SLAM Academy
Charter High School
Palm Beach
CHARTER SCHOOL APPLICATION
Rule 6A-6.0786
Form IEPC-M1
Effective February 2016
2ñ
APPLICATION
COVER
SHEET
NAME
OF
PROPOSED
CHARTER
SCHOOL: SI-AM Academy
Charter
High
School
(Palm Beach)
NAME
OF NON-PROFIT
ORGA}TIZATION/ MUNICIPALITY
UNDER
SI/HICH
CHARTER
WILL BE ORGANIZED
OR OPERATED:
Sports Leadetship
and Management.
Inc.
If
a
non-profit
otganization,
has
it been incorporated
with Florida's
Secretary
of State? YES
Provide
the name
of the person who v¡ill
serve as the
primary
contact for
this Application.
The
primary
contact
should serve
as the contact fot follow-up, interviews,
and notices
regarding
this Applicatìon.
NAME OF
CONTACT PERSON:
Rene Ruiz, Esq./
cc: Millie
Sanchez
TITLE/RELATIONSHIP
TO NON-PROFIT:
Govetning Boatd
Director/
cc:
Board
liaison
MAILING
ADDRESS:
c/o 6340 Sunset Ddve. Miami. FL
33143
PRIMARY
TELEPHONE:
(786) 5 1
4-4743
ALTERNATE
TELEPH
ONE: (7
86) 52s - 6s43
E-MAILADDRESS:
/
cc: msanchez@academica,org
Names, roles,
and cuffent employment
of all
persons
on
applicant
group, i.e.
anyone
with a role in
drafting
the
substantive content of this
application or
expected to have
a
signifìcant
role
with the
school,
including any
consultants or employees
of an Education
Service
Providet.
Add lines
as
necessary.
Proie c te
d
D
ate o
f
Scho o I Opening (Month
/Ye
artr_Âugu$20.18
Full
Name
CurtentJob
Title
&
EmÞlover
Role
with ProÞosed
School
Rene
Ruiz, Esq
Attotne¡ Steams Weaver
Miller,
'l7eissler,
PA
SI-AM
Governing Board
Chafu/President
Management
and
OversiEht
Alex Tamargo
SI-AM Foundation
Support
Staff
Operations
support
for
new
schools
Richard
Moreno
CFO,
Building
Hope
Budget
Consultant
Clint Duvo Principal,
SLAM Middle Palm Beach
Principal/School
Leader
Monique Machado
Principal,
SI-AM
Academy
6-1.2
(Osceola)
Secondary
program
/
charter
application
suppoft
Vanessa
Mancebo, Esq. Legal
counsel, A.cademica
Legal
counsel/Sl-AM
qrants
manasement
I(elly
Pietce
SLA,M
Liaison, Academica
Curriculum and PD
support
AdùanaLima
Director of Matketinn Academica
ESP
Suppotr Enrollment/
Marketinq
Colette
PaÞa. Esq.
General Counselor, Academica
ESP
Support
LiÍanaSalazar
Natjonal Directot of Special
Education,
Academica
ESP
Support:
SWD
I(elly Mallon
Governinq Board Liaison, Academica
ESP
Support:
Governance
I(endall
Artusi
Academica Support Servtces
ESP Support:
Palm
Beach
Millie Sanchez
Director of Educational
Services,
Ac¿demica
ESP
Supporfl Educational
Services
AnaMafiinez
CFO,
Academica
ESP
Support Fiscal
Mada
G.
Devitt
Academica Support Servrces
ESP
Support: Human
Resources
Do
any of the
following
descdbe yoru organizatian, or the
school
proposed
in this
application?
o
Table of Contents
EXECUTIVE SUMMARY ..................................................................................................................... I
I. EDUCATIONAL PLAN ................................................................................................................... 1
SECTION 1: MISSION, GUIDING PRINCIPLES AND PURPOSE .................................................................. 1
SECTION 2: TARGET POPULATION AND STUDENT BODY ..................................................................... 2
SECTION 3: EDUCATIONAL PROGRAM DESIGN .................................................................................... 6
SECTION 4: CURRICULUM AND INSTRUCTIONAL DESIGN ................................................................... 18
SECTION 5: STUDENT PERFORMANCE ............................................................................................... 47
SECTION 6: EXCEPTIONAL STUDENTS ............................................................................................... 61
SECTION 7: ENGLISH LANGUAGE LEARNERS .................................................................................... 80
SECTION 8: SCHOOL CULTURE AND DISCIPLINE ................................................................................ 87
SECTION 9: SUPPLEMENTAL PROGRAMMING ..................................................................................... 90
II. ORGANIZATIONAL PLAN ......................................................................................................... 91
SECTION 10: GOVERNANCE ............................................................................................................... 91
SECTION 11: MANAGEMENT AND STAFFING ..................................................................................... 99
SECTION 12: HUMAN RESOURCES AND EMPLOYMENT ..................................................................... 102
SECTION 13: PROFESSIONAL DEVELOPMENT .................................................................................. 109
SECTION 14: STUDENT RECRUITMENT AND ENROLLMENT .............................................................. 110
SECTION 15: PARENT AND COMMUNITY INVOLVEMENT.................................................................. 113
III. BUSINESS PLAN ...................................................................................................................... 115
SECTION 16: FACILITIES .................................................................................................................. 115
SECTION 17: TRANSPORTATION SERVICE ......................................................................................... 117
SECTION 18: FOOD SERVICE ........................................................................................................... 117
SECTION 19: SCHOOL SAFETY AND SECURITY .................................................................................. 118
SECTION 20: BUDGET ..................................................................................................................... 119
SECTION 21: FINANCIAL MANAGEMENT AND OVERSIGHT .............................................................. 122
SECTION 22: START-UP PLAN .......................................................................................................... 128
ADDENDUM A: REPLICATIONS ................................................................................................. 128
ADDENDUM B: EDUCATION SERVICE PROVIDERS ............................................................ 132
IV. STATEMENT OF ASSURANCES ............................................................................................ 141
ATTACHMENTS ............................................................................................................................. 142
A. EVIDENCE OF TEACHER AND PARENTAL SUPPORT FOR CONVERSION ....................................... 142
B. SAMPLE DAILY SCHOOL SCHEDULE AND ANNUAL CALENDAR................................................... 143
C. SAMPLE CURRICULUM SCOPE AND SEQUENCE ......................................................................... 143
D. READING CURRICULUM ........................................................................................................... 143
E. PUPIL PROGRESSION PLAN ...................................................................................................... 143
F. ASSESSMENT SCHEDULE.......................................................................................................... 143
G. PROPOSED STUDENT CODE OF CONDUCT ............................................................................... 143
H. ARTICLES OF INCORPORATION ................................................................................................ 143
I. 501(C)(3) TAX-EXEMPT STATUS DETERMINATION LETTER ......................................................... 143
J. GOVERNING BOARD BY-LAWS ................................................................................................. 143
K. GOVERNING BOARD CODE OF ETHICS AND CONFLICT OF INTEREST POLICY ............................ 143
L. BOARD MEMBER INFORMATION SHEET /RESUME, AND STATEMENT OF ASSURANCES ............. 143
M. ORGANIZATION CHARTS ......................................................................................................... 143
N. JOB DESCRIPTION FOR SCHOOL LEADER ................................................................................. 143
O. SCHOOL LEADER QUALIFICATIONS ......................................................................................... 143
P. JOB DESCRIPTION(S) AND QUALIFICATION REQUIREMENTS FOR LEADERSHIP POSITIONS .......... 143
Q. JOB DESCRIPTION(S) AND QUALIFICATION REQUIREMENTS FOR TEACHERS .............................. 143
R. PERSONNEL POLICIES ............................................................................................................. 143
S. STUDENT ENROLLMENT APPLICATION .................................................................................... 143
T. EVIDENCE OF DEMAND FOR THE SCHOOL ............................................................................... 143
U. EVIDENCE OF FACILITY FUNDING SOURCES (IF APPLICABLE) ................................................... 143
V. DRAFT RENTAL AGREEMENT OR LEASE FOR FACILITY (IF APPLICABLE)..................................... 143
W. FLORIDA CHARTER SCHOOL REVENUE ESTIMATING WORKSHEET .......................................... 143
X. PROPOSED OPERATING BUDGET ............................................................................................ 143
Y. PROPOSED STARTUP BUDGET ................................................................................................. 143
Z. EVIDENCE OF EXTERNAL FUNDING (E.G. FOUNDATIONS, DONORS, GRANTS) ........................... 143
AA. COMMISSIONER’S LETTER(S) OF VERIFICATION OF HIGH-PERFORMING STATUS......................... 143
BB. ESP’S ORGANIZATION CHART ................................................................................................. 143
CC. ESP’S ORGANIZATION CHART AFTER ANY ANTICIPATED GROWTH ........................................... 143
DD. APPLICANT HISTORY WORKSHEET ........................................................................................... 143
EE. DRAFT CONTRACT BETWEEN SCHOOL AND ESP ...................................................................... 143
FF. ADDITIONAL SUPPLEMENTAL MATERIAL ................................................................................. 143
i
EXECUTIVE SUMMARY
Mission—The mission of SLAM Academy High School (Palm Beach) is to provide an innovative
and in-depth secondary educational program that produces college-bound students through
emphasis on sports-related majors and post-secondary preparation.
Vision— SLAM Academy’s vision is to prepare students with the tools and knowledge for
postsecondary studies and beyond so that they are positioned for a successful future in a global job
market and equipped to make a positive impact on society.
Philosophy— SLAM will close the achievement gap by making learning “relevant” to students,
creating “relationships” within the learning community and challenging students at their
instructional level with the academic “rigor” of high standards-based course work; thus, developing
passionate individuals with the capacity, preparation and motivation to be world changers.
Anticipated Population. SLAM by design is intended to attract students from both existing choice
programs, traditional program public schools, and private schools throughout the county seeking
careers in the sports leadership, arts and management arena or simply seeking an innovative college
preparatory curriculum. As a choice program, the school will have an open admissions policy and
therefore anticipates serving a high minority, SWD and economically disadvantaged student
population, with at least 58% all students qualifying for free and/or reduced lunch. The School
expects anticipates 13% of the student population will consist of English Language Learners and
15% Students with Disabilities based on the current enrollment of these populations in the Palm
Beach County School District.
Educational Need. SLAM Academy is looking to serve students in the Forest Hill area of Palm
Beach County. There is a strong educational need for such a program in the proposed location for
the following reasons: There are currently no similar or related choice programs. Sports related
programs increase student performance by making the material relevant and therefore increase the
rigor of the material presented and mastered. The high schools existing within 3-5 miles are
performing average or below average.
A study conducted in 2008 by the University of California's Linguistic Minority Research Institute
states, “poor academic achievement, as early as elementary school, is one of the strongest predictors
of dropping out.” SLAM integrates the Florida Standards into the core curriculum while also
educating students in 21
st
Century foundation skills for Business, Marketing, Sports Medicine, and
Media Production.
SLAM’s curriculum uses innovative methods designed specifically to prepare high school students
for college and post-secondary careers by motivating and preparing them as early as the 6
th
grade to
pursue acceleration opportunities. Students at SLAM engage in innovative instructional activities
Eco. Dis. Non Eco. Dis. ELL Non ELL ESE Non ESE
41 74 14 59 24 59
PALM BEACH COUNTY 2016-2017
PROFICIENCY BY SUBGROUP (3 or higher)
Student Econmic Status
ELL
SWD
ii
that integrate sports-related themes into a rigorous standard-based content, making learning both
meaningful and relevant to their daily lives. Core subject matter (Language Arts, Mathematics,
Science and Social Studies) is taught using sports-themed activities and innovative lessons designed
by certified teachers. These activities address benchmarks and concepts aligned to the state academic
standards and post-secondary preparation. In the middle school, students engage in exploratory
coursework, which exposes them to various careers in the sports leadership, arts and management
arena. At the secondary level, high school students select a career academy/pathway in either Sports
Marketing and Management, Sports Medicine and Health related fields, or Sports Broadcasting and
Digital Media Production. Teachers use instructional strategies and SLAM-i-fied
1
lessons that
connect with individual student learning needs while providing motivating, challenging and
meaningful experiences for students to receive and process information in ways that require
differentiation of experience.
School Culture, Community Engagement & Partnerships. A critical part of the 3 R’s involves
developing relationships within the school and community. The school leadership team will create
partnerships within the local community where SLAM students can connect, volunteer and thrive.
SLAM strives to create a team-like community among students, staff, families and community
stakeholders to foster a sense of belonging and support. Through partnerships with community
organizations, sports industry leaders and career mentors, SLAM empowers students to succeed
academically and socially, thereby increasing the likelihood of their life-long success.
SLAM students will also benefit from the support of the SLAM Foundation. The Foundation
supports all SLAM schools by providing unique access to career mentors through partnerships with
national sports franchises. For example, the SLAM Foundation will grant the school access to
SLAM Radio, the SLAM Foundation’s SiriusXM radio station, which will broadcast content
exclusively created, produced, and presented by high school students throughout the SLAM network
of schools. Through SLAM Radio and other means, the SLAM Foundation will facilitate private
sector donations and grants to the school. Other national partners include: Hendrick Motorsports:
Creating a STEM engineering curriculum using the sport of auto racing as the foundation. Google:
Providing an afterschool Science club which teaches students to code while creating their favorite
fashion, music and sports video games. Gallup: Using Gallup’s Principal and Teacher Insight
assessments as part of the hiring and recruitment process for innovative educators who have a
passion for transforming education.
The school will also benefit from the support of a mentor principal and professional development
for teachers provided by the SLAM Foundation. Through these and other partnerships, SLAM
Academy High School (Palm Beach) will have the capacity to empower students to succeed
academically and socially and be prepared for the challenges of the 21
st
Century workforce.
1
SLAM-i-fied lessons: sports-themed lessons created by teachers and aligned to state standards (see curriculum section
and Attachment C ).
1
I. EDUCATIONAL PLAN
Section 1: Mission, Guiding Principles and Purpose
A. Provide the mission and vision statements for the proposed charter school. The mission is a statement of the
fundamental purpose of the school, describing why it exists. The vision statement outlines how the school will
operate and what it will achieve in the long term. The mission and vision statement provide the foundation for the
entire proposal, and taken together, should illustrate what success looks like.
Mission—The mission of SLAM Academy High School (Palm Beach) is to provide an innovative
and in-depth secondary educational program that produces college-bound students through
emphasis on sports-related majors and post-secondary preparation.
Vision— SLAM Academy’s vision is to prepare students with the tools and knowledge for
postsecondary studies and beyond so that they are positioned for a successful future in a global job
market and equipped to make a positive impact on society.
Philosophy— SLAM will close the achievement gap by making learning “relevant” to students,
creating “relationships” within the learning community and challenging students at their
instructional level with the academic “rigor” of high standards-based course work; thus, developing
passionate individuals with the capacity, preparation and motivation to be world changers.
Secondary Program Focus— The secondary program produces college bound students through
its career academy model. Students will choose one of the following career academies that will
prepare students for majors in sports related careers:
Sports Medicine
Sports Broadcasting and Journalism
Sports Marketing, Entertainment & Management
The program focuses on sports, leadership, arts and management in order to expose high school
students to career opportunities within the fields of sports medicine, broadcast journalism, and
management. While the program focuses on sports-related jobs, many of the skills taught in the
curriculum, are transferable to other areas of specialty. In addition to the career academies, core
subject matter (language arts, mathematics, science and social studies) will be taught using sports-
related themes while addressing key benchmarks and concepts aligned to the Florida State
Standards.
B. Provide the page number(s) of the material within this application that describes how the proposed school will
utilize the guiding principles found in section 1002.33(2)(a), F.S.
In accordance with the law, charter schools shall be guided by the following principles:
- Meet high standards of student achievement while providing parents flexibility to choose among
diverse educational opportunities within the state’s public school system. PAGE(S) _3-6____
- Promote enhanced academic success and financial efficiency by aligning responsibility and
accountability. PAGE(S) _47-51; 122-124____
- Provide parents with sufficient information on whether their child is reading at grade level and
whether the child gains at least a year’s worth of learning for every year spent in the charter
school. PAGE(S) _54____
2
C. Provide the page number(s) of the material within this application that describes how the proposed school will meet
the prescribed purposes for charter schools found in section 1002.33(2)(b), F.S.
In accordance with the law, charter schools shall fulfill the following purposes:
- Improve student learning and academic achievement. PAGE(S) __47-51___
- Increase learning opportunities for all students, with a special emphasis on low-performing students
and reading. PAGE(S) _9____
- Encourage the use of innovative learning methods. PAGE(S) _5-8____
- Require the measurement of learning outcomes. PAGE(S)_57-58____
D. Provide the page number(s) of the material within this application that describes how the proposed charter school
will fulfill the optional purposes of charter schools found in section 1002.33(2)(c), F.S. If one or more of the
optional purposes does not apply to the proposed school, please note “N/A”. This section is optional.
In accordance with the law, charter schools may fulfill the following purposes:
- Create innovative measurement tools. PAGES(S) _____
- Provide rigorous competition within the public school district to stimulate continual improvement in
all public schools. PAGE(S) _____
- Expand the capacity of the public school system. PAGE(S) _____
- Mitigate the educational impact created by the development of new residential dwelling units.
PAGE(S) _____
- Create new professional opportunities for teachers, including ownership of the learning program at the
school site. PAGE (S)_____
Section 2: Target Population and Student Body
A. Describe the anticipated student population to be served and how that aligns with the school’s mission. Applicants
should state if they will give enrollment preference or limit the enrollment process, as allowed by law, to certain
student populations defined in section 1002.33(10)(d) & (e), F.S.
2
If the applicant intends to have enrollment
preferences they should be described in Section 14 of the application.
Anticipated Student Population. For the 2018-2019 school year, SLAM will open to all rising 9
th
graders, eligible for promotion to high school, based on the School District of Palm Beach County,
Pupil Progression Plan. Applications will be available to students currently attending SPORTS
LEADERSHIP AND MANAGEMENT (SLAM) MIDDLE SCHOOL PALM BEACH (MSID
4090), who have expressed an interest in continuing their education at SLAM High School (See
attachment T). The school will have an open admissions policy and admission consideration will be
available to all student, as described in F.S.§1002.33(10), who submit a timely application (prior to
the posted deadlines). In the event the number of applications exceeds the capacity of the program,
class, grade level, or building all applicants will have an equal chance of being admitted through a
random selection (lottery) process. If the number of applications falls short of the established
capacity, supplemental registration periods may be held for the purpose of reaching student capacity.
In accordance with federal and state anti-discrimination laws and the Florida Educational Equity
2
For operators intending to apply and be eligible for federal funding under the US Department of
Education’s Charter Schools Program, recruitment and admissions policies and practices must meet
all federal requirements. See Charter Schools Program, Title V, Part B of the ESEA, Non-regulatory
Guidance, Section E. (Lottery, Recruitment and Admissions).
3
Act, Section 1000.05(2), the school will not discriminate on the basis of race, ethnicity, national
origin, gender, or disability against a student in its school admission process.
SLAM’s mission is to provide an engaging, challenging, and supportive learning environment that
will motivate all students to be the best they can be in and out of the classroom and prepare them
for future success. In alignment with this mission, SLAM will offer this opportunity to any
student/family who chooses to apply; therefore, it anticipates serving a student population that is
reflective of the overall student composition of Palm Beach County public schools. The table below
reflects the student racial demographics for Palm Beach County Public School District.
SLAM Academy anticipates serving a high minority and economically disadvantaged student
population, with at least 60% all students qualifying for free and/or reduced lunch. The School
expects that 14% of the student population will consist of English Language Learners and 24%
Students with Disabilities based on the current enrollment of these populations in the Palm Beach
County School District and locally comparable schools in Forest Hill area of Palm Beach County—
the geographic area the school intends to serve.
Enrollment Preferences—In accordance with 1002.33(10)(d), F.S., the charter school will give
enrollment preference to the following student populations:
• Students who are siblings of a student enrolled in the charter school
• Students who are the children of a member of the governing board of the charter school
• Students who are the children of an employee of the charter school
• Students who are the children of an active duty member of any branch of the United States
Armed Forces
• Students who attended or are assigned to failing schools pursuant to s. 1002.38(2)
Enrollment Limitations— In accordance to 1002.33(10)(e), F.S. the School may limit the enrollment
process to target the following student populations:
• Students residing within a reasonable distance of the charter school, as described in
paragraph (20)(c). Such students shall be subject to a random lottery and to the racial/ethnic
balance provisions described in subparagraph (7)(a)8 or any federal provisions that require a
school to achieve a racial/ethnic balance reflective of the community it serves or within the
racial/ethnic range of other public schools in the same school district;
*1002.31 Controlled Open Enrollment – Pursuant to Florida law, a charter school may be exempt
from the requirements of s.1002.31 if the school is open to any student covered in an interdistrict
agreement and any student residing in the school district in which the charter school is located.
Section 1002.31 states in pertinent part, a charter school shall allow a parent from any school district
in the state whose child is not subject to a current expulsion or suspension to enroll his or her child
White Asian Hispanic Other
74 2 19 7
Palm Beach County Demographics %
U.S. Census 2010
African American
17
4
as part of the charter school’s controlled open enrollment process, if the school has not reached
capacity. In accordance with 1002.31(2)(b) and (c), the charter school’s governing board will
determine the school’s capacity based upon its charter school contract and post current capacity
determinations on the school’s website. As part of its controlled open enrollment process, the
school will annually post on its website the application process required to participate in controlled
open enrollment, consistent with s. 1002.31 and s.1002.33.
Students residing in the district will not be displaced by a student from another district seeking
enrollment under the controlled open enrollment process as per 1002.31(2)(a (e). As part of its
controlled open enrollment process, the school may provide preferential treatment (within its
controlled open enrollment participation process) to the enrollment preferences and limitations
pursuant to s. 1002.33(10) as described above.
B. If a facility has not been identified in Section 16 of this application, state the geographic area which the applicant
intends to serve.
SLAM Academy has identified a need for 9-12 program in the Forest Hill area in Palm Beach
County.
C. Provide enrollment projections in the table below for each year of proposed operation. These projections are not
enrollment caps. Annual capacity determinations will be made by the governing board in conjunction with the
sponsor per section 1002.33(10), F.S.
Grade
Level
Number of Students
Year 1
Year 2
Year 3
Year 4
Year 5
9-12
100
350
600
850
1000
The numbers provided are estimates and may vary depending on student enrollment and or attrition
in the respective grade levels. The approximate number of students in each class (up to 25 in grades
9-12) is consistent with those required by Florida class size law as applied to charter schools.
D. Provide a brief explanation of how the enrollment projections were developed.
The enrollment projections are based on calculations of class size and on the analysis of the
enrollment and capacity of the surrounding high schools within a three to five mile radius of the
proposed area (see Attachment T - Market Analysis). Several factors lead to a first-year
enrollment of 100 students.
Local Need. The table found below reflects the 2016-2017 student proficiency by subgroup, in the
School District of Palm Beach County. (for a detailed market analysis see Attachment T - Market
Analysis).
The area considered indicates within 0-5 miles of the area 14,106 potential students of age 15-18.
Within the zero to five mile range, there are 545 students attending a high-needs high school, which
is approximately 3.9% of the total 14-18 year olds in the designated range. We believe the charter
proposed above will meet a specific need in the community proposed based on the demonstrated
demand for educational choice options, surrounding school enrollments, and number of the
5
respective student age groups. Lastly, when comparing the achievement gap between the Districts
Economically Disadvantaged vs. Non Economically Disadvantaged; ELL vs. Non-ELL; and ESE
vs. Non-ESE students, it demonstrates these fragile subpopulations are not experiencing success in
the public schools; therefore making school choice a valid option.
Innovative Programs. There is a demand for educational programs that create relevance for
students, increase graduation rates and close the achievement gap for minority students. SLAM
provides all of these components in a safe environment that meets the individual needs of all
students. SLAM (Miami) reached its maximum capacity at 1,057 students in Year 1 and is building a
second phase to hold an additional 1,400 students who are currently on wait lists. This is further
evidence of the growing interest in this innovative choice program.
School Choice. According to the National Alliance for Public Charter Schools
3
, in the current
2016-17 school year, there are more than 6,900 charter schools, enrolling an estimated 3.1 million
students. Over the past 10 years, enrollment in charter schools has nearly tripled—from 1.2 million
students in 2006-07 to an estimated 3.1 million in 2016-17. Between 2015-16 and 2016-17, estimated
charter school enrollment increased by over 200,000 students. The estimated 7 percent growth in
charter school enrollment between fall 2015 and fall 2016 demonstrates continued parental demand
for high-quality educational options. We believe the Palm Beach County Public School District
parents are part of this movement.
