Charter+renewal+plan

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 * Charter School Petition Application and Instructions

Conversion Charter School **
 * (Including High School Clusters) **


 * “The mission of the Georgia Public Charter Schools Program is to increase student achievement through academic and organizational innovation by encouraging local school districts to utilize the flexibility offered by chartering.” ** || **Charter Schools Division **
 * 2053 Twin Towers East **
 * 205 Jesse Hill Jr. Drive, SE **
 * Atlanta, Georgia 30334 **
 * 404-657-0515 (phone) **
 * 404-657-6978 (fax) **
 * [|http://public.doe.k12.ga.us/pea_charter.aspx] ** ||
 * [|http://public.doe.k12.ga.us/pea_charter.aspx] ** ||

=** Conversion Charter School Application Instructions **=

 Conversion charter petitions are for existing public schools that wish to convert to charter schools and should address the requirements contained in the Charter Schools Act of 1998, as amended (O.C.G.A. §§ 20-2-2060 through 20-2-2071), State Board of Education Rule 160-4-9-.04 Charter Schools, Department of Education Guidance to Accompany the Charter Schools Rule, and any applicable local school system rules and regulations.
 * A. ****The Petition **

The petition is a proposal for a charter school, which will be evaluated by the Charter Schools Division of the Department of Education in conjunction with other measures used by the Department to determine whether the proposed charter school complies with all applicable laws, rules, regulations, policies and procedures, whether the proposal will be viable in operation and whether the proposed charter school is in the public interest. Filing a petition for a charter school does not guarantee that a charter will be granted.

**B. Deadline and Submission Procedures**

Charter system petitions must first be approved by the local board. All petitions for conversion charter schools must be received at the address below no later than **November 1** prior to the year in which the charter school intends to convert to charter status:

Georgia Department of Education Charter Schools Division 2053 Twin Towers East 205 Jesse Hill Jr. Drive, SE Atlanta, Georgia 30334  All petitions must comply with the following submission procedures:

· <span style="font-family: 'Times New Roman','serif';">Consecutively number each page (including appendices). · <span style="font-family: 'Times New Roman','serif';">Tab and paginate all appendices. · <span style="font-family: 'Times New Roman','serif';">Do not enclose the petition in a notebook, binder, or folder. · <span style="font-family: 'Times New Roman','serif';">The original must be signed __in blue ink__. Stamped signatures will not be accepted. · <span style="font-family: 'Times New Roman','serif';">Petitions must not exceed 100 pages, exclusive of appendices. Petitioners are encouraged to be clear and concise in addressing the petition requirements.

Faxed or e-mailed copies will not be accepted. Only complete petitions that comply with these guidelines will be considered for approval. __<span style="font-family: 'Times New Roman','serif';">Petitions will not be returned __<span style="font-family: 'Times New Roman','serif';">. Please keep a copy for your records.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">C. Petition Application Checklist **

· **<span style="font-family: 'Times New Roman','serif';">ALL APPLICANTS **<span style="font-family: 'Times New Roman','serif';">: Submit an **ORIGINAL** and **TWO COPIES** of each of the materials listed below, unless otherwise indicated.

q **<span style="font-family: 'Times New Roman','serif';">Completed Charter Petition Cover Pages (in the form attached below) ** q **<span style="font-family: 'Times New Roman','serif';">Charter Petition and Appendices ** q **<span style="font-family: 'Times New Roman','serif';">Charter Petition Cover Pages, Charter Petition and Appendices in Microsoft Word format (1 CD) ** q **<span style="font-family: 'Times New Roman','serif';">Letter of Intent submitted to the local board(s) of education **

· **<span style="font-family: 'Times New Roman','serif';">VIRTUAL CHARTER SCHOOL PETITIONERS: **<span style="font-family: 'Times New Roman','serif';">In addition to the materials listed above, submit the **ORIGINAL** and **TWO COPIES** of the Addendum for Virtual Charter Schools checklist located at [|http://public.doe.k12.ga.us/pea_charter.aspx].

**<span style="font-family: 'Times New Roman','serif'; font-size: 22pt;">Conversion Charter Petition Cover Pages **

=** Part I. Charter School Information **=


 * <span style="font-family: 'Times New Roman','serif';">Check one: **<span style="font-family: 'Times New Roman','serif'; font-size: 20pt;"> <span style="font-family: 'Times New Roman','serif';">New Petition X <span style="font-family: 'Times New Roman','serif'; font-size: 20pt;"> Renewal Petition


 * <span style="font-family: 'Times New Roman','serif';">Name of Petitioning Traditional Public School **<span style="font-family: 'Times New Roman','serif';">Clubview Elementary School an IB World School


 * Name of Proposed Charter School** <span style="font-family: 'Times New Roman','serif';">Clubview Elementary an IB World School


 * <span style="font-family: 'Times New Roman','serif';">Local School System Muscogee County School District **
 * <span style="font-family: 'Times New Roman','serif';">School address 2836 Edgewood Road Columbus, Georgia 31906 **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 150%;">Name Title IB Coordinator
 * <span style="font-family: 'Times New Roman','serif';">School contact person Angie Shehane **


 * <span style="font-family: 'Times New Roman','serif';">Address of school contact (if different from above) **


 * <span style="font-family: 'Times New Roman','serif';">Telephone number of school contact (706) 565-3017 **


 * <span style="font-family: 'Times New Roman','serif';">Fax number of school contact (706) 565-3022 **


 * <span style="font-family: 'Times New Roman','serif';">E-mail address of school contact ashehane@mcsdga.net **

= ** Part II. **** Assurances and Signatures ** =

<span style="font-family: 'Times New Roman','serif';">1. This petition has been agreed to, by secret ballot, by a majority of the faculty and instructional staff members at a meeting called with two weeks’ advance notice during which time a complete petition draft was available for review.

Date of Vote

Total Number of Faculty and Instructional Staff

Number Approving __Percent Approving__ Percent Disapproving

_ <span style="font-family: 'Times New Roman','serif';">Principal’s Signature Date

2. This petition has been agreed to, by secret ballot, by a majority of the parents or guardians of the students enrolled in the school who were present at a meeting called for the purpose of deciding whether to submit the petition. Two weeks’ advance notice of the meeting was published during which time a complete petition draft was available for review.

Date of Meeting

Total Number of Parents Attending Meeting

Number Approving Percent Approving

Percent Disapproving Number Disapproving Percent Disapproving

_ Principal’s Signature Date

3. This charter petition was approved by the Board of Education on _. Date

_ Superintendent Date

_ Chair, Local Board of Education Date

**<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Part III. E ****<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">xecutive Summary <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 18pt;">(Leader - Lorrie Watt) **

<span style="font-family: 'Times New Roman','serif';">The executive summary should not exceed **2 pages** for new petitions and **4 pages** for renewals and should include the following information:


 * __<span style="font-family: 'Times New Roman','serif';">Basic Information __**


 * <span style="font-family: 'Times New Roman','serif';">Charter School Name **


 * <span style="font-family: 'Times New Roman','serif';">Grade Levels Served **<span style="font-family: 'Times New Roman','serif';">**Ages Served** _


 * <span style="font-family: 'Times New Roman','serif';">Proposed Opening/Renewal Date **

_ (If the petition seeks a term greater than 5 years, explain the rationale for the requested term length.)
 * <span style="font-family: 'Times New Roman','serif';">Proposed Charter Term **_ (If the petition seeks a term greater than 5 years, explain the rationale for the requested term length.)


 * <span style="font-family: 'Times New Roman','serif';">Enrollment Numbers **<span style="font-family: 'Times New Roman','serif';">- For each year of the proposed charter term, please indicate in the table below the number of pupils the charter school plans to serve.


