and practiced for mastery earlier grades. We want to continue to reinforce use of a balanced cueing system that includes the way words look (and sounds letters make), the syntax of the sentence (does it sound right?), and the meaning of the text.  “Try a different sound” is a cue to try another sound the letter might make (for example: the hard or soft sound for c, a long or short vowel.) At this level teachers need to guide students to consciously make pictures in their minds as they read.  Stop students and ask them to tell you what they are thinking while they are reading. This is part of guiding students to recognize when they are not comprehending. Many students have to be taught to stop when they don’t comprehend and apply one or more strategies to make the text make sense. During Reading When I get stuck, I can - look at the pictures - say “blank” and read on 81 81

- go back and read it again - get my mouth “ready” - find chunks I know - look for little words in big words - blend the sounds together Try the word and ask myself, - Does it make sense? - Does it sound right? - Does it look right? Stop now and then to think - What do I know so far? - Does it make sense? - Can I see it in my mind? - Am I finding out what I want to know? - Did I guess what would happen? If it is not making sense - Go back and read it again - Talk with someone about it After Reading  Ask students to retell what they read. Practice sequencing story events.  If it was a story, talk about the type of story plot (step-by-step is a plot where the characters solve the problem or reach the goal. A circular plot returns to the problem at the end, for example, When You Give a Mouse a Cookie.)  Use a story map to show the parts of the story or a web to show the groups of ideas n informational text.  Ask students questions and then require them to support their opinions or responses with passages from the text.  Ask students to make connections between events of the story and their own lives or other stories.  Guide students to reflect on the author’s purpose or main idea. After Reading Do I know the story parts? - characters - setting - problem or goal - solution or resolution - events in the order they happened - feelings or what happened next? If the text is information, what is the main idea? © 2001 Wallingford Public Schools Approved by LA Management Team 6/01

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Strategies by Level Word Recognition Fluent Readers Teacher Strategies Student Strategies Before Reading • Immediately before starting to read, encourage students to become strategic readers by asking, “What can you do to help yourself when you find a word you don’t know? • We want to continue to reinforce use of a balanced cueing system that includes the way words look (and sounds letters make), the syntax of the sentence (does it sound right?), and the meaning of the text. • “Try a different sound” is a cue to try another sound the letter might make (for example: the hard or soft sound for c, a long or short vowel.) During Reading • During oral reading support by prompting students to select a strategy and try it. Discourage other students from just giving the word by encouraging them to give a strategy they believe will work. Praise students for trying to self-correct their errors. • Modify the role of “Vocabulary Enricher” in literature circles by adding the responsibility of explaining word strategies used and the effects. After Reading • After periods of silent reading have students talk about their strategy use by asking, “Did anyone get stuck on a word? What strategies did you try? What worked? What didn’t work? Why do you think that strategy didn’t work here?” What do I do if I’m stuck on a word? • Say “blank” and read on (fill I the blank after a sentence or two, using the meaning of the rest of the paragraph) • Backtrack and read again • Look at the word – Find word parts I know Look for compound words Find the root word Notice prefixes and suffices Blend sounds and word parts Try a different sound Try the word and ask Does it sound right? Does it look right? Does it make sense? Use a dictionary Ask someone © 2001 Wallingford Public Schools Approved by LA Management Team 6/01 D. Explain how students who enter the school below grade level will be engaged in and benefit from the curriculum.

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Students who enter the school below grade level will be evaluated and appropriate strategies will be used to enhance their progress either by the classroom teacher(s), or through the ESE Department, ELL Department, or through the MTSS/RtI process in order to identify and prescribe a plan of intervention. The school staff will conduct a file review to determine the needs of each student entering the school. Students involved in the MTSS process who have current Problem Solving Worksheets (PSW) from their previous school will be provided with a timely PSW review and revision of interventions, if needed. Other students may enter the school below grade level as documented by a PMP or other assessments. In these cases the school will provide a variety of instructional support and resources for the students. These include enrollment in specific Intervention courses, daily intensive remediation, tutoring, and working with an instructional specialist, as needed. These students will be carefully monitored for progress and the MTSS process may be started if the data warrants it. Struggling students will benefit from the curriculum at the School. Students will be engaged in hands-on, inquiry-based instruction that captures their attention and addresses a variety of learning styles. Additionally, students will benefit from the small school environment and close monitoring by the Advisory Cohort facilitator to ensure that they are meeting appropriate academic and social goals. Procedures for implementing services for students below grade level will be modeled after those in place in Lee County Public Schools. The School is committed to the concept that all students deserve a quality education, especially students with disabilities, and those entering the school working below grade level. Below grade level students will benefit from the curriculum by the strategies stated in this application. Moreover, Response to Intervention (RtI)/MTSS will be the process that aligns instruction and intervention to students’ needs based on ongoing data analysis. The school will implement RtI/MTSS as follows: Tier 1: The core instruction for all students and includes differentiated large group instruction and small group skill-based enrichment or remediation. The instruction and differentiated instruction will be guided by diagnostic and progress monitoring data gathered at least three times per year. The effectiveness is measured using a standard where 80% of students receiving only core instruction will make at least one year’s academic growth for one year’s time. Tier 2: The school will provide small group supplemental instruction for all students who are either identified through assessment data as at risk for meeting grade level standards (or students who have demonstrated below proficient achievement based on the FCAT 2.0/PARCC Tests. This tier is provided in addition to the core, differentiated instruction. Tier 2’s effectiveness is measured by a standard that approximately 70% - 80% of students receiving supplemental intervention should be closing the gap toward meeting standards. Progress monitoring will be monitored frequently every 20 instructional days. Tier 3: The school will provide students who are not progressing towards meeting standards, even with targeted, supplemental interventions or intensive, individualized interventions. The fidelity 84 84

and effectiveness of the individualized instruction will be monitored weekly. The effectiveness is measured by a standard that approximately 70%-80% of students improve performance and close gap towards benchmarks. Special Note: Tier 2 or 3 time requirements for students retained two times in the same grade may be modified in art, music, social science and physical education (through the waiver process) with a minimum of 30 minutes each for art and music and 60 minutes for social science. Classroom assignment, and/or classroom strategies will be used in order to address the individual needs of the child. Informed decisions based on collected and verifiable data will drive the process. E: Describe the proposed curriculum areas to be included other than the core academic areas. The Arts Course Title: Course Title: Course Title: Course Title: Course Title:

M/J Orientation to Art/2-D M/J Art/2-D1 M/J Art/2-D M/J Art/3-D1 M/J Art/3-D2

Courses in the Visual Arts will have a spiraled curriculum to increase the awareness of and abilities to recognize and reproduce art forms. Students with an interest in Visual Arts will be given the opportunity to polish their skills with the goals to build a portfolio to present for acceptance into one of the county Visual Art programs for their high school careers. Students who are talented or interested in the Visual Arts will likewise be able to polish their talents in order to enhance and encourage a life long interest in said art forms. Physical Education Course Title: M/J Comprehensive Physical Education 1 Course Title: M/J Comprehensive Physical Education 2 Course Title: M/J Comprehensive Physical Education 3 Course Title: M/J Health 1 Course Title: M/J Health 2 Course Title: M/J Health 3 Materials: The school will supply the necessary equipment to make a variety of sports and physical activity instruction available for students at grade level. Subject Area: Physical Education / Health - Grades 6 – 8 GCCA will follow the districts basic plan for all Physical Education and Health Classes. It has not yet been determined as to which of the plans available we will incorporate, or if there will be an alternate plan chosen that incorporates parts of the different Lee County Physical Education Plans. We do, however, plan to offer Physical Education classes on a daily basis for the entire year. 85 85

The purpose of this curriculum area will be to examine comprehensive health issues that ar e important to adolescent development. Basic skills and safety procedures will be emphasized. The content will include, but not limited to, the following:  Growth and development  Mental and emotional health  Personnel health and individual wellness planning  Family life education  Nutritional health and physical activity  Safety, first aid and violence prevention  Prevention and control of diseases  Consumer knowledge  Alcohol, tobacco and other drug use and abuse  Community and environmental health  Health and safety practices  Critical thinking skills  Relationships between physical education and other disciplines  Fitness program design  Components of fitness  Improving health related fitness  Skill improvement  Positive participation in physical education  Community resources The student will be able to:  Determine and describe how changes in data values impact measures of central tendency.  Provide feedback on skill patterns of self and partner by detecting and correcting mechanical errors.  Identify the critical elements for successful performance in a variety of sport skills or physical activities.  List specific safety procedures and equipment necessary for a variety of sports and physical activities.  Explain basic offensive and defensive strategies in individual/dual and alternative/extreme sports activities.  Describe how movement skills and strategies learned in one physical activity can be transferred and used in other physical activities.  Participate in moderate to vigorous physical activity (MVPA) on a daily basis.  Participate in a variety of individual/dual and alternative/extreme sport activities that promote cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition.  Identify the in-school and community opportunities for participation in individual/dual and alternative/extreme sports.  Participate in a variety of individual/dual and alternative/extreme sport activities 86 86

                 

that promote effective stress management. Demonstrate achievement and maintenance of a health-enhancing level of personal fitness by creating, implementing, and assessing a personal fitness program in collaboration with a teacher. Demonstrate program planning skills by setting goals and devising strategies for a personal physical fitness program. Use a variety of resources including available technology to assess, design, and evaluate their personal physical activity plan. Select a variety of physical activities when developing a personal fitness program. Describe health-related problems associated with inadequate levels of cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition. Discuss training principles appropriate for enhancing cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition. Demonstrate body management for successful participation in a variety of modified games and activities. Apply skill-related components of balance, reaction time, agility, coordination, power, and speed to enhance performance levels. Apply technology to evaluate, monitor, and improve individual motor skills. Select and utilize appropriate safety equipment. Act independently of peer pressure both in and out of school. Develop strategies for including persons of diverse backgrounds and abilities while participating in a variety of physical activities. Demonstrate responsible behaviors during physical activities. Maintain appropriate personal, social, and ethical behavior while participating in a variety of physical activities. Demonstrate appropriate etiquette, care of equipment, respect for facilities, and safe behaviors while participating in a variety of physical activities. Discuss opportunities for participation in a variety of physical activities outside of the school setting that contribute to personal enjoyment and the attainment or maintenance of a healthy lifestyle. Describe the potential benefits of participation in a variety of physical activities. Compare and contrast games, sports, and/or physical activities from other cultures.