E. Briefly explain the rationale for the number of students and grade levels served in year one and the basis for the
growth plan in subsequent years as illustrated in the table above.
The rationale for the projected numbers of students takes into account the needs assessment for the
particular grade levels served (refer to Attachment T – Market Analysis). The school expects to
open with grade 9 in year one maximum capacity at 100 and add a grade level every year thereafter.
By year 5, SLAM Academy will reach its maximum capacity of 1000 students. Research shows that
students that receive three years or more of instruction in one educational institution, show greater
success than those with higher mobility rates.
In alignment with our mission, the school will open as a small academy in a college preparatory
setting starting with only 9
th
grade – (100 students) using a 1:25 teacher-student ratio. This
controlled expansion ensures the students can be comfortably accommodated on the existing
campus thus capitalizing on the school’s existing highly-qualified staff. In year 2, the school will add
a 10
th
grade with up to 350 students, growing the program one grade level at a time, reaching grade
12 capacity by Year 5 and remaining stable in years 3-5.
3
http://www.publiccharters.org/wp-content/uploads/2017/01/EER_Report_V5.pdf
6
Section 3: Educational Program Design
A. Describe the proposed charter school’s educational program.
Rigor/Relevance + Relationships Framework— SLAM’s educational program design is grounded on the
philosophy of the three R’s: Rigor, Relevance, and Relationships. The three R’s represent the
essential components that must be in place to effectively prepare students for the demands of the
21
st
Century. Attributed to the work of Dr. Bill Daggett
4
, the three R’s model has been linked by
research to higher attendance and graduation rates, stronger test scores, and safer schools. In
alignment with Florida Standards (FS) and relevant NGSSS, SLAM educational model incorporates:
• RIGOR in all subject areas by establishing expected student performance from the start,
professional development for teachers to ensure rigorous instructional delivery, aligning
instruction with assessment, and framing lessons at the high end of the knowledge taxonomy (i.e.
analysis, synthesis, evaluation);
• Project-based learning, real-life problem solving activities, intellectual gaming platforms and sports
infused lessons that encourage students to work collaboratively to make learning RELEVANT;
• Opportunities to foster genuine RELATIONSHIPS among students, families, and community
mentors to create richer learning communities that hold all stakeholders accountable for success.
Below are programmatic and innovative components of the proposed instructional program.
The Hook. SLAM Academy combines the three R’s with an innovative approach to engage
students. We leverage student interests to make learning in the classroom more enticing to them. At
its core, sports is about a healthy competition to reach an ultimate goal -- whether is it becoming a
professional athlete or competing to get accepted into the best pre-med program in college. SLAM’s
definition of the word “sports” is not about being the best athlete; rather, it refers to students
engaging in positive teamwork as well as competition within the classroom that allows them to
experience dealing success, failure and teamwork.
Sports-Themed Curriculum— SLAM Academy integrates sports themes into the Florida Standards-
based curriculum to keep students engaged. This supports interdisciplinary teaching by providing a
vehicle for integrating content areas in a way that makes sense to children. It helps them make
connections in order to transfer knowledge they acquire and apply it meaningful ways. For
example, using the sports concept of “Teamwork and Tolerance,” a math teacher may use the
concept of teamwork and tolerance to show how the x- and y- axis work together to form a slope.
If one axis changes, the other will inevitably change. A science teacher may use this concept when
for a lesson on the components of the animal cell and the effects if one part of the cell is not
functioning properly. When the same concept occurs across the curriculum, students will revisit the
same ideas and be able to apply them in different ways, resulting in a richer understanding of the
subject matter.
4
http://www.leadered.com/our-philosophy/rigor-relevance-framework.php
7
SLAM-ified Lessons—Teachers at SLAM Academy will be expected to “SLAM-ify” lessons. The
integrity of “what” is being taught (i.e. FSA and NGSS Standards) will be maintained with fidelity;
however, all teachers will be required to SLAM-ify “how” the standards are covered using sports
analogies or concepts. This is yet another way for students to connect their core subject to the real-
world. For example, during a history lesson, a teacher may describe common terms used in sports
such as football to relate to battle terms used in war (e.g., “in the trenches” or the “blitz”). In a
geometry lesson, students may learn about angles by designing replicas of sports stadiums/arenas.
In science, students may learn about friction by examining the effects of a ball or puck on different
surfaces. In doing so, this will further enhance the relevance of the subject matter and allowing
students to apply their knowledge across disciplines and in real world predictable and unpredictable
situations (see Section FF for sample SLAM-ified lessons).
Career Academies—The secondary program (9-12) offers a career academy model that produces
college-bound students. Students will choose one of the following career academies that will
prepare students for majors in sports-related careers:
• Sports Medicine
• Sports Broadcasting and Journalism
• Sports Marketing, Entertainment Arts and Management
SLAM’s use of career academies is based research validating that “career academies are the most
durable and best-tested component of reform strategy to prepare students for college and careers.”
5
A Positive Learning Environment. SLAM Academy creates a positive learning environment by
creating a sense of belonging through Home Team, building relationships through Academic
Coaches, setting clear expectations through our innovative discipline approach, staying relevant, and
intentionally being positive in the classroom. See Section 8: School Culture and Discipline for
details on SLAM’s innovative discipline.
College and Career Readiness. The secondary model provides for seamless transition from one
grade to the next; furthermore, from middle to high school and beyond. The following strategies
are part of the educational program to ensure each student is motivated to be the best they can be in
and out of the classroom and prepare them for future success.
Acceleration—SLAM strives to provide an academically challenging curriculum complete with
accelerated instructional options to eligible high school students. Eligibility requirements and
procedures have been established by the Sponsor and will be strictly adhered to. The 9th-12th model
provides expanded options for acceleration. The SLAM model encourages eligible students as early
as 7
th
and 8
th
grade, to enroll in high school courses; thus affording ACCEL opportunities early on in
their high school careers. At the high school level, students will have opportunities for Dual
Enrollment, Advanced Placement and Credit Acceleration Programs (CAP) all of which challenge
students with increased demands and content matter expectations. Currently at SLAM Miami, 11%
5
http://www.mdrc.org/publication/career-academies-impacts-student-engagement-and-
performance-high-school
8
of high school students are dually enrolled in college courses and 23 % are receiving AP course
work.
At SLAM Academy Charter High School (Palm Beach), acceleration options will be data driven. We
will look at FSA scores, grades, and teacher recommendations to determine the level of the student’s
ability and achievement.
Industry Certification—SLAM Academy intends to offer industry certification at the high school level
via the offering of state-approved, student-interest aligned Career and Technical Education courses,
within the academy strands. These include Marketing, Sales & Service; Arts, A/V Technology &
Communication; and Health Science.
Real Life Experiences—Quarterly guest speakers relevant to each academy, comprised of. SLAM High
School alumni and notable guest speakers will be used to inspire and motivate students. Students
will benefit from an array of internship and volunteer opportunities with these community partners
in advance of the curriculum and beyond the bell. Career Academies establish partnerships with
local employers to build sequences of career awareness and work-based learning opportunities for
students. Furthermore, by working with experts in the sports leadership and management field,
students will gain relevant hands-on experience, thus enabling them to showcase their learning
through expanded career portfolios, highly-developed projects and student presentations.
The Network. SLAM Academy will work hard to establish partnerships with faculty and
community partners. Students will benefit from the support and expertise of local businesses,
national organizations, and individuals hence, cultivating relationships and benefiting from dynamic
enrichment opportunities. SLAM Academy is supported by its partnership with the SLAM
Foundation, which serves to coalesce all SLAM schools (SLAM Miami, SLAM Palm Beach, SLAM
Tampa and SLAM Nevada) through professional development opportunities, student-friendly
competitions at the network level, and overall organizational support. Capitalizing on local and
national partnerships, and drawing on the abundant resources, talents, abilities, and strengths of its
network, SLAM will continue to establish itself as a reputable brand that will attract highly-qualified
practitioners, committed to providing world-class education to its students. Please see Section 15:
Parent and Community Involvement for detailed Strategic Partnerships.
B. Describe the basic learning environment (e.g., classroom-based, independent study, blended learning), including
rationale for class size and structure and how the learning environment supports and is consistent with the mission.
SLAM’s learning environment will uphold our core values of (1) Equity; (2) Innovation; (3)
Teamwork. We aim to create a culture of “teamwork” amongst all stakeholders in an environment
where students are inspired to learn, teachers are empowered to teach and parents and families are
an active part of the school community. SLAM will employ the following initiatives to create a
school-wide culture that promotes the school’s core values in and out of the classroom:
• Equity: Equity in the classroom can be defined as giving students what they need. Teachers
will be trained to understand the needs of our students, value their feedback on activities,
and support student ideas when designing engaging lessons and assessments.
• Innovation: As part of our unique educational program, SLAM Academy will help shape a
positive culture through innovative discipline, Academic Coaches, Academic Advisement,
and homeroom initiatives.
9
• Teamwork: We will cultivate a positive culture for the SLAM family by building strong
relationships, teaching essential social skills through character development initiatives,
clarifying classroom and school-wide rules, being role models, setting appropriate
consequences and praising students for good choices.
The basic learning environment at SLAM High School Palm Beach will support the core values and
carry out the school’s mission of providing an innovative and in-depth secondary educational
program that produces college-bound students through emphasis on sports-related majors and post-
secondary preparation. The spatial structure of classrooms will be arranged to create an inviting,
safe, inclusive, and supportive environment for all students. Our classrooms are constantly evolving
from teacher-focused straight rows, to student focused triad and quad groupings and rotations
(rotations and group composition determined by ongoing progress monitoring data and vary to
uphold equity, innovation and teamwork).
The educational program will be structured according to the required minutes of instruction per
course in accordance with Florida Statute (Refer to Attachment B – Daily Schedule/Calendar).
We believe that students learn best in a personalized small school setting. In an effort to maintain
small class sizes, the school will maintain student-to-teacher ratios in accordance with Florida class-
size legislation, as applied to charter schools: In compliance with Laws of Florida, the number of
students in core classes, for grades 9-12 will include class size averages ranging up to 25 students.
Educators at SLAM will create engaging lessons and projects aligned to the Florida Standards that
challenge students to think critically and apply knowledge across various disciplines. The learning
environment supports and is consistent with the mission because it is:
• Engaging through its SLAM-i-fied lessons that connect the Florida Standards to a sports
concepts to make content relevant to the real-world.
• Challenging through its rigorous curriculum that challenges students to analyze, solve
problems and create solutions.
• Supportive through its school culture that fosters genuine relationships among students,
families, and community mentors in order to meet the needs of all students.
SLAM Academy’s vision is to equip students with the tools and prerequisite knowledge to for
postsecondary studies and beyond so that they are positioned for a successful future in a global job
market and prepared to make a positive impact on society. The learning environment described
above will motivate all students to be the best they can be in and out of the classroom and prepare
them for future success.
C. Describe the research base used to design the educational program.
SLAM Academy’s core curriculum components will always be grounded in research; moreover, it is
understood that the needs of students are ever evolving so the school leaders will be challenged to
continue to move towards the next best approach, tool or strategy.
Educational Framework. SLAM Academy’s core educational program will use the
Rigor/Relevance Framework +Relationships, a research-based educational model from the Institute
of Education Sciences and the International Center for Leadership Education. Student engagement
through sports, a career academy model, state-environment fit, and strength based learning will add
10
layers to the core educational program through which rigor, relevance and relationships can be
applied.
Rigor/Relevance + Relationships Framework—Bill and Melinda Gates Foundation further endorse the
three R’s (Rigor, Relevance, and Relationships) as essential components of an education model to
effectively prepare students for the demands of the 21
st
Century.
6
SLAM Academy’s approach to
implementing the three R’s is based on two dimensions of higher standards and student
achievement: Bloom’s Taxonomy and the Application Model. They can be modeled like a traditional
graph, with an x and y axis, to demonstrate how our students will move through the quadrants.
The y-axis, or Knowledge Taxonomy (Thinking Continuum) is focused on the way students use and
interpret knowledge. This dimension consists of two major quadrants, the acquisition and
assimilation of knowledge, which are divided into six steps according to Bloom’s Taxonomy (see
graph above). Our goal is for each SLAM student to progress from gathering and storing bits of
knowledge and information (Quadrant A) to students being able to extend and refine their acquired
knowledge and use that knowledge automatically and routinely to analyze and solve problems and
create solution (Quadrant C).
The x-axis, or Application Model (Action Continuum), created by Bill Daggett describes the way in
which knowledge is relevant and applicable in multiple scenarios. There are five levels based on
how we apply knowledge that we acquire in an action continuum. For example, while on one end is
6
Bill & Melinda Gates Foundation. High Schools for the New Millennium.
<https://docs.gatesfoundation.org/Documents/EdWhitePaper.pdf>
Student
Engagement
through Sports
Career
Academy
Model
Stage-
Environment
Fit
Strength-
Based
Learning
Rigor/Relevance Framework + Relationships
11
the knowledge a student acquires in math class, the high end signifies action. Students will be able
to take that knowledge they learned in math class to solve complex real-world problems and to
create projects, designs, and other works for use in real-world situations (Quadrant D).
Career Academies—While there is no single definition for career academies, there are three key
elements that support their impact on student engagement at the high school level: small learning
communities, college-preparatory curriculum with a career theme, and partnerships with employers.
7
The findings that have emerged from research on career academies to date suggest the following
implications for policies aimed at improving high schools and helping students prepare for the
transition from high school to further education and work: 1) Career Academies provide a well-
defined approach to creating more supportive high school environments and increasing students’
exposure to career awareness and work-based learning activities; 2) Among students who are most at
risk of dropping out of high school, career academies are an effective means of preventing dropout,
increasing school engagement, and helping students acquire the credentials they need to graduate
and prepare for post-secondary education; 3) Career academies should build on the effective
organizational enhancements they bring to high school reform efforts if they are to improve
academic achievement as measured by most standardized tests currently in use.
8
The sports-related career academies at the high school level will create a platform for students to
work through the Action Continuum of the Application Model referenced above. SLAM Academy
students will engage in project-based learning, which is in direct alignment with the Application
Model. A student’s ability to work successfully in the Adaptation quadrant is important in facilitating
a student’s transition from school to work, as well as encouraging students to think critically, using
common sense and acquired knowledge to overcome obstacles beyond the classroom.
Stage-Environment Fit—The Hope Study conducted by EdVisions, the foundation of SLAM’s
educational model, was designed around the Stage-Environment Fit Theory that states: “When the
environment meets the needs of developing adolescents, students are more motivated and engaged
in the learning process.”
9
The Hope Study used surveys that measured the perceptions of students’
autonomy, belongingness, goal orientation, engagement, and hope to assess how the students
perceive and respond to the school environment. Results evidenced that learning environments
designed around meeting the developmental needs of students are psychologically healthier places
than traditional secondary schools. According to the Stage-Environment Fit theory, behavior,
motivation and mental health are influenced by the “fit” between an individual’s developing needs
and the characteristics of his/her social environments. The theory states that when social
environments of secondary schools do not fit with the psychological needs of adolescents, this
results in a decline in academic motivation and performance. For this reason, the learning
7
https://casn.berkeley.edu/resource_files/CareerAcademies_overview.pdf
8
“Career Academies: Impacts on Students’ Engagement and Performance in High School”
http://www.mdrc.org/publication/career-academies-impacts-student-engagement-and-
performance-high-school
9
Newell, R. J., & Van Ryzin, M. J. (2007). Growing hope as a determinant of school effectiveness.
Phi Delta Kappan, 88(6), 465. https://www.hopesurvey.org/pdfs/publications/Growing-Hope-
PDK-1.pdf
12
environment at SLAM will be held with equal regard to the curriculum itself taking into account the
Stage-Environment Fit. SLAM will assess students’ perceptions of the learning environment to
ensure the school is meetings their needs and expectations. See Section 8: School Culture and
Discipline for detailed research on Stage-Fit Environment.
Engagement through Sports—SLAM integrates sports-related concepts into a rigorous curricular
program to create a learning environment that motivates, interests and engages students in learning.
Research conducted by Gallup suggests that there is a direct correlation between student
engagement and academic success.
10
According to the 2015 Gallup Student Poll, which surveyed
over 900,000 nationally, in fifth grade, 75% of students feel involved in and enthusiastic about
school, but by 11
th
grade, the same is true for only about one-third of students.
11
By leveraging
students’ love for sports, SLAM provides a rigorous standards-based curriculum that makes learning
meaningful and relevant; ultimately driving student-engagement up. SLAM students will be actively
involved-in and enthusiastic about learning; thus, directly addressing one of the nation’s problem of
declining engagement as time goes on.
Additionally, sports-themed programs have proven to be effective in making education relevant to
student learning. Athletes have proven to be role models for many children who lack role models at
home. This is especially relevant to the population SLAM Academy High School (Palm Beach)
intends to serve. According to Diversity Inc., all but one professional sports league is comprised of at
least 50% minority groups.
12
Thus, by providing positive role models and making learning relevant
through engaging concepts, SLAM High School (Palm Beach) expects to yield increased student
performance, increased graduation rates and help to close the achievement gap for educationally
disadvantaged students.
One of SLAM’s primary objectives is that of connecting sports to business and entrepreneurship
(leadership). According to The Hiring Site, Sports related job growth has out-paced the general job
market growth by over 7%.
13
In a city that has the big three: football, basketball, and baseball at both
the collegiate and professional level, the opportunity to pursue a career in the sports industry is
grand. Local partnerships, mentioned in Section 15: Parent and Community Involvement will
also pave the way for our students to establish positive relationships with community members that
could open doors to internships and future jobs.
SLAM-A Proven Model—SLAM Academy Miami is transforming the lives of its students by closing
the achievement gap and increasing the level of education, especially for minority and economically
disadvantaged students. The student body is 96% minority, comprised of 86.4% Hispanic, 9.6%
Black, 3.5% White, and .5% other. Eighty-seven percent (87%) of students at SLAM receive free
and/or reduced price lunch—often a measure of poverty.
10
Gordon, G. (2006) Building engaged schools. Gallup Press.
11
Gallup Inc., (2015) Gallup Student Poll Engaged Today—Ready for Tomorrow. <
http://www.gallup.com/services/189926/student-poll-2015-results.aspx>.
12
http://www.diversityinc.com/news/measure-diversity-one-u-s-pro-sport-meets/
13
http://thehiringsite.careerbuilder.com/2014/09/01/sports-related-jobs-grow-12-6-percent-
outpacing-overall-job-market/.
13
According to data from the Florida Department of Education, the English Language Arts
(ELA) and Math proficiency of students at SLAM on state assessments is exceeding peers at
neighboring schools. By 8
th
grade, 60% of SLAM students achieved a passing score in English
Language Arts, which is higher than both the state and district proficiency rates. Even more
impressive, is how SLAM Miami’s students compared to neighboring traditional public schools.
Compared to SLAM Miami’s 60% proficiency rate, neighboring schools reported 20%, 26%, 39%,
18%, 44% proficient by 8
th
grade in English Language Arts.
In mathematics, 54% of SLAM 8
th
grade students tested proficient. This far surpasses the 46%
proficiency rate in the State of Florida, and 39% proficiency rate in Miami-Dade County. Again, if
you take a closer look at the Mathematics results of the neighboring traditional public schools, 17%,
22%, 27%, 23%, and 25% respectively. See charts below for 2016-2017 Florida Standards
Assessment (FSA) proficiency rates compared to neighboring schools.
SLAM is also graduating these student populations at much higher rates than the local district and
state. In 2016, LAM Miami’s graduation rate of 92.4% exceeds the neighboring traditional public
schools, Miami Dade County 81%, Palm Beach County 85% and State (82.3%) averages. In 2016,
96% of SLAM graduates matriculated to 2-year/4-year college or universities and one percent
selected work, military service, or a technical instruction. In 2017, SLAM’s graduation rate increased
to 95.5 percent, with 96 percent of graduates accepted into colleges and universities. The high
School achieved a “B” grade from the Florida department of Education. The school also achieved a
97 percent in the College and Career Acceleration component within the State’s school grading
formula.
52
53
43
15
14
28
14
37
0
10
20
30
40
50
60
STATE
DADE
SLAM
BROWNSVILLE
CITRUS GROVE
KINLOCH PARK
JOSE DE DIEGO
SHENANDOA H
Grade 6 ELA FSA
55 55
60
20
26
39
18
44
0
10
20
30
40
50
60
70
STATE
DADE
SLAM
BROWNSVILLE
CITRUS GROVE
KINLOCH PARK
JOSE DE DIEGO
SHENANDOA H
8th Grade ELA FSA
51
52
41
15
31
23
17
24
0
10
20
30
40
50
60
STATE
DADE
SLAM
BROWNSVILLE
CITRUS GROVE
KINLOCH PARK
JOSE DE DIEGO
SHENANDOA H
6th Grade Math FSA
46
39
54
17
22
27
23
25
0
10
20
30
40
50
60
STATE
DADE
SLAM
BROWNSVILLE
CITRUS GROVE
KINLOCH PARK
JOSE DE DIEGO
SHENANDOA H
8th Grade Math FSA
14
SLAM is Increasing Academic Achievement of Educationally Disadvantaged Students. Despite the socio-
economic challenges of the students and families SLAM serves, the high school is making significant
advances in closing historic achievement gaps for educationally disadvantaged students. In 2016, the
cohort graduation rate of Hispanic students at SLAM (93 percent) also surpassed the District (83
percent), State (73 percent), and U.S. national (76 percent) average for Hispanics. The graduation
rate of low-income students at SLAM (88 percent) also surpassed the U.S. national average of 75
percent.
D. Provide a sample daily schedule and school annual calendar, including the annual number of days and hours of
instructional time as Attachment B. (Note: if approved, the Governing Board will formally adopt an annual
calendar)
Please see Attachment B – School Calendar and Daily Schedule
E. Explain how the services the school will provide to the target population support attainment of the state-adopted
standards, as required by section 1002.33, F.S.
SLAM Academy Palm Beach is committed to ensuring that all students who attend the school have
the opportunity to attain and demonstrate mastery of state standards and to be prepared for college
without the need for remediation. This is inherent in our mission to provide an educational
program that produces college-bound students who are prepared and positioned for success.
Teachers will use research-based, state-adopted texts enhanced by supplementary materials and
programs to ensure student success (as described in Section 4 below). Differentiated instruction
across the curriculum and targeted intervention programs will serve as vehicles to increase learning
opportunities for all students, including English Language Learners and Students with Disabilities.
Teachers will differentiate instruction as necessary to ensure all students remain successful and
provide specific services and interventions required by the RtI/MTSS process and/or student IEP
or ELL plans (as applicable).
Serving the target student population –Research has proven that career focused models improve
successful school-to-work transitions without compromising academic goals and preparation for
81
80
92
85
74
76
80
0
10
20
30
40
50
60
70
80
90
100
STATE DADE SLAM Miami Jackson Booker T.
Washing ton
Miami Senior
High
Miami Edi son
Senior High
2016 Graduation Rate
15
college.
14
The SLAM model will address the needs of the target population through engaging and
innovative instructional activities in each core area as well as in extracurricular programs. The
educational program requires the use of standards-based, state-adopted texts and research-based
instructional materials, aligned to Florida Standards and high-yield educational strategies proven to
improve student achievement. Therefore, the implementation of this program and career academies
with fidelity to all practices and standards described in this petition, will help students to attain
mastery of state standards and to better prepare students for high school and beyond.
In order to support delivery of a rigorous yet engaging program that implements research–based
strategies and innovations to raise student achievement, SLAM will:
• Create a culture of high expectations wherein all students are encouraged to maximize their
academic potential by taking the most rigorous program in which they can be successful;
• Meet/exceed performance-based curricular objectives in alignment with the Florida Standards
and NGSSS as applicable;
• Empower students to achieve mastery of self-imposed goals (academic, career, self-esteem and
character development);
• Continuously review curriculum to ensure a year’s worth of learning of all state benchmarks; and
• Differentiate instruction to meet individual learning needs of all students including at-risk, ELL
and SWD/Gifted student populations.
• Integrate technology across all major disciplines;
• Provide professional development workshops for staff on applicable instructional strategies;
• Infuse Sport-themed lessons and activities within the core curriculum to engage students and
make subject matter relevant to their daily lives; and
• Provide targeted interventions, tutoring, and extended day support for struggling students
performing below grade level.