 * || <span style="font-family: 'Times New Roman','serif';">K || <span style="font-family: 'Times New Roman','serif';">1 || <span style="font-family: 'Times New Roman','serif';">2 || <span style="font-family: 'Times New Roman','serif';">3 || <span style="font-family: 'Times New Roman','serif';">4 || <span style="font-family: 'Times New Roman','serif';">5 || <span style="font-family: 'Times New Roman','serif';">6 || <span style="font-family: 'Times New Roman','serif';">7 || <span style="font-family: 'Times New Roman','serif';">8 || <span style="font-family: 'Times New Roman','serif';">9 || <span style="font-family: 'Times New Roman','serif';">10 || <span style="font-family: 'Times New Roman','serif';">11 || <span style="font-family: 'Times New Roman','serif';">12 || <span style="font-family: 'Times New Roman','serif';">Total ||
 * <span style="font-family: 'Times New Roman','serif';">Yr 1 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif';">Yr 2 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif';">Yr 3 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif';">Yr 4 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif';">Yr 5 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif';">Yr 6 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif';">Yr 7 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif';">Yr 8 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif';">Yr 9 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif';">Yr 10 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||

<span style="font-family: 'Times New Roman','serif';"> Is this school currently in, or has it ever been, in Needs Improvement status under NCLB?  No Yes
 * __<span style="font-family: 'Times New Roman','serif';">NCLB __**

<span style="color: black; font-family: 'Times New Roman','serif';">If so, please state when. Schools currently in Needs Improvement must answer the additional questions found at the end of the application.


 * __<span style="font-family: 'Times New Roman','serif';">Mission __**


 * <span style="font-family: 'Times New Roman','serif';">State the charter school’s mission and describe how it promotes the legislative intent to “increase student achievement through academic and organizational innovation.” O.C.G.A. § 20-2-2061.


 * __<span style="font-family: 'Times New Roman','serif';">Academic Program __**


 * <span style="font-family: 'Times New Roman','serif';">Strategies to increase student achievement


 * <span style="font-family: 'Times New Roman','serif';">Examples of academic innovation or flexibility


 * __<span style="font-family: 'Times New Roman','serif';">Organization __**


 * <span style="font-family: 'Times New Roman','serif';">Examples of organizational innovation or flexibility


 * <span style="font-family: 'Times New Roman','serif';">Operated by Education Management Organization?


 * <span style="font-family: 'Times New Roman','serif';">Evidence of community interest/need


 * __<span style="font-family: 'Times New Roman','serif';">For Renewal Petitions Only __**


 * <span style="font-family: 'Times New Roman','serif';">How did the school perform in meeting AYP and the performance-based goals and measurable objectives of the charter?


 * <span style="font-family: 'Times New Roman','serif';">How did the school perform in achieving financial and organizational stability?


 * <span style="font-family: 'Times New Roman','serif';">Summarize the proposed changes to the charter upon renewal.


 * <span style="font-family: 'Times New Roman','serif';">Were termination proceedings initiated during the current charter term? If so, what is the status of those proceedings?


 * =** Part IV. Conversion Charter School Petition Requirements **=

//<span style="font-family: 'Times New Roman','serif';">Address the following requirements and insert the appropriate page number(s) of the petition. //

__ DESCRIPTION OF AUTONOMY AND MATERIALLY DISTINGUISHABLE FACTORS __ (Leader: New Principal)

<span style="font-family: 'Times New Roman','serif';">1. <span style="color: black; font-family: 'Times New Roman','serif';">Page _ Describe the <span style="font-family: 'Times New Roman','serif';">autonomy that the conversion school shall have from the local school system, which may include, among other things, a description of how financial resources will be managed; how human resources will be managed and personnel evaluated; school governance and the extent to which parents, community members, and other stakeholders will participate in the governance of the school. 2. Page _ Describe any innovations that will materially distinguish the conversion school from the school’s pre-conversion model and that require the flexibility offered through the charter model.

<span style="color: black; font-family: 'Times New Roman','serif';">__DESCRIPTION OF THE EDUCATIONAL PROGRAM__ <span style="color: #ff0000; font-family: 'Times New Roman','serif';">(Leader: Angie plus Donna)

<span style="background-color: #ffffff; font-family: 'Arial','sans-serif';">Our vision is congruent with the vision and mission of the International Baccalaureate Organization (IBO) Primary Years Program (PYP), which aims to develop inquiring, knowledgeable, and caring young people who help to create a better, more peaceful world through intercultural understanding and respect. This programme encourages students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right. We believe the PYP enhances students’ passion for learning and that passion will continue through their lifetime; therefore we want to provide the most challenging and effective learning environment for our students.
 * 1) Page _ Describe the focus of the curriculum.

Clubview Elementary School follows the Georgia Performance Standards (GPS) that are mandated by the state of Georgia and IB standards and practices. The focal point of Clubview School’s charter is to improve student achievement in the areas of reading, math, writing, oral communication , and to expand the curriculum to include knowledge and understanding of people beyond our own nationality and borders , through inquiry based learning and the use of technology. <span style="background-color: #ffffff; font-family: 'Arial','sans-serif';">As an IB World School, Clubview’s curriculum is implemented through the IB PYP, which focuses on using a transdisciplinary based, concept driven curriculum <span style="background-color: #ffffff; font-family: 'Arial','sans-serif';"> ,that integrates international content into all curriculum areas. Knowledge is integrated using six transdisciplinary themes, which are: <span style="font-family: 'Arial','sans-serif';"> These themes of inquiry represent broad ideas that are relevant and meaningful to all human beings.
 * Who we are
 * Where we are in place and time
 * How we express ourselves
 * How the world works
 * How we organize ourselves
 * Sharing the planet

The addition of a second language to the curriculum integrates international content into different curriculum areas. Not only are students learning to speak another language, but they also are learning about the countries in which the language is spoken.

Clubview Elementary School's International Baccalaureate Programme is a program of inquiry focusing on the development of the whole child, not only in the classroom but also in the world outside. It offers a framework that meets children's needs: academic, social, physical, emotional and cultural. Through inquiry based instruction, students are taught to think critically and creatively and to make sound decisions. Students study subjects as interconnected, cross-curriculum content, with world wide relevance and application. They engage in project-based, cooperative learning, and community service projects. High academic and behavior standards challenge each student to develop into a contributing member of society.

The International Baccalaureate aims “to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and

Components of the program include five essential elements, inquiry-based teaching, six organizing themes, and the student profile. These components are described below.

//Five Essential Elements// <span style="background-color: #ffffff; font-family: 'Arial','sans-serif';">Students attain knowledge that allows them to meet and or exceed the Georgia Performance Standards through the implementation of the PYP. <span style="background-color: #00ffff; font-family: 'Arial','sans-serif';">Students explore relevant content, make connections across disciplines, and relate what they learn to their lives through six transdisciplinary themes that have global significance. Teachers facilitate exploration of common human a transdisciplinry model of teaching and learning that result in immersion in broad-ranging, in-depth, articulated curriculum content. <span style="background-color: #ffffff; font-family: 'Arial','sans-serif';">Student learning is guided by a set of concepts relevant to people everywhere <span style="background-color: #ffee00; font-family: 'Arial','sans-serif';">. These concepts are expressed as key questions <span style="background-color: #00ffff; font-family: 'Arial','sans-serif';">that <span style="background-color: #ffee00; font-family: 'Arial','sans-serif';">guide inquiry, promote meaning and understanding, and <span style="background-color: #00ffff; font-family: 'Arial','sans-serif';">engage students in active learning. <span style="background-color: #ffee00; font-family: 'Arial','sans-serif';">Students acquire and apply a set of transdisciplinary skills <span style="background-color: #00ffff; font-family: 'Arial','sans-serif';">including <span style="background-color: #ffee00; font-family: 'Arial','sans-serif';">: thinking skills, social skills, communication skills, self-management skills, and research skills that are valuable and used not only in the classroom, but ouside the classroom and throughout life. <span style="background-color: #ffffff; font-family: 'Arial','sans-serif';">Students develop the attitudes of: appreciation, commitment, confidence, cooperation, creativity, curiosity, empahty, enthusiasm, independence integrity, respect, tolerance towards people, their environment, and their learning. Students engage in a continuous cycle of reflective action and decision making. They strengthen their understanding of the value of forethought and planning, and take ownership of their own learning through applying the principles of the IB action cycle.
 * Knowledge: What do we want students to know about?
 * Concepts: What do we want students to understand?
 * Skills: What do we want students to be able to do?
 * Attitudes: What do we want students to feel, value, or demonstrate?
 * Actions: How do we want students to act?