M/J Health The purpose of this course is to examine comprehensive health issues that are important to adolescent development. The content should include, but not be limited to, the following:  comprehending concepts related to health promotion and disease prevention to enhance health  analyzing the influence of family, peers, culture, media, technology, and other factors on health behaviors

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      

demonstrating the ability to access valid health information, products, and se rvices to enhance health demonstrating the ability to use goal-setting skills to enhance health demonstrating the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks demonstrating the ability to use decision-making skills to enhance health demonstrating the ability to practice advocacy, health enhancing behaviors, and avoidance or reduction of health risks for oneself demonstrating the ability to advocate for individual, peer, school, family, and community health Any student whose parents make a written request to the school principal shall be exempt from HIV/AIDS and human sexuality instructional activities. Course requirements for HIV/AIDS and human sexuality education shall not interfere with the local determination of appropriate curriculum, which reflects local values and concerns.

This course provides an in-depth study of health-related concepts and principles derived from ten major content areas of comprehensive health education. This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter. Note: Any students whose parents make a written request to the principal s hall be exempt from the HIV/AIDS and human sexuality instructional activities. Foreign Languages It is the intent for GCCA to offer Spanish after the first year of operation, and/or other languages as demand dictates, to students at the Middle School level. In addition we will offer Spanish Native Speakers. If other languages are represented, in adequate numbers we will service those students too. As other languages are requested for English as a first language students we will expand our Foreign Language department. According to NEA Research, 2007, “Language skills and cultural expertise are urgently needed to address economic challenges and the strength of the American Businesses in an increasingly global marketplace. Professions such as law, health care, social work, and education call out for an international dimension that reflects the changed world environment and increasingly diverse U.S. population.” Furthermore, there is a “growing recognition that proficiency in more than one language benefits both individual learners and society.” For the individual there has been found a “positive link between second language proficiency and cognitive and academic ability. In addition to developing a lifelong ability to communicate with people from other countries and backgrounds, other benefits include improved overall school performance and superior problem-solving awareness. (Bamford & Mizokawa, 1991) F. Describe how the effectiveness of the curriculum will be evaluated.

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The curriculum’s effectiveness will go through a continuous process of evaluation that is data driven with several layers of analysis. The effective teacher goes through a process of informal evaluations of his/her curriculum on an ongoing basis. Ongoing evaluation of the curriculum and lessons will promote the continuation of the scope and sequence of the content material based on the focus calendar, or enhance the concept mastered to a higher degree of difficulty, thus reinforcing the concept, or remediate if the concepts were not mastered. Furthermore, the teacher gives a variety of assessments to ascertain the achievement levels reached. In order to truly assess the growth in achievement of students teachers need a base line of data to compare to. GCCA via accountability instruments will be implementing a Pre-Test instrument for each subject to be given at the onset of each year. These tests will be constructed to reflect the NGSSSs that the students are expected to master throughout the year. This data not only sets the base line for further testing for analysis and comparisons, but informs the teacher as to where they need to begin, what to remediate, and drives the curriculum at that point. Mid-term and end of term indicator tests will be given that mirror the pre-test instrument, allowing for direct comparisons and indicate growth of classes and individual students. Again, this data can be used not only to show the percent of growth, but promotes remediation in those areas where the concepts were not mastered. Additionally, this data will inform the teacher and the administration as to the curriculum’s success and where perhaps changes need to be made in the methods of delivery, actual content, or the focus of said content. End of Year Post-Test that are a mirror image of the Pre-Test will give an accurate accounting of the curriculum in each area for each teacher as well as each student. Said collected data will be analyzed and adjustments will be made accordingly. Changes in the curriculum may be made, and/or additional teacher training will be held for individual teachers or departments when it is felt a weakness exists that needs to be addressed. Said evaluations and analysis will drive all curriculum decisions. Finally, the annual results generated by PARCC/FCAT 2.0 data will also be a measure of the effectiveness of GCCA’s curriculum.

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Section 5: Student Performance, Assessment and Evaluation A. State the school’s educational goals and objectives for improving student achievement. Indicate how much academic improvement students are expected to show each year, how student progress and performance will be evaluated, and the specific results to be attained. Grades K-2 1. Given school-wide emphasis on instruction for mastery of the Common Core Standards in Language Arts, at least 75% of students will demonstrate grade level reading proficiency, as evidenced by students in grades K- 2 achieving 75% or higher on the BS/PMT (Broad Screen/Progress Monitoring Tool- Green Success Zone) and: In Kinder – Responding to 4 or 5 out of 5 questions correctly on the Listening Comprehension or Reading Comprehension task; and/or If Vocabulary was administered, scoring in the average range (40th-60th percentile). In 1st Grade – Reading the target passage for AP3 with fluency (60 wcpm) and accuracy (75% or above), and responded to most (4 or 5 out of 5) questions correctly; and/or If Vocabulary was administered, scored in the average range (40th-60th percentile). In 2nd Grade – Reading the target passage for AP3 with fluency (90 wcpm) and accuracy (88% or above) and responded to most (4 or 5 out of 5) questions correctly; and/or If Vocabulary was administered, scored in the average range (40th–60th percentile) a. Consider spelling percentile – scored in the average range (40th–60th percentile). 2. Given school-wide emphasis on instruction for mastery of Common Core Standards in Mathematics students in grades K, 1, and 2 will exceed by at least 2 percentage points the State and/or District average (whichever is higher) on the Stanford Achievement Test for Mathematics. Grades 3-5 3. Given school-wide emphasis on instruction for mastery of the State Standards in Language Arts, at least 75 percent of grades three through five students in all eligible subgroups, will demonstrate grade level proficiency in Reading, as evidenced by earning a 3 or higher on the 2014 PARCC Assessment Test of Reading. 4. Given school-wide emphasis on instruction for mastery of the State Standards in Mathematics, at least 75 percent of students in grades three through five will demonstrate grade level grade level proficiency for Mathematics, as evidenced by earning a 3 or higher on the 2014 Florida Assessment Test of Mathematics (PARCC). 5. Given school-wide emphasis on instruction for mastery of the State Standards in Language Arts, with an emphasis in writing, at least 75% of fourth grade students will demonstrate grade level proficiency in Writing, as evidenced by earning a 4 or higher on the 2014 Writing Test.

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6. Given a school-wide emphasis on instruction for mastery of the State Standards, at least 50 percent of the lowest quartile of students will make learning gains in Reading and Mathematics as evidenced by:  demonstrating improvement in one or more achievement levels; OR  maintaining achievement level 3, 4, or 5; OR  demonstrating one year’s growth to exceed the Developmental Scale Score (cut score) for the respective grade level – for those students who had previously scored below proficiency level. 7. Given school-wide emphasis on instruction of the State Standards in Science, 75 percent of students in 5th grade will meet and/or exceed the District and/or State average, whichever is higher, on the 2014 Science examination. The curriculum objectives will parallel those stated in the State Standards of the State of Florida. In addition to evaluating the charter's success on objectives stated above, the School shall submit the information required in the annual school report and the education accountability system governed by Florida statutes. It is the responsibility of the governing board of the charter school to report its progress annually to the Lee County School District. ACADEMIC YEARLY PERFORMANCE The School is committed to attaining Academic Yearly Performance (as determined by the FLDOE) growth targets in accordance with Florida policy and procedures. Under the direction of the principal and the program director and director of teacher training and development, a wide variety of data will be used to make decisions regarding instruction designed to attain AYP. Performance data as well as fall diagnostic data from FAIR will be reviewed and analyzed to identify strengths and weaknesses of students. Teachers will be expected to provide appropriate instruction that addresses weaknesses as well as challenges advanced students. Furthermore, school leadership staff will monitor growth and, where needed, institute mid-course corrections such as additional assessment, tutoring, focused instruction, and parent involvement and support. If the State becomes exempt from AYP, the school will also. METHOD(S) OF ASSESSMENT Per Florida Law, all of the School students will be assessed annually via Florida required tests. Staff will use the results in addition to other assessments for diagnostic, remedial, and enrichment purposes. All aspects of assessment will be considered when evaluating student progress. We will look at learning gains, percent of students scoring 3 or higher, a decrease in the percent of students scoring level one, improvement in State Assessment scores, and improving scores on national recognized assessment test. We will use the Florida Assessments in Reading (FAIR) that is provided by the Just Read, Florida! Office. A multifaceted assessment plan will be used to evaluate student performance in the core academic areas. The FAIR test is usually administered to students in grades K-5 three times a year. Collection of Performance Data 91 91

Each student will be assessed at the beginning of the school year using the SAT 10, Scholastic Reading Inventory, and Houghton Mifflin Harcourt Math Assessment. The data from these assessments will be used to identify strengths and needs for all students and will be the basis for establishing individual learning plans for each student. This will help us establish a baseline to measure academic improvement each year. Performance in other core subjects will be monitored through the administration of published unit and chapter tests for textbook series used by the School. Furthermore, teachers will make use of portfolios to document and monitor learning related to growth and achievement of skills and knowledge. Portfolios will be jointly compiled with students’ work so that they reflect typical products completed during instruction and long-term projects. Portfolios will be regular components of parent/teacher conferences and will enhance standardized data, giving parents a clear understanding of their child(ren)'s performance. Finally, teacher-generated tests, quizzes, and rubric-based projects will be used as data gathering and monitoring tools. This comprehensive approach to assessment will provide all stakeholders (administration, teachers, students, parents, community, Charter School Board, district Board of Education, and State Board of Education) with a clear picture of the impact of the School’s educational program. Locally administered assessments will be scored and reviewed in-house by administrative and teaching staff. Results of statewide assessments will be similarly reviewed upon receipt. All results, along with progress toward achieving targets and goals/objectives of the School, will be reported to parents, the Charter School Board, the district, and the Florida State Board of Education in an annual report, consistent with local and state requirements. USE AND REPORTING OF DATA Student evaluation data will be carefully analyzed on a regular basis to determine individual student strengths and weaknesses. Teachers will use the aforementioned assessments to determine skills and information that students have mastered and specific learning needs or deficits. These data will be the foundation for students’ intervention (making decisions about what to teach next and for ameliorating any identified learning deficits). Teachers will be able to address individual student learning needs effectively by using assessments as the basis for designing learning activities appropriate to the learning style of the individual student. Teachers will use assessment data to make suggestions for family learning activities that address students’ learning needs and help to improve student achievement. Assessment data will also be used to inform parents both of their child's progress and of the specific learning needs that they can help to address. As parents are informed they will be able to make informed choices about the role they will play in improving student achievement. Assessment data will be shared with students to inform them of their progress, identify their learning needs and help them to assume appropriate responsibility for their own learning. If formative and summative data analysis suggests that adequate yearly progress is in jeopardy, immediate steps will be taken. These steps include remedial instruction on targeted areas as revealed by diagnostic and achievement tests. Furthermore, as these areas are identified, staff will be provided with professional development in designated content, pedagogy, and instructional