Response to Intervention-Multi-Tiered Systems of Support- (RtI/MTSS). The RtI/MTSS
framework will drive general, gifted, remedial, and special education support within a high-quality,
standards-based instructional model that matches students’ academic, social-emotional, and behavior
needs. SLAM Academy’s School Based Team (SBT) will guide general education intervention
services for at risk students who have academic and /or behavioral difficulties. SLAM
administration will organize school resources so that students receive instructional support in a
timely manner based on student assessment data (as described in detail in Section 5 herein.
SLAM will identify and meet the learning needs of students who are performing below grade level,
struggle with learning and behavior while monitoring their progress through the RtI/MTSS process.
RtI combines high quality core instruction, assessment, and intervention within a multi-tiered system
to increase student achievement and reduce behavior problems within the general education
curriculum. The Problem Solving Process includes 4 steps within a 3-tiered system. The following
4-steps drive the RtI:
14
Improving High Schools through Rigor, Relevance and Relationships - The National Conference of State
Legislatures http://www.ncsl.org
16
1. Problem Identification-what is the problem?
2. Problem Analysis-Why is it occurring?
3. Intervention-What are we going to do about it?
4. Response to Intervention-Is it working?
Tier 1 instructional content is a research-based instructional practice based on the Florida Standards.
The recognition of diverse learners is essential in planning lessons since each individual has varying
skills and experience with reading, writing, thinking, problem solving, and speaking. The teacher’s
responsibility will be to connect content, process, and product. For example, differentiating content
will include using various delivery formats such as video, readings, lectures, or audio. Content may
also be chunked, shared through graphic organizers, addressed through jigsaw groups, or used to
provide different techniques for solving equations.
SLAM will provide Differentiate Instruction (DI) within the RtI/MTSS framework. Differentiated
Instruction and Response to Intervention (RtI) share a central goal: to address student needs
through multiple tiers of increasingly intensive instructional interventions. But both are built on two
basic concepts: that education is most effective when we treat students as individuals with different
levels of readiness, learning profiles, and interests; and that teachers have a professional obligation to
help all students succeed.
Differentiating product will include the teacher offering choices where students pick from formats
or where students propose their own designs. Furthermore, group work is essential to build upon
social skills and implement the importance of collaboration. Providing time for group work will
allows students to engage in conversations and exchange thoughts and ideas amongst one another.
Moreover, incorporating problem solving and real world issues into class curriculum like the SLAM
model does, enhances student’s understanding of key concepts. Finally, choice is an important factor
in the incorporation of differentiated instruction. By giving students assignment options they feel
they have a stake in their education and remain more engaged, while also revealing to teachers their
students’ interests and diverse needs that can be used to develop future class content.
Teachers will differentiate instruction as necessary to ensure all students remain successful and
provide specific services and interventions required by the RtI/MTSS process and/or as detailed in a
student’s IEP, ELL, EP Plan, as applicable. Students not making adequate progress towards the
Florida Standards will be identified and supported through RtI/MTSS and given specific
interventions and supports.
Instruction will include modeling, multiple examples, corrective feedback, and multiple
opportunities for student practice. To maximize instruction students will be offered more of the
following: Repeated opportunities for practice and review; Additional opportunities for correction
and feedback; Increased time on task, engaged in instruction and practice; and, Drill repetition
and/or practice review.
When Tier 1 strategies have been implemented and a student shows no signs of significant
improvement (Is it working?), SLAM Academy will provide additional attention, focus, and support.
Tier 2 interventions will begin as soon as possible after students have been identified through
screening or benchmark assessments and will be monitored more frequently than students in Tier 1
to ensure the effectiveness of the instruction or the specific interventions (academic or behavioral).
17
Materials and strategies will be specialized, research or evidence-based interventions that are based
on the needs of the students needing the intervention and will be implemented with fidelity.
Materials and strategies will also be aligned with Tier 1 instruction and will include more
opportunities for modeling, providing examples, corrective feedback, and student practice.
Tier 2 will have a two-fold purpose:
• To remediate skill or concept deficits of students who are not making adequate academic gains or
have mild or moderate difficulties in the area of social competence; and
• To enrich and enhance the education of students who have demonstrated proficiency in the
benchmarks of the standards for a given discipline.
Again, if it is determined that students are not responding to Tier 1 or 2 instruction and
interventions, Tier 3 the School Based Team (SBT) must be notified. As soon as a student shows no
significant improvement from Tier 2 strategies, the SLT is called upon for assistance.
Tier 3 interventions are introduced when students need a more frequent, intense and individualized
instructional setting, which may include but would not be limited to: Daily tutoring in targeted
areas; one-on-one instruction; behavior intervention plan or individualized counseling (if applicable);
intensive individualized academic plans following assessments such as Functional Behavioral
Analyses (FBA)
Through screening and progress monitoring, SLAM will continually identify and address the
academic and behavior needs of each student. Benchmark assessments will be used for of all
students at least three times a year to identify need for intervention and ongoing progress
monitoring. Teachers will be trained to continuously monitor student progress and make data-driven
decisions for effective delivery of instruction. The School Based Leadership Team (SLT) team will
determine the interventions matched to student needs. Through this process the team will plan,
evaluate, and revise all tiers of instruction.
See Attachment D – Reading Plan for a decision-making flow chart of the School’s RtI/MTSS
Process.
Accordingly, students not making adequate progress towards the state standards will be identified
and given specific interventions (including Intensive Reading and Math courses). Section 4 below
details specific strategies to be implemented in each content area to support varying leanings styles.
Section 5 herein describes the assessments used to identify student needs including potential
supplemental and intensive instruction/intervention.
Supporting Students with Special Needs – Operating under the auspices of the School District Sponsors
as the Local Education Agency (LEA), SLAM will assume responsibility for programming and
delivering related services to Students with Disabilities and English Language Learners as identified
in each student’s IEP or ELL Plan with adherence and fidelity to district, state, and federal
guidelines.
SLAM’s innovative and engaging curriculum allows educationally disadvantaged students, including
those in special education and those students entering below grade level, to benefit highly from the
core curriculum. These students must be supported and challenged to excel within the general
curriculum and be prepared for success in their post-school lives, including college and/or careers.
18
In order to accomplish this, SLAM will commit to instruction that incorporates supports and
accommodates:
1. Implementation of IEP and ELL Plans as necessary with appropriate supports;
2. Teachers and specialized instructional support personnel who are prepared and qualified to
deliver high quality, evidence-based, individualized instruction and support services (as
detailed in the Budget staffing plan);
3. Instructional accommodations in materials or procedures which do not change the standards
but allow students to learn within the framework of the Florida Standards (as detailed in
Section 6 and 7);
4. Assistive technology devices and services to ensure that students with special needs have
equal learning and developmental opportunities (as detailed in Section 6)
5. 5) Instructional supports for learning based on the principles of Universal Design for
Learning (UDL), which foster student engagement by presenting information in multiple
ways and allowing for diverse avenues of action and expression (as detailed in Section 5 and
Students performing at and above grade level will be offered similar opportunities in order to
maximize their potential and advance their progress through advanced placement and gifted
programming. The School will provide advanced coursework in order to meet the needs of
advanced learners. SLAM will use a variety of indicators to determine placement in advanced
coursework. For example, SLAM will establish baseline at the beginning of the school year using
previous year’s coursework, report card grades, standardized assessments results as well as teacher
recommendations to determine placement for advanced classes or dual enrollment opportunities.
Community Engagement Services
- SLAM also engages parents, and other members of the
community as mentors, consultants, and guides who can share their real-world work experiences
with students. This innovative component of the program engages and enables students to succeed
through real world application initiatives and empowers them through relevant relationships with
teachers and community mentors. Through partnerships with community organizations, sports
industry leaders, and career mentors, SLAM empowers students to succeed academically and
socially, thereby increasing the likelihood of their academic achievement on a long-term scale.
Unique access to career mentors is facilitated through partnerships with local and national sports
franchises (See section 15 - for detailed community partnership information). The program also
implements career portfolios, wherein students create self-imposed performance goals geared at
community engagement and personal development as described in Section A above. Through
setting self-imposed long term goals and keeping track of those goals with assistance from educators
and mentors, students at SLAM are on track for graduation and post-secondary studies and are
empowered every step of the way toward whatever career path they choose.
Section 4: Curriculum and Instructional Design
A. Describe the school’s curriculum in the core academic areas, illustrating how it will prepare students to achieve
Florida standards. Describe the primary instructional strategies that the school will expect teachers to use and
why they are appropriate for the anticipated student population. Describe the methods and systems teachers
will have for providing differentiated instruction to meet the needs of all students, including how students who
enter the school below grade level will be engaged in and benefit from the curriculum and the formalized multi-
tiered level of supports that will be provided to students who are performing below grade level.
19
Overview of Standards. SLAM Academy uses the Florida Standards as its guiding framework.
SLAM Academy will develop a strong foundation for its students in grades 9-12 which aligns with
the goal of the Florida Standards: “to ensure Florida’s students graduate high school ready for
success in college, career and life.”
15
The Florida Standards provide a set of clear, consistent and
strong academic standards for SLAM teachers to develop innovative, lessons aligned to the
standards in each content area, that develop students’ critical thinking and problem solving skills to
ensure Florida students are competitive in the global workplace. SLAM Academy recognizes the
Florida Standards as the platform to bring rigor, relevance, and relationship to the learning
environment.
The Florida Standards will be implemented with fidelity; however, the SLAM model distinguishes
itself by how the curriculum is imparted. SLAM Academy will apply an innovative thematic
approach, emphasizing Sports Leadership, Arts, and Management to deliver the Florida Standards in
the core curriculum. Teachers will have access to SLAM-ified Cross-Curriculum Resources, made
possible through its partnership with the SLAM Foundation which hosts a library of vetted
resources including SLAM-ified lesson videos, lessons plans and projects designed to integrate the
sports leadership, arts and management (SLAM) theme within the core curriculum.
Courses. SLAM will use the Sponsor’s Student Progression Plan as a vehicle to guide the progression and
implementation of the curriculum. SLAM will use state-approved courses and course descriptions
aligned to the Florida Standards as detailed in each core academic area in the pages to follow.
Instructional Materials and Resources. SLAM will adopt research-based state-approved
instructional materials (described in each content area below) and curriculum frameworks aligned to
state course description. Teachers will be encouraged to use the FLDOE’s vetted resources and
interactive tools available on cpalms.org to effectively implement teaching standards.
See core subjects for specific material and recourse list.
As adoptions expire, SLAM may consider future state-adopted materials. Beginning July 1, 2021, the
school will adopt any new core instructional materials that meet the requirements of s. 1001.215(7),
F.S., which is the list of instructional and intervention programs jointly identified by the Just Read,
Florida! office and the Florida Center for Reading Research. These incorporate explicit, systematic
and sequential approaches to teaching phonemic awareness, phonics, vocabulary, fluency and text
comprehension and incorporate decodable or phonetic text instructional strategies.
Instructional Technology. In an effort to maximize student exposure to the latest technology and
comply with new digital instructional material requirements, SLAM will equip classrooms with multi-
media, high-speed computers and other hardware including high-speed Internet access school-wide.
In addition to technology used in core and elective courses, SLAM will apply for grants to provide
students access to various technologies (program computers, laptops, iPADS, school-website,
SMART/Promethean boards, document cameras, TV production equipment) in order to produce
quality academic products and showcase their learning in each content area.
15
http://www.flstandards.org
20
The integration of technology throughout the curriculum requires policies are in place to promote
safe, ethical, and appropriate use of such technology in compliance with legal and professional
standards. Therefore, a policy for the acceptable use of the Internet as a tool for learning will be
included in the respective handbooks produced and agreed to by students and their parents that
clearly dictate network etiquette guidelines for such use. A similar use policy will be included as a
reminder of professional standards regarding appropriate use of technology to which the staff must
adhere. SLAM will adopt an Acceptable Use Policy for the Exploration and Utilization of the
Internet as a Tool for Learning. Students and staff will be provided with network etiquette
guidelines in their respective handbooks
Rigor in the Classroom. As educators, we are challenged daily to come up with the best practices
in the classroom that will lead to the best results. SLAM will remain innovative in its practices as
students’ needs and strengths shift. We believe that our best practices should always be grounded in
research but should always be transforming and moving toward the next best approach, tool or
strategy.
English Language Arts
The goal of the English language arts curriculum is for all students to achieve English language
literacy in order to be college and career ready. The standards set requirements not only for English
language arts (ELA) but also for literacy in Social Studies, Science, and Career & Technical
Education courses (CTE). Teachers will provide instruction in Language Arts using the Language
Arts Florida Standards (LAFS) to promote academic excellence in Reading, Writing, Speaking &
Listening, and Language. The grade specific ELA standards will guide instruction at each grade level
and help ensure that students gain adequate exposure to an increasing complex range of texts and
tasks as they progress from grade 9 through 12.
Course content for these courses will be delivered in accordance with course descriptions provided
by the FLDOE and will ensure mastery of Florida Standards (FS). Teachers will provide instruction
in Language Arts using the Florida Standards to promote academic excellence in Reading, Writing,
Speaking & Listening, and Language. The grade specific ELA standards will guide instruction at
each grade level and help ensure that students gain adequate exposure to an increasing complex
range of texts and tasks as they progress from grade 9 thought 12. The courses will cover the
application of the writing process, effective use of speaking and listening and language skills, higher-
order critical thinking and literacy skills in preparation for overall post-secondary preparedness.
Best Practices found in an English Language Arts classroom—
Uninterrupted Reading Block: Teachers will incorporate uninterrupted reading blocks to provide
students with opportunities to read independently.
• ELA Literacy Rich Environment: Each class will maintain a classroom library to include a collection
of quality literature that includes material written at varying reading levels and in a variety of genre
forms, inclusive of both fiction and nonfiction. This collection will offer students reading material
that will support their individual interests and abilities. Frequent successful reading experiences
using appropriate texts will provide the opportunity to improve their reading proficiency with
regard to fluency, vocabulary, and comprehension.
• Implementation of Comprehensive Research-Based Reading Plan (CRRP): The school will adopt the
Sponsor’s Comprehensive Research-Based Reading Plan (CRRP) in making reading/literacy a
21
primary school-wide focus. The CRRP includes strategies for students who are reading at grade
level or higher and, independently, or below grade level (See Attachment D - Reading
Curriculum). Reading strategies in the content areas will be facilitated throughout the curriculum
to provide students with additional practice in addition to those taught during Reading/Language
Arts classes.
Students demonstrating exceptional abilities will be considered for advanced, advanced gifted or AP
courses based on exiting Gifted education plans, standardized test score, PSAT, AP Potential and
teacher recommendations.
Primary Instructional Practices to Differentiate instruction in an English Language Arts Classroom—For optimal
instruction, students will be grouped in various ways and in flexible settings to accommodate varying
reading levels and learning styles. Teachers will utilize the methods of whole-group instruction,
small-group instruction, individual instruction, and independent reading to address the various needs
of the students. In ELA, the opportunity to develop differentiated instruction is evident. Teaching
with diverse materials, such as books, videos, magazines, and journals, will showcase to students the
diversification in literature, maintaining their focus on the flexibility and importance of language arts
found everywhere, making the subject seem more relevant to them. Also attempt to teach around a
topic, genre, idea or issue rather than simply a book, so students can explore the relationship
between course content and the real world. Teachers will use differentiated instructional strategies
that connect with individual student's learning needs.
Best instructional practices will include
—
• Systematic & Explicit Instruction: The School will provide direct, explicit and systematic
instruction for text-based vocabulary acquisition and close reading models using complex
text that is grade level appropriate. Instruction is arranged for extended guided practice until
mastery is achived.
• Cooperative Learning: Teachers will guide small-group learning, to increase communication and
team-building skills. It is based on grouping small teams of students heterogeneously
according to ability, interest, background, etc. Instruction involving collaboration among
peers is important in these grades, particularly in group discussions and some writing
activities. Also important is student collaboration with teachers in the planning of learning
tasks.
• Information Processing Strategies: Teaching students "how to" process information is a key factor
in teaching students how to strategically organize, store, retrieve, and apply information
presented. Such strategies will include memorization, KWL, reciprocal teaching, graphic
organizing, scaffolding, or webbing
• Close Reading: Close Reading is a strategy used to help students understand the purpose in
reading, seeing ideas in a text as being interconnected, looking for and understanding
systems of meaning, engaging in a text while reading, getting beyond “surface” reading or
skimming; formulating questions and seeking answers to the questions while reading. Close
reading guides students through unfamiliar and often unchosen content. Students are taught
to slow down, reread, and then annotate a brief summary of the challenging section in the
margin.
• Stretch Texts: It is important to devote as much attention to the text complexity of what
students are reading as it does to how students read. As students advance through the
grades, they must both develop their comprehension skills and apply them to increasingly
22
complex texts. The proportion of texts that students read each year should come from a
particular text complexity grade band. Students must also show a steadily increasing ability to
discern more from and make fuller use of text.
16
• Word Walls: Teachers will create effective word walls that consist of high frequency words,
word patterns or phonic elements, and interesting, exciting words. Students will use word
wall during lessons and activities to practice recognizing words quickly and accurately.
• Flipped Classroom: Students will be introduced to learning material before class: with
classroom time being used to deepen knowledge.
Curricular Choices.
16
https://lexile.com/using-lexile/lexile-measures-and-the-ccssi/text-complexity-grade-bands-and-
lexile-ranges/
Reading Courses
Core Instructional
Materials
Supplemental/Technology Rationale
Gr. 9-10
Intensive Reading (IR)
National Geographic EDGE
Grade Level Novels
Grade Level Literary and
Informational Texts
USA Test Prep
Noredink.com
SAT/ACT Testing Strategies
and Vocabulary for Success
Gr. 11-12
Intensive Reading (IR)
Retakers
Paths to College and Career
National Geographic EDGE
HMH Collections, Noredink.com
and Vocabulary for Success
Gr 11-12 Reading for
College Success
ACT and SAT Preparation
Materials
SAT/ACT Preparation Materials
and Kahn Academy
Scientifically proven research-based materials
approved by the FLDOE and aligned to
Florida Standards used by SLAM schools.
Grades 9-12
Edge is a leveled core reading program
designed for striving readers in grades 9-12.
Literature has been carefully selected to
engage and inspire adolescent striving readers
as well as incorporate best, research-based
teaching practices to ensure success for all
students.
23
Placement.
Intervention/Remediation—Intensive Reading courses will be in addition to the required Language Arts
courses in grades 9-12 (see above chart). All students who score below required proficiency levels
on the FSA for English/Language Arts or are otherwise identified as having deficiencies through the
Rti/MTSS process regardless of whether they are fluent, will be placed in the appropriate reading
class. Students who do not meet college preparatory testing requirements, (students in grade 11 who
have not otherwise demonstrated college readiness, as evidence by earning the requirement “College
Ready Cut Score”) will be encouraged to enroll in reading courses designed to strengthen their
Core
Instructional
Materials
Supplemental/
Technology
Rationale
Grade 9 Grade 10 Grade 11 Grade 12
English 1 English 2 English 3 English 4
English
Honors 1
English
Honors 2
English
Honors 3
English
Honors 4
English
Honors
Gifted 1
English
Honors
Gifted 2
English
Honors
Gifted 3
English
Honors
Gifted 4
English 1
through
ESOL
English 2
through
ESOL
English 3
through
ESOL
English 4
through
ESOL
AP English
Language
and
Composition
*State Adopted
Text TBD
College Board
Website
Meets the curricular requirements per
CollegeBoard
AP English
Literature
Bedford
Introduction to
Literature, 8th
Edition
College Board
Website
Meets the curricular requirements per
CollegeBoard
English 4:
Florida
College
Prep**
*State Adopted
Text TBD
Scientifically proven research-based materials
approved by the FLDOE and aligned to Florida
Standards used by SLAM model schools.
Writing for
College
Success**
*State Adopted
Text TBD
Scientifically proven research-based materials
approved by the FLDOE and aligned to Florida
Standards used by SLAM model schools.
English Language Arts
HMH
Collections
Collections
Online
Curriculum, No
Red Ink,
Newsela, FSA
Writing Rubrics
Students engage in close reading and citing
textual evidence. Performance tasks are
provided for each of the six collections to help
prepare students for Common Core
performance-based assessments. Additionally,
Students will benefit from daily differentiated
instruction tailored to each student's Lexile
reading level.
Collections
Online
Curriculum, No
Red Ink,
Newsela, FSA
Writing Rubrics
ESOL
Core
Instructional
Materials
Supplemental/
Technology
Rationale
Developmental Language
Arts ESOL Level 1
Developmental Language
Arts ESOL Level 2
Developmental Language
Arts ESOL Level 3
Developmental Language
Arts ESOL Level 4
Grades 9-12
National
Geographic
EDGE
Leveled Classroom
Libraries and
translation
dictionaries
Edge is a leveled core reading program designed
for striving readers and ESL students in grades 9-
12. Literature has been carefully selected to
engage and inspire adolescent striving readers as
well as incorporate best, research-based teaching
practices to ensure success for all students.
24
literary foundation thus preparing them for college success. See Attachment D: Reading Plan for
detailed information regarding student placement.
ESOL—A student identified as ELL will be placed in two ELA courses as applicable to the
student’s grade level and language proficiency. Please see Section 7: English Language Learners
and Attachment D: Reading Plan for details.
• High School: English I-IV Through ESOL - content course scheduled by grade level; and,
Developmental Language Arts Through ESOL - Language proficiency course scheduled by
English Proficiency Level 1-4.
Advanced/Gifted— Students demonstrating exceptional abilities will be encouraged to take advantage
of a number of options available to SLAM Palm Beach High School Gifted Students. These
options, aligned with the Sponsor’s offerings may include International Baccalaureate, Math-Science
Engineering, Pre-Medicine, Pre-Law; as well as Advanced Placement and Dual Enrollment.
Relevance in the English Language Arts Classroom
.
Please see sample SLAM-ified lesson in
Attachment FF: SLAM-ified Lesson Resources for sample lessons that connect the Florida
Standards to a sports theme to make content relevant to the real-world.
Relationships in the English Language Arts Classroom.
Student-Teacher Relationships—Teachers will be intentional in creating safe, nurturing, democratic
classrooms so that self-esteem and trust develop in students. Students need to feel comfortable to
stand in front of the class to recite a poem or share an expository piece.
Student-Student Relationships—Students will be given plenty of opportunities to foster positive
relationships amongst each other in the classroom. For example, if the teacher is conducting a
lesson on persuasive writing, students may be asked to team up and put together an outline
supporting whether or not college-athlete should be paid or simply serve as one another’s study
buddy on the upcoming vocabulary test.
Student-Community Relationships—Students often communicate and collaborate with people beyond
their classroom (i.e. community members, other students, experts and other staff members). In
English Language Arts, this may look like writing to the editor of the Sports Section of the Palm
Beach Daily News. This also may be in the form of inviting a local artist to do a music or art lesson
with the students. SLAM Academy recognizes that inspiration may come from outside of the
classroom so the school will work hard to foster those relationships with local community members.
Mathematics
Overview of Standards. Teachers will be expected to use the Florida Standards (FS) for
Mathematics, known as the MAFS as the framework for developing lesson plans and pacing of
instruction. The School will develop standards-based pacing guides to pace instruction for
Mathematics, to ensure the course material is taught sequentially, consistently and in a challenging
format. In efforts to support our mission of preparing students for college and the workforce, the
goal is to provide an engaging mathematics curriculum with connections to real-world application of
mathematical concepts. Through the implementation of the MAFS and via the connections of the
mathematical practice and content standards, students will grow their ability to engage mathematics
to reason, communicate, and problem solve (among other things) making them able to remain
competitive in an ever changing, fast-paced and technology-rich society. The cultivation of skills and
practices will help students develop a mathematical literacy, wherein they will have acquired the
25
mathematical knowledge, problem solving ability, and communication skills required to become a
college and/or career ready contributor, and excel in our ever-changing world.
Best Practices found in a Mathematics classroom—
• Effective mathematics teachers:
o develop and maintain their mathematical and pedagogical knowledge, collaborate with other
instructional leaders to discuss best practices in order plan lessons that engage all students in
learning.
o recognize the importance of students developing an early interest in and enjoyment of
mathematics.
o plan relevant classroom activities such as projects and problem-solving situations that require
active participation by all students and help them make important connections between
mathematics and their personal lives.
o consistently reflect on lesson content, lesson activities, and lesson assessments to make
necessary adjustments for enhancing student mastery of content
• Mathematics “print rich environment”: math word walls and bulletin boards will reflect taught and
current mathematics topics.