//<span style="background-color: #ffffff; font-family: 'Arial','sans-serif';">Inquiry // Structured inquiry is the leading vehicle for learning. Students seek knowledge by asking questions. They investigate to uncover facts about content. Inquiry <span style="background-color: #ffffff; font-family: 'Arial','sans-serif';">learning is based on the theory that students are naturally curious, that curiosity leads to inquiry and that inquiry leads to learning.
 * Inquiry is learning through questioning and investigation.
 * Discovery, reflection, research, wondering, and discussion are components of inquiry.
 * Inquiry promotes higher levels of thinking and independence.

Organizing themes
 * Who we are: An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, commun9ties, and cultures; rights and responsibilities; what it means to be human.


 * Where we are in place and time: An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.


 * How we express ourselves: An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.


 * How the world words: An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies, how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.


 * How we organize ourselves: An inqjuiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.


 * Sharing the planet: An inquiry into rights and responsibilities in the struggle to share finite resources with other people, and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Student Profile: The IB Programme strives to develop students who are...
 * Inquirers
 * Thinkers
 * Communicators
 * Risk-takers
 * Knowledgeable
 * Principled
 * Caring
 * Open-minded
 * Balanced
 * Reflective


 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Page _ Describe the instructional methods to be used in the charter school, including any distinctive or unique instructional techniques or educational programs.

The following instructional methods will be utilized by the faculty of Clubiew Elementary School to implement the IB/PYP. __<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Personalization __<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">-Personalized Education emphasizes using different strategies to create various learning experiences to facilitate student learning. It includes the concepts, knowledge, skills, attitudes, and actions that will be learned, and how these elements of IB/PYP will best be learned by each student. The IB/PYP recognizes that each student comes to the program from various backgrounds and experiences which determine his/her level of understanding. Therefore, it is necessary that students are pre-assessed before each new skill/concept so that lesson plans are customized for the learners based on their prior knowledge. Student directed inquiry is encouraged to make learning relevant and engaging. __<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> Cooperative Groups __<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">-A cooperative group is a small group of students that work together as a team with each member having an important role to play. In the PYP classroom, students move from individual work to group work in response to their needs and the needs of the inquiries. Grouping strategies within the classroom allow for mixed-ability and ability groups and change continually. Students learn to share, problem solve, and make decisions. Students’ social skills are enhanced as they compromise and accept the ideas of group members. Learning as a member of a group is a value embedded in the principles and practices of the PYP. __<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> Student-Led Performance __<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">-Performance is a way to get students engaged and motivated in their learning. Performances range from quality stage performances such as musicals and plays to impromptu skits and songs in the classroom. Student-led performances help students in their ability to plan collaboratively, be accountable, and to become risk-takers as well as develop skills in leadership training.

__Differentiated Instruction-__Teachers plan purposefully to meet each learner’s needs and to provide the best learning opportunities for all students. The result is a comfortable and stimulating environment which enhances a student’s desire to learn. Implementation of this strategy includes: <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Assessing a student’s needs before, during, and after learning Using assessment data in planning Using adjustable assignments Using the 8 intelligences identified by Howard Gardner to identify students’ strengths and to plan accordingly Using the 3 intelligences (analytical, creative, practical) or ways of thinking identified by Robert Sternberg in planning Various grouping strategies

__Global Connections-__IB/PYP aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. Through the use of technologies such as e-mail, internet, school websites, and Clubview Kids Network (CKN), a daily, student produced news broadcast, students have access to people all around the world providing students opportunities to be a part of the larger global community.

__Project Based Learning-__Students work individually and in groups or teams to participate in projects and to practice an interdisciplinary array of skills from all curricular areas to make learning meaningful and real. Tasks are created that represent problems in the real world. In the IB/PYP classroom, these tasks are a culmination of the teaching and learning process for each theme of inquiry and give students an opportunity to demonstrate what has been learned. The projects allow the integration of skills across the various disciplines as well as enhance collaboration and problem solving skills. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> __Peer-Tutoring-__Peer tutoring works for all students because it involves them directly and encourages collaboration between learners. It also helps sharpen a student’s knowledge and understanding when he/she is given a chance to discuss his/her ideas with peers. Students have more opportunities to talk about what they are learning, to practice what they are learning, to read aloud, and to write.

__Parent Involvement__<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">__-__In the IB/PYP classroom, parents are welcomed as partners who have a clear role in supporting their children and the school. For parents to become active partners they must have an understanding of the programme and curriculum. Parents are provided information through the school website, [|www.clubviewschool.com], newsletters, the Student Handbook, and the Parent, Student, Teacher Contract. The focus of the curriculum is evident in the displays of student work in the halls and the Programme of Inquiry. Having parents on the Local School Council, PTA, and other committees that help manage and run the school is a key factor in the success of the programme.

__WOW-__Working on the Work is a framework for improving student achievement by improving the quality of work the teachers provide to students. This framework supports the implementation of the PYP in the classroom. PYP utilizes inquiry as the vehicle for learning. Students are actively involved in their own learning. Teacher and student-directed authentic, engaging activities, tasks, and assignments are generated for/by students. Work is goal-orientated and engages the students actively in their own learning.

5 __Easy Steps to a Balanced Math Program-__The 5 easy steps for a balanced math program uses 5 essential components for developing an effective math program. Step 1-Daily review and mental math-This step helps students retain math concepts and skills and develop and refine their number sense. Step 2-Problem solving-Step 2 provides opportunities for students to apply and explain their mathematical reasoning. Step 3-Conceptual understanding. Teaching using concepts helps students acquire knowledge and not just carry out rules and procedures. Step 4-Mastery of math facts-In step 4, students gain a mastery of basic number facts which are committed to memory. Step 5-Common formative assessment-Teachers use assessment to evaluate student understanding of essential standards, analyze results, and discuss ways to achieve improvements.

__Brain-based Research__- Current brain based research indicates that each brain is unique. In order to help students reach their full potential, teachers utilize different learning styles to meet the needs of all students. The PYP classroom provides an enriched and challenging educational environment where teachers provide many opportunities for enrichment and implement a variety of instructional strategies. Learning builds on prior knowledge and involves activities that are multisensory and interactive and which help to create connections.

__Teacher Collaboration__-Teacher collaboration is a requirement of the IB/PYP and contributes to the ongoing professional development of the teacher, the coordinator, and where possible, the principal. Grade level teachers meet with the IB coordinator once a week. Through a cycle of planning, teaching, and feedback, teachers explore questions about effective teaching and share ideas/knowledge about teaching practices and learning principles. In order for this to occur, adequate collaboration planning time for grade level teachers must be scheduled. By increasing time for professional interaction, teachers enhance their skills and are able to map out the relationship between the school's subject specific scope and sequence documents and the transdisciplinary programme of inquiry. Teacher collaboration also occurs when the faculty meets for staff development. Once a week faculty members meet for cross grade level planning. This includes grade level teachers, art, music, PE, and Spanish teachers, special education teachers, media specialist, counselor, IB coordinator, principal, assistant principal and paraprofessionals. During this time, both horizontal and vertical alignment of the curriculum is reviewed and revised as needed. The art, music, PE, and Spanish teachers also meet with the grade level teachers and plan how they will support classroom instruction. This support helps maintain the integrity of the transdisciplinary nature of the IB/PYP.

Clubview School follows the National Standards and IB Language goals for Foreign Language instruction.

__Technology-__The use of technology provides an opportunity for students to increase their skills and effectiveness in the areas of research, communication, writing, mathematics, and publishing. The use of technology enhances international learning at Clubview School as students are engaged in activities that challenge and support their inquiries. Students conduct research and inquire about international connections in the different curriculum areas with the use of Smart boards, two computer labs used to provide classes the opportunity of one on one learning opportunities, computers in each classroom, and classroom sets of student response units. Students use technological methods (i.e. multimedia presentations, enwsletters, video streaming) to convey what they learn. <span style="font-family: 'Arial','sans-serif';"> Clubview School follows the National Education Technological Standards for student framework and performance indicators developed by ISTE.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">__Inquiry Based Learning__ – A method used to take students from their current level of understanding to a new and deeper level of understanding.The process of inquiry may be student or teacher initiated.Inquiry involves:

Exploring, wondering, and questioning Experimenting and playing with possibilities Making connections between previous learning and current learning Making predictions and acting purposefully to see what happens Collecting data and reporting findings Clarifying existing ideas and reappraising perceptions of events Deepening understanding through the application of a concept Making and testing theories Researching and seeking information Taking and defending a position Solving problems in a variety of ways __Staff Development__ – Teachers meet for one hour each week after school for staff development. Teachers receive training on methods of instruction that are being used in their classrooms, as well as training in new technology. The topics of study for staff development are based on current teacher and student needs. Staff development has included: IB/PYP training WOW – Working on the Works Five Easy Steps to aBalanced Math Program Brain Research Smart Board Cross –Pointe Rubrics/Assessment Differentiated Instruction Page _ Describe the anticipated teacher-to-student ratio and the rationale for maintaining this ratio.