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strategies. Finally, consistent with the performance culture of the School continued employment and salary adjustments will be based on yearly academic measures. Middle school's educational goals include but are not limited to: • Given school-wide emphasis on instruction for mastery of the State Standards in Mathematics, the School will meet and/or exceed the District and/or State average (whichever is higher) of students who achieve a passing score (as established by FL-DOE) on the respective End of Course exam (Algebra or other Courses as applicable). • Given school-wide emphasis on instruction for mastery of the State Standards in Language Arts, with an emphasis in Writing, 85 percent of the 8th Grade students will demonstrate proficiency in writing scoring at a 4 or above on the Writing Test. • Given school-wide emphasis on instruction for mastery of the State Standards in Science, the School will meet and/or exceed the District and/or State average (whichever is higher) of students who achieve a passing score (as established by FL-DOE) on the administration of EOC exams for all high school classes taught at the middle school level (Algebra, Geometry, and Spanish I). • Given a school-wide emphasis on instruction for mastery of the State Standards, at least 50 percent of the lowest quartile of students will make learning gains in reading as evidenced by demonstrating improvement in one or more achievement levels; or by maintaining achievement level 3, 4, or 5; or for students maintaining an achievement level of 1 or 2 they must ALSO demonstrate one year’s growth to exceed the Developmental Scale Score (cut score) as evidenced by their performance on the State’s Reading Test annually. • Students are expected to make annual learning gains toward achieving the State Standards appropriate for the student's grade level. The annual gains will be measured by the student’s developmental scale score on the PARCC/FCAT 2.0, and on internal pre- and post-tests to be administered at the beginning and end of each school year. Students are expected to make annual learning gains toward achieving the Next Generation Sunshine State Standards/Common Core Standards appropriate for the student's grade level. The annual gains will be measured by the student’s developmental scale score on the FCAT/PARCC and on internal pre and posttests to be administered at the beginning and end of each school year. In addition to PARCC/FCAT assessments, the School will use internal pre and post testing to measure annual gains. The following instructional activities will be will be intergraded in the School program as a vehicle to achieve performance standards and to increase learning opportunities: • Implement early bird tutoring or Saturday tutoring for Level 1 and 2 students in order to maximize student achievement • Implement parent workshops that will assist with the implementation of effective strategies at home

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• Facilitate student participation in essay, poetry, and book writing contest in order to promote writing success • Utilize assessment data, writing pretest, and other ongoing assessments to drive instruction and target remediation. • Utilize assessment data to drive instruction and target remediation in order to maximize student achievement • Implement Super Saturdays and Early Bird tutoring program to increase reading Implement a variety of literature and maximize the use of reading components such as determining main idea, author’s purpose, and sequence • Utilize state-adopted supplemental material in order to increase reading critical thinking skills. • Implement flexible scheduling that designates two hours of Language Arts/Reading instruction and one hour of daily collaborative grade level planning times In addition to the PARCC and all applicable district/State assessments, the School will conduct its own internal pre and post testing and assessment to measure annual gain. The test will be comprehensive, and will include assessments in readiness, listening, reading, spelling, writing, research and study skills, and mathematics. The assessment instrument to be used will ultimately be determined by the testing professional retained to provide that service. Other internal testing and assessment, such as competency-based standardized tests, may also be used by the School to evaluate the effectiveness of its curriculum and teaching methods. Other methods of assessing students' mastery of performance outcomes will include, but will not be limited to, facilitator observation, peer- and self-evaluations, teacher tests and quizzes, projects, presentations, exhibitions, portfolios, and attendance rates. The student portfolios will show not only the student’s “best” work, but also drafts of student work that will demonstrate progress. Ongoing internal audits (Progress Reports and Report Cards) of student performance, including beginning year, mid-year, and end-year assessments, will be utilized as reflective and guidance tools. English Language learners (ELL) will be assessed and served by ESOL-certified personnel. The School will adopt and abide in all respects by the requirements of the LULAC et.al. Vs. State Board of Education Consent Decree (1990). B. Describe the school's student placement procures and promotion standards. The School may provide students with disabilities certain modifications to basic education programs of study to ensure students with disabilities the opportunity to meet graduation requirements for a standard or a special diploma in accordance with all guidelines and parameters delineated therein the Sponsor’s Student Progression Plan. Modifications to basic courses shall not include modifications to the curriculum frameworks or student performance standards. GRADING STUDENT PERFORMANCE By School Board directive, academic grades are to reflect the student's academic progress. The determination of the specific grade a student receives must be based on the teacher's best judgment after careful consideration of all aspects of each student's performance during a grading period, including such factors as class attendance, homework, and participation. 94 94

In authorized semester courses, the student's final grade shall be determined as follows: 40 percent value for each of two nine-week grading periods and 20 percent value for the final examination, with a provision for teacher override. In authorized annual courses, the student's final grade shall be determined as follows: 20 percent value for each of four nine-week grading periods, 10 percent value for the midterm exam, and 10 percent for the final exam, with a provision for teacher override. RADE POINT AVERAGE  Grade point averages (GPA) may be used for any of the reasons listed below.  Rank in class  Eligibility to participate in interscholastic extracurricular activities  Academic Recognition Program  Placement on the honor roll and/or membership in honor societies The following are the academic grades used: GRADE NUMERICAL VALUE (%) VERBAL INTERPRETATION GRADE POINT VALUE A 90 -100 OUTSTANDING PROGRESS 4 B 80 -89 GOOD PROGRESS 3 C 70 -79 AVERAGE PROGRESS 2 LOWEST ACCEPTABLE PROGRESS 1 D 60 -69 F 0 -59 FAILURE 0 I 0 INCOMPLETE 0

C. If the school will serve high school students, describe the school's graduation requirements, to include the methods used to determine if a student has satisfied the requirements specified in section 1003.43, F.S., and any proposed additional requirements. Not applicable to Elementary and Middle Schools. D. Describe how baseline achievement data will be established, collected, and used. Describe the methods used to identify the educational strengths and needs of students and how these baseline rates will be compared to the academic progress of the same students attending the charter school. The School will participate in all required assessments as specified in Florida Statutes. In addition to the discussion of required and mandated assessment requirements for graduation (i.e. FCAT 2.0/PARCC) at Elementary and Middle School levels, and End of Course Exams for High School Level classes); and teacher-made classroom assessments for evaluative purposes to determine mastery of State Standards content for earning specific class credit requirements, as discussed above; the School will use state standardized assessment scores, district and school-based assessments to measure student progress toward mastery of the State Standards in all grade levels. These include but are not limited to the following:

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School-Based Assessments in all Courses  Weekly teacher-generated quizzes  Monthly teacher-generated chapter tests  Midterm and Final Examinations  Portfolios and presentations  Class participation rubrics  Quarterly projects /investigations At a minimum, charter schools must participate in the statewide assessment program created under s. 1003.43. The baseline student academic achievement levels for the school will be established using multiple measures of student’s academic performance on the school and the Florida Assessment Programs in where applicable. Some of the assessments to be utilized will include the following:  State Assessment in Reading  End of Course Exams  Writing Test  Other Standardized tests  Other standards-based exams  Baseline Benchmark assessments as applicable  Portfolio assessments (whenever applicable) The baseline levels of academic achievement established during the first academic year will be compared to academic achievement levels in prior years, when data is available, in order to assess rates of prior academic progress and the baseline rates of academic progress for the School’s students. Other than standardized test scores, other baseline data may include report card grades, attendance records, and behavioral records (including in school and out of school suspensions as well as exemplary behavior). In the case of Special Education (SPED), Individual Education Plans (IEP) will be secured and the Individual ELL Student Plans will be obtained for English language learners (ELL). This data will be made available to teachers who will assess progress against the baseline data. Baseline Data for individual courses and for individual students in said courses will be generated via pre-tests. Interim exams and EOC exams will be used to generate percents of growth for students as well as for courses. Baseline data will also be utilized to determine the extent to which educational goals and performance standards have been met (inasmuch as the achievement of the specific measurable objectives identified in the charter school application for the first year of operation). Said baseline data is also made available to stakeholders and the community at-large, as reported in the School Improvement Plan via the needs assessment and also through specific learning objectives, which are written to address student’s learning needs. In subsequent years, the results (based upon those baseline data items) will be gauged against the objectives specified in the School Improvement Plan and this method of goal setting and data collection will be utilized as a living and continuous improvement tool. 96 96

E. Identify the types and frequency of assessments that the school will use to measure and monitor student performance. The School will participate in all Statewide and District assessment programs and will use the state standardized assessment scores, district assessment scores and school-based assessments to measure student progress toward mastery of the NGSSS and/or CCSS, as adopted, at all grade levels. These include but are not limited to (grades K-5): DESCRIPTION Alternative Assessment for Grade 3 Promotion Interim Assessment Tests in Common Core (reading in math), Baseline Reading, Mathematics, and Science Florida Kindergarten Readiness Screener, Florida Assessment for Instruction in Reading Writing Pre-Test (instrument to be selected) Florida Assessments for Instruction in Reading (Assessment 1, 2 & 3) Interim Assessment Tests (Common Core Reading and Math): Fall Reading, Mathematics, and Science Grade 3 Mid-Year Promotion