• Project-Based Learning: The following is a project-based learning process compiled from various
project-based, integrated STEM programs that were evaluated and proven to be effective STEM
education programs:
17
• Reflection: expose students to problems so they can begin to think about something they want to
investigate
• Research: this is a combination of student-lead and teacher-lead lessons. While it is intended to
be student-centered, teachers will ensure that students are focused on learning the concepts
relevant to the project.
• Discovery: Students begin to understand what is known and what is still unknown. This is a
good opportunity for students to collaborate with their peers and build on their strengths to
come up with some potential solutions to the unknown.
• Application: Students will model a solution (usually through creating an artifact) that sufficiently
solves the problem.
• Communication/Share: One of the most important parts of this process is allow students to
present and model solutions to their peers and the community. SLAM will host a community an
annual community engagement summit for students to showcase their learning portfolios. These
portfolios will contain work that shows the student’s progression through the course of the year.
Primary Instructional Practices to Differentiate instruction in the Mathematics Classroom—In mathematics,
differentiated instruction can be introduced through scaffolding. Scaffolding is a temporary support
that allows students to accomplish task that they otherwise would be unable to complete. This can
entail creative teaching strategies, questioning strategies, student collaboration, whole-group
discussions, making connections, and the use of graphic organizers. Students can be instructed using
models, real-world applications, connections to other math topics and the explanation of vocabulary
terms. Additionally, by having varying degrees of difficulty in class assignments and allowing
students to have control over this difficulty level, students feel encouraged to challenge themselves.
17
http://www.rondout.k12.ny.us/common/pages/DisplayFile.aspx?itemId=16466975
26
Providing open tasks, that promote student’s critical thinking and intuition, students will be more
invested in lessons. Similarly, open ended problems also have a similar effect in the engagement of
students. Thus, by transforming questions and allowing them to have multiple solutions while using
multiple models, differentiated instruction in mathematics is possible to achieve successfully.
Teachers will use differentiated instructional strategies that connect with individual student's learning
needs. These instructional practices will include:
• Active Participation: Active student-centered teaching is key is mathematics. There are various
strategies that support active participation in the classroom. Activities that engage students such
as reading, writing, discussion, and problem solving, all of which promote higher-order thinking.
• Real World Connections: To build upon prior knowledge and experiences, they must be actively
engaged in the learning process with meaningful, worthwhile tasks. This engagement affords
students opportunities to become confident in their learning and to develop a genuine interest in
pursuing ways to solve increasingly difficult problems. This will provide for reinforcement of
mathematical terminology, real world applications of mathematical concepts, and
organization/visualization of mathematical concepts (e.g. word walls, journals for hypothesizing
and/or subsequent reflection of mathematical conclusions, graphing software, etc.)
• Multi-Modal Learning: Learning mathematics through the use of multiple representations, including
algebraic, numerical, graphical, and verbal methods, increases students’ abilities to make
mathematical connections and become effective communicators of mathematics.
• Think-Pair-Share: This strategy get students to think critically, and use each other as resources
before going to the teacher. Students will think independently about the answer to a question
they were prompted with. After, students share their response with a partner. They have an
opportunity to discuss whether their answers agreed or if one or both need to go back to the
drawing board. Next, they share responses with the entire class.
• Think-alouds: using explicit explanations of the steps of problem solving through teacher modeling
metacognitive thought. Often students see a problem and hear the answer but don’t know what
happened in between. When a teacher works through what is going on in his/her brain as a
problem is solved, students can begin to fill in the gaps.
• Graphic organizers: visual displays to organize information into things like trees, flowcharts, webs,
etc. These help students to consolidate information into meaningful whole and they are used to
improve comprehension of stories, organization of writing, and understanding of difficult
concepts in word problems.
Course Offerings.
27
Placement.
Intervention/Remediation— Intensive Mathematics courses will be in addition to the required Math
courses. If a student does not pass their respective FSA-based EOC the school, in consultation with
the parent, will enroll the student in an intensive course. In grade 9, all incoming 9th graders with
grade 8 FSA Mathematics Level 1 and 2 scores) will be enrolled in Algebra 1 Intensive Math Grade
9 in addition to the Algebra 1 core class. In grade 10, all FSA Algebra I EOC Level 1 and 2 students
will be enrolled in Intensive Algebra 1/Geometry for Retakers in addition to the Geometry core
class. This class will address Algebra I skills for the 1st semester and Geometry skills for the second
semester once the Algebra I EOC is passed. In grade 11, all students who have NOT passed the
FSA Algebra 1 EOC will be enrolled in FSA Algebra 1 EOC Retakers Intensive Math Grades 11 in
addition to the Core Mathematics class. In addition to time during school hours for intervention,
students will participate in afterschool and Saturday tutoring.
Students are expected to evidence College Readiness through standardized exams such as
Mathematics
Common
Grade
Level
Core Instructional Materials Supplemental/ Technology Rationale
Algebra 1
Algebra 1 Honors
Algebra 1 Honors Gifted
Geometry
9-10
Geometry Honors
Geometry Honors Gifted
Algebra 2
Algebra 2 Honors
Algebra 2 Honors Gifted
Advanced Topics in
Mathematics
10-12
Prentice Hall Algebra and
Trigonometry
Pre-Calculus Honors
Pre-Calculus Honor Gifted
Probability & Statistics w/
Applications
10-12 Larson Elementary Statistics
Analysis of Functions 10-12 *State Adopted Text TBD
A.P. Statistics
A.P. Statistics Gifted
AP Calculus AB
AP Calculus AB Gifted
Mathematics
Common
Grade
Level
Core Instructional Materials Supplemental/ Technology Rationale
Intensive Mathematics (Grade 9
Intensive Algebra 1)
9
Triumph Learning Algebra I
Coach
Algebra Nation, USA Test
Prep, McGraw Hill "Reteach
and "Extra Practice"
Intensive Mathematics (Grade
10 Intensive Algebra1/Geo for
Retakers)
10
Algebra resources and
9-10 FSA Focus
IXL, Math XL, USA Test Prep
Intensive Mathematics (Grade
11 Intensive FSA Retakers)
11
Pearson. Beginning Algebra;
Algebra 1 EOC, Review Packets,
District Pacing Guide Packets
Math XL, USA Test Prep
Math for College Readiness 12
Glencoe/McGraw Hill
Intermediate Algebra
Scientifically proven
research-based materials
approved by the FLDOE
and aligned to Florida
Standards
Scientifically proven
research-based materials
approved by the FLDOE
and aligned to Florida
Standards used by SLAM
model school
9-12
*State Adopted Text TBD
Meets the curricular
requirements per
CollegeBoard
10-12
The Practice of AP Statistics
11-12
*State Adopted Text TBD
9
Prentice Hall Algebra 1 Honors
Gold Series Florida
Khan Academy, Algebra
Nation, Math IXL, Gizmos,
USA Test Prep
Scientifically proven
research-based materials
approved by the FLDOE
and aligned to Florida
Standards used by SLAM
model school
Discovering Geometry (4th
Edition)
9-11
9-12
Prentice Hall Algebra 2. Honors
Gold Series Florida
Khan Academy, Math IXL,
Gizmos, USA Test Prep
`
28
PSAT/NMSQT (and/or ACT or SAT). If students are not able to demonstrate college readiness
and subsequently graduate from high school and enter a college without the need for remediation,
the school will not have achieved its mission. Accordingly, all students who have NOT
demonstrated College Readiness by 11th grade MUST take Math for College Readiness in 12th
grade.
Advanced—The School will also address the needs of advanced learners at all grade levels, via
rigorous and relevant coursework offered to students, who by virtue of outstanding abilities, are
capable of high performance and require a variety of educational programs beyond those normally
provided by the regular school program in order to realize their contributions to self and society.
Some of these options within the Mathematics branch include: Honors courses, Advanced
Placement program, Gifted program, Dual enrollment program and Virtual Education.
Relevance in the Mathematics Classroom. Please see sample SLAM-ified lesson in Attachment
C: SLAM-ified Lesson Resources for sample lessons that connect the Florida Standards to a
sports theme to make content relevant to the real-world.
Relationships in the Mathematics Classroom.
Student-Teacher Relationships—Just as coaches challenge their athletes to step up to the plate, teachers
will challenge their students; however, to maximize a student’s potential, students must first trust
their teachers. Once students trust their teachers, teachers will be able to challenge them to push
their limits. For the shy student in class, this may be working out a problem on the board and
knowing that he or she is in a safe environment if it is done incorrectly. Another example, would be
for a rising 9
th
grade student to trust their teacher’s recommendation on taking a higher math or AP
course, early on in their high school progression.
Student-Student Relationships—The community of learners is strong so that students are committed to
their own success, as well as the success of their peers. Again, a team is only as strong as its weakest
link. In math, there are plenty of opportunities for students to work together. Sometimes it’s
beneficial for a student hear a problem broken down by another student. Similarly, it may motivate
the struggling student to study more seeing that his peer is able to understand the material.
Student-Community Relationships—A math teacher can enroll his or her class in fantasy football and
have a local home town star play along with them. This allows students to engage with positive
mentors outside the walls of the building but see the local star outside his or her element. Students
will be able to see that the local star is able to be successful on the field but also values education
and takes school seriously. If students know that a NFL player is part of their Fantasy Football
League, they will be more motivated to participate. Students will have fun while learning.
Science
Overview of Standards. The Science Curriculum implements the Next Generation Sunshine State
Standards and the Next Generation Science Engineering Practices
18
to provide experiences for
students that build deep understanding of science concepts. The PBCPS Science Department
18
https://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20
Engineering%20Practices%20in%20the%20NGSS%20-%20FINAL%20060513.pdf
29
supports the following district Science, Engineering, Communications, Mathematics, and
Enrichment (SECME) competitions: MacBeach Explorations, Annual Learning Showcase, and the
Science Path Initiative. Our department promotes Palm Beach County students to excel as
successful, lifelong, students in the field of STEM. The goal of SLAM Academy’s Science standards
is the achievement of scientific and engineering literacy by all students. A scientifically literate person
is one who has a foundation in scientific knowledge, a technological understanding of problem
solving, and the ability to design scientific solutions. The following four domains will be the
foundation of the science curriculum: Nature of Science, Earth Science, Physical Science, and Life
Science. In addition, the School will also emphasize the following topics in the Science curriculum:
Human Growth and Development, Substance Abuse Education, Sexually Transmitted Diseases
(including HIV/AIDS Education), Teen dating violence and abuse prevention, Bullying Curriculum
and Internet Safety (Health Education).
Rigor in the Science Classroom. As educators, we are challenged to come up with the best
practices in the classroom that will lead to the best results. SLAM will remain innovative in its
practices as students’ needs and strengths shift. We believe that our best practices should always be
grounded in research but should always be transforming and moving toward the next best approach,
tool, or strategy. Best practices found in a SLAM Science classroom—
• Student-Centered Learning Environment: These student-centered environments gradually release the
focus from the teacher to the learner, providing opportunities for creative scientific exploration
and engineering design that allow students to connect the classroom to the outside world. Thus,
stimulating the learner’s interest in science through investigation encourages a lifelong pursuit for
exploration and knowledge. The science classroom is any place where scientific inquiry occurs,
whether it is the traditional laboratory or classroom, a playground, a science museum, an
amusement park, a forest, or a beach. In the student-centered classroom, emphasis is placed upon
active and cooperative learning environments where students work together to manipulate
variables, make observations, and use prior knowledge to construct reasonable explanations while
solving problems under conditions that assure both positive interdependence and individual
accountability. Teachers guide and facilitate investigations by immersing students in scientific
practices using inquiry, correct and appropriate manipulative techniques, and safe and humane
laboratory practices. The classroom should be flexible, yet structured, intellectually challenging,
positive and nonthreatening, stimulating, and adaptable to a variety of learning styles.
• Laboratory Safety: Active hands-on learning increases the potential for injuries or accidents. Safety
is a primary concern for all students. All science teachers will be certified in first aid by the
American Red Cross. Before allowing students to participate in scientific investigations, teachers
should recognize any potential for harm in order to prevent possible injuries or accidents or to
minimize the impact of injuries or accidents if prevention is not successful. In addition, science
teachers will adhere to national regulatory agencies such as the American Chemical Society (ACS)
and the Occupational Safety and Health Administration’s (OSHA) revised Hazard
Communication Standard (HCS), now aligned with the Globally Harmonized System (GHS) of
Classification and Labeling of Chemicals, as well as local and state regulatory agencies that have
established safety guidelines.
• Writing and Math Connection: Written communication in science is essential for conveying data and
results from investigations, explaining evidence and findings from research, and affirming and
defending claims and arguments based on evidence and reasoning. College- and career-ready
writers should be able to utilize the most current technology and media to create, refine, and
collaborate through writing. Writing and mathematics skills are used when students communicate
30
scientific information during varied instructional activities. Students engage in written and oral
communication about the texts they read, the phenomena they observe, and the conclusions they
draw from their scientific investigations and engineering projects. The role of mathematics
becomes increasingly important as students produce and present numerical data in various forms
such as tables and graphs. Being engaged in learning environments where content knowledge and
scientific and engineering practices are intertwined, helps students develop more scientifically
accurate and coherent conceptions of the laws and principles that govern the physical world.
Advanced and Advanced Gifted Courses will be offered depending on the need of the student
population.
Science Primary Instructional Practices to Differentiate instruction—In science, differentiated learning can be
incorporated after editing the content, process and product of the course. In a mixed-ability
classroom instructors should take into consideration learning profiles, interests, and reading levels
before moving forward. Afterwards, students can be paired off, assigned to small groups and work
independently. A combination of these learning preferences will maintain student involvement and
allow for material to be received in different manners. Pre-assessments of content are used to
establish level of background knowledge and later document improvement. Delivering content in
ways other than lectures or books will emphasize differentiated learning. This includes the use and
creation of Venn diagrams, graphs, videos, technology, and hand-on activities such as labs.
Therefore, with flexible grouping, several learning stations, tiered lessons and choice boards, the
science classroom will encourage student involvement and success in the course. Teachers will use
differentiated instructional strategies that connect with individual student's learning needs. These
instructional practices will include the following Essential Science Components
19
:
• Preparing Students for Learning and Prior-Knowledge Assessment: “frontloading” to elicit prior
knowledge related to real-life experiences and applications. Teachers will do this by using
graphic organizer, Concept Mapping, KWL, showing a video clip, conducting a
demonstration, using literature.
• Developing Active Learners: Students can become active learners by providing opportunities for
them to construct their own understanding. These situations should require students to
organize, classify, interpret, and draw conclusions about real-life mathematical and scientific
problems. Fourth graders enjoy an active learning environment with opportunities to
manipulate physical materials and construct models.
• Critical Thinking and Higher-Order Questioning: Use effective, open-ended questioning
techniques that encourage student inquiry. Encourage students to pose their own questions,
evaluate the information presented, and make informed decisions about the information.
Examples would include, “How would you solve a similar situation?” or “What criteria
would you use to ...?”
• Scaffolding: Science follow a logical learning progression that addresses the same disciplinary
core ideas across multiple grade levels. While every core idea is not addressed in every
consecutive grade, the core idea is taught through developmentally appropriate approaches
with increasing rigor and sophistication in a continuous and progressive manner. Learning
progressions of content standards within Grades 9-12 ensure that science concepts are not
19
Science Leaders Handbook - Division of Mathematics, Science, and Advanced Academic Programs
Science Department
31
taught in isolation, but rather in the context of disciplinary core ideas that are introduced in
earlier grades and are built upon in subsequent grades leading to the goal of scientific and
engineering literacy.
• Direct experiences with physical models: Direct experiences with physical models and materials
remain important as students develop their ability to reason and communicate in multimodal
scientific contexts.
Course Offerings.
Placement. Accelerated course options will be offered depending on the needs of the student
population. Successful completion of a high school level Biology I course is not contingent upon the
student’s performance on the end-of-course assessment required under s. 1008.22(3)(c)2a.(II), F.S.
To earn high school credit for a Biology I course, all 9-12 students enrolled must take the Biology
Science
Common
Grade
Levels
Core Instructional Materials
Supplemental/
Technology
Rationale
Physical Science 9
Foundations of Physical Science, Florida Edition,
Tom Hsu, CPO, 2010
HippoCampus,
Gizmos, Khan
Academy, TED
Talks
CPO Science- rich
in STEM
connections and
aligned with NGSSS
Biology 1 9-10
Biology 1 Honors 9
Biology 1 Honors Gited 9
Chemistry 1 9-12
Chemistry 1 Honors
Chemistry 1 Honors Gifted
Physics 11-12
Regular: Prentice Hall Conceptual Physics, Hewitt,
Pearson Education, Inc., publishing as Prentice Hall,
2012/4th edition
Physics Honors 10-12
Physics Advanced Edition for High Schools &
Fundamentals of Physics: Regular Edition
Education, Inc., publishing as Prentice Hall, 2009/6th
Marine Science 1
Marine Science 1 Honors
Marine Science 1 Honors
Gifted
Anatomy and Physiology 11-12
Anatomy and Physiology
Honors
Anatomy and Physiology
Honors Gifted
AP Environmental Science
AP Environmental Science
Gifted
AP Biology
AP Biology Gifted
AP Chemistry
AP Chemistry, Gifted
AP Physics
AP Physics Gifted
11-12
Principles with Applications, Updated AP Edition,
Giancoli, Pearson
CPO Foundations for
Physics, AP Phys I:
Preparing Workbook
10-12
Living in the Environment, Miller, et al, Holt
McDougal, 2012/17th edition
Khan Academy,
Hands on Labs
Meets the curricular
requirements per
CollegeBoard
10-12
Campbell, et al, Pearson Education, Inc.,
publishing as Prentice Hall, 2011/9th edition
Bio Labs, AP Bio
Test Prep Series
11-12
Chemistry: The Central Science, Brown, et al Pearson
Education, Inc., publishing as Prentice Hall,
9-10
Khan Academy, CPO
Foundations for
Physics
11-12
*State Adopted Text TBD
Florida Hole’s Essentials of Human Anatomy &
Physiology
Khan Academy,
Anatomy Coloring
Book (Pearson),
Projects
10-12
Miller Livine Biology, Florida Edition, Miller and
Levine, Pearson Education, Inc., publishing as
Prentice Hall, 2012/1st edition
Mastering Biology,
Pearson Biology
Benchmark
Biology- state
adopted text that will
prepare students for
Pearson Chemistry – Florida Edition, Wilbraham, et
al, Pearson Education, Inc., publishing as Prentice
Hall, 2012/1st edition
Khan Academy,
YouTube Flipped
Classroom,
Standards-based
state adopted
materials aligned to
FS/NGSSS
32
EOC assessment for 30% of their final course grade (or as applicable/mandated and implemented
by the FLDOE’s statewide, standardized assessment program).
Relevance in the Science Classroom. Please see sample SLAM-ified lesson in Attachment C:
SLAM-ified Lesson for sample lessons that connect the Next Generation Sunshine State Standards
and Florida Literacy Standards to a sports theme to make content relevant to the real-world.
Relationships in the Science Classroom.
Student-Teacher Relationships—Science teachers (and the rest of SLAM Academy teaching staff) will
know students so well that instructional and learning opportunities will be tailored to the needs of
each student. Teachers will differentiate science lessons not only to meet individual needs but also
interests. If the lesson is on friction, students who like basketball will see the impact on friction
between different courts (wood v. clay) while students who prefer football will look at friction as it
pertains to grass and turf.
Student-Student Relationships—It is important for students to have positive relationships in science
class as they work through experiments. Experiments often include chemicals, equipment, and
other hazardous things that could be dangerous if not used properly.
Social Studies
Overview of Standards. The Social Studies curriculum will be taught using the Next Generation
Sunshine State Standards for Social Studies and the Florida Standards for English Language Arts.
The goal of the program is to develop personally and socially aware individuals and to promote
responsible citizenship. The curriculum will focus on the following major topics: history, civics &
government, geography, and economics. Instructional topics will specifically include: history and
content of the Declaration of Independence, history, meaning, significance, and effect of the
provisions of the Constitution of the United States and amendments, arguments in support of
adopting our republican form of government, Flag education, he elements of civil government, The
history of the United States, history of the Holocaust, history of African Americans, elementary
principles of agriculture, true effects of all alcoholic and intoxicating liquors and beverages and
narcotics upon the human body and mind, Kindness to animals, history of the state, conservation of
natural resources, Hispanic contributions to the US, women’s contributions to the US, nature and
importance of free enterprise to the United States economy, and the sacrifices that veterans have
made in serving our country and protecting democratic values worldwide. The school will observe
September of each year as “American Founders’ Month” and coordinate instruction related to the
nation’s founding fathers pursuant to s. 683.1455, F.S. (as per new legislation under HB 7069).
Rigor in the Social Studies Classroom. As educator’s we are challenged to come up with the best
practices in the classroom that will lead to the best results. SLAM will remain innovative in its
practices as students’ needs and strengths shift. We believe that our best practices should always be
grounded in research but should always be transforming and moving toward the next best approach,
tool, or strategy. Best practices found in a SLAM Social Studies classroom—
• Primary Sources: Primary sources enrich the social studies program and enable students to
visualize and empathize with people of other times and places. Teachers are encouraged to
utilize modern technology to access the limitless abundance of primary sources available to
enhance the instructional needs of students. Sources such as the United States Library of
Congress provide a wealth of historical data that documents our nation’s history. In addition,
33
museums, libraries, and cultural centers open doors to the arts, writings, and imaginings of
people throughout the world. The richness of primary source materials expands the social
studies class by broadening student learning and making history a living concept.
• Literature and the Arts: The goal of a comprehensive education is the development of a literate
student. Literature has a substantial place, not just in the English language arts class, but also
in the social studies class. Novels, stories, poems, biographies, and autobiographies open
doors to varied times, places, and events and encourage students to become immersed in
those stories. The arts, including music, dance, drama, and visual art, provide rich resources
for gaining knowledge and understanding of our own as well as other cultures. Instruction in
the social studies classroom should provide opportunities for students to explore all aspects
of the arts. At the lower grade levels, the arts are the perfect vehicle for thematic-based
teaching of social studies.
• Global Connections: The NCSS deems it essential for students to develop an understanding of
the realities of global interdependence among world societies and the United States’ place in
a global society. Students need to be able to address international issues such as human
rights, the environment, and economic competition and interdependence. In order for the
United States to maintain its competitive edge, students need an understanding of the
peoples of many cultures and civilizations who developed ideas, institutions, and ways of life
that are both different from and similar to their own.
• Service Learning: Service learning is a teaching and learning method that connects meaningful
community service experiences with academic learning and personal growth. All students
can utilize the knowledge and skills learned in the classroom to address real needs in the
community. Teachers should encourage students to work toward developing service-learning
projects that seek to address actual needs of the community in an innovative manner. In this
way, students gain valuable learning experiences that deepen their understanding not only of
the curriculum, but also of civic responsibility, including what it means to be responsible
community members.
• Current Events: Knowledge about and analysis of current events are vital to responsible
citizenship. Current events should be incorporated at each grade level in all social studies
courses, and teachers should make every effort to relate the curriculum being studied to
events occurring in the community, state, nation, and world. Traditional media, social
networking outlets, podcasts, blogs, and other reliable options from the World Wide Web
are among the many resources that can be used in obtaining and integrating current events
into classroom instruction.
• Support Systems: To make the skill a “real-life”, practical and applicable learning experience,
District offices, government agencies, community and not-for-profit organizations, and
websites such as www.ncss.org (National Council for the Social Studies) and colleges and
universities serve as support systems to enrich the K-12 social studies instructional program.
Accelerated and Honors Courses will be offered depending on the need of the student population.
To identify a student for advanced work, the school may utilize a combination of the College
Board’s AP Potential, academic grades and EOC assessments and teacher recommendations.
Social Studies Primary Instructional Practices to Differentiate instruction—In social studies, integrating visual,
verbal, logical, interpersonal and intrapersonal techniques and lessons will establish a differentiated
learning environment. Students should be exposed to multiple cultures, people, places, and
understand the time, continuity, and change throughout history. By introducing technology, global
34
connections, and civic ideals and practices, social studies will be able to engage students. Students
should be taught content through books, group readings, videos and participation activities.
Teachers can use a PowerPoint with pictures to lecture students and then use journal assignments to
have students write their assessments of certain historical periods in order to gain insight into
student knowledge of subject. By having group activities and simulations of moments and
conferences in history, students will be able to envision and better understand the content. Mock
trials, debates and open discussions should be encouraged to make the class more interesting and
have it appeal to more students. Teachers will use differentiated instructional strategies that connect
with individual student's learning needs.