The anticipated teacher-to-student ratio for Muscogee County for 2010-2011 is listed below: Kindergarten-21 students Primary grades-(1-3)-23 students Upper elementary grades (4-5)-28 students

This ratio utilizes the flexibility granted to local school districts by the State Board of Education regarding class size. This flexibility was granted due to the declines in state and local revenue and to help conserve resources during this time.

Page _ Describe how the charter school will meet the needs of students identified as gifted and talented. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">IB/PYP lends itself to presenting a challenging and engaging education for the gifted learner. Through the inquiry for conceptual, based format, students are able to work at a higher instructional level. Students identified as gifted will be pulled once a week to attend St. Elmo.

In the classroom, the gifted and talented curriculum will be addressed by: Differentiated curriculum and learning A supporative learning environment Instructional processes-Strategies that engage students in their learning to help them sense meaning (Problem Based Learning) Independent study-pursue interests by setting a goal and developing criteria for assessing their work Tiered assignments- Using Bloom’s Taxonomy to design questions and activities based on their abilities. Products-All the means in which students demonstrate what they have learned. These products should extend their knowledge and provide challenging experiences. Products should be authentic, new, creative, and address real world problems.

Extracurricular activities build self-esteem, help develop social skills, and help students to be active and learn new things. Extra- curricular activities offered at Clubview are as follows: Dog Daily – school newspaper Clubview Kids Network- student produced program (school news, global issues, IB/PYP actions and attitudes) broadcasted each day over classroom Smart boards Science Olympic Team Math Team Geography Team Manners Class School Musical Peer Helpers Student Council Talent Show Phonics Club/Tutoring Reading Club/Tutoring Math Club/Tutoring Spanish Club Music Club Art Club PE Club Tennis Team Walking Club Tutoring
 * 1) Page _ Describe any extracurricular or other auxiliary educational activities the charter school may offer.

<span style="font-family: 'Times New Roman','serif';">Page _ If <span style="color: windowtext; font-family: 'Times New Roman','serif';">this is a charter high school, describe <span style="font-family: 'Times New Roman','serif';">how the charter high school will determine that a student has satisfied the requirements for high school graduation, including the credits or units to be earned and the completion credentials to be awarded. __<span style="color: black; font-family: 'Times New Roman','serif';">STATE AND FEDERALLY MANDATED SERVICES <span style="color: #ff0000; font-family: 'Times New Roman','serif';">(LEADER: NEW PRINCIPAL __


 * 1) Page _ For students with disabilities, describe how the charter school will provide state and federally mandated services.
 * 2) Page _ For English Language Learners (ESOL), describe how the charter school will provide state and federally mandated services.
 * 3) Page _ Describe how the charter school will provide supplemental educational services in required cases pursuant to SBOE Rule 160-4-5-.03 and NCLB.
 * 4) Page _ Describe how the charter school will provide remediation in required cases pursuant to SBOE Rule 160-4-5-.01 and NCLB.

__<span style="color: black; font-family: 'Times New Roman','serif';">DESCRIPTION OF ASSESSMENT METHODS <span style="color: #ff0026; font-family: 'Times New Roman','serif';">(LEADER: CHARLEEN PLUS KATHERYN, LISA, MEREDITH, MIN HAE, AND LEADERSHIP TEAM __


 * 1) <span style="font-family: 'Times New Roman','serif';">Page _ Describe the charter school’s assessment plan to obtain student performance data for each student, including the <span style="color: windowtext; font-family: 'Times New Roman','serif';">students’ baseline achievement data, which will be used in connection with the academic performance-based goals and measurable objectives stated in the petition <span style="font-family: 'Times New Roman','serif';">.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10pt;">__What is assessment__**?** Assessment is an ongoing measurement and analysis of one’s knowledge, concepts, actions, activities and skills.It should be based on comparisons of what students know over a period of time.Effective assessment should provide accurate and useful information concerning the student’s mastery of knowledge and skills.It is the tool used to answer the question: “How will we know what we have learned?”It identifies the effectiveness or ineffectiveness of the program. Assessment is closely related to teaching and learning.It provides an understanding of the effectiveness of teaching and the quality of student learning.Effective assessment is on going and differentiates to meet the needs and purposes of learning.Future planning has assessment as its foundation.

__What is the purpose of assessment__? There are many purposes for assessment.It is a tool used to determine students’ prior knowledge.It provides a way to evaluate what students have learned and which skills have been mastered.It is a method of tracking the progress of students’ learning.As an evaluative tool, assessment indicates how close or how far from a given standard a student is in their understanding.Assessment also provides teachers with a map for future planning. As students complete self-assessments, their reflections indicate how they think, their interests, and their learning styles. Assessment is always in progress.Teachers constantly assess through formal and informal methods while they teach.The assessment of students’ work and performance are tools to be used in reporting to parents, students and teachers. <span style="color: #0000ff; font-family: 'Times New Roman','serif';">

__ What is assessed __ <span style="color: #000000; font-family: 'Times New Roman','serif';"> ? Students are assessed on knowledge and performance in the subject domains of language, mathematics, social studies, science technology and physical education.Specific standards for each subject domain are established by the state of Georgia. The PYP Student Profile provides an opportunity for students and teachers to reflect on the listed attributes.The degree of achievement is reported. Assessment of student inquiry is accomplished as students explore the transdisciplinary themes.Exploration of specific knowledge and performance of the transdisciplinary skills provide opportunities for teacher observation and assessment.

__ When do we assess __ ? Assessment is always in progress.It occurs before, during and after themes of inquiry.Teachers and students monitor progress through formal and informal methods.Students are provided regular and prompt feedback.

__ How do we assess __? Assessment may be formative or summative.A balanced range of strategies and tools provide students and teachers with opportunities for reflection, teacher and peer assessment and self-assessment. These assessments provide an accurate diagnosis of student needs and an opportunity for findings to be recorded.Students are aware of the criteria for assessment in order that they will know what is expected of them.Strategies and tools used for assessment include: <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10pt;">* checklists and rubrics <span style="color: #0000ff; font-family: 'Times New Roman','serif'; font-size: 10pt;">* oral discussions
 * conferences
 * observations
 * Muscogee Accountability Program for Improvement
 * student profile checklist
 * anecdotal records
 * S.T.A.R.
 * Accelerated Reading
 * selected responses
 * open-ended tasks
 * portfolios
 * benchmarks
 * continua
 * surveys
 * role-playing
 * demonstrations
 * musical creations
 * artistic creations
 * 5 Easy Steps to Math Program
 * STAR Early Literacy Test
 * Pre-test/Post-Test

__ How do we report __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10pt;">? The assessment of student work and student performance provides the feedback necessary for reporting to students, parents, and teachers.Student reports are used to identify content mastery.They chart progress and identify areas for student growth.Reports provide teachers with an opportunity to evaluate the effectiveness of their teaching.Information is passed on through a variety of reporting methods.These include: <span style="color: #0000ff; font-family: 'Times New Roman','serif'; font-size: 10pt;">* conferences
 * Muscogee Accountability Program for Achievement
 * mid-9-week progress reports
 * report cards
 * student Profile checklist
 * portfolio
 * S.T.A.R.
 * Accelerated Reader
 * GKIDS (kindergarten)
 * Parental Survey
 * Student Led conference
 * Orientaion
 * Mid-Year Conference
 * 1) Page _ Describe how the charter school intends to use this assessment data to measure, monitor and improve achievement for students.