ABBREVIATION PARTICIPANTS AAGTP Grade 3, retained only

Florida Comprehensive Assessment Test Writing Field Test Florida Alternate Assessment

IA

Grades 3-5*

FLKRS, FAIR

Kindergarten

WT

Grades 1-5

FAIR

Grades 1-5

IA

Grades 3-5

GTMYP FCAT-Writing

Grade 3, eligible retained students Grades 4 selected schools

FAA

Grades 3-5**

Interim Assessment Tests: Winter Reading, Mathematics, and Science Grade 3 Reading Student Portfolio

IA

Grades 3-5

GTRSP

Grade 3

National Assessment of Educational Progress Florida Comprehensive Assessment Test Writing Comprehensive English Language Learning Assessment (District approved instruments) LAS Links Oral, Reading, or Writing Level Trends in International Mathematics and Science Progress in International Reading Literacy Study

NAEP

Grades 4 selected schools

FCAT Writing

Grades 4

CELLA, LAS

Grades K-5, all current ELLs and selected former ELLs

TIMSS PIRLS

Grades 4, selected schools

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Florida Comprehensive Assessment Test Reading and Mathematics Science Partnership for Assessment of Readiness for College and Careers Stanford Achievement Test, Tenth Edition Reading and Mathematics

FCAT 2.0

Grades 3-5, Grades 5

PARCC

Grades 3-5, Grades

SAT-10

Grades K-2

Notes: *All Differentiated Accountability schools must administer assessments according to the dates established by the Office of School Improvement. **Only includes SPED students exempted from standardized testing at these grade levels. FAIR assessments will be administered three times per year to provide an ongoing measure of reading fluency and comprehension, predict FCAT 2.0 performance, and serve as a progressmonitoring device for teachers and students. Furthermore, English Language Learners will be assessed and served by ESOL-certified personnel and in accordance with the Sponsor’s ELL Plan and the requirements of the LULAC et al. vs. State Board of Education Consent Decree (1990). Middle School: Students at the School will participate in all Statewide and District assessment programs and will use the state standardized assessment scores, district assessment scores and school-based assessments to measure student progress toward mastery of the NGSSS/CCSS at all grade levels. The School will abide by the Sponsor’s annual testing calendar. The assessments administered include but are not limited to: • Florida Assessment For Instruction In Reading (FAIR) AP1 • District Writing Prompt • District Benchmark Assessment • Florida Assessment For Instruction In Reading (FAIR) AP2 • Florida Alternate Assessment Administration (ESE) • NAEP grade 8 • FCAT/PARCC Writing Assessment grade 8 • Florida Assessment For Instruction In Reading (FAIR) AP3 • FCAT 2.0/PARCC Reading and Mathematics State Standards grades 6-8 • FCAT 2.0/PARCC Science State Standards grade 8 • Comprehensive English Language Learning Assessment (CELLA) • Florida End-of-Course (EOC) Exams as per FL-DOE requirements (as applicable for middle grade students taking high school courses) • Oral Language Proficiency Test I (IPT-I) 2nd Edition – Grade 6 • Oral Language Proficiency Test II (IPT-II) 2nd Edition – Grades 7 – 8 FAIR assessments will be administered three times per year to provide an ongoing measure of reading fluency and comprehension, predict FCAT performance, and serve as a progress monitoring device for teachers and students. English Language Learners will be assessed and served by ESOL-certified personnel and in accordance with the Sponsor’s ELL Plan and the requirements of the LULAC et.al. vs. State Board of Education Consent Decree (1990). 98 98

Additionally, the School will use a variety of other assessments, such as teacher-made tests, textbook exams, alternate assessments, pre-and post-assessments, benchmark tests, midterm and final exams, etc. as needed to monitor student progress. The School may also choose to purchase research-based assessments such as STAR and SAT 10. As stakeholders in the educational process, students and their parents will be an active part of the assessment program. The School will develop a testing calendar aligned to the School’s Scope and Sequence plans which will be posted throughout the school, published on the School’s website, and sent home. Additionally, the School will encourage and promote positive test prep strategies such as eating a balanced breakfast and getting at least eight full hours of sleep. Following the release of assessment results, school personnel will disseminate the information to parents and engage students in data chats. A data chat serves as an effective instructional tool because it allows the student to see where exactly he/she made progress and where improvement is still needed, resulting in increased motivation and understanding. School-Based Assessments in all Courses: • Weekly teacher-generated quizzes (6-8) • Monthly teacher-generated chapter tests (6-8) • Quarterly projects and/or investigations based on focus lessons (6-8) • Midterm and Final Examinations (6-8) • Portfolios and presentations (6-8) • Class participation rubrics (6-8) F. Describe how student assessment and performance data will be used to evaluate and inform instruction. The comprehensive assessment program will be used to inform stakeholders (students, parents, and teachers) about where a student is succeeding and what areas need strengthening. Assessment will serve as a feedback system to guide teachers in lesson planning and individualizing instruction. Additionally, it will guide students in understanding full mastery of each respective standard and it will keep parents informed about student progress to specific learning objectives. Expectations are that students will progress at least as well as they did before attending the charter school, and that the specific measurable objectives for the School are achieved. Student performance in the classroom will be assessed by the classroom teacher, and students not making adequate progress towards the State Standards, as evidenced in teacher made evaluations, will also be identified, and appropriate measures for improvement will be instituted. Ongoing communication between the School and the parents will be maintained through on-line reporting systems such as a web-based grade book, and through progress reports, parent conferences, and other forms of written and oral communication that the parents may be comfortable to utilize. Ongoing internal audits (Interim Progress Reports and Report Cards) of student performance, including beginning of year, mid-year, and end-of -year assessments, will also be utilized as reflective and guidance tools.

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Accountability: Keeping in mind that the Merit Pay Plan is based on learning gains, that more rigorous requirements on earning Adequate Yearly Progress and achieving higher levels of proficiency on the State Assessment are being expected, we are honing in on our Accountability Procedures here at GCCA. Moreover, the Merit Pay Plan also covers areas of accountability regarding supervision of students, professional development, and so forth. Ergo, teachers will be evaluated in said areas as well. With input from the Department Heads and Advisory Teams, each teacher will submit a list of designated State Standards that should be mastered by the student during the course of the year in their classes. The teacher will use their State Standards’ checklist for each course and level they teach to list what mastery level the students have achieved on said standards. Moreover, the teacher must generate an evaluative tool that reflects and monitors the actual learning gains of the students. Therefore, the teacher must create pre and post annual tests as well as post tests for each 9 week period for all subject areas. GCCA’s accountability will also require that the Department Head ensures that each teacher is cognizant of the curriculum presented at each grade level within the department. This facilitates appropriate scope and sequence continuity between levels. Moreover, promotes more effective learning on the part of the student when the teacher is aware of what the student should have learned the previous year and what information they will need to master to be successful in the subsequent year. This communication between grade levels should be ongoing and encourages classroom visitation among peer teachers. The Department Head will ensure that each teacher will submit a list of designated State Standards that should be mastered by the student during the course of the year in their classes. Moreover, the Department Head will ensure that the teacher will use their State Standards’ checklist for each course and level they teach to list what mastery level the students have achieved on said standards. The teacher must generate an evaluative tool that reflects and monitors the actual learning gains of the students. Therefore, the teacher must create pre/post and indicator tests for all subject areas they teach except for Math and Language Arts which are tested on a yearly basis and serve as a baseline and growth indicator. The Department Head will collect said checklist at the end of each nine-week grading period, review the percentages of student mastery listed, review the pre/post, and indicator tests with student results, and then compare said results to the lesson plans that were submitted. Finally, the Department Head will meet for a conference with each teacher about the number of standards that were covered and learning gains achieved during the course of that nine-week period. This conference will be documented and findings presented in writing to the Principal.

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Accountability also relates to the students. All students will maintain a checklist for themselves in all courses. Each list will list the State Standards. As students are tested they will place a check on the list indicating their level of mastery of each of the benchmarks. The establishment of a School Improvement Plan will ensure school-wide student assessment and performance data can be shared with parents, students and other stakeholders. The EESAC Committee will participate in the development of the School Improvement Plan to ensure input from all stakeholders, including teachers, students, and parent representatives. The attainment of specific learning objectives, with supporting documentation, will be detailed in the School’s Annual Report, and copies will be made available to the charter school constituents on an annual basis. Furthermore, the School will develop and utilize a Response to Intervention model that integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. The school will identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. The MTSS/RtI implementation at the school will contribute to more meaningful identification of learning/behavioral problems, improve instructional quality, provide all students with the best opportunities to succeed at the school, and assist with the identification of learning disabilities and other disabilities. The MTSS/RtI model at the school will have four essential components: A school-wide, multilevel instructional and behavioral system for preventing school failure, screening, progress monitoring, data-based decision making for instruction and movement within the multi-level system. Regardless of the number interventions the school implements, each will be classified under one of the three levels of prevention: primary, secondary, or tertiary. This will allow for a common understanding across the entire process. Student Assessment and Instructional Intervention The MTSS/RtI framework will be a comprehensive support to students. The school will practice MTSS/RtI as prevention oriented approach to linking assessment and instruction. This can then inform teachers on how to best teach their students. The goal of the MTSS/RtI model at the school is to minimize the risk for long-term negative learning outcomes by responding quickly and efficiently to documented, learning or behavioral problems, and ensuring appropriate identification of students with disabilities that will impact their learning and outcomes. Multi-level Prevention System The model being employed by the school is a rigorous prevention system that provides for the early identification of learning and behavioral challenges and timely intervention for students who are at risk for long-term learning problems. This system includes three levels of intensity or three levels of prevention, which represent a continuum of supports. The school may use more than one intervention within a given level of prevention. These levels of intervention will be as follows:  Primary prevention: high quality core instruction that meets the needs of most students  Secondary prevention: evidence-based intervention(s) of moderate intensity that addresses the learning or behavioral challenges of most at-risk students 101 101

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Tertiary prevention: individualized intervention(s) of increased intensity for students who show minimal response to secondary prevention