These instructional practices will include:
• Concrete experiences: Students will benefit from resources such as pictures, graphs, maps,
globes, and information technology that help make abstractions more concrete. Instruction
of this nature plays a dual role in helping students learn not only to use these geographic
tools, but also to learn in real and interesting ways about other people, places, and cultures.
• Multiple Perspectives: Due to the emotional and social development of adolescent students, this
is the optimal time to assist in their understanding of history by involving them in
discussions that include differing viewpoints and opinions of others. As students begin to
explore multiple ideas and perceptions, they become more respectful of others’ viewpoints
and actions.
• Claim Evidence Reasoning (C-E-R): requiring students to state a claim (may be in response to a
question); to provide evidence to support the claim, and state a reason why the evidence
answers the question.
• Inquiry-based learning: This method can be used though primary sources of information -
allowing students to: Connect: to prior knowledge, interpreting and questioning an
information source; Wonder: develop focus questions to guide their inquiry investigations;
Investigate: use a combination of primary and secondary sources to pursue their questions in
depth; Construct: organize and draw conclusions from the information to confront
conflicting ideas and form and defend their evidence-based opinions; Express: develop a
product to demonstrate their new understandings and share with others, they solidify their
own learning; and Reflect: think about what they have learned about the topic or idea and
about inquiry itself.
Course Offerings.
35
Relevance in the Social Studies Classroom. Please see sample SLAM-ified lesson in
Attachment C: SLAM-ified Lesson for sample lessons that connect the Next Generation
Sunshine State Standards and Florida Literacy Standards to a sports theme to make content relevant
to the real-world.
Relationships in the Social Studies Classroom.
Student-Teacher Relationships—Teachers will model integrity and open-mindedness for their students.
This is a course for students to explore their own values, beliefs and even political stance. SLAM
Academy teachers are expected to have an open-mind and teach with an open-mind so that our
students can develop their own individual identities. Similarly, by modeling open-mindedness
students will be tolerant of differing views and beliefs of others.
Student-Student Relationships—Students at SLAM Academy will be empowered to be voices of change.
They will be provided opportunities to work collaboratively to strengthen the culture of the
classroom and beyond. Students embrace a sense of ownership in their learning community because
Social Studies
Common
Grade
Levels
Core Instructional Materials
Supplemental/
Technology
Rationale
World History
World History Honors
World History Honors Gifted
AP World History
AP World History Gifted
United States History
United States History Honors
Unites States History Honors
Gifted
United States Government
United States Government
Honors
United States Government
Honors Gifted
Economics with Financial
Literacy
Economics with Financial
Literacy Honors
Economics with Financial
Literacy Honors Gifted
AP Macroeconomics
AP Macroeconomics Gifted
AP United States History
AP United States History Gifted
AP Human Geography
AP Human Geography Gifted
AP Unites States Government
and Politics
AP United States Government
and Politics Gifted
AP European History
AP European History Gifted
10
Cengage Learning Western Civilization
9
McGraw Hill - Economics: Principles of
Economics
Selected texts,
materials &
supplements support
standards mastery,
course content and
prepare students for
respective AP exam
12
TBD
11
McGraw Hill - American History
11-12
Pearson - The Cultural Landscape
12
McGraw Hill - The American Democracy
9
McGraw-Hill World History and
Geography
Khan Academy
CNN Student News,
Library of Congress
Primary Sources,
PBS Website,
Newsela, Online
version of textbooks
Active Classroom
(for reading
strategies)
Podcasts
Videos
Charts/graphs
Library of Congress
Primary Sources
Everfi for personal
finance (12th grade)
Standards-based state
adopted materials
aligned to
FS/NGSSS
World Traditions and Encounters
11
McGraw Hill-US History & Geography:
Modern Times
12
McGraw Hill-US Government -
Democracy in Action
12
36
their voice impacts the direction of classroom activity. For example, teachers will be aware of
current events that seem to be hot topics in the classroom and provide opportunities for students to
discuss, analyze or debrief. Students themselves will be active conscientious citizens.
Student-Community Relationships—Learning activities develop within each student a sense of belonging
and responsibility to the local and global community. Students will participate in service learning
activities. SLAM Academy will welcome local community influencers into the classroom to discuss
hot topics in the community. Students will have opportunities to join committees to support
community initiatives as part of their service learning project. It is our hope that students at SLAM
Academy will graduate to become contributing members of society but also influencers in the local
community.
B.
o If the curriculum is fully developed, summarize curricular choices (e.g. textbooks) by core subject and the
rationale for each. Include as Attachment C, a sample course scope and sequence
20
for each core subject
for each division (elementary, middle, and high school) the school would serve.
See tables of curricular choices by core subject above. Refer to Attachment C - Sample Course
Scope and Sequence.
o If the curriculum is not yet fully developed, describe any curricular choices made to date and proposed
curricular choices (e.g. textbooks, etc.) and explain the plan for how the curriculum will be completed
between approval of the application and the opening of the school. This should include a timeline,
milestones, and individuals responsible for included tasks. Also, describe the focus of the curriculum plan
and explain how the curriculum will be implemented. Include what core subject areas will be offered and
provide evidence on how the curriculum will be aligned to Florida standards.
N/A
o Provide evidence that reading is a primary focus of the school and that there is a research-based
curriculum and set of strategies for students who are reading at grade level or higher and, independently, a
curriculum and strategy for students reading below grade level. Include the school’s reading curriculum as
Attachment D.
The School will follow the Sponsor’s state-adopted Comprehensive Research-Based Reading Plan
(CRRP) in the instruction of Reading using District placement procedures for Intensive Reading and
following the same frequency of delivery and timelines for progress monitoring at all Tiers of
instruction. The school will use interventions; state-adopted supplemental instructional materials
grounded in scientifically based reading research and progress monitoring tools proven successful at
SLAM schools. Using the CRRP, reading instruction will be the main focus in order to promote
student achievement through mastery of the Florida Standards and applicable Florida Literacy
Standards across the curriculum. (See Attachment D - Reading Curriculum)
C. If the school will adopt or develop additional academic standards beyond those mandated by the state, explain
the types of standards (e.g., content areas, grade levels). Describe the adoption or development process. Select
one grade level and subject area as an example and explain how these additional standards exceed required
standards and contribute to meeting the mission of the school. N/A
D. Describe the research base and foundation materials that were used or will be used to develop the curriculum.
20
Do not include a course code directory.
37
SLAM Academy will use research-based programs and state adopted textbooks for all core
curriculum subjects in order to meet these more rigorous expectations, as further described under
“rationale” for each respective core curriculum subject area in 4A above. These materials have been
approved by the FLDOE and the Palm Beach County Public Schools for use as applicable to each
course and grade level. The District Pacing Guides will also be used as a reference guide to detail
when particular content standards should be taught and/or assessed.
E. Describe proposed curriculum areas to be included other than the core academic areas.
Foreign Languages. Two years of language other than English will be offered to afford students
the opportunity to meet the foreign language entry requirement for state university system and
become eligible for the State of Florida’s Bright Future’s Scholarship. Language courses will aim to
reinforce and build grammar, vocabulary, comprehension and critical thinking skills that can be
transferred to the English language. The School will ensure all state mandates and standards are
addressed and that course content for language courses is delivered as specified in the course
content description provided by the State, with fidelity. The following is a list of courses that the
school intends to offer, however with the possibility of additional or alternate language coursework
upon considering student need and interest:
Physical Education, & Health Education. The School’s physical education program will center
on teaching students to cultivate a healthy and active lifestyle. Students will develop the motor skills
necessary to participate successfully in a variety of physical activities, and will learn the benefits of a
regular exercise regime. The physical education program will also expand beyond the school
grounds, allowing students to experience and appreciate a wide range of physical activities outside of
school, with support from SLAM’s partners (See Section 15). The health education curriculum for
students in grades 9 through 12 shall include a teen dating violence and abuse component that
includes, but is not limited to, the definition of dating violence and abuse, the warning signs of
dating violence and abusive behavior, the characteristics of healthy relationships, measures to
prevent and stop dating violence and abuse, and community resources available to victims of dating
violence and abuse. At the high school level, the equivalent of one credit of physical education with
integration of health per F.S. 1003.4282 is required for graduation.
Foreign Languages
Spanish 1, 2 (Non-Speakers)
Spanish 3 Honors (Non-Speakers)
Spanish for Speakers 1, 2
Spanish for Speakers 3 Honors
AP Spanish Literature
AP Spanish Language
French 1, 2
French 3 Honors
AP French Language
38
Career Academy Electives. This program provides students with opportunities in career
exploration and internships in the sports leadership, arts and management arena.
Master scheduling
of these course offerings will vary depending on student course selections.
These courses are intended to prepare students with the skills necessary to manage new and
challenging coursework, to meet the demands of new standardized technology-based testing, and to
acquire the foundation skills to be eventually successful in the workplace. At the middle school
level, students experience a sampling of all academies via Academy Exploration. By the time
students matriculate up to grade 9, students are prepared to enroll in the academy of their choice:
Physical and Health Education Courses
Sports Officiating
Individual/Dual Sports 1, 2, 3
Aerobics 1, 2, 3
Weight Training 1, 2, 3
Personal Fitness
Care and Prevention for Athletic Injuries
Health 1-Life Management
Health 2-Personal Health
First Aid and Safety
39
9th Grade 10th Grade 11th Grade 12th Grade
English 1* English 2* English 3* English 4 (or higher)*
Algebra 1 (or higher)* Geometry (or higher)* Algebra 2 (or higher)*
Other Mathematics
Course*
World History* or
higher
Elective: AP
European History,
PE/Health, Academy
Elective, or Dual
Enrollment
United History*
Other Social Studies:
U.S.
Government/Econo
mics w/ Financial
Literacy
Physical Science (or
higher)*
Biology 1 (or higher)* Chemistry (or higher)* Physics (or higher)
Elective: AP Foreign
Language, Academy
Elective, or Dual
Enrollment
Elective: AP Foreign
Literature, Academy
Elective, or Dual
Enrollment
Digital Information
Technology
Academy Elective
Course
Elective: Academy
Elective, PE/Health
Education, or Dual
Enrollment
Academy Course:
Sports Broadcasting &
Journalism Executive
Internship
Academy Course:
Television Production
1
Academy Course:
Television Production
2
Academy Course:
Television Production
3
Academy Course:
Television Production
4
Sports Broadcasting & Journalism
Two Consecutive Levels of Foreign
Language (if not already taken in middle
school)
40
9th Grade 10th Grade 11th Grade 12th Grade
English 1* English 2* English 3* English 4 (or higher)*
Algebra 1 (or higher)* Geometry (or higher)* Algebra 2 (or higher)*
Other Mathematics
Course*
World History* or
higher
Elective: AP
European History,
PE/Health, Academy
Elective, or Dual
Enrollment
United History*
Other Social Studies
Core
Physical Science (or
higher)*
Biology 1 (or higher)* Chemistry (or higher)* Physics (or higher)
Elective: AP Foreign
Language, Academy
Elective, or Dual
Enrollment
Elective: AP Foreign
Literature, Academy
Elective, or Dual
Enrollment
Digital Information
Technology
Academy Elective
Course
Academy Course
(Dual Enrollment):
Applied Sports
Science (.5)/ Intro to
Sports Administration
(.5)
Academy Course
(Dual Enrollment):
Foundation of Fitness
(.5)/ Fitness &
Wellness (.5)
Academy Course:
Health Science
Anatomy &
Physiology
Academy Course:
Health Science
Foundations
Academy Course:
Care & Prevention of
Athletic Injuries (.5)/
First Aid and Safety
(.5)
Academy Course:
Sports Medicine
Executive Internship
Sports Medicine
Two Consecutive Levels of Foreign
Language (if not already taken in middle
school)
41
Performing and Visual Arts
Dance Technique I, II, III, IV !
Art Appreciation!
Art/ 2-D Comprehensive 1
Drawing and Painting I, II, III
AP Art History!
AP Studio Art: 2-D Design
Electives.
*Learning Strategies: 9-12
- The school may offer this course as needed for Students with Disabilities
who may need intensive individualized intervention in learning strategies. The course will enable
9th Grade 10th Grade 11th Grade 12th Grade
English 1* English 2* English 3* English 4 (or
higher)*
Algebra 1 (or
higher)*
Geometry (or
higher)*
Algebra 2 (or
higher)*
Other Mathematics
Course*
World History* or
higher
Elective: AP
European History,
PE/Health, Academy
Elective, or Dual
Enrollment
United History*
Other Social Studies
Core
Physical Science (or
higher)*
Biology 1 (or
higher)*
Chemistry (or
higher)*
Physics (or higher)
Elective: AP Foreign
Language, Academy
Elective, or Dual
Enrollment
Elective: AP Foreign
Literature, Academy
Elective, or Dual
Enrollment
Digital Information
Technology
Academy Elective
Course
Elective: Academy
Elective, PE/Health
Education, or Dual
Enrollment
Elective: Academy
Elective, PE/ Health
Education, or Dual
Enrollment
Academy Course:
Sport, Recreation,
and Entertainment
Essentials
Academy Course:
Sport, Recreation,
and Entertainment
Applications
Academy Course:
Sport, Recreation,
and Entertainment
Marketing
Management
Academy Course:
Sports Marketing,
Entertainment Arts &
Management
Executive Internship
Sports Marketing, Entertainment Arts & Management
Two Consecutive Levels of Foreign
Language (if not already taken in middle
school)
Other Electives:
Journalism I (Newspaper)
Journalism I (Yearbook)
Journalism II (Newspaper)
Journalism II (Yearbook)
Journalism III (Newspaper) Honors
Journalism III (Yearbook) Honors
Journalism IV (Newspaper) Honors
Journalism IV (Yearbook) Honors
Learning Strategies*
42
students with disabilities to acquire and generalize strategies and skills across academic, community,
and employment settings to achieve annual goals based on assessed needs and the student's
individual educational plan (IEP). The course will address academic skill deficits enabling students to
learn strategies to access the general curriculum and close educational gaps. The particular course
requirements that the student should master each year will be specified on an individual basis and
relate to achievement of annual goals on the student’s IEP. Course requirements may be added or
modified based on assessed needs indicated in the student’s IEP.
F. Discuss the system and structures the school will implement for students at risk of not meeting academic
requirements or of dropping out.
At SLAM, we understand that needs are not always created out of deficits but also strengths. For
our students to thrive, learning must be centered on a standard of excellence. A standard of
excellence means that all children achieve at levels that are challenging—but not so challenging that
they are not attainable. Grade-level learning experiences will provide the correct match for many
children at a particular grade level but not for all. All learning experiences for a particular age group
will not “fit” all children appropriately. No child will be held back or inappropriately challenged
because she is a particular age; rather, learning opportunities will match the individual needs of the
students.
SLAM Academy will identify at-risk students as those who have a higher probability of failing
academically or dropping out of school. Circumstances such as homelessness, incarceration, teenage
pregnancy, serious health issues, domestic violence, transiency (churn rate), or other conditions, or it
may refer to learning disabilities, low test scores, disciplinary problems, grade retentions, or other
learning-related factors can jeopardize their ability to complete school and adversely affect the
educational performance and attainment of some students.
SLAM Academy is committed to ensuring that all students receive appropriate instruction,
particularly in reading, prior to placement in special education. SLAM Academy will monitor the
stage-environment fit (See Section 8- School Culture and Discipline) within their school culture,
which tailors the environment to meet the needs of developing adolescents. SLAM will assess the
perceptions of students who need remediation and ensure their individual needs are being met. Most
importantly, implementing a Multi-Tiered Systems of Support, SLAM will reduce the overall number
of students referred for special education services and increase the number of students who succeed
in the least restrictive environment, within the general education classroom setting.
Multi-Tiered Systems of Support-Response to Intervention (MTSS-RtI). SLAM Academy will
provide Differentiated Instruction (DI) within the MTSS-RtI framework. Differentiated Instruction
and Response to Intervention (RtI) share a central goal: to address student needs through multiple
tiers of increasingly intensive instructional interventions. But both are built on two basic concepts:
that education is most effective when we treat students as individuals with different levels of
readiness, learning profiles, and interests; and that teachers have a professional obligation to help all
students succeed.
21
Instruction will be differentiated within the 3-tiers of Palm Beach County
Response to Intervention Framework and occur naturally within each tier.
43
Differentiated Instruction— SLAM teachers will provide a classroom environment that will maximize
student growth and individual success. Dr. Virgil Ward (1983) stated, “One of the objectives of free
public education in a democracy is to provide equal opportunity for all youth to develop their
potential abilities to the fullest. In attempting to reach this objective, educators have come to the
realization that equal opportunity does not mean identical opportunity.” Ward (1980) coined the
term differential learning to describe the concept that is now known as differentiated instruction.
Differentiated instruction is a principle of a learning environment that does not only help meet, but
also exceed, standards. This method of teaching entails that the instructor adapts to each student,
making the delivery of the content flexible, yet effective. SLAM Academy’s educational model
promotes differentiated student-centered instruction whereby old methods of distributing uniform
worksheets and outdated whole-group lectures are obsolete.
Each student is different, and it is a teacher’s responsibility to identify these differences and plan
lessons accordingly to keep students interested and engaged. At no point will have a one-size-fits-
all format. It is unfair to have some children struggling with assignments that are too difficult, just
as it is unfair to have some children waiting for something new to learn. Fairness means matching
the level of complexity and the pace of learning to the child’s readiness, interest in the concept or
topic, and/or learning profile.
Response to Intervention— Response to Intervention will provide a framework that will drive general,
gifted, remedial, and special education support while maintaining a high-quality, standards-based
instruction that matches students’ academic, social-emotional, and behavior needs. SLAM
Academy’s School Based Team (SBT) guide general education intervention services for at risk
students who have academic and /or behavioral difficulties. SLAM administration will organize
school resources so that students receive instructional support in a timely manner based on student
assessment data.
SLAM will identify and meet the learning needs of students who are performing below grade level,
struggle with learning, and behavior using the Problem Solving Process; furthermore, the school will
monitor their progress by providing a Multi-Tiered Systems of Support-Response to Intervention
(MTSS-RtI). RtI combines high quality core instruction, assessment, and intervention within a
multi-tiered system to increase student achievement and reduce behavior problems within the
general education curriculum. The Problem Solving Process includes 4 steps within a 3-tiered
system. The following 4-steps drive the RtI:
1. Problem Identification-what is the problem?
2. Problem Analysis-Why is it occurring?
3. Intervention-What are we going to do about it?
4. Response to Intervention-Is it working?
Tier I instructional content is a research-based instructional practice based on the Florida Standards
and applicable NGSS Standards for each specific content area. The recognition of diverse learners is
essential in planning lessons since each individual has varying skills and experience with reading,
writing, thinking, problem solving, and speaking. The teacher’s responsibility will be to connect
content, process, and product. For example, differentiating content will include using various
delivery formats such as video, readings, lectures, or audio. Content may also be chunked, shared
through graphic organizers, addressed through jigsaw groups, or used to provide different
44
techniques for solving equations. Differentiating process will include providing time for students to
reflect and digest the learning activities before moving on to the next segment of a lesson.
Differentiating product will include the teacher offering choices where students pick from formats
or where students propose their own designs. Furthermore, group work is essential to build upon
social skills and implement the importance of collaboration. Providing time for group work allows
students to engage in conversations and exchange thoughts and ideas amongst one another.
Moreover, incorporating problem solving and real world issues into class curriculum will enhance
student’s understanding of key concepts. Finally, choice is an important factor in the incorporation
of differentiated instruction. By giving students assignment options they feel they have a stake in
their education and remain more engaged, while also revealing to teachers their students’ interests
and diverse needs that can be used to develop future class content.
Screening and progress monitoring will be used to continually identify and address the academic and
behavior needs of each student. Benchmark assessments will be used for of all students at least
three times a year to identify need for intervention and ongoing progress monitoring. Ongoing
professional development will equip teachers with necessary tools to ensure that students receive
quality instruction. Instruction will include modeling, multiple examples, corrective feedback, and
multiple opportunities for student practice. Tier I (or core) instruction is present at all four levels of
the tiered model. To maximize instruction students will be offered more of the following:
• Repeated opportunities for practice and review;
• Additional opportunities for correction and feedback;
• Increased time on task, engaged in instruction and practice; and
• Drill repetition and/or practice review.
When Tier I strategies have been implemented and a student shows no signs of significant
improvement (Is it working?), SLAM Academy will activate it’s RtI plan to provide additional
attention, focus, and support and usually take place in the general education classroom. Tier II
interventions will begin as soon as possible after students have been identified through screening or
benchmark assessments and will be monitored more frequently than students in Tier I to ensure the
effectiveness of the instruction or the specific interventions (academic or behavioral). Materials and
strategies will be specialized, research or evidence-based interventions that are based on the needs of
the students needing the intervention and will be implemented with fidelity. Materials and strategies
will also be aligned with Tier I instruction, and will include more opportunities for modeling,
providing examples, corrective feedback, and student practice.
Tier II instruction has a two-fold purpose:
5. To remediate skill or concept deficits of students who are not making adequate academic
gains or have mild or moderate difficulties in the area of social competence.
6. To enrich and enhance the education of students who have demonstrated proficiency in the
benchmarks of the standards for a given discipline.
Again, if it is determined that students are not responding to Tier I or II instruction and
interventions, Tier III the School Based Team (SBT) must be notified. As soon as a student shows
no significant improvement from Tier II strategies, the SLT is called upon for assistance. The SLT
will provide the structure and RtI will be the process. Tier III interventions will be provided by a
specialized teacher/counselor or special education teacher who is highly skilled in the particular area
of weakness. Tier III interventions can happen in the general education classroom but will usually
take place outside the general education classroom (could be before or after school). Materials and
45
strategies will be specialized research or evidence-based interventions based on the needs of the
students who will receive the intervention. Instruction will include more opportunities for modeling,
providing multiple examples and a wider range of examples, corrective feedback, etc.
If the SLT finds that Tier III strategies implemented with fidelity is not helping a student make
appropriate gains, the SLT will consider referral for special education evaluation. SLAM Academy
will grant parental requests for a formal evaluation. It should be noted that at any point in an RtI
process, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special
education. The RtI process will not be used to deny or delay a formal evaluation for special
education. See Attachment D – Reading Plan for a decision-making flow chart of the School’s
MTSS/RtI Process. The goal of the MTSS-RtI is to provide a positive and proactive approach to
educating every child. Through this framework, SLAM Academy will be able to provide early
interventions in order to prevent academic, social-emotion, and/or behavior difficulties early-on.
The school will provided parents response to intervention results in students’ annual evaluation.
Early Warning System—The school plans to implement an early warning system to identify students
who need additional support to improve academic performance and stay engaged in school. This
early warning system will include the following indicators as well as any other data required by the
Sponsor
22
1. Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-
school suspension;
2. One or more suspensions, whether in school or out of school;
3. Course failure in English language arts or mathematics during any grading period; and
4. A Level 1 or 2 score on the statewide, standardized assessments in ELA or Mathematics.
The School’s RtI/MTSS team will oversee and monitor the early warning system including:
- Collecting and analyzing data on the number of students identified by the system as
exhibiting two or more early warning indicators, the number of students by grade level who
exhibit each early warning indicator.
- Preparing a description of all intervention strategies employed to improve the academic
performance of students identified by the early warning system.
- Determining, in consultation with the parent, appropriate intervention strategies based on
data from the early warning system for each student who exhibits two or more early warning
indicators, unless the student is already being served by an intervention.
Academic Coaches—The student-to-counselor ratio in most public schools are inflated. This
innovative system of intervention provides and additional layer of individualized support to prevent
student educational gaps from widening and ultimate failure. High school students who are at-risk of
failing to make adequate progress for promotion will be assigned an Academic Coach. An
Academic Coach is a lead teacher or administrator who has been selected and trained by the
principal and guidance counselor. The process starts by the Principal and a designated team of
administrators and other instructional leaders pulling grades, State test scores, and academic credit
evaluation to begin identifying students. The Principal will assign at-risk students an Academic
Coach who will work with that student for the duration of their career at SLAM Academy. This
22
This may be required by the Sponsor in accordance with amendments to s. 1001.42, F.S. (Powers
and duties of district school board) based on new legislation under HB7069.