__<span style="color: black; font-family: 'Times New Roman','serif';">GOALS AND OBJECTIVES LEADER: CHARLENE, MANDA, LORRIE, AND LEADERSHIP TEAM __

<span style="color: windowtext; font-family: 'Times New Roman','serif';">__**Goal #1**- Teachers at Clubview Elementary will increase parental involvement in students' education__. Methods: - Notification of date will be provided via website and classroom teacher. - Teachers will provide an agenda of topics to be discussed. - Teachers will provide a sign-in sheet to verify attendance. - Parents will be given a survey to assess parental involvement. - Teachers will provide a sign-in sheet to verify attendance. - Teachers will provide a conference form identifying strengths, weaknesses, and strategies for improvement. - Report cards will be reviewed and distributed. - Teachers will provide a conference form identifying strengths, weaknesses, and strategies for improvement. - Attendance and tardy policy will be reviewed. - Students will complete a grade appropriate written reflection based on conference. - Parents will complete a written reflection based on conference.
 * 1) <span style="font-family: 'Times New Roman','serif';">Page _ D <span style="color: windowtext; font-family: 'Times New Roman','serif';">escribe the academic performance-based goals and related measurable objectives for the charter school. Academic goals must be related to state and federal assessment standards. For each goal, provide measurable objectives that address each grade and content area for each year of the charter term. Academic goals should be rigorous, yet realistic and attainable, and developed in connection with the students’ baseline achievement levels. Describe how these academic goals and measurable objectives will comply with the Single Statewide Accountability System.
 * Each grade level at Clubview Elementary will host orientation for parents and students.
 * First through fifth grade teachers at Clubview Elementary will conduct a mid-year conference with parents/guardians to review student progress and provide stategies for improvement.
 * Pre-K and kindergarten teachers will conduct two parent-teacher conferences during the school year to review student progress and provide strategies for improvement.
 * First through fifth grade students will lead a conference with their parents/guardians to reflect upon their achievements.


 * __Goal #2__**__- Students at Clubview Elementary will demonstrate improvement in math achievement__.

* **Pre-Kindergarten**:complete __**Goal #2**- Students at Clubview Elementary will demonstrate improvement in math achievement__. __Performance Measure:__ __Baseline Data__: __Target__: __Period Time__: 5 years

* ** Kindergarten: **

__**Goal #2**- Students at Clubview Elementary will demonstrate improvement in math achievement__. __Performance Measure__: Percentage of students exceeding on the school developed post test that is linked to the Georgia Math Standards. __Baseline Data__: Baseline data will be used from year one. __Target__: By the end of year one, 65% of the students enrolled before the October FTE count date, will score at stage 4 as measured by a school developed pre-test/post test that is linked to Georgia state standards in math. __Interim Target__: Year 2: 66%, Year 3: 67%, Year 4: 68%, Year 5: 69% __Period Time__: 5 years

__**Goal #2**- Students at Clubview Elementary will demonstrate improvement in math achievement__. __Performance Measure__: Percentage of students exceeding the Georgia CRCT Standard for Math. __Baseline Data__: In 2010, 46% of the students exceeded standards on the CRCT in math. __Target__: By the end of year 1, 47.5% of the students enrolled before the October FTE count date, will show an increase of exceeding by 1.5% in CRCT math. __Interim Targets__: Year 2: 49%, Year 3: 50.5%, Year 4: 52%, Year 5: 53.5% __Period Time__: 5 years
 * **First Grade**:

* **Second Grade**: __**Goal #2**- Students at Clubview Elementary will demonstrate improvement in math achievement__. __Performance Measure__: Percentage of students exceeding the Georgia CRCT Standard for Math. __Baseline Data__: In 2010, 40% of the students exceeded standards on the CRCT in math. __Target__: By the end of year 1, 41.5% of the students enrolled before the October FTE count date, will show an increase of exceeding by 1.5% in CRCT math. __Interim Targets__: Year 2: 43%, Year 3: 44.5%, Year 4: 46%, Year 5: 47.5% __Period Time__: 5 years

* **Third Grade**: __**Goal #2**- Students at Clubview Elementary will demonstrate improvement in math achievement__. __Performance Measure__: Percentage of students exceeding the Georgia CRCT Standard for Math. __Baseline Data__: In 2010, 46% of the students exceeded standards on the CRCT in math. __Target__: By the end of year 1, 47.5% of the students enrolled before the October FTE count date, will show an increase of exceeding by 1.5% in CRCT math. __Interim Targets__: Year 2: 49%, Year 3: 50.5%, Year 4: 52%, Year 5: 53.5% __Period Time__: 5 years

* ** Fourth Grade ** __**Goal #2**- Students at Clubview Elementary will demonstrate improvement in math achievement__. __Performance Measure__: Percentage of students exceeding the Georgia CRCT Standard for Math. __Baseline Data__: In 2010, 27% of the students exceeded standards on the CRCT in math. __Target__: By the end of year 1, 28.5% of the students enrolled before the October FTE count date, will show an increase of exceeding by 1.5% in CRCT math. __Interim Targets__: Year 2: 30%, Year 3: 31.5%, Year 4: 33%, Year 5: 34.5% __Period of Time__: 5 years

* ** Fifth Grade ** __**Goal #2**- Students at Clubview Elementary will demonstrate improvement in math achievement__. __Performance Measure__: Percentage of students exceeding the Georgia CRCT Standard for Math. __Baseline Data__: In 2010, 38% of the students exceeded standards on the CRCT in math. __Target__: By the end of year 1, 39.5% of the students enrolled before the October FTE count date, will show an increase of exceeding by 1.5% in CRCT math. __Interim Targets__: Year 2: 42%, Year 3: 43.5%, Year 4: 45%, Year 5: 46.5% __Period of Time__: 5 years

__**Goal #3**- Students at Clubview Elementary will demonstrate improvement in reading achievement__.

__**Goal #3**- Students at Clubview Elementary will demonstrate improvement in reading achievement__. __P__erformance __ Measure: __ __ Baseline Data __: __Target__: __Interim Target__: __Period Time__: 5 years
 * **Pre-Kindergarten**: complete

__**Goal #3**- Students at Clubview Elementary will demonstrate improvement in reading achievement__. __Performance Measure: Percentage of students meeting a Trasitional or Probable Reader Stage on the Early Literacy Test.__ __Baseline Data__: Baseline data will be used from year one. __Target__: By the end of the first year, 80% of the students enrolled before the October FTE count date, will score 675 or higher on the Early Literacy Test in reading. __Interim Target__: Year 2: a score of 680 or higher, Year 3: a score of 685 or higher, Year 4: a score of 690 or higher, Year 5: a score of 695 or higher __Period Time__: 5 years
 * **Kindergarten**:

__**Goal #3**- Students at Clubview Elementary will demonstrate improvement in reading achievement__. __Performance Measure:__ Percentage of students exceeding the Georgia CRCT Standard for Reading. __Baseline Data__: In 2010, 64% of the students exceeded standards on the CRCT in reading. __Target__: By the end of year 1, 65.5% of the students enrolled before the October FTE count date, will show an increase of exceeding by 1.5% in CRCT reading. __Interim Targets__: Year 2: 67%, Year 3: 68.5%, Year 4: 70%, Year 5: 71.5% __Period Time__: 5 years
 * **First Grade**:

__**Goal #3**- Students at Clubview Elementary will demonstrate improvement in reading achievement__. __Performance Measure:__ Percentage of students exceeding the Georgia CRCT Standard for Reading. __Baseline Data__: In 2010, 52% of the students exceeded standards on the CRCT in reading. __Target__: By the end of year 1, 53.5% of the students enrolled before the October FTE count date, will show an increase of exceeding by 1.5% in CRCT reading. __Interim Targets__: Year 2: 55%, Year 3: 56.5%, Year 4: 58%, Year 5: 59.5% __Period Time__: 5 years
 * **Second Grade**:

__**Goal #3**- Students at Clubview Elementary will demonstrate improvement in reading achievement__. __Performance Measure__ Percentage of students exceeding the Georgia CRCT Standard for Reading. __Baseline Data__: In 2010, 46% of the students exceeded standards on the CRCT in reading. __Target__: By the end of year 1, 47.5% of the students enrolled before the October FTE count date, will show an increase of exceeding by 1.5% in CRCT reading. __Interim Targets__: Year 2: 49%, Year 3: 50.5%, Year 4: 52%, Year 5: 53.5% __Period Time__: 5 years
 * **Third Grade**:

__**Goal #3**- Students at Clubview Elementary will demonstrate improvement in reading achievement__. __Performance Measure:__ Percentage of students exceeding the Georgia CRCT Standard for Reading. __Baseline Data__: In 2010, 40% of the students exceeded standards on the CRCT in reading. __Target__: By the end of year 1, 41.5% of the students enrolled before the October FTE count date, will show an increase of exceeding by 1.5% in CRCT reading. __Interim Targets__: Year 2: 43%, Year 3: 44.5%, Year 4: 46%, Year 5: 47.5% __Period Time__: 5 years
 * **Fourth Grade**:

__**Goal #3**- Students at Clubview Elementary will demonstrate improvement in reading achievement__. __Performance Measure:__ Percentage of students exceeding the Georgia CRCT Standard for Reading __Baseline Data__: In 2010, 29% of the students exceeded standards on the CRCT in reading. __Target__: By the end of year 1, 30.5% of the students enrolled before the October FTE count date, will show an increase of exceeding by 1.5% in CRCT reading. __Interim Targets__: Year 2: 32%, Year 3: 33.5%, Year 4: 35%, Year 5: 36.5% __Period Time__: 5 years
 * **Fifth Grade**:

__**Goal #4** - Students at Clubview Elementary will demonstrate academic achievement through participation in and completion of transdisciplinary projects which demonstrate links between a minimum of three curricular areas.__

__Performance__ __Measure:__ Percentage of students completing transdisciplinary projects in stage 3 and/or 4 __ Baseline Data __: Baseline data will be used from year one. __Target__: By the end of year one, 70% of the students completing the transdisciplinary projects will score at Stage 3 (meets standards) and/or Stage 4 (exceeds standards) as measured by rubrics using the Georgia Performance Standards in a minimum of three curricular areas. __Interim Target__: Year 2: 72%, Year 3: 74%, Year 4: 76%, Year 5: 78% __Period Time__: 5 years


 * 1) <span style="font-family: 'Times New Roman','serif';">Page _ D <span style="color: windowtext; font-family: 'Times New Roman','serif';">escribe the organizational and management performance-based goals and measurable objectives for the charter school. Organizational and management goals and measurable objectives should describe and measure the effectiveness, viability and competency of the organization, which may include, for example, financial management and performance, operational management, and satisfaction of a range of stakeholders.


 * 1) <span style="font-family: 'Times New Roman','serif';">Page _ D <span style="color: windowtext; font-family: 'Times New Roman','serif';">escribe the organizational and management performance-based goals and measurable objectives for the charter school. Organizational and management goals and measurable objectives should describe and measure the effectiveness, viability and competency of the organization, which may include, for example, financial management and performance, operational management, and satisfaction of a range of stakeholders.

See this new page for list of goals and Objectives we created from our discussion June 3rd.

__<span style="color: black; font-family: 'Times New Roman','serif';">WAIVERS LEADER: JULIE CHAPMAN, PLUS KELLY, LORI, JENNIFER, DONNA __

Page _ If the school will not utilize this flexibility, list the specific waivers requested and the rationale for each. Describe further how each waiver will help the school meet or exceed the performance-based goals and to increase student achievement. <span style="font-family: 'Times New Roman','serif';">Clubview School requests the following waivers which prevent the delivery of the designed instructional program. Specific exemptions requested from the Georgia Department of Education will include: 1. Use of personnel will be determined by the school administrator. (PSC Rule 50-5-2-.09, GBR 160-5-1-.22(3)(C)) This waiver is necessary to permit flexibility in the use of personnel to meet the needs of students through small group instruction and to facilitate the educational program at Clubview. More individual attention will increase student achievement. This waiver does not undermine, and is consistent with the intent of PSC Rule 50-5-2-09, GBR160-5-1-22 (3)(C) because all personnel will be properly trained for their assigned task. 2. The Clubview Elementary School will determine the number of hours in each academic subject necessary for students to reach their objectives. (SBOE Rule 160-4-2-.12 IBD) This waiver is necessary due to the uniqueness of the IB PYP. Students are engaged in transdisciplinary learning through the themes of inquiry. Since all curriculum areas are affected students may be involved in several content areas during the course of a lesson. Because international content is integrated into the different curriculum areas, students will develop an understanding of what it means to be a member of a global community. This waiver does not undermine, and is consistent with the intent of SBOE Rule 160-4-2-.12 IBD because students will receive sufficient instruction in core subjects//.// 3. Clubview Elementary School will choose a more appropriate evaluation for classroom and special area teachers. (O.C.G.A. 20-2-210) This waiver is necessary because of the unique format of the IB PYP which incorporates an inquiry based approach to teaching across the transdisciplinary themes of inquiry. Since teaching methods may be different than the traditional behaviors, a more appropriate evaluation will be used. Clubview Elementary School faculty and staff in conjunction with the Local School Council will create an essential agreement on teacher and staff evaluation outlining appropriate procedure and policy. This waiver does not undermine, and is consistent with the intent of 0.C.G.A. 20-2-210 because all classroom and special area teachers will be evaluated a minimum of one time each year. =<span style="font-family: 'Times New Roman','serif';">4. Clubview Elementary School faculty or staff can supervise, within SACS guidelines, up to 33 students either inside or outside on school property during lunch, recess, library, art and transitional times. (O.C.G.A. 20-2-323) = <span style="font-family: 'Times New Roman','serif';">This waiver will allow for more planning time for classroom teachers.This planning time will be used to develop the IB PYP themes of inquiry for the 6 transdisciplinary themes utilizing best practices in curriculum and instructional design (i.e. Project-Based Learning, addressing Multiple Intelligences, Service Learning, Constructivist Classrooms, Problem-Based Learning, Critical Pedagogy and Authentic Assessment). Better planning will increase student success. This waiver does not undermine, and is consistent with the intent of O.C.G.A. 20-2-323 because students will be supervised in an appropriate manner. 5.Clubview Elementary School reserves the right to purchase text books and other instructional materials not on the approved text book list with funds previously allocated for text books.These materials will be aligned with GPS and national guidelines. (O.C.G.A. 20-2-10-10) <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 10pt;">This waiver will allow more flexibility in the selection of text books and instructional materials. This flexibility is needed due to the rigorous curriculum of the IB PYP. While Clubview School’s curriculum is aligned with QCC, GPS, and national guidelines, it also includes international content. Therefore, books and resources may need to be different to ensure that the appropriate material is covered//.// Resources on international content will help students achieve success as they complete the themes of inquiry. This waiver does not undermine, and is consistent with the intent of O.C.G.A. 20-2-10-10 because text books and other resources will be aligned with QCC, GPS, national guidelines, and IB PYP guidelines. <span style="font-family: 'Times New Roman','serif';">Specific exemptions requested from the Muscogee County Board of Education include: 1. Clubview Elementary School will mandate parental involvement through the use of a Student/Parent/Teacher Contract. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 10pt;">This waiver will require parents to be involved with their child’s education. The IB PYP is a project-based curriculum and parental involvement will insure student success as parents encourage the high standards set by the program <span style="font-family: 'Times New Roman','serif';">2. Clubview Elementary School will mandate a uniform policy. (Muscogee County School District Board Policy JCDB)Clubview Elementary will utilize a dress code policy that includes a mandated uniform. Research indicates that a dress code policy promotes pride in a school and improves student safety including school discipline. 3. Clubview Elementary School will require teachers to attend 60 minutes of staff development training each week on off contract hours, and additional training as needed. Clubview Elementary School recognizes the need for continuous professional development for the delivery of the IB PYP. Teachers will attend sixty minutes of staff development weekly on off contract hours. They will also be expected to attend relevant conferences that may be held on off contract hours. 4. Clubview Elementary School faculty will reach an essential agreement on a reporting system to parents to reflect a more holistic approach. (Muscogee County School Board Policy IHA) Clubview School’s reporting system to parents and students will reflect not only what students have learned but also which of the IB PYP transdisciplinary skills have been mastered and which Student Profile words and attitudes have been demonstrated. Since the IB PYP is a program of inquiry which crosses all curriculum areas, assessments are varied and often do not have a “grade” as an end result. Therefore, a different reporting system is needed. 5.In order to carry out the IB program as mandated by the International Baccalaureate Organization, Clubview Elementary School will be exempt from having to participate in other county wide initiatives/programs that may interfere with the IB program.Clubview will continue professional development, and will implement best teaching practices from other programs, but needs the primary focus to be on the IB program. 6.Clubview teachers that live out of county/state will be exempt from paying Muscogee County tuition should they wish to enroll their child/ren at Clubview. Clubview teachers are required to attend weekly staff development (one hour a week) in addition to hosting several extra-curricular activities.By allowing the teachers the convenience of having their own children at Clubview, teachers will have the extra time needed to provide afterschool programs that will enhance the academic experiences for our students. 7.In order to meet the requirements of the IB program and the planning time necessary to implement the program, Clubview needs the support and enhancement of a full-time Music, Art, Spanish, and PE teacher.The IB is transdisciplinary and provides a global learning experience for the students.The fine arts provided at Clubview are a critical component of the IB program. 8.Clubview is an IB magnet school and parents, students, and teachers are required to sign an IB contract at the beginning of each school year stating they will meet the expectations set forth by the International Baccalaureate Organization.If students fail to the meet the expectations set forth at the beginning of the year, Clubview has the right to transfer those students to their assigned home school. 9.Clubview will have full-time paraprofessionals in each Pre-Kindergarten, Kindergarten, and First Grade classrooms in order to meet the instructional needs of students and effectively deliver the IB program. <span style="color: black; font-family: 'Times New Roman','serif';"> __DESCRIPTION OF SCHOOL OPERATIONS__ __LEADER: NEW PRINCIPAL AND LEADERSHIP TEAM__
 * 1) <span style="font-family: 'Times New Roman','serif';">Page _ State whether the charter school will utilize the broad flexibility from law, rule, and regulation permitted by O.C.G.A. § 20-2-2065(a), and if so, <span style="color: windowtext; font-family: 'Times New Roman','serif';">include illustrative examples of how the charter school will implement the flexibility to meet or exceed the performance-based goals and to increase student achievement.