Identification of Students at Risk for Poor Learning outcomes of Behavior Struggling students will be identified by implementing a 2-stage screening process. The first stage, universal screening, is a brief assessment for all students conducted at the beginning of the school year; For students who score below the cut point on the universal assessment (summative assessment), a second stage of screening is then conducted to more accurately predict which students are truly at risk for poor learning outcomes. This second stage involves additional, more in-depth testing or short-term progress monitoring to confirm a student’s at risk status. The tools utilized for the screening will mirror those used at the school district. Researched Based Interventions Classroom instructors will use research-based curricula in all subjects. When a student is identified via screening as requiring additional intervention, evidence-based interventions of moderate intensity will be provided. These interventions are in addition to the core primary instruction and will typically involve small-group instruction to address specific identified problems. These evidenced-based interventions are well defined in terms of duration, frequency, and length of sessions. Students who show minimal response to secondary prevention move to tertiary prevention, where more intensive and individualized supports are provided. All instructional and behavioral interventions will be selected with attention to their evidence of effectiveness. Adjustment to Interventions Progress monitoring data will be used to determine when a student has or has not responded to instruction at any level of the prevention system. For a student who has not responded to the intervention, the increasing of the intervention will take place. This can be accomplished by lengthening instructional time, increasing the frequency of instructional sessions, reducing the size of the instructional group, or adjusting the level of instruction. The intervention may also be increased by providing intervention support from a teacher with more experience and skill in teaching students with learning or behavioral difficulties. Some students may be provided a Secondary prevention by the school. That may typically involve small-group instruction that relies on evidence-based interventions that specify the instructional procedures, duration and frequency of instruction. Tertiary Intervention This will be the most intensive of the three levels and the school will individualize and target each student’s area(s) of need via differentiated instruction. At this level, the teacher will begin with a more intensive version of the intervention program used in secondary prevention (e.g., longer sessions, smaller group size, more frequent sessions). The teacher will conduct frequent progress monitoring (i.e., at least weekly) with each student. When the progress monitoring data indicates the student’s rate of progress is unlikely to achieve the established learning goal, the teacher will engage in a problem-solving process. The teacher modifies the components of the intervention program and continues to employ frequent progress monitoring to evaluate which components will enhance the rate of student learning. By continually monitoring and modifying (as needed) each student’s program, the teacher is able to design an effective, individualized instructional program.

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G. Describe how student assessment and performance information will be shared with students and with parents. The comprehensive assessment program will be used to inform students, parents, and teachers about where a student is succeeding and what areas need strengthening. Assessment will serve as a feedback system to guide teachers in lesson planning and individualizing instruction. Additionally, State Assessments and Interim assessment results will guide students in understanding full mastery of each respective standard and it will keep parents informed about student progress to specific learning objectives. However, it is important to note that a child’s performance is not nearly as significant as the interpretation of that performance on a test. Keeping with our mission, students will have an active role in their education by learning to monitor and evaluate their work. Teachers will use assessment rubrics as teaching tools in the classroom by helping students to interpret their performance and comprehend their results. In addition, students will be given the opportunity to participate in DATA chats with teachers. This will provide the student the opportunity to understand their strengths and weaknesses on standardized tests and make them active participants in their education. Appropriate measures for improvement will be instituted for students not making adequate progress towards the State Standards. The parent/guardian will be advised in a special conference as needed, and remedial strategies will be communicated. If a child’s performance is on target for his or her immediate stage of development, we will so advise the parents. Assessment and performance information will be shared with parents and evidence by parental contact logs for every teacher. Progress reports shall be signed by the parent and returned to the teacher. Not later than midway between marking periods, an interim report shall be sent to parents of students who are experiencing difficulty including, but not limited to, the following: failing, a drop of two or more grades, unacceptable behavior and excessive absences. An automated system for record keeping and grading, interim reports will be provided for all students. Ongoing communication between the school and the parents will be maintained through on-line reporting systems such, for example, a web-based grade book and through progress reports, parent conferences, and other forms of written and oral communication that the parents may be comfortable to utilize. Conferencing will be a highly effective way to keep parents apprised of their child’s progress in all grade levels. Specifically, the school will ensure communication with parents via the following districtmandated means, as follows: Progress Reports (Report Cards): The School will issue Progress reports at the end of each marking period. These will not be withheld from students because of failure to pay dues, fees or charges for lost or damaged books or property. Interim reports: No later than midway between marking periods, an interim report shall be sent to parents of students who are experiencing difficulty including, but not limited to, the following: failing, a drop of two or more grades, unacceptable behavior or excessive absences. An automated system for

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record keeping and grading, interim reports will be provided for all students, as an indicator of satisfactory or unsatisfactory progress. Required Parental Notification for students in danger of failing. Any student with a GPA below 2.5 shall have their parent or guardian notified that good work and improvement is necessary to ensure that high school graduation requirements are met. The School will assist students to meet these requirements through a variety of options, which may include, but are not limited to: a. extended learning, b. special counseling, c. volunteer and/or peer tutors, d. school-sponsored help sessions, e. homework hotlines, and f. study skills classes. Further, the establishment of a School Improvement Plan will ensure school-wide student assessment and performance data can be shared with parents, students and other stakeholders. The ESE Committee will participate in the development of the School Improvement Plan to ensure input from all stakeholders, including teachers, students, and parent representatives. The attainment of specific learning objectives, with supporting documentation, will be detailed in the School’s Annual Report, and copies will be made available to the charter school constituents on an annual basis.

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Section 6: Exceptional Students A. Please indicate the level of Service that the school will provide to students with disabilities by selecting from the list below. The School will serve students with disabilities whose needs can be met in a regular classroom environment (at least 80% of instruction occurring in a class with non-disabled peers) with the provision of reasonable supplementary supports and services and/or modifications and accommodations. The charter school will not reject the application of or withdraw a student identified as disabled based on a finding the student needs a service delivery model not presently in existence at the School. The school will include non-discrimination statements and statements of inclusion in any application handouts or brochures concerning the school and on the school website. The school will not request a copy of a student’s Individual Education Plan (IEP) or any other student information from the parent or any other source, prior to the completion of the application process. The school will not include questions concerning the student’s IEP or a need for a special service in the enrollment application. The school will schedule a meeting of the IEP team when a student with an IEP is admitted to the school. Sponsor staff will be invited to attend the meeting. The school will ensure that students with a disability who complete the enrollment application at the charter school will be referred for enrollment in the school district only when the IEP team finds that the student’s educational needs cannot be met at the charter school. B. Describe how the school will ensure that students with disabilities will have an equal opportunity of being selected for enrollment in the charter school. The Board of Directors of Gulf Coast Charter Academy will establish a Policy whereby, Gulf Coast Charter Academy ensures that an equal opportunity of being selected for enrollment will be afforded to all students with disabilities whose needs can be met:  in a regular classroom environment (at least 80% of instruction occurring in a class with non-disabled peers) with the provision of reasonable supplementary supports and services and/or modifications and accommodations. Therefore, all students with disabilities in Lee County, that meet the above criteria, will be afforded the same Application Process as those students in Lee County without disabilities. Moreover, GCCA will not discriminate on the basis of race, religion, national/ethnic origin, or disability in the admission of students. The School and its founders/governance board will not violate the anti-discrimination provisions of the Florida Statutes. The School will meet all 105 105

applicable state and federal requirements including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. The school will provide all services identified in the IEP plans of each student with a disability. Lottery: If in any given year, more applications are registered for admission, than seats available, a lottery will ensue. Each student represented by an application, including those students with disabilities, will have an equal opportunity of being selected for enrollment into GCCA via said lottery system. C. Describe how the school will work with the sponsor to ensure the charter school is the appropriate placement for each student with a disability, based on the student’s needs. In, Lee County’s Manual – ESE Policies and Procedures it is clear that Lee County as the charter school’s Sponsor, is involved in ongoing articulation with the charter schools, making sure that each charter is in compliance with Federal, State, and County laws, moreover, ensuring that each charter is following all ESE county procedures, and supplies to the charters, the appropriate forms and documents necessary to maintain that status. Ergo it is evident, that these two entities will collaborate on a consistent basis, with the end result, making sure that the charter school is the appropriate placement for each student with a disability, based on the student’s needs. Charter Schools must follow the same rules and procedures regarding the evaluation, identification, and placement of ESE students. The level (resource, self-contained etc.) of ESE services offered is documented in the charter for each particular school. An ESE liaison is on the staff of each charter school along with a limited staff of ESE teachers. Service provision beyond the scope of the ESE teachers (Visually and Hearing Impaired, Specific Learning Disability, Occupational Therapist, and Physical Therapist, psychologist, social worker, audiologist, vision and hearing screening) is contracted at the expense of the charter school. Specific questions regarding ESE procedures and charter schools can be directed to the ESE Program Specialist assigned to the charter school. ESE Liaison Meetings The ESE Liaison will be one of the most important positions to fill as the staffing plan is unveiled. ESE liaison meetings are held on a monthly basis. Changes in procedures, rules, paperwork, etc…are disseminated at these meetings. It is expected that the ESE liaison attend all meetings so that this important information can be shared with ESE staff and administration at the school. This is yet another way, that describes how the school works, and collaborates with the sponsor, to ensure the charter school is the appropriate placement for each student with a disability, based on the student’s needs. The district will assign a staffing specialist to assist with the review of IEP’s following application and eligibility meetings. ESE Liaison Job Responsibilities ESE Liaison Job Description What do you do at the beginning of school? • Have registrar run a roster (verification) of ESE students • Check student records to ensure that each student has a current IEP – IEP must be current on the first day of school • Check with registrar for pending transfer cases 106 106

• Elementary liaisons – schedule incoming pre-k staffing • Ensure that Middle school transfer students have a schedule • Provide class lists for all ESE service providers • Review pending cases from last school year • Work collaboratively with guidance and other support staff to determine scheduling of CARE, team meetings, etc… • Check ESE transportation roster to ensure that all students that need transportation are routed. • Ensure that regular education teachers have copies of IEPs as appropriate and that specials/explo teachers have copies of accommodations • Verify that services on the IEP are reflected on the student’s schedule • Verify that placement and time with non-disabled peers on the IEP match the data on the district data reporting system. Ongoing Responsibilities: Articulations A meeting will be held between our school ESE Specialist and the staff at the school that our students will transition to (high school). This process is done in conjunction with the guidance department. This meeting does not involve parents. General Guidelines for Articulations: th

• The IEP must be current through September 30 . • The EPs of all gifted students are reviewed via the articulation process. • Collaborate with guidance counselors to ensure that ESE students are included in general presentations and orientation opportunities provided by the receiving school Excent Computer IEP Software, supplied by the Sponsor to the charters The Excent software is a tool for the Special Educator to use in order to complete various requirements regarding federal, state, and district procedures. The following forms/procedures are required to be completed using the Excent software: 1. Parent Notification 2. Individual Education Plan 3. Staffing 4. Reevaluation 5. Education Plan 6. Consent for Placement 7. Consent for Evaluation 8. Evaluation Reports 9. Manifestation Determinations 10. Matrix of Services 11. Prior Written Notice (Free and Appropriate Public Education change, dismissal, refusal, etc…) If, for whatever reason, the Excent software program is unavailable, hard copies can be found in the ESE Folders.