46
Academic Coach will be someone consistent in the student’s life in hopes that trust is established to
make greater gains towards getting that student back on track. Once a student is assigned an
Academic Coach, a meeting will be held with both the student and parent present so everyone is
aware of the student’s academic standing. As a team, the Academic Coach, parent, and student will
come up with a SMART Plan to put into action. Frequency of subsequent meetings will be
scheduled based on the level of risk. Academic Coaches are expected to celebrate both academic
and behavioral successes and continually strategize to leverage a student’s weaknesses. Once a
student is no longer at risk, they will continue to meet with their Academic Coach at least quarterly
to ensure the student continues to move forward on the path of success. The school’s
administration will provide the continued support with the parents and will ensure the
communication between the Academic Coach, counselor, and student occurs on a regular basis. This
program directly aligns with SLAM’s core values to establish positive relationships among student,
parents, and teachers.
The benefits of the Academic Coach Program are as follows: Grade monitoring and intervention;
Early warning systems that can provide early intervention and parent communication upon
recognizing patterns of concern; Personalized one-on-one academic support to address skill
deficiencies; An individualized ongoing progress monitoring approach that tracks formative testing
data, summative quarterly grades and ancillary subjective measures designed to equip students with
the tools they need to succeed. This model promotes positive communication between the parent,
student and the school.
The structure is as follows:
As you can see above, the student is at the center of the academic decisions. This structure
purposefully keeps away from a traditional top down structure. Rather, it keeps the student at the
center and focuses on fluidity and redundancy. In addition, there are overarching benefits that will
occur by implementing this program. This proposed plan will reduce the need of the school to
employ certified guidance counselors and mitigate the over inflated student to counselor ratio. For
the Academic Coach, he or she will develop a greater understanding of curriculum, student
progression, pacing, and master schedule development. In addition, these individuals will be
analyzing data, teacher grades and standardized student data to provide those individuals the
adequate tiers of intervention.
Student
Academic
Coach
Principal
Guidance
Counselor
Parent
47
Section 5: Student Performance
Performance Goals
A. Describe the expected incoming baseline of student academic achievement of students who will enroll in the
school. Based upon the expected incoming baseline performance, describe the school’s goals for academic growth
and improvement that students are expected to show each year and the rationale for those goals. Describe how
the school’s academic goals and objectives for improving student learning will be revised if the actual incoming
baseline is substantially different than the expected baseline. Describe how success will be evaluated, and the
desired overall results to be attained through instruction.
SLAM Academy will establish educational goals for improving student achievement each year
through Annual Measurable Objectives (AMO) that aim to increase student proficiency from year to
year and are competitive with district/state achievement targets. The School will set the expectation
of continuous improvement by setting the bar higher from year to year. If the actual incoming
baseline is substantially different than the expected baseline, the school will set realistic AMOs
targets in Year 2 (if there’s a need to set higher target goals), based on actual student performance
results of the school’s population in Year 1.
Expected Baseline Rationale: The expected incoming baseline for Year 1 in English Language Arts,
Mathematics, Social Studies and Science was determined using the Palm Beach County Public
Schools District averages for the 2017 assessment year.
23
Goals for Academic Growth
English Language Arts
23
http://www.fldoe.org/accountability/assessments/k-12-student-
assessment/results/2017.stml#ARR
48
Y1 GOAL—At least 52% of 9
th
grade students will meet high standards in ELA, as evidenced by
scoring proficient or higher on the FSA ELA within the first year of operation and grow by a
minimum of 1% percentage point annually thereafter.
Expected Baseline Rationale: The expected incoming baseline for Year 1 in English Language Arts,
Mathematics, Social Studies and Science was determined using the Palm Beach County Public
Schools District averages for the 2017 assessment year.
24
See table above
Mathematics
Y1 GOAL Algebra 1- At least 43% of 9
th
grade students will meet high standards in Algebra 1, as
evidenced by scoring proficient or higher on the FSA Algebra 1 EOC within the first year of
operation and grow by a minimum of 1% percentage point annually thereafter
Expected Baseline Rationale: The expected incoming baseline for Year 1 in English Language Arts,
Mathematics, Social Studies and Science was determined using the Palm Beach County Public
Schools District averages for the 2017 assessment year.
25
See table above
Y1 GOAL Geometry-At least 55% of 9
th
grade students) will meet high standards in Geometry, as
evidenced by scoring proficient or higher on the FSA Geometry EOC exam within the first year of
operation and grow by a minimum of 1% percentage point annually thereafter
Expected Baseline Rationale: The expected incoming baseline for Year 1 in English Language Arts,
Mathematics, Social Studies and Science was determined using the Palm Beach County Public
Schools District averages for the 2017 assessment year.
26
See table above
Science
Y1 GOAL Biology-At least 66% of 9
th
grade students will meet high standards in Biology, as
evidenced by scoring proficient or higher on the NGSS Biology EOC within the first year of
operation and grow by a minimum of 1% percentage point annually thereafter
Expected Baseline Rationale: The expected incoming baseline for Year 1 in English Language Arts,
Mathematics, Social Studies and Science was determined using the Palm Beach County Public
Schools District averages for the 2017 assessment year.
27
See table above
U.S. History
24
http://www.fldoe.org/accountability/assessments/k-12-student-
assessment/results/2017.stml#ARR
25
http://www.fldoe.org/accountability/assessments/k-12-student-
assessment/results/2017.stml#ARR
26
http://www.fldoe.org/accountability/assessments/k-12-student-
assessment/results/2017.stml#ARR
27
http://www.fldoe.org/accountability/assessments/k-12-student-
assessment/results/2017.stml#ARR
49
Y1 GOAL-At least 68% of high school students will meet high standards in Social Studies, as
evidenced by scoring proficient or higher on the NGSS U.S. History EOC within the first year of
operation and grow by a minimum of 1% percentage point annually thereafter
Expected Baseline Rationale: The expected incoming baseline for Year 1 in English Language Arts,
Mathematics, Social Studies and Science was determined using the Palm Beach County Public
Schools District averages for the 2017 assessment year.
28
See table above
GOALS FOR LEARNING GAINS
English Language Arts
Y1 GOAL—At least 57% of students in grades 9 will make learning gains in English Language Arts
by:
- Improving one or more achievement levels from one year to the next; or
- Level 1 and 2 students increasing their score from one subcategory to a higher
subcategory; or
- Level 3-4 students maintaining a Level 3 or 4 and improving their score by at least 1
point from one year to the next; or
- Level 5 students: Maintaining a level 5 from one year to the next.
ELA Learning Gains Baseline: 56% based on District 2017, 55% based on District 2016 - ELA
Learning Gains
• Rationale for Growth: The School aims to increase by 1 percentage points from the Baseline
within the first year of operation. The school expects to grow by at least 2 percentage points
annually thereafter.
Mathematics
Y1 GOAL—At least 58% of students in grades 9 will make learning gains in Mathematics by:
• Improving one or more achievement levels from one year to the next; or
• Level 1 and 2 students increasing their score from one subcategory to a higher subcategory;
or
• Level 3-4 students maintaining a Level 3 or 4 and improving their score by at least 1 point
from one year to the next; or
• Level 5 students: Maintaining a level 5 from one year to the next.
Math Learning Gains Baseline: 57% based on District 2017: 58% based on District 2016 –
Mathematics Learning Gains
• Rationale for Growth: Given the Districts 2016-2017 Mathematics LG regression (58% LG
2016, 57% LG 2017
29i
), the School aims to increase by 1 percentage point from the Baseline
within the first year of operation. The school expects to grow by at least 1 percentage points
annually thereafter.
28
http://www.fldoe.org/accountability/assessments/k-12-student-
assessment/results/2017.stml#ARR
29
Source: www.fldoe.org/accountability/accountability-reporting/school-
grades/archives.stml#2015-2016
50
B. Describe any mission-specific educational goals and targets for the school not captured by state accountability
requirements. State goals clearly in terms of the measures or assessments the school plans to use.
Parent Satisfaction Goal:
1. At least 80% of parents/guardians of students enrolled at the School will indicate a high
level of satisfaction with their child’s schooling experience, evidenced by positive feedback
on Stakeholder Satisfaction Survey administered in the second semester of each school year.
Graduation/College Readiness/Rigor Goals:
2. The school’s graduation rate will exceed the state average graduation rate by at least 5
percentage points by the first year of the school’s first graduating class.
3. The school will increase the number of academically rigorous courses (advanced, honors,
AP, dual-enrollment) by a minimum of 4 courses annually beginning in year 2.
4. Ninety (100) percent of students concurrently enrolled in Algebra 1 (and/or identified as
deficient after the FSA Algebra 1 EOC) will take the PSAT/NMSQT annually. Ninety (90)
percent of college-bound students, will participate in the SAT/ACT 11-12 assessments each
year.
Revising academic goals for improving student learning – The School will establish educational goals for
improving student achievement each year through Annual Measurable Objectives (AMO) in the
School Improvement Plan (SIP). The SIP goals will reflect the School’s commitment to continuous
improvement, and will aim to increase student proficiency from year to year as well as remain
competitive with district/state achievement targets. If the actual incoming baseline is substantially
different than the expected baseline, the school’s academic goals and objectives will be revised
depending on the need for setting higher targets than expected.
Desired Overall Results and Evaluating Success - The school’s overarching goal for academic growth and
improvement is to increase student proficiency from year to year and demonstrate mastery of the
Florida Standards and AP, ACT, and/or SAT assessments. To achieve this, the School will set
realistic AMOs target for Year 2 based on actual student performance results of the school’s
population in Year 1 (as detailed above). Classroom-based, district-adopted, statewide assessments,
and national assessments will measure student progress toward mastery of the standards, mastery of
course content as outlined by the FLDOE and CollegeBoard for AP exams, and other college
readiness measures across all grade levels served. Using each previous year’s results on all applicable
assessments, the school will compare student progress from year to year to determine growth and
areas in need of instructional focus. Student academic progress will be compared from quarter to
quarter and from year to year as a means to determine whether students are continuously improving
and making learning gains (i.e. baseline established during Year 1 will be used to determine student
academic improvement in Year 2). The school will use this data to evaluate the effectiveness of the
curriculum by determining the extent to which the school is meeting the Annual Measurable
Objectives (AMO) each year. Data will be used to determine annual student growth and to inform
stakeholders to the extent which the school’s educational goals and performance standards are been
met each year.
Mission Specific Goals
Y1 GOAL—In accordance with SLAM Academy’s mission, the school will increase engagement of
51
ALL students each year of the first five-year charter term.
• Measure 1: According to “Average Daily Attendance/Average Daily Membership by
District, 2015-2016” reported by the Florida Department of Education, the percentage of
students’ present will meet or exceed 96% (2015-2016 district average). This was determined
based on a 96%% present rate for Palm Beach County Public Schools.
• Measure 2: Using results of the Gallup Student Poll, SLAM Academy grand mean from the
“Engagement Index” will be used as baseline for Year 1, and shall improve by 1 point every
year thereafter. The percent of students “Engaged” will exceed that of the national
percentage by year 2 and increase by 2% each year thereafter until the percent of students
“Actively Disengaged” is under 3%.
• Measure 3: Student out-of-school suspension rate will be less than 8% (2015-2016 district
average) in year 1 and shall improve by .5% every year thereafter until the suspension rate is
less than 3%.
• Measure 4: SLAM Academy will have a re-enrollment rate of 80% or higher for year 2 and
increase by 2% every year thereafter until it is at a 90% re-enrollment rate.
Y1 GOAL—SLAM Academy shall seek accreditation from an approved accrediting agency within
the first three years of the initial charter term and retain accredited status thereafter.
Graduation/College Readiness/Rigor Goals
Y1 GOAL—SLAM Academy will increase its academic rigor.
• SLAM Academy will increase the number of academically rigorous courses offered
(advanced, honors, AP, dual-enrollment, industry-certification) by a minimum of 2 courses
annually beginning in year 2 for the duration of the charter term.
• SLAM Academy will increase the number of teachers trained in AP, Industry-Certification,
Reading-Endorsed and/or Gifted certification by 1 each year of the charter term beginning
with the baseline of 1 teacher.
• The school’s graduation rate will exceed the state average graduation rate by at least 5
percentage points by the first year of the school’s first graduating class.
• Ninety (90) percent of students in eligible grades will take the PSAT/NMSQT & SAT/ACT
11-12 assessments each year.
Placement and Progression
C. Describe the school’s student grade level and course placement procedures.
The School’s grade level and course placement procedures are aligned with the Palm Beach County
Public Schools Student Progression Plan
30
and all applicable statutory requirements. The overview
below reflects the policies stipulated in the most current Student Progression Plan available at the time
of application submission. Some policies have been updated in accordance with new legislation
effective July 1, 2017 under HB 7069 as noted below. The school hereby agrees to adopt the plan in
30
https://www.sdhc.k12.fl.us/assets/pdf/studentprogressionplan.pdf
52
effect for every year of the charter as amended by the Sponsor. The school will adhere to the
Sponsor’s placement requirements, as follows:
High School Promotion and Grade Placement— The School will consider report cards grades, test scores,
academic history, state and district requirements, and teacher recommendations when placing
students in courses, always for the benefit of the student and always encouraging students to pursue
the most challenging coursework in which they can be successful. Students will be counseled on
course options (e.g. ACCEL, CAP, AP, dual enrollment) as well as course recovery options,
individually and by a school counselor. Student’s academic records will document/indicate
successful completion of and promotion from the previous grade level. Promotion from ninth
grade to tenth grade occurs when a student has completed one full year and has earned five credits
towards graduation. Promotion from tenth grade to eleventh grade occurs when a student has
completed two full years and has earned eleven credits towards graduation. Promotion from
eleventh grade to twelfth grade occurs when a student has completed three full years and has earned
seventeen credits including eight required credits in English, mathematics, science, and social
studies. Students are promoted to Grade 12 on May 1 of their final semester if they are on track to
graduate. Credits and grades earned and offered for acceptance shall be based on official transcripts
and shall be accepted at face value subject to validation.
Placement of Students with Disabilities—For SWD, the information contained in the IEP for each
student will form the basis for the placement decision. Placement decisions will be made based on
each student’s abilities and needs. The general education setting will be the first consideration when
determining placement for SWD. The school will review and may revise the current IEP/ EP as
necessary. Students with an active 504 Plan will be placed accordingly and the school will review the
existing 504 Plan and revise as needed.
Placement of ELLs—For a student identified as English Language Learner (ELL) and transferring
from a school in another country, placement will comply with appropriate procedures for students
in the English for Speakers of Other Languages (ESOL) programs found in the District ELL Plan.
D. State whether the applicant intends to use the local school district’s pupil progression plan. If not, explain the
policies and standards for promoting students from one grade level to the next or provide the pupil progression
plan as Attachment E.
The School intends to use the Palm Beach County Public School District’s pupil progression plan.
E. If the school will serve high school students, describe the methods used to determine if a student has satisfied
the requirements specified in section 1003.428, F.S., and any proposed additional requirements.
To graduate from high school a student must meet all the requirements stipulated in the Palm Beach
County Student Progression Plan (and as amended in the future), demonstrate mastery of the
Student Performance Standards (Sections 1001.03, 1010.305, Florida Statutes), and meet all
requirements established by the Florida Department of Education and the School Board of Palm
53
Beach County. SLAM will offer the following high school coursework, in fulfillment of FLDOE
Graduation Requirements are as follows
31
:
• 4 Credits English Language Arts
(E
LA
):
ELA 1, 2, 3, 4; ELA honors, Advanced Placement
(AP), Advanced International Certificate of Education (AICE), International Baccalaureate
(IB) and dual enrollment courses may satisfy this
• 4 Credits
M
athemat
ics:
One of which must be Algebra 1 and one of which must be geometry;
Industry certification courses that lead to college credit may substitute for up to 2
mathematics credits
• 3 Credits
S
cience:
One of which must be Biology 1 and two of which must be in equally
rigorous science courses; 2 of the 3 required science credits must have a laboratory
component; Industry certification courses that lead to college credit may substitute for up to
1 science credit
• 3 Credits Social Studies: 1 credit in world history, 1 credit in U.S. history,
• 0.5 credit in U.S. government and 0.5 credit in Economics with Financial Literacy
• 1 Credit Fine and
Performing
Arts, Speech and Debate or Practical
A
rt
s:
Eligible courses are
specified in the Florida Course Code Directory
• 1 Credit Physical
E
duc
at
ion:
To include the integration of health
• 8 Elective Credits: 2 credits in the same world language are required for admission into state
• 1 Online
C
o
ur
se:
The school may allow a student to satisfy the online course requirement by
completing a blended learning course as per new legislation (under HB 7069)
All students must maintain a cumulative grade point average of 2.0 on a 4.0 scale as required by
Florida Statute 1003.428.
Statewide Assessment Requirements for Graduation* A student must pass the following
statewide, standardized assessments in order to earn a standard high school diploma:
• Grade 10 Florida Standards (FSA) English Language Arts (ELA)*
• FSA Algebra 1 EOC Assessment
*A student can also graduate by receiving a score concordant to the Grade 10 ELA FSA score on
either the ACT or SAT and a score comparative to the Algebra 1 EOC FSA Assessment passing
score on the Postsecondary Education Readiness Test (PERT).
ESE Students—The IEP team may waive the FSA as a requirement for graduation with a standard
high school diploma for students with disabilities whose abilities cannot accurately be measured by
the statewide assessment test. The School will follow the eligibility criteria outlined in F.S. 1003.428.
Furthermore, the School will seek to expand the student’s knowledge base in each succeeding grade
level, always moving forward, to ensure the student builds capacity and is not only college bound but
also college ready. Therefore, the School will also require, inasmuch as the student’s schedule
permits, the following items for students in grades 9-12:
• World Languages - The School will require students to (meet the prerequisite for state
university school system admittance and/or Florida Bright Futures) complete two sequential
courses in the same foreign language.; and
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• Complete the required number of service hours, in fulfillment of Florida Bright Futures
Scholarship eligibility requirement.
• Industry Certification- The School will combine rigorous academics with career and
technical education options for students. Through matriculation in the academies, students
are able to meet graduation requirements, earn college credits, and industry certifications as
well as valuable knowledge making them college and career ready before they leave high
school.
F. Discuss how and when promotion and graduation criteria will be communicated to parents and students.
Communication. The school will notify parent(s)/guardian(s) in writing of the school’s progression
and promotion requirements within the first two months of school. The school will make every
effort for communication to take place in the home language for those students from homes where
a language other than English is spoken. Additionally, promotion and applicable graduation criteria
is communicated in writing to parents through the school’s curriculum bulletin published at the
beginning of the school year as well as the parent/ student handbook given to parents upon
registration. Information regarding promotion will also be communicated at parent orientation,
workshops and at open house at the beginning of the school year. Furthermore, the school will
notify parents in writing at any time during a grading period when it is apparent that the student may
fail or is doing unsatisfactory work in any course or grade assignment. In reading, parents will be
notified with a description and explanation, in terms understandable to the parents, of the exact
nature of the student’s difficulty and lack of learning in reading and the intensive interventions,
which will be provided. A read-at-home plan that includes multisensory strategies must also be
provided.
Assessment and Evaluation
G. In addition to all mandatory assessments, identify the primary interim assessments the school will use to assess
student learning needs and progress throughout the year (including baseline assessments) including a
proposed
assessment schedule as Attachment F. Provide the rationale for selecting these assessments,
including an explanation of how these assessments align with the school’s curriculum, performance goals, and
state standards.
Assessment Schedule. The School is accountable to all stakeholders (students, parents,
community, et. al.) in its responsibility to provide a good education for all students. Thus, the School
will participate in the statewide assessment program created under section 1008.22, F.S., and utilize
state standardized assessment data and results to inform instruction, as well as formative
assessments for monitoring progress towards and measure mastery of FS and NGSSS (See Sample
Assessment Calendar in Attachment F)
Baseline Achievement Data. Diagnostic baseline screening will be administered at the beginning
of the school year for ELA (FAIR-FS) and Mathematics. In addition, any available data from
previous school year (e.g. FSA District ELA Writing Test, applicable EOCs., as well as teacher made
pre-tests and recommendations) will help to form individual baseline. The baseline will allow
teachers to plan for intervention and differentiation to remediate or enrich students’ instruction and
inform class placement.
Interim/Progress Monitoring Assessments. The proper use of data will enable the departments
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and individual instructors to identify the strengths and weakness of each individual student or view
the students’ progression by class periods. The FAIR-FS will be administered 3 times per year to
determine student needs and as an ongoing progress-monitoring tool to determine whether students
are on track to achieve end-of-year targets in reading. At the high school level, IXL will be used to
progress monitor students enrolled in Algebra I, Algebra II, and Geometry. Results will be used to
target instruction on Florida Standards in ELA, Mathematics and NGSS standards in Social Studies,
and Science. It is not just learning content and skills, but learning how students learn best. SLAM
will incorporate multiple forms of assessments as means of progress monitoring throughout the
year:
• Florida Standards Assessments (FSA) – based on the Florida Standards to assess student mastery
in the following areas/grade levels, administered as per the district testing calendar:
o FSA in ELA Reading (Grades 9-10)
o FSA ELA Writing (Grades 9-10)
o Algebra 1 End of Course Exam (all students enrolled)
o Geometry 1 End of Course Exam (all students enrolled)
• Next Generation Sunshine State Standards (NGSSS) Assessments
o Biology 1 (all students enrolled)
o U.S. History (all students enrolled)
• FAIR-FS
• District Diagnostic Tests
• District Mid-term and Semester Exams (Algebra 1, Bio 1, Geometry, U.S. History, and World
History)
• Palm Beach Performance Assessment
• District Final Exams
• ACCESS for ELLs 2.0
• Teacher-generated quizzes and Assessments Rubric
• Textbook adopted assessments
• Quarterly Examinations, projects/investigations
• Portfolios and presentations and PBL rubrics
• UDL Design Framework (adaptations for ELL and SWD students)
• Portfolios: Allowing students to create their own portfolios allows them to play in active part in
their assessment and develop their ability to reflect and self-criticize. Students will be able to
compile a body of their work, noting their improvements and progress.
• Observations: Observing student behavior and their interactions with their peers is a crucial
component of assessing their interpersonal skills as well as their ability to work in teams.
• Parent/ Teacher Ratings: Parent and teacher input on the student’s progress will provide a more
complete assessment of their attitude, motivation, and overall achievement.
• Student Foldables: Students will create a foldable to act as a reinforcement and study guide
towards the assessments, while targeting the benchmarks that need improvements. Teachers will
be able to use this hands-on activity as an alternative assessment tools to evaluate student
progress or for students to evaluate their own progress, while providing a sense of student
ownership in mastering the curriculum.
• Bell Ringers/Exit Slips: Teachers will identify the questions that students score the lowest on
assessments and allow students to work on questions for 10-15 minutes of each class period
either in the form of a bell-ringer or exit slip.
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In addition, providing online skills assessment and supplementary curriculum platforms will allow
teachers to generate and share curriculum lessons and formative/summative within their perspective
subject areas. Online supplementary resources are effective in their ability to offer just-in-time
student assessment and evaluation. This capability has two effects. First, it provides instructors with
data regarding the progress of the class and whether the objectives are being met. Second, it
provides reinforcement of the concepts taught and provides opportunity for remediation.
Assessment Rationale. In order to ensure all SLAM students are prepared for a successful future
both academically and in life, assessment will take place at all levels. From assessing the educational
framework down to the student, the school will be able to deliver an effective curriculum both in
what is being taught and how it is being taught. The assessments listed above and in Attachment F
are either mandated by the State or District and directly align with state/district requirements and
the school’s standards-based program. Through continuous data analysis, SLAM will be able to
measure rigor, relevance, and relationships, which is the foundation of achieving the School’s
mission. Nationally-norm referenced assessments will help prepare students to be career and
college ready, which directly aligns with SLAM’s mission to: “prepare all students for future
success.” Formative (progress-monitoring) assessments are all aligned with the FS and applicable
NGSS standards to ensure students are making adequate progress content mastery and will be
successful on all district and state mandated summative assessments (ie. FSA and NGSSS Statewide
Science Assessment). Assessment results will also allow the School to assess, how the school is
progressing towards meeting AMO targets, enabling the School to inform students and their parents
as to whether or not the student is: gaining at least a year’s worth of academic growth for each year
spent in the School, meeting requirements to be on track for graduation, and demonstrating college-
ready skills.
H. Describe how student assessment and performance data will be used to evaluate and inform instruction. Who
will be responsible for managing the data, interpreting it for classroom teachers, and leading or coordinating
professional development to improve student achievement?
SLAM Academy’s comprehensive assessment program will be used to increase student achievement
among all content areas/grade levels and to evaluate and improve school effectiveness. The School
will use its comprehensive assessment program to inform stakeholders (students, parents,
instructional leaders and administrators) about where a student is succeeding and what areas need
strengthening.