__# Page _ Describe the rules and procedures that will govern the student admission, including whether the charter school will use any enrollment priorities pursuant to O.C.G.A. § 20-2-2066(a)(1)(B). 29. Page _ Describe whether transportation services will be provided and, if so, briefly describe the transportation program for the school. If transportation services are not provided, describe how this will not be a barrier to eligible students to attend school.
 * 1) Page _ Describe the attendance zone for the charter school.
 * 1) Page _ Describe the steps that will be taken to reach students representative of the racial and socioeconomic diversity in the school system.
 * 2) Page _ Describe the rules and procedures concerning student discipline and student dismissal (including code of conduct and student due process procedures).
 * 3) Page _ Describe the rules and procedures concerning how the school will address grievances and complaints from students, parents, and teachers, including the role the governing board will play in resolving such grievances and complaints.
 * 4) Page _ Generally describe the charter school’s employment procedures and policies.
 * 5) Page _ Describe how and by whom the principal’s performance will be appraised.
 * 6) Page _ State whether certification by the Georgia Professional Standards Commission will be required, and if not, describe the training and experience that will be required and the procedure for determining whether a teacher has demonstrated competency in the subject area(s) in which he/she will teach as required by NCLB.
 * 7) Page _ Describe whether the charter school will use the state salary schedule, and if another schedule will be used, provide that schedule.
 * 8) Page _ Describe the charter school’s procedures to ensure that staff members are subject to fingerprinting and background checks.


 * 1) <span style="font-family: 'Times New Roman','serif';">Page _ Describe whether the charter school will provide food services (including participation in federal school meals programs), and if so, briefly describe the proposed food services programs.
 * 2) <span style="font-family: 'Times New Roman','serif';">Page _ Describe the school facility and if any alterations are expected to be made.

<span style="color: black; font-family: 'Times New Roman','serif';">PARENT AND COMMUNITY INVOLVEMENT LEADER: ANGIE PLUS MANDA, MARIO, TOM, LANCE D. JOEL, LANCE HL, MELANIE __


 * 1) <span style="font-family: 'Times New Roman','serif';">Page _ Describe how parents, community members, and other interested parties were involved in developing the petition and will be involved in the school, including involvement with the governing body of the school.

__<span style="color: black; font-family: 'Times New Roman','serif';">DEMONSTRATION OF FISCAL FEASIBILITY AND CONTROLS __


 * 1) <span style="font-family: 'Times New Roman','serif';">Page _ Describe the level of autonomy the charter school will have over budgets and expenditures.
 * 2) <span style="font-family: 'Times New Roman','serif';">Page _ Describe the plans, if any, for securing other sources of funding, including funding from corporations, individuals, foundations, philanthropic groups, or any other source.

__<span style="color: black; font-family: 'Times New Roman','serif';">DESCRIPTION OF GOVERNANCE STRUCTURE <span style="color: #ff0026; font-family: 'Times New Roman','serif';">(LEADER: LANCE HEMMING AND LOCAL SCHOOL COUNCIL) __ <span style="font-family: 'Times New Roman','serif';">Page _ State whether the charter school will utilize a governing board, or a local school council as provided for in O.C.G.A. § 20-2-85. //<span style="font-family: 'Arial','sans-serif';"> Clubview Local School Council //<span style="color: black; font-family: 'Arial','sans-serif';">Clubview Elementary School is governed by a local school council as provided for in O.C.G.A. 20-2-85. According to the Georgia School Council Association website, http://www.gaschoolcouncil.org/councils/laws.html, the A+ Education Reform Act of 2000 established school councils in Georgia to "bring communities and schools closer together in a spirit of cooperation to: ** <span style="font-family: 'Arial','sans-serif';">solve difficult education problems,
 * <span style="font-family: 'Arial','sans-serif';">improve academic achievement,
 * <span style="font-family: 'Arial','sans-serif';">provide support for teachers and administrators, and
 * <span style="font-family: 'Arial','sans-serif';">bring parents into the school-based decision-making process."

<span style="color: black; font-family: 'Arial','sans-serif';">School councils provide advice, recommendations, and assistance to principals and local boards of education. The law details the composition of the council, its responsibilities, and procedures for conducting business.

The 2004 General Assembly in HB 1190 provided flexibility in membership, chairmanship, meetings, elections and trainings for school councils. The changes also provided clarity that school councils are to focus on student achievement and school improvement.

__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Local ____<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> School ____<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> Council Membership __ <span style="color: black; font-family: 'Arial','sans-serif';">School councils are comprised of a minimum of seven council members:
 * <span style="font-family: 'Arial','sans-serif';">The principal
 * <span style="font-family: 'Arial','sans-serif';">At least two certificated teachers elected by the teachers
 * <span style="font-family: 'Arial','sans-serif';">At least two parents (or guardians) elected by the parents
 * <span style="font-family: 'Arial','sans-serif';">Two businesspersons
 * <span style="font-family: 'Arial','sans-serif';">Other members as specified in the council's bylaws

<span style="color: black; font-family: 'Arial','sans-serif';">Council members serve a term of two years, or for a term specified in the council's bylaws.