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Even with strict ESE Guidelines that must be followed by each charter, there are still given certain areas of leeway, such as the level of service a school is going to provide and the model of instruction that works best at their school, as is presented in the following via an overview of the ESE program at GCCA, moreover, the specific outcomes that they are trying to achieve. Overview Gulf Coast Charter Academy (GCCA) will focus on giving every ESE student an equal opportunity to learn and be included in the regular education environment and curriculum through the regular education classroom. At GCCA, we will accommodate ESE students with a combination of regular education curriculum in an inclusion setting when appropriate. The inclusion classroom is designed to allow the regular education teacher and the ESE teacher to work together to educate all the students in the regular education environment. In addition, we will provide special education in an environment that is conducive to meeting the goals, accommodation, modifications and services as indicated in the student’s Individual Education Plan (IEP) including resource room, speech therapy, language therapy, occupational therapy, visually and hearing impaired, and physical therapy. Specific Outcome Objectives  Provide students with the least restrictive environment (LRE)  Assure full educational opportunity to all students with disabilities, K-8, utilizing the kind and number of facilities, personnel, and services necessary to meet this goal. Provide a free and appropriate education (FAPE) to all students with disabilities.  Promote inclusion.  Promote cooperative collaboration between the exceptional education teacher, parent/guardian, regular education teacher, student, Lee County, State of Florida as indicated under the Individuals with Disabilities Education Act (IDEA), 2004.  Be in compliance with federal and state law that requires that the student’s IEP be followed by all school personnel and staff.  The school community will work together to assure that all the ESE students have the maximum opportunity to reach their annual IEP goals as stipulated in their IEP’s. Best Practices for Inclusion: The Gulf Coast Charter Academy Board believes that all children need a quality education. Based upon our respect for diversity and appreciation of differences, GCCA offers the full inclusion model of education. In this model, serving children with social, physical, speech and learning differences shall be an integral part of the regular classroom program. Exceptional Student Education services shall be carried out by professional ESE teachers and related support personnel with the full cooperation and collaboration of trained and informed regular classroom teachers. The GCCA Board recognizes that the following components are important to supporting the inclusive education model:  school-wide commitment to this ideal  classroom and school environment designed for inclusion  teacher training 108 108

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adequate time for collaboration administrative support

The GCCA Board is committed to insuring the success of the inclusive education model, within available resources. Expectations of the School Community All students feel welcome and develop a positive sense of self in the inclusive school environment:  Incoming kindergartners and their parents are invited to attend an orientation prior to being assigned to classes;  Receiving teachers of students transitioning to a new cluster are given opportunities to observe children in their current classroom setting;  Peer mentors are assigned to new incoming students;  Peer mentors are assigned to transitioning students ;  Transitioning second graders visit the third grade classes to which they’ll be assigned;  Transitioning fifth graders visit the middle school. Teachers pursue the steps of a process to determine the needs of incoming special needs children in order to determine the ability of GCCA to meet the needs of the child, and to plan in advance for the transition to the new school:  ESE and classroom teachers carefully review cumulative records to evaluate past school history, testing previously done or referrals made;  parents and ESE and classroom teachers meet to discuss the child’s strengths and needs;  new incoming ESE students and their parents have the opportunity to shadow at GCCA;  staff are willing to “think outside the box” regarding the kinds of services we might be able to provide ESE children (GCCA may be better able to educate exceptional education students because of small school size, greater flexibility, the ability to offer individual attention and innovative instructional approaches that may be more easily adapted to special needs.) The school environment communicates respect for differences and appreciation for diversity:  the school holds school-wide and class-wide discussions on respect;  staff receives training to implement “social awareness programs”;  students are encouraged to learn about disabilities during health units;  peer empathy training is offered by local experts to all students;  staff portrays a genuine positive and welcoming attitude toward ESE students. Regular education students are an integral part of what makes inclusion successful; the school’s philosophy of respect for differences is communicated to students at every grade level, through:  regular social and academic mixing of students;  “awareness training“ to develop sensitivity to differences and skills for handling differences; 109 109

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the teaching of creative approaches to problem solving; a culture with a policy of “zero tolerance for put downs” consistently positive modeling of respect on the part of teachers, staff and administration

The school communicates a whole-hearted belief in inclusion through:  interviews with all new hires;  new parent orientations;  Parent/teacher organizational meetings and parent training;  regular discussions with staff about how to make inclusion happen more effectively;  throughout the school;  the use of effective strategies D. Describe how the school will utilize the regular school facilities and adapt them to the needs of exceptional students to the maximum extent appropriate, including the use of supplementary aids and services. Gulf Coast Charter Academy will ensure that: Accessibility- Students with sensory or physical impairments will have an accessible location, specific room conditions, or special equipment. Physical access to the educational setting requires a barrier-free environment. Accessibility standards included in the Americans with Disabilities Act (ADA) specify requirements for facilities, such as exterior routes, entries into buildings and rooms, alarms, drinking fountains, and restrooms. GCCA will provide as needed: Accessible workstations to include desks and tables that are adjustable for students who use mobility aids, such as a wheelchair. These workstations provide needed support or allow the student to change positions. Adaptive furniture and equipment will be provided as needed. Preferential seating involving locating the student’s desk in a place where he or she is best able to see or hear the teacher and complete assignments. The specific location will depend on the needs of the student and the typical activities used in the classroom, such as sitting near the front of the classroom so the student can see materials displayed for the class. Specialized lighting or light filters which may be needed by a student who experiences unusual eyestrain or fatigue. The student may need a natural light source or alternative lighting. Visual Formats: Students who require visual formats include students who are visually impaired who are able to read large print, as well as students who are deaf or hard-of-hearing and require sign language translation. Accommodations: Assisting Students with Disabilities To Be Addressed by GCCA: Large print text must be clear, with high contrast between the color of the print and the background color. This may also be achieved via computer programs, documents, and online text books which the student can manipulate to the size text and size of other visuals as needed. 110 110

Sign language interpreters may be required for students who are deaf or hard-of-hearing and need assistance understanding printed material. Some students need sign language interpretation to accompany their reading of print materials when they are learning to read. The interpreter must be able to translate using the same method of sign language as the student. Video recordings and descriptive video present stories or information as movies, giving students a visual and auditory way to access information. Videos may be closed-captioned with the dialogue provided visually as text at the bottom of the screen. A decoder is required to activate captions and is available on most television sets. Descriptive video adds a narration of key visual elements, such as actions, gestures, facial expressions, and scene changes. Tactile Formats: Tactile formats provide information in ways that can be accessed through touch. Students who are unable to obtain information through visual channels may use tactile formats. Braille is a method of representing text using a raised-dot code that is read by touch with the fingertips. Refreshable Braille displays create temporary print-to-Braille transformations. Braille characters are displayed on a flexible membrane using a series of movable pins. Refreshable Braille displays read one line of text at a time, which may affect the time needed to read text. Tactile graphic images are designed to be touched rather than viewed. A set of tactile symbols in raised format represents the content and concepts of the graphic material (e.g., maps, charts, graphs, diagrams, illustrations). A tactile graphic is not a straight reproduction of the print graphic. Real objects may be used instead of printed images. Auditory Formats: Students who are unable to read standard print may require auditory formats. This may include students who are visually impaired or physically limited, as well as some students who have severe reading disabilities. A person reads the text aloud to the student. Readers should read to the student on an individual basis, not with a group of students. Recorded books are produced on audiotape, compact discs (CDs), or as electronic files. A tape recorder, CD player, or MP3 player may be required to play the recorded books. Some students may experience difficulty with replaying audiocassette tapes or locating specific information. Audio versions should be accompanied with a print or Braille version of the text, particularly if graphic information is included. A screen reader changes digitized text to synthesized speech (text-to-speech). Screen reader software provides an audible version of text displayed on a computer screen.

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Equipment with auditory output includes talking clocks, calculators, scales, thermometers, voltmeters, and timers. Light probes and special adapters are available to transform visual and digital signals into audio outputs Personal audio amplification devices may be needed by students with hearing impairments, often in addition to their hearing aids, to amplify sounds in the educational setting. Response Accommodations: Students typically respond to classroom tasks by speaking, writing, drawing, or other types of expression. Response accommodations allow students to use different ways to complete assignments, tests, and activities. Scribes record student responses expressed through speech, sign language, pointing, or using a communication device. The scribe writes down what the student dictates. Word processor or computer for students who are unable to effectively use their own handwriting will be used. Assistive technology devices, such as touch screens, trackballs, mouth- or headsticks, and other pointing devices, as well as alternative keyboards, can be used for typing. If needed a brailler keyboard for typing text that can be printed in standard print or Braille. Voice recorders record the student’s class work or test responses electronically rather than writing on paper. Sign language is used for communication by some students with disabilities, such as those who are deaf or hard-of-hearing. E. Describe how the school’s effectiveness in serving exceptional education students will be evaluated. Evaluations of any program are important, but more so for the exceptional education program. The goal of any exceptional education program is to set goals for each child in their individual education plan, along with accommodations. One primary way to assess the effectiveness of the school’s exceptional educational program is to collect data on student achievement. Student achievement data can be collected from a variety of sources. How well are students meeting their goals? (Are the programs working?) Two meetings per quarter will be held where the goals for each student will be reviewed by the teachers of said student, who will reply to a series of questions dealing with the level of achievement each student has reached based on their individual goals, and their overall achievement reached in their classes. Teachers will discuss what is working and what does not seem to be as effective. Based on those findings we will: 1. Conduct an informal meeting with the students to discuss their achievements and where they have not reached their individual goals, collectively (between students and either the Liaison, or the ESE Teacher assigned to them) decide on a plan to help the student further. It will be discussed with the student their perception of what is or is not happening that is preventing the reaching of the goals.