Assessment will serve as a feedback system to:
• Guide administrators in instructional focus areas and which teachers may need additional
PD and support;
• Guide lesson planning and individualizing instruction;
• Inform scholars of their own progress towards of each respective standard; and,
• Involve parents about student achievement and progress.
SLAM’s key to success is the emphasis given to rigor, relevance, and relationships. The school
thrives on the constant analysis of student performance data derived from formal assessments from
the district, state, and national assessments. In support of this analysis, the school reinforces their
instructional decisions with teacher developed non-formal assessments and data collected from
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school’s implementation of research-based programs. While compiling and analyzing the data, the
school-wide focus on collaborative partnerships amongst stakeholders in analyzing the data and
determining the best path for the school is fundamental to our success as a school.
Data Collection & Analysis. As a SLAM supported school, the principal will have access to a data
specialist to assist the school in collecting, disaggregating and processing individual student
performance and achievement data on an on-going and consistent basis (after every quarterly
assessment and also throughout the school year). At the beginning of each school year and at least
quarterly, the data specialist will work collaboratively with the School Instructional Leadership (SIL)
team, consisting of the principal, grade level leaders, Reading Coach and ESE specialist, to generate
meaningful reports on assessment data to identify areas of instructional weaknesses pinpointing
thresholds of student progress.
Data reports on these and all state-mandated assessments will be disaggregated by student, by
standard, by teacher, and by school will be used to inform decisions about adjustments to the
educational program. These reports will be made available to all teachers (and students as
applicable) to identify areas needing improvement while informing instruction to enhance
curriculum delivery and teacher effectiveness.
The School’s Leadership Team (SLT) – which may consist of the principal, assistant principal, grade
level chairs/leaders, ESE and ESOL specialist, Reading/Curriculum Coach (as applicable) —will
oversee the data management process and provide support for teachers enabling them to make data-
driven decisions. The SLT will meet weekly to evaluate data and correlate to instructional decisions;
Review progress-monitoring data at the grade level and classroom level to identify students and their
academic levels; Identify professional development to enhance students’ achievement levels;
Collaborate, problem solve, share effective practices, evaluate implementation, make decisions, and
practice new programs and skills; Facilitate the process of building consensus, increasing
infrastructure, and making decisions about implementation.
Evaluating, Reviewing and Revising the Curriculum. Student assessment and performance
data will be used to not only evaluate school effectiveness but more importantly to inform
continuous improvement efforts by targeting benchmarks indicating which students need additional
support to master specific standards and/or grade level skills. Accordingly, the responsibility to
manage, evaluate and interpret student data will be a collaborative effort.
Teachers will be trained by the SLT Team on how to properly analyze the data and log in the
individual student data folder. Teachers will be expected to use the data folders to group students
by strengths and weaknesses for differentiated instruction and intervention. During their
differentiated instruction centers/intervention, students receive remediation in the skills they are
weakest in and are reassessed to determine progress. Teachers will be expected to report back to
their department chairs weekly/bi-weekly on progress. Lead Teachers will present data at faculty
team meetings. The Principal will report the most up-to-date data at the subsequent SLAM
Academy Board of Director’s meeting.
Based on the data analysis, the principal and lead teachers collaboratively develop an instructional
focus calendars with timelines for addressing targeted strands as denoted in assessed benchmarks.
Through the use of the calendars, student assessment data will drive-decisions for continuous
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improvement of the teaching and learning process. Lead Teachers will conduct data chats with
teachers on classroom data. Teachers will in turn have regular data chats with their students. For
example, Teachers will set specific reading goals with students during data chats and will monitor the
reading goals as a part of their independent reading and accountability strategies embedded into their
weekly instruction. The data chat will open a line of communication and act as a source of
motivation between the teacher and students. For primary grade students, the school will have a
form that will go home to parents to keep ongoing dialogue on relevant data. Students will use
personal data trackers to track their growth data by benchmark. Data folders are sent home for
parents to review, sign and return to the teacher.
Teachers will be asked to have a data binder, which will need to be accessible to any administrative
personnel if requested on a walk-through observation. The data binder will consist of the results of
each assessment and the students’ previous year performance with a color-coded legend, identifying
students who are proficient, near proficiency and the lower quartile. Moreover, teachers will
incorporate a data chat log for each individual student. Data binders and lesson plans for all teachers
are required to be accessible in the classroom at any time for the principal and administration to see
during their daily walk- throughs.
Please see Section 4F above for details on Early Warning Systems to identify students who need
additional support to improve academic performance and stay engaged in school. This early warning
system will include the following indicators as well as any other data required by the Sponsor.
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I. Explain the training and support that school leadership and teachers will receive in analyzing, interpreting,
and using performance data to improve student learning.
Annually, teachers will report to school a week in advance of their students. During this week,
workshops will be held daily and organized to target and tap the diversified needs of teachers, such
as beginning teachers, teachers new to SLAM, the entire faculty, department or content specific
workshops, etc. each with a set of criteria to be addressed and wherein desegregating data training
occurs, in a different way, at each of those meetings. This approach sets the tone for all faculty and
staff, thereby ensuring the school is not only data-rich, but also data-driven.
SLAM’s data specialist will also be available to meet with faculty and staff to review data and identify
trends within the school or for a particular teacher. Additionally, monthly in-house workshops will
be held by administrators to address student achievement data by content area, and anecdotal
information from the core curriculum areas. Depending on the need, the School may elect to
contract for delivery of a targeted PD to share best practices in areas that need to be remedied.
J. Describe the corrective actions the school would take if it falls short of student academic achievement
expectations or goals at the school-wide, classroom, sub-group, or individual student level. Explain what
would trigger such corrective actions and who would be responsible for implementing it.
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This may be required by the Sponsor in accordance with amendments to s. 1001.42, F.S. (Powers
and duties of district school board) based on new legislation under HB7069.
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Implementing Corrective Actions. If SLAM falls short of student academic achievement
expectations or goals, the school will implement a corrective action plan under the direction of the
administration (Principal) and the school leadership team.
School-Wide Level Corrective Actions—The SLT team will review school-wide data to determine school-
wide areas of weakness and in need of improvement. Faculty and Staff will work collaborative
through PLCs (by content area and grade level) to create the action plan, including which strategies
were successful and which strategies/curriculum/ intervention processes need to be revisited.
Classroom Level Corrective Actions—The administration would determine (based on classroom/teacher
data reports, observations and classroom walk-throughs) which teachers need additional support and
provide professional development, mentoring and support accordingly. A plan for the teacher/
class would be implemented and documented through the teacher’s lesson plans. Teachers would be
expected to implement corrective action/change in intervention or content in the classroom with
support from the administration.
Individualized Interventions—Using real-time data from frequent assessment results, SLAM will provide
the necessary individual, classroom and/or school-wide intervention programs which include:
requiring students to attend specific targeted tutoring during and after school; proving for
supplemental intervention programs and support within the respective Reading, Math, Science
classrooms through academic coaching, lesson modeling, computerized intervention programs and
pull out services (as needed). Students who do not demonstrate mastery of subject matter on
standardized assessments (e.g. not passing state mandated assessments) will participate in progress
monitoring data chats with their teacher to discuss their progress and monitor their growth, as well
as goal set for their remediation based upon their individual learning needs. The School will utilize
data to inform instruction and adjust interventions through the RtI/MTSS process, as necessary,
depending upon the student’s academic growth and demonstration of proficiency. Progress resulting
from the academic support (interventions, tutoring, intensive reading/mathematics courses, etc., as
applicable) will be monitored using progress monitoring assessments, such as the I-Ready progress
monitoring assessments, and Midyear Assessments (EOC courses like Algebra I, Geometry, Biology,
Civics), among others. All students who exhibit significant risk will be given intensive intervention as
soon as that risk is identified and provided support as described in the curriculum (section 4 herein).
As was previously mentioned in sections 3B and 3C, the School will use RtI/MTSS framework as
prevention oriented approach to linking assessment and instruction. Using real-time data from
frequent assessments, the School will provide the necessary individual, classroom and/or school-
wide intervention programs which include: requiring students to attend specific targeted tutoring;
and/or providing for supplemental intervention programs and support within the respective core
classes.
Sub-group, or individual student level, Corrective Actions—The students’ teachers and administrative team
would review data (individual assessments/IEP or ELL Plans) and interventions to determine where
instruction or interventions needs to be modified. These would be realigned and communicated to
the parents and documented by the teacher and in the student’s ELL or IEP plan if applicable
(changes in intervention, classroom environment, behavioral support/services to individual
students).
K. Describe how student assessment and performance information will be shared with students and with parents.
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The Department of Education reports student assessment data pursuant to s. 1008.34(3)(c). The
School’s comprehensive assessment program will be used to inform stakeholders (students, parents,
and teachers) about where a student is succeeding and what areas need strengthening. The school
will thereby provide parents with assessment results on a yearly basis for each year their child
participates in the state assessment and any other district based examinations. Reports will also
provide parents with student with specific information regarding their child’s progress and learning
gains. 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 each year spent at the
school.
Additionally, teachers will use assessment rubrics as teaching tools in the classroom by helping
students to interpret their performance and comprehend their results. Students will be given the
opportunity to participate in DATA chats with teachers. Data chat should assist the student to
identify what he/she must accomplish in order to meet state and district levels for proficiency. This
approach will provide the student the opportunity to understand their strengths and weaknesses on
standardized tests and make them active participants in their education.
The goal is to maintain ongoing communication between the school and the parents through parent
access to web-based grade book and progress reports. Specifically, the school will ensure
communication with students/parents via the following:
1. Progress Reports and Report Cards - The School will issue progress reports at the four-week
mark and at the end of each marking period.
2. Interim reports - Not later than 4 weeks into the grading 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/or excessive
absences.
3. Notification for students in danger of not meeting grade level requirements.
The school will also host parent conferences, open house meetings, parental workshops, and
coordinate other appropriate methods of communication with parents/guardians, as necessary.
L. Describe the plan for protecting the privacy of individual student academic performance data and other
student-related information.
The school will act in accordance with Family Educational Rights and Privacy Act (FERPA) (20
U.S.C. §1232g; 34 CFR Part 99) and maintain both student and financial records in accordance with
Chapter 119, Florida Statutes. The school will keep both active and archival records for current and
former students in accordance with federal, state, local laws and with the regulations prescribed by
the Florida Department of Education. The school ensures that all student records will be kept
confidential as required by applicable law. All student records (including IEP/504 and ELL plans)
will be kept in locked, fireproof cabinets in the school’s administrative office. School personnel
must be authorized by an administrator to review any student records and a sign-in log is kept.
All permanent records of students leaving the school will be transferred to the district school in
which the student is enrolled. All students leaving the school to attend an out-of county school or a
private educational institution shall have a copy of their permanent record forwarded to the school
in which the student is enrolled. All permanent records remain in the last school in which the
student was enrolled.
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Individual Student Academic Performance Data. Students data is protected can only be
retrieved by the principal on a secure website. The data is presented by First and last Name and a
partial state ID number (which could be the student's SS#). The individual data score sheet for each
student is delivered in copies of 2: one is for the parent and the other is for the student's cumulative
record. Teachers will undergo an ethical training session as part of opening of school procedures,
describing the information (including student’s name and ID number) which cannot be shared with
others. Teachers shall comply with State and Federal laws and regulations, and Board policies
relating to the confidentiality of student records. Unethical conduct includes, but is not limited to,
sharing of confidential information concerning student academic and disciplinary records, personal
confidences, health or medical information, family status and/or income, and assessment/testing
results.
Section 6: Exceptional Students
A. Provide the school’s projected population of students with disabilities and describe how the projection was made.
The School will be nonsectarian in its programs, recruitment, admission policies and operations. The
promotional plan to be followed in publicizing the School will be designed to reach the entire
community and, accordingly, all groups within it. By publicizing the availability of the School
throughout Palm Beach County, the School’s demographic composition should mirror that of the
local community. Therefore, it is anticipated that the School’s total enrollment should include
approximately 15% of Students with Disabilities (SWD). The 15% of SWD will include students
eligible for: Autism Spectrum Disorder, Deaf or Hard-of-Hearing, Emotional or Behavioral
Disabilities, Orthopedic Impairment, Other Health Impaired, Specific Learning Disabilities, Speech
Impaired, Language Impaired or Visually Impaired. The School has based its projections on the
average current enrollment in the District, which currently estimates an average of 15% student
population.
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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 School will not discriminate on the basis of race, religion, or national or ethnic origin, or
exceptionality in the admission of students. Any eligible student who submits a timely application
and whose parents accept the conditions of the Parental Involvement Contract shall be considered,
unless the number of applications exceeds the capacity of the program, class, grade level, or building.
The School will be open to any student residing in the county. The School will have an open
admissions procedure, utilizing a "first come, first served" policy as required by statute, unless the
number of applicants exceeds capacity. In such case, all applicants shall have an equal chance of
being admitted through a random selection process conducted by the School's accounting firm in
conformity with Florida’s Charter School Legislation. This process doesn't take into account a
student’s background, ethnicity, race, socio economic status or disability, and therefore allows for
every student who applies to have an equal opportunity to enroll in the school.
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C. Describe how the school will work with the sponsor and through the Individual Education Plan (IEP) process
when necessary to ensure students with disabilities receive a free appropriate education (FAPE) in the least
restrictive environment (LRE).
SLAM Academy hereby agrees to adopt and implement the Palm Beach County Public School
Districts policies and procedures with respect to serving students with disabilities, including the
procedures for identifying students with special needs, developing Individualized Education Plans,
and 504 Plans (as applicable). Special Education students will be provided with programs
implemented in accordance with federal, state, and local policies (specifically, the Individuals with
Disabilities Education Act (IDEA); the Americans with Disabilities Act of 1990 (ADA); Section 504
of the Rehabilitation Act of 1993; Sections 1000.05 and 1003.57, Florida Statutes; Chapter 96-186,
Laws of Florida; and Chapter 6A-6 of the Florida Administrative Code. Additionally, the School
will follow guidelines and procedures detailed in the Palm Beach County’s Special Programs and Procedures
(SP&P) for Exceptional Students Manual.
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In order to ensure SWD receive FAPE in the LRE, the School will work with the Palm Beach
County School District to provide, to the maximum extent appropriate, that children with disabilities
are educated with children who are nondisabled. A school district shall use the term "inclusion" to
mean:
• that a student is receiving education in a general education regular class setting reflecting natural
proportions and age-appropriate heterogeneous groups in core academic and elective or special
areas within the school community;
• a student with a disability is a valued member of the classroom and school community;
• the teachers and administrators support universal education and have knowledge and support
available to enable them to effectively teach all children; and
• a student is provided access to technical assistance in best practices, instructional methods, and
supports tailored to the student's needs based on current research.
Operating under the auspices of the PBCPS District as the Local Education Agency (LEA), the
SLAM Academy will assume responsibility for programming and delivering related services to
exceptional students, as identified in the student’s IEP with adherence and fidelity to the Sponsor’s
policies. The School acknowledges a need for a collaborative linkage with the Sponsor in
determining supplemental aids and services. The SLAM Academy will access the PBCPS District’s
instructional resources and support, especially with respect to the responsibilities that exist for
providing FAPE to children with disabilities and ensuring that the needs of ESE students are met.
For example, the School will work with the PBCPS District to access professional development
opportunities and guidance on how to identify and implement supplementary aids and services. The
School will also access support by the Florida Discretionary Projects, such as FDLRS, FIN, &
UM/NSU CARD.
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SLAM Academy will make adaptations to school facilities, to the maximum extent appropriate and
within provisions of the law, the Americans with Disabilities Act of 1990 (ADA), to ensure that
students with disabilities enrolled in the School will be educated in the LRE. Testing
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http://beess.fcim.org/sppDistrictDoc.aspx
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accommodations will be implemented based on the Accommodations for Florida’s Statewide Student
Assessments manual.
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In providing or arranging for the provision of nonacademic and
extracurricular services and activities (including meals, recess periods, counseling services, athletics,
transportation, health services, recreational activities, special interest groups or clubs sponsored by
SLAM Academy, and referrals to agencies that provide assistance to individuals with disabilities) The
School will take steps to ensure that SWD have available to them the variety of educational
programs and services available to nondisabled students in the area served by the school district,
including art, music, industrial arts, consumer and homemaking education, and vocational education.
SLAM Academy will ensure that each student with a disability participates with students who are not
disabled to the maximum extent appropriate to the needs of the student. This will be reflected in
SLAM Academy’s documents, master schedule, logs, rosters, and list of referrals.
Developing Individualized Education Plans. Students will be guaranteed FAPE, evaluations, as
well as consequent placement and implementation of an appropriate IEP. The written IEP for each
student will include: Measurable annual learning/behavioral goals that may involve the evaluation of
behavior through a FAB and development of a BIP; Program Components;
Goals: S Specific, M Measurable, A Use Action Words, R Realistic and relevant, T Time-limited
(SMART); Progress reports to parents; Diploma options; Curriculum (Standard or ACCESS);
Assessment; Supplementary aides and services; and Accommodations.
The Sponsor will work with the School to ensure that appropriate personnel will be trained in using
Palm Beach County’s Web Based IEP system and in Quality IEP. The Sponsor’s assigned ESE staff
will assist with the creation of a well written IEP by providing feedback, sharing best practices,
participating in required IEP meetings, and reviewing findings on ESE monitoring activities. The
School will also use the Florida Department of Education’s Developing Quality Individual Educational
Plans
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as a guide when developing IEPs, as well as access the resources and guidance available to
them via the Sponsor and Florida’s Discretionary Projects, such as the Quality Individual
Educational Plans self-paced training found on CPALMS.
38
Students will be guaranteed FAPE,
evaluations, as well as consequent placement and implementation of an appropriate IEP.
The IEP Team will include: Parent, LEA, General Education Teacher, Special Education Teacher
and all additional members of the team that will be notified with a reasonable amount of time and all
appropriate contacts will be made. Input from all team members and student data will be used to
create an IEP.
SLAM Academy will establish procedures that provide for parents, guardians, surrogate parents, or
persons acting in loco parentis to participate in decisions concerning the IEPs. Parents of each SWD
will be members of any group that makes decisions for their child. In order to ensure that parents
are present at each meeting, or are afforded the opportunity to participate at each meeting: (a)
parents will be notified of the meeting at least ten days prior to set meeting to ensure that they have
an opportunity to attend; (b) the meeting will be scheduled at a mutually agreed upon time and
place; (c) a written notice to the parent will indicate the purpose; time; location of the meeting; who,
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http://fldoe.org/core/fileparse.php/7690/urlt/statewideassessmentaccommodations.pdf
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http://fldoe.org/core/fileparse.php/7690/urlt/0070122-qualityieps.pdf
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http://www.cpalms.org/Public/PreviewProfessionalDevelopment/Preview/47
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by title or position, will be in attendance; and will include a statement informing the parents that
they have the right to invite individuals with special knowledge or expertise about their child. If
neither parent can attend, the School will seek approval from the Sponsor of other possible methods
that can to ensure parent participation (e.g., individual or conference telephone calls or video
conferencing.)
NOTE - A meeting may be conducted without a parent in attendance if the parent indicated in the
notification of meeting that they will not be able to attend and gives permission to proceed without
or the school is unable to obtain the attendance of the parent. In this case, the School will maintain a
record of its attempts to arrange a mutually agreed upon time and place and share those attempts
with the Sponsor if requested.
Timelines for IEPs include the following:
• An IEP will be developed within thirty (30) calendar days following the determination of a
student's eligibility for special education and related services and be in effect prior to the
provision of these services.
• A meeting shall be held at least annually to review, and revise, as appropriate, each IEP.
The School will work with the PBCPS District’s ESE staff to ensure their calendars are available for
participation in such meetings.
The IEP team will consider the following factors in the development, review, and revision of the
IEP:
• Strengths of the student and concerns of the parents for enhancing the education of their child;
• Results of the initial or most recent evaluation or reevaluation;
• As appropriate, results of the student's performance on state or district-wide assessments; and/or
• Academic, developmental, and functional needs of the student.
• In the case of a student whose behavior impedes the student's learning or the learning of others,
strategies, including the use of positive behavioral interventions, supports, and other strategies to
address that behavior.
• In the case of a student with limited English proficiency, the language needs of the student as
related to the IEP.
• In the case of a student who is blind or visually impaired, provision of instruction in Braille and
the use of Braille.
• The communication needs of the student.
• Whether the student requires assistive technology devices or services.
• At least annually, whether extended school year (ESY) services are necessary for the provision of
FAPE to the student.
• If, after considering all the factors mentioned above, the IEP team determines that a student
needs a particular device or service, including an intervention, accommodation, or other
modification, in order to receive FAPE, the IEP includes a statement to that effect.
Each IEP will include the following:
• A statement of the student's present levels of academic achievement and functional performance,
including how the student's disability affects the student's involvement and progress in the general
curriculum.
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• A statement of measurable annual goals, including academic and functional goals designed to
meet the student's needs that result from the student's disability to enable the student to be
involved in and make progress in the general curriculum.
• A description of benchmarks or short-term objectives for students with disabilities who take
alternate assessments aligned to alternate achievement standards, or any other student with a
disability, at the discretion of the IEP team.
• A statement of the special education and related services, and supplementary aids and services,
based on peer-reviewed research to the extent practicable, to be provided to the student, or on
behalf of the student.
• A statement of the classroom accommodations, modifications, or supports for school personnel
that will be provided for the student to advance appropriately toward attaining the annual goals.
• An explanation of the extent, if any, to which the student will not participate with nondisabled
students in the regular class or in the activities described above.
• A statement addressing any individual appropriate accommodations necessary to measure the
academic achievement and functional performance of the student on the State or district
assessments.
• If the IEP team determines that the student will take an alternate assessment instead of the
regular state or district assessment of student achievement, the IEP must include a statement of
why the student cannot participate in the regular assessment and why the particular alternate
assessment selected is appropriate for the student.
• The projected date for the beginning of the special education, services, accommodations, and
modifications described and the anticipated frequency, location, and duration of those services.
• A statement of how the student's progress toward meeting the annual goals will be measured and
when periodic reports on the progress the student is making toward meeting the annual goals will
be provided.
The School will ensure that the IEP team revises the IEP as appropriate to address:
• Any lack of expected progress toward the annual goals and in the general curriculum, if
appropriate;
• Results of any reevaluation conducted;
• Information about the student provided to or by the parents;
• The student's anticipated needs or other matters; and/or
• Parent requests for revisions of the student's IEP.
Generally, changes to the IEP must be made by the entire IEP team at an IEP team meeting and
may be made by amending the IEP rather than by redrafting the entire IEP (interim IEP). The
School will work with the Sponsor in determining when a new IEP must be created or whether an
Interim IEP can be held.
An IEP must be in effect before special education and related services are provided to an eligible
student and will be implemented as soon as possible following the IEP team meeting. In addition,
the IEP will be accessible to each regular education teacher, special education teacher, related service
provider, and other service provider who is responsible for its implementation. All teachers and
providers will be informed of their specific responsibilities related to the implementation of the IEP
and the specific accommodations, modifications, and supports that must be provided for the student
in accordance with the IEP. The School will make substantial efforts to assist the student in
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achieving the goals and objectives or benchmarks listed on the IEP.
504 Plan Procedure. A student is entitled to FAPE and may be entitled to Section 504
accommodations if he or she has a physical or mental impairment that substantially limits one or
more major life activities. That is to say, for students experiencing difficulty in the classroom and
for whom there is the suspicion of a disability, should initially be referred to the CST. The School
will seek guidance from the Sponsor’s ESE staff to assist with the appropriate option(s). The CST
will follow all established procedures and determine if appropriate to refer for possible 504 Plan
services. The School will also follow the FLDOE District Implementation Guide for 504.