__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">The Roles and Responsibilities of Council Members __ <span style="color: black; font-family: 'Arial','sans-serif';">All members of the School Council must: <span style="color: black; font-family: 'Arial','sans-serif';">School councils are advisory bodies. They may provide advice and recommendations to the school principal and local board of education on any matter, including but not limited to: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">The Conduct of Local School Councils __ <span style="color: black; font-family: 'Arial','sans-serif';">Councils meet at least four times annually. The number of required meetings is specified in the council's bylaws.
 * <span style="font-family: 'Arial','sans-serif';">Maintain a school-wide perspective on issues,
 * <span style="font-family: 'Arial','sans-serif';">Regularly participate in council meetings,
 * <span style="font-family: 'Arial','sans-serif';">Participate in information and training programs,
 * <span style="font-family: 'Arial','sans-serif';">Act as a link between the school council and the community,
 * <span style="font-family: 'Arial','sans-serif';">Encourage the participation of parents and others within the school community, and
 * <span style="font-family: 'Arial','sans-serif';">Work to improve student achievement and performance.
 * <span style="font-family: 'Arial','sans-serif';">School board policies
 * <span style="font-family: 'Arial','sans-serif';">School improvement plans
 * <span style="font-family: 'Arial','sans-serif';">Curriculum and assessments
 * <span style="font-family: 'Arial','sans-serif';">Report cards issued and audits of the school conducted by the Office of Education Accountability
 * <span style="font-family: 'Arial','sans-serif';">Development of a school profile to the community
 * <span style="font-family: 'Arial','sans-serif';">School budget priorities, including school capital improvement plans
 * <span style="font-family: 'Arial','sans-serif';">School-community communication strategies
 * <span style="font-family: 'Arial','sans-serif';">Methods of involving parents and the community
 * <span style="font-family: 'Arial','sans-serif';">Extra-curricular activities
 * <span style="font-family: 'Arial','sans-serif';">School-based and community services
 * <span style="font-family: 'Arial','sans-serif';">Community use of the school facility
 * <span style="font-family: 'Arial','sans-serif';">Student discipline and attendance
 * <span style="font-family: 'Arial','sans-serif';">Reports regarding progress toward meeting the school's student achievement goals
 * <span style="font-family: 'Arial','sans-serif';">Methods and specifications for the delivery of early intervention services or other appropriate services for underachieving students
 * <span style="font-family: 'Arial','sans-serif';">A majority of council members present is considered a quorum for conducting business.
 * <span style="font-family: 'Arial','sans-serif';">All decisions are determined by a majority vote of the members.
 * <span style="font-family: 'Arial','sans-serif';">The council may appoint committees, study groups, and task forces.
 * <span style="font-family: 'Arial','sans-serif';">Meetings are subject to the Open Meetings Act.
 * <span style="font-family: 'Arial','sans-serif';">Records are subject to the Open Records Act.

__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">The Role of the Local Board of Education with School Councils __ <span style="color: black; font-family: 'Arial','sans-serif';">The local board of education shall: <span style="color: black; font-family: 'Arial','sans-serif';">The local board of education shall respond to recommendations of the council within 60 days after being notified in writing of the recommendation. __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> Local ____<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> School ____<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> Council Members Training __ <span style="color: black; font-family: 'Arial','sans-serif';">The law requires each local board of education to offer training for school council members annually.
 * <span style="font-family: 'Arial','sans-serif';">Provide all information not specifically made confidential by law
 * <span style="font-family: 'Arial','sans-serif';">Assign an employee of the school system to attend council meetings when requested
 * <span style="font-family: 'Arial','sans-serif';">Receive and consider all recommendations, including the annual report, of the school council as follows:
 * <span style="font-family: 'Arial','sans-serif';">Public notice shall be given of the board's intent to consider the reports or recommendations of the school council at a local board of education meeting,
 * <span style="font-family: 'Arial','sans-serif';">Written notice shall be given to school council members at least seven days prior to the meeting of the board's intent to consider a council report or recommendation,
 * <span style="font-family: 'Arial','sans-serif';">Members of the council shall be given the opportunity to present information in support of their report or recommendation
 * <span style="font-family: 'Arial','sans-serif';">Recommending policy changes to the local board of education
 * <span style="font-family: 'Arial','sans-serif';">Understanding the school improvement plan
 * <span style="font-family: 'Arial','sans-serif';">Reviewing curriculum and assessments
 * <span style="font-family: 'Arial','sans-serif';">Analyzing student achievement data
 * <span style="font-family: 'Arial','sans-serif';">Participating in the principal selection process
 * <span style="font-family: 'Arial','sans-serif';">Communicating with and involving parents
 * <span style="color: windowtext; font-family: 'Arial','sans-serif';">Mobilizing the community for school improvement

 · <span style="font-family: 'Arial','sans-serif';">The day-to-day operation of the School · <span style="font-family: 'Arial','sans-serif';">Individual grievances or issues of limited impact with regard to the rest of the school community, the Charter, or the School Improvement Plan · <span style="font-family: 'Arial','sans-serif';">All other responsibilities as designated by SACS, the Muscogee County Board of Education and the Georgia Board of Education.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Council will hold one general business meeting per quarter. The Chairperson, with a simple majority in agreement, may call additional meetings as he/she deems necessary. Written notice of such meetings will be provided to faculty, staff, and parents/guardians <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">. # <span style="font-family: 'Times New Roman','serif';">Page _ Describe any proposed business arrangements or partnerships with other entities, educational programs, businesses, or nonprofit organizations and disclose any potential conflicts of interest.
 * 1) <span style="font-family: 'Times New Roman','serif';">Page _ Describe the method that the local board and the charter school plan to utilize for resolving conflicts.

__<span style="color: black; font-family: 'Times New Roman','serif'; text-transform: uppercase;">High School Cluster Charter Petition __<span style="color: black; font-family: 'Times New Roman','serif'; text-transform: uppercase;">– <span style="color: black; font-family: 'Times New Roman','serif';">Required only if the petition seeks to create a cluster charter pursuant to O.C.G.A. § 20-2-2063(b).


 * 1) <span style="font-family: 'Times New Roman','serif';">Page _ Describe the rationale for petitioning as a high school cluster.
 * 2) <span style="font-family: 'Times New Roman','serif';">Page _ Describe how each school shall be held accountable for performance goals stated in the charter including Adequate Yearly Progress (AYP).
 * 3) <span style="font-family: 'Times New Roman','serif';">Page _ Describe how the high school cluster as a whole shall be held accountable for performance goals stated in the charter.

__<span style="color: black; font-family: 'Times New Roman','serif'; text-transform: uppercase;">School in needs Improvement- __<span style="color: black; font-family: 'Times New Roman','serif';">Required only if the petition seeks to convert a school in Needs Improvement to a charter school. Chartering can be a dramatic and comprehensive intervention in a low-performing school that can produce significant gains in student achievement within the charter term. Please use this section of the petition to explain how you intend to accomplish this goal. The overarching theme of this and other responses should be to demonstrate where the school is pre-charter, what steps the school will take post-charter that would not otherwise be possible without the flexibility offered by chartering and how this will increase student achievement.

__learning environment__ (e.g. changes in the school culture, creation of school-based rituals, development for mentor, advisor, and teacher relationships) and how these changes will enable the school to make Adequate Yearly Progress. * <span style="font-family: 'Times New Roman','serif';">Page_Describe the proposed changes to the __teaching environment__ (e.g. changes to the curriculum including remediation and accelerated learning programs, professional development innovations including teacher evaluations, changes in staffing and recruitment, merit based pay, longer school day/year) and how these changes will enable the school to make Adequate Yearly Progress. * <span style="font-family: 'Times New Roman','serif';">Page_Describe the proposed changes to __school level decision making__ (e.g. change in school leadership, ability of the principal to select and assign staff positions without regard to seniority, more decision making authority for teachers and parents, increased community involvement) and how these changes will enable the school to make Adequate Yearly Progress. * <span style="font-family: 'Times New Roman','serif';">Describe any other changes that will result if your school uses chartering as a school improvement strategy. __<span style="color: black; font-family: 'Times New Roman','serif'; text-transform: uppercase;">Required Attachments/Appendices <span style="color: #ff0000; font-family: 'Times New Roman','serif'; text-transform: uppercase;">(LEADER: NEW PRINCIPAL AND SECRETARY) __
 * 1) <span style="font-family: 'Times New Roman','serif';">Page _ Explain why the school is in Needs Improvement. If the school has been in Needs Improvement for three years or more, please discuss the steps the school has taken to make AYP and any progress the school has made.
 * 2) <span style="font-family: 'Times New Roman','serif';">Page_Describe the proposed changes to the

· <span style="color: black; font-family: 'Times New Roman','serif';">App. _ Attach the charter school’s proposed annual calendar and a draft of the charter school’s daily school schedule. · <span style="color: black; font-family: 'Times New Roman','serif';">App. _ Attach a copy of any admissions application the charter school seeks to use. · <span style="color: black; font-family: 'Times New Roman','serif';">App. _ Attach <span style="font-family: 'Times New Roman','serif';">a copy of any intended contracts for the provision of educational management services or the provision of supplemental educational services and remediation. Such contracts shall describe the specific services for which the contracting organization is responsible. In the case of a management organization, such contracts shall clearly delineate the respective roles and responsibilities of the management organization and the governing board in the management and operation of the charter school. ||  || Portions not contributed by visitors are Copyright 2010 Tangient LLC. ||
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