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2. Conduct informal meetings with the teachers to discuss the same concerns as shown in point 1. Discussions as to what the teachers perceive as the problem concerning why goals are not being met will also evolve into brainstorming what additional steps can be made in order to help the student reach goals. 3. Consider giving the student more individualized help within the ESE Resource Room to help the student with their goals. 4. If through discussions with the student, or at the student’s request the School Counselor will become involved at some point to ascertain if there are other matters within or outside the school that need to be addressed in order to help the student succeed. Students will be placed in various levels of service as per their IEP. Those services if found to not be elevating the student to the desired level with goals being met or adequate progress being seen on them, may need to have their IEP revisited and revised. The ESE Liaison will keep accurate and up to date files on all ESE Students at all times. Said files will be revisited on a regular basis, and the ESE Liaison will ensure that students are receiving their services through the meetings held, discussion with ESE Staff, as well as with the parents of ESE students. The Liaison will make quarterly reports to the Principal on the progress of the students in the ESE Program, as a whole, and any and all concerns held by parents, students, ESE Staff, or teachers. Surveys (Conducting surveys of all invested parties) Periodically, with no fewer than bi-yearly occurrences, GCCA will conduct performance and satisfaction survey of all invested ESE parties including but not limited to: Parents, Students, Teachers, ESE Department Staff, Administration personnel dealing with the perception of the level of services offered, the individuals satisfaction and/or concerns with said services. Testing Results Scores of all students are compiled and analyzed by every conceivable group by both the school and the state. GCCA will analyze each student’s scores on the FCAT attaching said scores to the PLP of the student, to assist in setting goals for the next school year. Beyond using this tool to assist students, the scores for individual ESE students and as a group will be compiled and evaluated on the basis of the students’ growth. These growth gains will be analyzed and used to evaluate the program(s) the students participated in. Furthermore, these said scores become a part of the (Annual Report) of the school. If it is perceived by the state or federal government that there is an inordinate amount of children from one group being identified with a disability they will notify the sponsor and an audit will be performed by IDEA (Individuals with Disabilities Education Act) representatives. Obviously, this oversight would be a tool that would evaluate the program(s) at GCCA. F. Explain how exceptional students who enter the school below grade level will be engaged in and benefit from the curriculum. Procedures for implementing services for students with disabilities will be modeled after those in place in the School District of Leer County. The School is committed to the concept that all students deserve a quality education, especially students with disabilities. Students who are

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currently enrolled in an ESE or gifted program will continue to receive services established by their Individual Education Plan (IEP) or Education Plan (EP). Students who have been determined to have an IEP, EP, or 504 plan will be scheduled for an IEP, EP, or 504 meeting to review the document, determine a need for any changes, and establish student services for the student. Our staff will seek guidance from the District's ESE department and follow those established guidelines for determining the need for an alternative assessment exemption from the State and/or District assessment. Each individual student's determinations are made by, his/her IEP team. In addition, students who qualify for an alternative assessment instrument will be administered the alternative assessment is accordance with federal, state, and district policies. G. Provide the school’s projected population of students with disabilities and describe how the projection was made. The following information was disseminated to GCCA by Jeff McCullers the District Liaison of Charter Schools for Lee County. The ESE population for Lee County is approximately 14% as per a study conducted by the Lee County School Board. 8% is made up of students with disabilities and the other 6% is the gifted population. The Charters in Lee County draw students from the entire county. Ergo, unless a Charter School has a very narrow targeted population; it is usually a microcosm of the county at large. Although GCCA’s targeted population is in one area a focus on ELL students, the majority of the population is based on a multicultural school setting and therefore would reflect a percentage near to those reported by the county. Therefore, the projected enrollment of students with disabilities at GCCA reflects the same number of 14% as reported by the county, based on the microcosm premise. The gifted projection for GCCA is 6%. The total ESE population projected for this first year is 14%. Should these projections, in reality, prove to be significantly different; the school will make immediate adjustments in order to serve the needs of these students. H. Identify the staffing plan, based on the above projection, for the school’s special education program, including the number and qualifications of staff. The first year’s projection is based on the school’s total population of 188 students. The numbers generated by the projected percentages results in approximately 23 students with learning disabilities and approximately 13 students in the gifted program, with a total ESE population of 20% representing approximately 36 students. This may include students who are newly identified and students who transfer from another school with an IEP. The school will employ a full-time certified K-8 ESE Liaison to manage the ESE Program, documentation, instruction, and training for students, staff and families of students with disabilities. In addition a certified K-8 ESE Teacher trained in the Inclusion Model. The ESE Liaison will be responsible for:  Orientation of ESE parents and students during pre-planning.  Weekly consultations with teachers of ESE students to ensure modifications and accommodations are being met.  Direct instruction of services as determined by the IEP.  Administration of screenings and preparing district paperwork. 114 114

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Monitoring and scheduling annual and re-evaluation meetings. Facilitating the support team and staffing meetings. Assisting with scheduling ESE students for required services as per the IEP. Reporting testing accommodations, as per the IEP, to the testing coordinator, regular education, and ESE teacher. Determining, with support of the IEP committee, if related services such as OT/PT, Home Health, Family Counseling, or Transportation are being considered. Transition planning for eligible students. Training staff to identify learning difficulties as well as gifted characteristics. Ensure that all dates on the IEP and in the student folder are correctly recorded in the data reporting system for audit and funding accountability. Perform progress monitoring audits to ensure accountability with student folders, student schedules, ESE teacher logs, and all related compliance issues.

I. Describe how the school will serve gifted and talented Students. Educators of the gifted are guided by the profession’s ethical and professional practice standards. They practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to professional and ethical considerations. They engage in professional activities that promote growth in individuals with gifts and talents and update themselves on evidence-based best practices. Educators of the gifted view themselves as lifelong learners and regularly reflect on and adjust their practice. They are aware of how attitudes, behaviors, and ways of communicating can influence their practice. Educators of the gifted understand that culture and language interact with gifts and talents and are sensitive to the many aspects of the diversity of individuals with gifts and talents and their families. Educators of the gifted effectively collaborate with families, other educators, and related service providers. This collaboration enhances comprehensive articulated program options across educational levels and engagement of individuals with gifts and talents in meaningful learning activities and interactions. Moreover, educators of the gifted embrace their special role as advocate for individuals with gifts and talents. They promote and advocate for the learning and wellbeing of individuals with gifts and talents across settings and diverse learning experiences. To be in compliance with Federal and State laws, and county compliance regulations, GCCA will provide a quality gifted and talented program serviced by a gifted endorsed teacher to all eligible students. The gifted and talented program will focus on problem solving, critical thinking, and creative thinking activities. Depending on the numbers of Gifted Students in each grade, the school will decide on the following models: Elementary Resource, Elementary Content, Full time On Level Gifted Classrooms, or Full Time Multi-Age Gifted Classrooms, as well as possible participation in Odyssey of the Mind Program. At the Middle School level we will offer, depending on the numbers of Gifted Students: gifted content area classes, and/or elective gifted resource classes, as well as possible participation in Odyssey of the Mind groups. In addition, GCCA we will be offering Advanced Level content area classes across the curriculum that are open to all students who with recommendation are placed in the advanced course work classes. 115 115

Teachers or parents may recommend a student for gifted and talented testing at any time, to the ESE Liaison. If said student is tested and found to qualify, they will be placed in classes, with parental approval, for gifted and talented students, and/or in classes for advanced studies. The needs of gifted and talented students go beyond what is traditionally offered in a regular classroom. The nature of their abilities, demonstrated or latent, requires differentiated learning experiences and opportunities for them to maximize their potential. Teachers need to develop the depth and quality of their student’s experiences while adjusting the pace to meet the individual needs as outlined in their Educational Plan. GCCA’s Constructivist Approach will open the possibilities for gifted students to explore, research, and report in an array of media opportunities. Motivating gifted students requires an in-depth and thoughtfully developed curriculum plan that goes deeper into the content rather requiring more of the same work as the regular education classroom or student. The Constructivist Approach, used with all of our students is a natural approach with all students and one that gifted students can excel greatly in. This approach uses the curiosity of a student and allows them to develop their own activities, research and methods of presenting the information learned around authentic real-life problems, issues and work. This will also allow gifted students to develop a sense of self to a greater degree and explore the possibilities that the world has to offer. Additionally, GCCA Gifted students will serve as peer tutors within specific classes. Peers assisting peers not only reinforces GCCA as a caring community, the idea of Service, and sharing your talents enables students learn more about the subject, others, and themselves. GCCA will follow the legislative guidelines of the State of Florida as per legislation: 6A-6.03019 Special Instructional Programs for Students Who Are Gifted. Specific Authority 229.053(1), 230.23(4)(m) FS. Law Implemented 228.041(18)(19), 229.565(2)(b)(c), 230.23(4)(m) FS. History - New 7-1-77, Formerly 6A-6.3019, Amended 10-10-91, 5-19-98, 7-14-2002. GCCA will follow the identification of Gifted students as per Lee County, and The State of Florida in that: (1) Gifted: One who has superior intellectual development and is capable of high performance. (2) Criteria for eligibility: A student is eligible for special instruction programs for the Gifted if the student meets criteria under (2)(a) or (b) of this rule. a) The student demonstrates: 1. Need for a special program. 2. A majority of characteristics of gifted students according to a standard scale or checklist, and 3. Superior intellectual development as measured by an intelligence quotient of two standard deviations or more above the mean on an individually administered standardized test of intelligence. b) The student is a member of an under-represented group and meets the criteria specific in an approved school district for increasing the participation of under-represented groups in programs for gifted students. 1. For the purpose of this rule, under-represented groups are defined as groups: a. who are limited English proficient, or b. who are from a low socio-economic status family.

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The referral process for gifted students as per Lee County Public School’s guidelines, states that the screening process begins when the student’s teacher, parent or other qualified personnel observe outstanding academic, creative or other superior abilities when compared with other students of the same age group. Students may also be identified by their test scores on State Assessments. The reporting of these observations initiates the process of collecting necessary data to determine eligibility. All teachers who will teach gifted students outside a fully gifted classroom should serve gifted and talented students in a unique way in that they will: 1. understand the issues in definitions, theories, and identification of gifted and talented students, including those from diverse backgrounds; 2. recognize the learning differences, developmental milestones, and cognitive/affective characteristics of gifted and talented students, including those from diverse backgrounds, and identify their related academic and social-emotional needs; and 3. understand, plan, and implement a range of evidence-based strategies to assess gifted and talented students, to differentiate instruction, content, and assignments for them (including the use of higher-order critical and creative-thinking skills), and to nominate them for advanced programs or acceleration as needed. The NAGC (National Association of Gifted Children) Pre-K -- Grade 12 Gifted Programming Standards Classroom teachers are the primary agent for identifying and serving gifted and talented students. It is critical that all teachers are able to recognize a high-ability student who may need more depth and complexity in instruction or be referred for further assessment and services. Teachers in specialized programs for gifted learners or those who coordinate gifted and talented programs and services should be familiar with the theory, research, curriculum strategies, and educational practices necessary to developing and sustaining classroom-based opportunities for advanced student learning. Whether previously identified, or identified once a student enters GCCA there will be an educational plan written, accommodations and goals specified, and followed by all parties involved with a student. As with learning disabled students under the direction of the ESE Liaison, gifted students will be serviced to the benefit of their furthered appropriate advancement as pursuant to the laws of the State of Florida. The contents of the EP (Educational Plan) will provide detailed information that is useful to school personnel and to the parents. An EP will provide a clear picture of the student, how the student is gifted, and the student’s special needs related to the giftedness. Strategies focused in the classroom:  Gifted students will be able to think creatively and critically to identify and solve realworld problems.  Identify and investigate a problem, generate supportive arguments from multiple perspectives of a complex issue.  Analyze the relevance, reliability, and usefulness of data to draw conclusions and forecast effective problem solutions.

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     

Use and evaluate various problem-solving methods to determine effectiveness in solving real-world problems. Gifted students will be able to create, adapt, and assess multifaceted questions in a variety of fields/disciplines. Identify significant questions within and across disciplines. Generate significant questions within and across disciplines. Evaluate and refine significant questions within and across disciplines. Manifest significant leadership skills and organize group(s) to achieve project goals.

In as much as a part of GCCA’s target group will be ELL students, it is important that we recognize the laws of the state of Florida as they pertain to Gifted ELL student and the services that will be offered: If the primary language of the parents indicates a need for an interpreter, one will be provided. That may include sign language or other mode of communication as necessary to ensure parent participation. The rule notes: that the student’s progress toward the goals (program and individual) will be measured and reported to the parents. The goals should relate to meeting the needs of the student that result from the giftedness to enable the student to receive an appropriate education. The intent is to indicate to the parent that the student is continuing to make academic and personal gains. Educational Plans are valid for three years. Once a student is labeled “Gifted” they are always gifted. GCCA’s plan is to review the EP’s of Gifted Students with greater regularity, especially when it comes to a student’s entry into our school. Given that our school is not a traditional school in its design, reviews will occur fairly quickly upon a student’s enrollment, so as to place them in the most appropriate way. Rule 6A-6.030191, FAC, states, “EPs may be reviewed more frequently as needed… or if the student’s parent or teacher requests a review.” Furthermore, When frequency, location, and duration of service changes, a new EP must be developed. Our plans are to review each gifted student’s EP no less than every two years. Beyond our initial review of a new student, we will be conducting reviews on a regular schedule that includes 1st to 2nd, 4th to 5th, and 7th to 8th. Thus, our plans are to exceed the frequency of review and evaluation of the individual EP. Furthermore, a review will be conducted at the request of the parents, and/or faculty. GCCA Teachers and Staff understand and demonstrate the foundations of the skills and standards for the education of the gifted and talented (as well as in the education of all children, which include the following to guide their interactions with said students: Educators of the gifted know and demonstrate respect for their students as unique human beings. They understand variations in characteristics and development between and among individuals with and without exceptional learning needs and capacities. Educators of the gifted can express how different characteristics interact with the domains of human development and use this knowledge to describe the varying abilities and behaviors of individuals with gifts and talents. Educators of the gifted also understand how families and communities contribute to the development of individuals with gifts and talents.

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Educators of the gifted understand the effects that gifts and talents can have on an individual’s learning in school and throughout life. Moreover, educators of the gifted are active and resourceful in seeking to understand how language, culture, and family background interact with an individual’s predispositions to impact academic and social behavior, attitudes, values, and interests. The understanding of these learning differences and their interactions provides the foundation upon which educators of the gifted plan instruction to provide meaningful and challenging learning. Educators of the gifted possess a repertoire of evidence-based curriculum and instructional strategies to differentiate for individuals with gifts and talents. They select, adapt, and use these strategies to promote challenging learning opportunities in general and special curricula and to modify learning environments to enhance self-awareness and self-efficacy for individuals with gifts and talents. They enhance the learning of critical and creative thinking, problem solving, and performance skills in specific domains. Moreover, educators of the gifted emphasize the development, practice, and transfer of advanced knowledge and skills across environments throughout the lifespan leading to creative, productive careers in society for individuals with gifts and talents. Educators of the gifted actively create learning environments for individuals with gifts and talents that foster cultural understanding, safety and emotional wellbeing, positive social interactions, and active engagement. In addition, educators of the gifted foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Educators of the gifted shape environments to encourage independence, motivation, and self-advocacy of individuals with gifts and talents. This standard of skills and practices is at the very heart of the mission of GCCA in that we believe in an education that supports and encourages students to develop an embracement of cultural understanding of the diverse makeup of their school community, city, county, country, and the world. They will gain a lifelong outlook that embraces diversity and sees the value in diversity. GCCA in having as a part of its target population students from diverse cultures and levels of English Language Acquisition fully realizes and promotes the standard and skill for educators of gifted and talented students that states: Educators of the gifted understand the role of language and communication in talent development and the ways in which exceptional conditions can hinder or facilitate such development. They use relevant strategies to teach oral and written communication skills to individuals with gifts and talents. Educators of the gifted are familiar with assistive technologies to support and enhance communication of individuals with exceptional needs. They match their communication methods to an individual’s language proficiency and cultural and linguistic differences. Educators of the gifted use communication strategies and resources to facilitate understanding of subject matter for individuals with gifts and talents who are English language learners. Curriculum and instructional planning is at the center of gifted and talented education. Educators of the gifted develop long-range plans anchored in general and special curricula rooted in the State 119 119

Standards. They systematically translate shorter-range goals and objectives that take into consideration an individual’s abilities and needs, the learning environment, and cultural and linguistic factors. Understanding of these factors, as well as the implications of being gifted and talented, guides the educator’s selection, adaptation, and creation of materials, and use of differentiated instructional strategies. Learning plans are modified based on ongoing assessment of the individual’s progress. Moreover, educators of the gifted facilitate these actions in a collaborative context that includes individuals with gifts and talents, families, professional colleagues, and personnel from other agencies as appropriate. Educators of the gifted are comfortable using technologies to support instructional planning and individualized instruction. As stated previously in many areas of this proposal, GCCA has a very detailed and developed system of assessment and accountability. While this is school wide in all areas, it is an area that is specifically addressed in the skills and standards of effective gifted programs: Assessment is integral to the decision-making and teaching of educators of the gifted as multiple types of assessment information are required for both identification and learning progress decisions. Educators of the gifted use the results of such assessments to adjust instruction and to enhance ongoing learning progress. As do all teachers of all students at GCCA. Educators of the gifted understand the process of identification, legal policies, and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with gifts and talents, including those from culturally and linguistically diverse backgrounds. They understand measurement theory and practices for addressing the interpretation of assessment results. In addition, educators of the gifted understand the appropriate use and limitations of various types of assessments. To ensure the use of nonbiased and equitable identification and learning progress models, educators of the gifted employ alternative assessments such as performance-based assessment, portfolios, and computer simulations. While the afore mentioned quotation was written for the teachers of gifted and talented students, these standards and skills are those that all educators should keep in mind at all times regardless of the students they serve. GCCA believes and recognizes that all children are in some way gifted and talented. Through the act of this recognition and teaching to the giftedness of students and holding all students to high standards it is believed we can elevate all students to their optimum level of development. The constructivist approach to learning, we believe, is the perfect avenue to address all levels of giftedness.

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Section 7: English Language Learners A. Describe how the school will comply with state and federal requirements for serving English language learners, including the procedures that will be utilized for identifying such students and providing support services. GCCA is focused on STEM/Constructivist Approach to Learning, coupled with facilitating and enhancing the learning of the ELL Student. One goal of a performance assessment is to judge the level of competency students achieve in doing reading/language arts, science, and mathematics (Parker, Louie, & O’Dwyer, 2009). Therefore, performance assessments can also produce useful information for diagnostic purposes to assess what students know, and they can help teachers decide where to begin instruction or determine which groups of students need special attention. These assessment strategies can also be used to monitor students’ processing skills and problem-solving approaches, as well as their competence in particular areas while simulating learning activities. These characteristics can be extremely beneficial for the special needs student population, including ELLs, since these students may not have received equal education opportunities because of their linguistic needs (Abedi & Herman, 2010). These students often exhibit greater interest and a higher level of learning when they are required to organize facts around major concepts and actively construct their own understanding of the concepts in a rich variety of contexts. These same goals attached to performance assessments and the emphasis on “in doing…” help to illustrate the importance of doing authentic work with a constructivist approach and STEM education. The school will use the district’s ESOL Manual. Here is the flowchart that we will use:

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