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The School will seek guidance and assistance from the Sponsor on 504 eligibility determinations by
the requesting the availability of the Sponsor’s staff to schedule a Section 504 eligibility meeting and,
as eligibility/ineligibility is based on a variety of sources, determining which sources will be needed
to assist in meeting eligibility and obtain them for the meeting. (These may include teacher
observations, information from parents, and information from medical providers, standardized test
scores, grades, or other pertinent information.) The School will ensure parents receive notice of the
Section 504 meeting and are invited to attend. Parents and students will be encouraged to attend the
meeting and provide input that would help the committee in making decisions. Section 504 teams
that convene for annual or interim meetings will consist of the parents, the student, the school
administrator or designee, and school personnel who are familiar with the student, such as the
student’s teacher or counselor. If eligibility is determined, the Section 504 accommodations that
may be considered fall under the categories of:
Category
Sample Strategy
Effective teaching strategies
Use visual aids to capitalize on students’ visual strengths
and provide auditory/visual with new concepts
Increase listening/Auditory
skills
Demonstrate or model
Textbook adaptation
Pair students
Assignments and homework
Check for understanding
Motivation
Provide steps required to complete task
Teach appropriate social skills
for academic development
Practice social skills
Effective behavior
management
Use sincere and positive reinforcement
Increased instructional time
Facilitate smooth transitions
Increased engaged time
Adopt seating arrangements to encourage attention
Increased productive learning
time
Provide immediate, corrective feedback
Federal and State Reports. Unless otherwise exempted by Chapter 1002, Florida Statutes, the
School will complete federal, state and any other reports deemed necessary in accordance with the
timelines and specifications of the Sponsor and the State Department of Education. The School will
39
http://fldoe.org/core/fileparse.php/7690/urlt/0070057-sect504.pdf
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comply with Section 1003.57(1)(f), F.S., once every three years, and complete a Best Practices in
Inclusive Education (BPIE) assessment.
D. Describe the methods the school will use to identify students with disabilities that have not yet been identified.
The School will use the RtI/MTSS framework for making informed decisions about students’
individual academic needs. Circumstances that would indicate that a grade 6 through grade 12
student may be a student with a disability who needs special education and related services include,
but are not limited to, the following:
1. When the CST team determines that the student’s response to intervention data indicates
that intensive interventions implemented are effective but require a level of intensity and
resources to sustain growth or performance that is beyond that which is accessible through
general education resources;
2. When CST team determines that the student’s response to interventions implemented
indicates that the student does not make adequate growth given effective core instruction
and intensive, evidence-based interventions; and
3. When the student receives a developmental screening and, based on the results of the
screening, it is suspected that the child may be a child with a disability in need of special
education and related services; or
4. When a parent requests an evaluation and there is documentation or evidence that the
student may be a student with a disability and needs special education and related services.
Within 30 days of a determination that a circumstance described above exists for a student,
the school will request consent from the parent to conduct an evaluation, unless the parent
and the school agree otherwise in writing.
The process consists of the following:
1. Based upon observations of a student's behaviors and/or characteristics, school-based
personnel, including students' teachers, or parents of students who may have disabilities may
refer a student to the Child Study Team (CST) for consideration of an initial
multidisciplinary evaluation or initial multidisciplinary evaluation to address gifted
identification.
2. The CST will convene a meeting, to include the parent, and consider the possible need for
an initial multidisciplinary evaluation. All existing data regarding the student's level of
functioning and needs will be discussed. The parent and/or guardian(s), member of the
community, teacher(s), other school personnel and staff may submit relevant student
information and/or complete applicable screenings.
3. School personnel will obtain any necessary parental consent prior to conducting screenings.
If the CST determines that an initial multidisciplinary evaluation is warranted for a student
who may have a disability, the referral process will be initiated, with notice to the parent and
request for parental consent for an initial multidisciplinary evaluation.
The parents must be invited to the CST meeting(s) during which referral decisions will be made. The
decision of the CST may be to:
1. Recommend that the child be evaluated to consider exceptional student education.
2. Recommend that the CST reconvene after additional student data are collected.
3. Recommend that no further action be taken at this time.
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If the CST determines that an initial multidisciplinary evaluation is not warranted, but the parent
requests such an evaluation, the CST must either: (1) refer the student for an initial multidisciplinary
evaluation, or (2) deny the parent's request and provide the required written notice of refusal and the
Part B Procedural Safeguards Notice to the parents.
The School’s CST will include, but is not limited to: Principal, Guidance Counselor, School
Psychologist, Parent/guardian, School Social Worker, ESE personnel, general education teachers,
exceptional education teachers, and other relevant persons.
E. Describe the programs, strategies, and supports the school will provide, including supplemental supports and
services and modifications and accommodations to ensure the academic success of students with disabilities whose
education needs can be met in a regular classroom environment with at least 80% of instruction occurring in a
class with non-disabled peers.
The Florida Standards articulate rigorous grade-level expectations in the areas of Mathematics and
English Language Arts. Students with disabilities must be supported and challenged to excel within
the general curriculum and be prepared for success in their post-school lives, including college
and/or careers. In order to accomplish this, the School will commit to instruction that incorporates
specialized instruction. Specialized instruction adapts as appropriate to the student’s needs the
content, methodology, or delivery of instruction which ensures access to the LRE.
The School will first consider the LRE for all SWD. Students whose needs can be met in the
General Education setting will receive either consultative or collaborative service from the Special
Education teacher. Depending on the needs of the students and as stated on an IEP, the following
collaborative services may be offered by the Special Education Teacher:
Consultation—An inclusion model with Special Education support will be used, as appropriate,
wherein one general education teacher is providing instruction and a Special Education teacher is
providing documented consultation services in accordance with the student’s IEP in relation to the
students educational, behavioral, and transitional goals. For consultation services the general
education teacher and Special Education teacher meet face-to-face on a regular basis to plan,
implement, and monitor instructional strategies designed to ensure the student’s success in the
general education classroom. The general education teacher and Special Education teacher will
regularly monitor students' progress on attaining goals stated on the IEP as well as grade-level
curriculum goals.
Support facilitation—One general education teacher is providing instruction and one Special Education
teacher is providing support by meeting with an individual student or small group of students on an
individualized basis within a traditional classroom but not as co-teacher. The frequency and intensity
of support varies based upon student’s IEP needs. Support facilitation provides the level of support
based on general educators’ and students’ need for assistance. Support may be provided on
alternating days (M-W-F, T-TH), split periods (45 minutes in one class, 45 minutes in another), all in
accordance with the student IEP. Both teachers use collaborative planning to make instructional
decisions based on student data. Differentiated instruction strategies are implemented within lessons
that support learning for all students. The Special Education teacher arranges for classroom and
testing accommodations for students with disabilities.
Examples of specialized instruction include:
• An IEP, which includes annual goals aligned with and chosen to facilitate their attainment of
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grade-level academic standards.
• Teachers who maintain a culture of rigor and high expectations in alignment with the Florida
Standards expectations.
• Instructional accommodations in materials or procedures, which do not change the standards but
allow students to learn within the framework of the Florida Standards.
• Instructional accommodations in materials or procedures, which do not change the standards but
allow students to learn within the framework of the Florida Standards.
• Instructional strategies used to present information in a manner that achieves learning. Strategies
include, but are not limited to the following: direct instruction, teaching social skills, self-
monitoring strategies, organizational strategies, time management strategies, and the use of
metacognitive modeling.
• Accommodations include, but are not limited to the following: the use of visual cues, visual
schedules, preparing for transitions, breaking tasks into subtasks with clear deadlines, use of a
timer, and color coding.
• Assistive technology devices and services to ensure access to the general education curriculum and
the Florida Standards.
• Instructional supports for learning based on the principles of Universal Design for Learning
(UDL), which foster student engagement by presenting information in multiple ways and allowing
for diverse avenues of action and expression.
*NOTE – this list is not exhaustive and the school, may at its discretion, offer additional strategies
and accommodations.
Apart from providing the specific services listed in a student’s IEP, the School’s faculty will
differentiate instruction as necessary, as well as offer tutoring services or other such assistance to
ensure students remain successful. Student performance will be continuously assessed and students
not making adequate progress towards mastery of the Florida Standards will be provided with
appropriate supports and interventions as follows:
• Reading strategies in the content areas will be facilitated throughout the curriculum to provide
students with additional practice in addition to those taught during Reading/Language Arts
classes.
• Daily pullout tutoring as well as after school tutoring may be required for those students
consistently demonstrating non-mastery of the standards.
• Students consistently demonstrating non-mastery of benchmarks on teacher generated quizzes,
chapter tests, projects, investigations, and poor academic progress will be targeted for
supplemental and intensive instruction/intervention.
• For all students showing deficiencies in any of the content areas, the IEP team will reconvene to
review the current IEP, modify the goals and/or accommodations, and incorporate the use of
supplementary aids and services in an effort to remediate the student and provide the most
appropriate educational plan of action.
The use of supplementary aids and service are critical elements in supporting the education of SWD
in general education classes. Supplementary aids and services means aids, services, and other
supports that are provided in regular education classes, other education-related settings, and in
extracurricular and nonacademic settings, to enable SWD to be educated with nondisabled children
to the maximum extent appropriate.
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Supplementary aids and services are categorized by four categories: (1) Environmental/Physical
accommodations; (2) Instructional; (3) Social/Behavioral/Interventions Supports; (4) Staff
Supports/Collaboration, and (5) Testing Accommodations. Classroom examples include:
Environmental/Physical Accommodations— Providing preferential seating, altering physical arrangement
of classroom, reducing distractions, providing quiet corner/room, modifying equipment, adapting
writing utensils, allowing use of study carrel, providing assistance in maintain uncluttered space,
providing space for movements or breaks
Instructional— Teaching to learning style, Differentiating instruction, Varying method of instruction,
Varying content of lesson, Providing alternative assignments, Providing study sheets, Conducting an
assistive technology evaluation, Allowing use of computer and calculator, Providing books in
digital/auditory forms, Reducing workload or length of assignments/test, yet not decreasing rigor or
high expectations, Adjusting time demands by allowing additional time for assignments and tests,
Providing hands-on activities and use of manipulatives, Following routines or schedule, Teaching
time management skills, Alternating quiet and active time
Social/Behavioral Interventions/Supports—Providing immediate feedback, allowing rest breaks,
conducting a Functional Analysis of Behavior (FAB), Implementing a Behavior Intervention Plan
(BIP), Providing counseling, providing verbal and visual cues regarding transition, directions, or
staying on task, providing study skills instruction, providing peer buddies, giving notice, warning
before change in activities, providing visual schedule daily, Providing agenda book
Staff Supports/Collaboration— Participating in the Sponsor’s professional development sessions,
providing total staff development during monthly faculty meetings by sharing “Best Practices” in
ESE, working with the Sponsor’s designated staff (social worker, staffing specialist, and
psychologist), providing small group instruction, Using cooperative learning groups.
Supplementary aids and services will be provided on a need basis as stated on a student’s IEP.
Contracted SLP, OT, PT, and itinerant personnel will be hired by the School to service the needs of
each student (as described in staffing - Section I below and included in the budget).
F. Describe how the school will work with the sponsor and through the IEP process to determine whether a student
with a disability whose education needs require a regular classroom and resource room combination (between 40-
80% of instruction occurring with non-disabled peers) can be provided FAPE by the school.
As stated in Section E, the School will commit to instruction that is specialized and incorporates
differentiation. In addition, the School’s master schedule will be built around the additional needs
requiring a Resource Room delivery model for students whom the IEP team deems appropriate in
order for the student to access FAPE. At the 9-12 grade levels, designated class sections created for
ESE students only in the core subjects of English and Mathematics will be taught by a certified ESE
teacher. Reading and Math Intensive classes and the Learning Strategies class may also be provided
for a student requiring this combination. This will enable SWD to acquire and generalize strategies
and skills across academic, community, and employment settings to achieve annual goals based
found on IEP.
G. Describe how the school will work with the sponsor and through the IEP process to determine whether a student
with a disability whose education needs require a separate classroom (less than 40% of instruction occurring with
non-disabled peers) can be provided FAPE by the school.
Special classes or separate schooling of SWD from the regular educational environment will occur
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only if the nature or severity of the disability is such that education in regular classes with the use of
supplementary aids and services cannot be achieved satisfactorily. For students requiring a more
restrictive learning environment to support their educational needs (less than 40% of instruction
occurring with non-disabled peers), an IEP team meeting will be held with the District ESE
department, a representative from the student’s home school, a general education teacher, and the
child’s parents to discuss the appropriate educational setting. The School will initiate the following
procedures in conjunction with the Sponsor:
• Hold a meeting to review the IEP;
• The placement decision is made in accordance with the LRE provisions previously defined;
• The placement decision is made by a group of persons, including the parents, and other
persons knowledgeable about the student, the meaning of the evaluation data, and the
placement options;
• The placement decision is based on the student’s individual needs and evaluation;
• The setting is designed to meet the student’s educational needs;
• In selecting the LRE, consideration is given to any potential harmful effect on the student or
on the quality of services that he or she needs; and
• The placement is located as close as possible to the student’s home school.
H. Describe how the school will work with the sponsor and through the IEP process to determine whether a student
with a disability whose education needs require a separate classroom (less than 40% of instruction occurring with
non-disabled peers) can be provided FAPE by the school.
The Every Student Succeeds Act (ESSA) requires schools, school districts, and states to measure
their progress objectively and report their progress every year. The U.S. Department of Education is
encouraging school districts to adopt progress monitoring for all students, including SWD who have
IEPs. The School will implement progress monitoring to monitor and evaluate the progress and
success of SWD through the School’s RtI/MTSS Framework. As members of the student body,
SWD will participate in the school-wide progress monitoring process described in Section 5G and
5H (Assessment and Evaluation). The School’s IEP Team will be responsible for evaluating the
progress and success of students with an active IEP/504 Plan by monitoring student progress
towards meeting the goals stipulated in the IEP/504 plan. In addition, the School will use progress
monitoring to design a more effective, individualized instructional program as documented by the
goals on the IEP/504 Plan.
Progress monitoring will be conducted as needed depending on student needs to provide an easy
and quick method for gathering student performance data on important, grade-level skills/content.
The data gathered will allow the IEP Team to analyze student progress (performance across time) in
order to accommodate instructional programs when needed and/or adjust student goals upward.
Progress monitoring will improve special education accountability and effectiveness by directing
attention to monitoring student progress toward long-term goals, similar to how IEP goals are
developed. This, in turn, will make IEP goals manageable yet will allow for ambitious goals to be
incorporated, which will stimulate increased achievement.
Data that may be used to evaluate progress and success may include: Behavioral records; Classroom
work samples; Course grades; Teacher observations; Relevant classroom data derived from
formative assessments; Intensive remediation activities on the required course standards; Higher-
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level, related coursework (honors, advanced placement, etc.); Results of a statewide, standardized
assessment (FSA or FAA); Other standardized academic assessments, such as the SAT, the ACT or
Postsecondary Education Readiness Test (P.E.R.T.); and School based portfolios.
Via the annual IEP meeting, the EIP Team (including the school’s guidance counselor(s) and a
Transition Specialist will monitor the progress of SWD to ensure they are on track towards
graduation. In addition to providing the specific services listed in a student’s IEP, teachers will
differentiate instruction as necessary, offer tutoring or other such assistance to ensure students
remain successful. Students will be provided with appropriate supports and interventions described
in Section E above to ensure that they are successful and on track toward graduating.
Graduation – Diploma Options. Florida Senate Bill 850 passed during the 2014 Legislative
session, repeals the special diploma statute s. 1003.438, F.S., effective July 1, 2015, and requires that
the State Board of Education create rules regarding additional ways in which students with
disabilities, beginning with the 2014-2015 ninth grade cohort, may earn a standard diploma. The
School will ensure, as determined by the parent, before a student with a disability turns the age of 14
or not later than the first IEP to be in place when the student attains the age of 16, the IEP will
include a statement of intent to pursue a standard high school diploma with or without a Scholar or
Merit designation.
Graduation – Waivers. Section 1008.22(3)(c)1., Florida Statutes (F.S.), requires that school districts
provide instruction to prepare students with disabilities to demonstrate satisfactory performance in
the core content knowledge and skills necessary for successful grade-to-grade progression and high
school graduation. Assessment results may be waived under specific circumstances for students with
disabilities for the purpose of receiving a course grade and a standard high school diploma. Specific
requirements regarding the waiver process are found in s. 1008.22(3)(c)2., F.S. and will be followed
by the School with District guidance. S. 1008.22(3)(c)2., F.S., states that SWD can be eligible for a
waiver of statewide, standardized assessment results for the purpose of receiving a course grade and
a standard high school diploma. This includes Civics, the Grade 10 English Language Arts
assessment, Algebra I end-of-course (EOC) assessment, Geometry (EOC) assessment, Biology I
EOC assessment, United States History EOC assessment and the Florida Alternate Assessment.
The School will consider the following when determining if a statewide, standardized assessment
results waiver can be applied:
1. The student must be identified as a student with a disability, as defined in s. 1007.02, F.S.
2. The student must have an IEP;
3. The student must have taken the statewide, standardized assessment with appropriate
allowable accommodations at least once;
4. In accordance with s. 1008.22(3)(c)2., F.S., the IEP team must make a determination of
whether a statewide, standardized assessment accurately measures the student’s abilities,
taking into consideration all allowable accommodations for students with disabilities;
5. The IEP team may meet at any time to verify that the criteria have been met and document
the team’s determination and information analyzed in making the decision.
The IEP Team may use the following evidence, but is not limited to, in determining that the results
of a statewide, standardized assessment are not an accurate measure of the student’s
abilities: Classroom work samples; Course grades; Teacher observations; Relevant classroom data
derived from formative assessments; Intensive remediation activities on the required course
standards; Higher-level, related coursework (honors, advanced placement, etc.); Related
73
postsecondary coursework through dual enrollment; Other standardized academic assessments, such
as the SAT, the ACT or Postsecondary Education Readiness Test (P.E.R.T.); and Portfolio.
Transition. According to the IDEA amendments of 1997, transition planning for students with
disabilities must be provided in conjunction with their IEPs. The term Transition IEP is used in
Florida to denote a changing emphasis for IEPs. Transition IEPs must address all IEP components
as well as certain transition services requirements. The School will begin the process of identifying
transition services needs of students with disabilities, to include consideration of the student’s need
for instruction or the provision of information in the area of self-determination to assist the student
to be able to actively and effectively participate in IEP meetings and self-advocate, beginning no
later than age fourteen (14), so that needed postsecondary goals may be identified and in place by
age sixteen (16).
Transition services, as defined by IDEA 97, means a coordinated set of activities for a student with a
disability that: is designed within an outcome oriented process, that promotes movement from
school to post-school activities, including post-secondary education, vocational training, integrated
employment (including supported employment), continuing and adult education, adult services,
independent living, or community participation; is based on the individual’s needs, taking into
account the student’s preferences and interests; and includes – instruction, related services,
community experiences, the development of employment and other post-school living objectives;
and if appropriate, acquisition of daily living skills and functional vocational
evaluation. The School will ensure all Transition IEP requirements by age are followed:
Beginning at age 14 (or younger as appropriate):
• a statement of the student’s desired post-school outcome
• a statement of the student’s transition service needs focusing on a course of study
• the student must be invited to his or her Transition IEP meeting
Beginning at age 16 (or younger as appropriate). Beginning not later than the first IEP to be in effect
when the child turns 16, or younger if determined appropriate by the IEP Team, and updated
annually thereafter, the IEP must include:
• appropriate measurable postsecondary goals based upon age-appropriate transition
assessments related to training, education, employment and, where appropriate, independent
living skills;
• The transition services (including courses of study) needed to assist the child in reaching
those goals; and,
o beginning not later than one year before the child reaches the age of majority under
State law, a statement that the child has been informed of the child’s rights under
Part B, if any, that will transfer to the child on reaching the age of majority under
§300.520 [see 20 U.S.C. 1415(m)].
o a statement of the student’s needed transition services in the areas of instruction,
community experiences, employment, post-school adult living, and if appropriate,
functional vocational evaluation and daily living skills
o a statement of interagency responsibilities or linkages (This Transition IEP
requirement must be reviewed and revised annually).
Beginning at age 17, the student and his/ her family have been informed of the rights that will
transfer to the student at age 18. Transition IEP must include a statement that the information has
been provided. Beginning at age 18, the student and his or her parents must be provided with a
notice of transfer of rights the rights transfer to the student. Note: The Sponsor’s Transition
Specialists or personnel from Project 10 can assist with the development of an effective TIEP
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planning as well as is responsible for student follow-up upon graduation for up to a year.
IDEA of 2004 at Section 614 (c)(5)(B)(ii) states, “a local education agency (LEA) shall provide the
child with a summary of the child’s academic achievement and functional performance, which shall
include recommendations on how to assist the child in meeting the child’s postsecondary goals.”
The School will work with the Sponsor’s Transition Specialists to complete the Summary of
Performance (SOP) for any student whose eligibility under special education terminates due to
graduation, or due to exceeding the age of eligibility (end of school year in which the student turns
22).
I. Identify the staffing plan, based on the above projection, for the school’s special education program, including the
number and qualifications of staff.
The School will employ teachers with proper certifications available to serve students with
disabilities as projected by an estimated 15% of SWDs currently attending the district schools. The
school teaching staff will include an ESE Specialist and certified ESE Teachers with demonstrated
experience in providing support and services to children with disabilities (See Attachment X—
Proposed Operating Budget for staffing plan). The ESE Teachers will be an employee of the
School and will at a minimum possess full certification in special education and additional
certifications in core subjects. The School will increase number of staff based on actual enrollment
of SWD (ranging from 2 to 6 teachers), in accordance with the level of support needed to
implement specialized instruction detailed on the IEP.
The School will employ service providers who meet all licensure and/or certification requirements
that apply to the related services area. Speech-language, occupational, and physical therapy services
will be contracted services that the School may provide for students who qualify for those services.
Similarly, all personnel who provide related services (e.g. psycho-social counseling will be provided
by a psychologist, social worker or mental health professional, etc.) to students will meet all required
licensure and/or certification requirements pertaining to their area of related service.
The School will also access the services and be provided support by Academica’s National Director
for Special Education and Student Support. The services and support will include: technical
assistance, compliance, professional development, mediation with parents, coaching and mentoring
of administration and faculty.
J. Describe how the school’s overall effectiveness in serving exceptional education students will be evaluated.
The School’s effectiveness in serving special education students will be evaluated in the ability for
the student to demonstrate learning gains consistent with the annual goals specified in the child’s
IEP. In addition, data from State, district and school based assessments (baseline, screening,
progress monitoring and diagnostic) will be collected and monitored regularly by the ESE and
General Education teachers to measure growth and determine if accommodations to instruction and
testing/assessments are needed. Accommodations may involve a wide range of techniques and
supports that help students work around the limitations that are placed upon them due to
handicapping conditions.
Similar to these goals, data from district and state assessments will be used to determine whether
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students’ needs are being met. Parents will be notified of student progress on a quarterly basis, at
minimum, through a Status Report on such goals. In addition, feedback from the Sponsor’s annual
ESE compliance review will also help the School to measure its effectiveness in serving student’s
needs.
The School’s effectiveness in serving Gifted students will be evaluated in the ability for the student
to demonstrate mastery (Levels 3-5) on the Florida Standards Assessment (FSA) English Language
Arts and Mathematics. The School recognizes that Gifted students need gifted education programs
that will challenge and enrich them to facilitate continuous progress in school. With this in mind, the
School’s effectiveness in serving Gifted students will also be evaluated in the ability for the students
to evidence the Accelerated Student learning gain (students who increase their score from one
achievement level to a higher achievement level) in the FSA English Language Arts and
Mathematics. In addition, data from State, district and school based assessments (baseline, screening,
progress monitoring and diagnostic) will be collected and monitored regularly by the Gifted teacher
to ensure appropriate curriculum and instruction for highly able students is being implemented on a
daily basis. The School’s administration will adopt a stimulating curriculum to develop the talent of a
gifted student and, through classroom walk-throughs and teacher evaluations, will ensure the
learning experiences within the classroom are rich and individualized. Teachers will be expected to
teach at a higher degree of difficulty with their content, processes and products being more
complex, more abstract, more open-ended, and more multifaceted. The School will adopt Florida’s
Frameworks for K-12 Gifted Learners
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in the following ways:
• The Frameworks are instrumental to help design and revise gifted education services.
• The standards provide the content that will be contained in courses cited as Gifted in the
Course Code Directory.
• Is a tool for enhancing curricular design, assisting the School in its goal to create rigorous
and challenging learning experiences.
• Can be used in the creation of an EP as it describes many areas (66 traits within 22
objectives with seven program goals of focused study.
• Can be used as an assessment tool, helping the School to hone and organize its Gifted
program.
Moreover, feedback from the Sponsor’s annual Gifted compliance review will also help the School
to measure its effectiveness in serving student’s needs. Ultimately, the School envisions the
schooling of a Gifted child as an escalator on which the student continually progresses, rather than a
series of stairs, with landings on which advanced learners consistently wait.
K. Describe how the school will serve gifted and talented students.
The School recognizes the special needs of gifted learners and is committed to offering programs
that provide maximum development of each student's academic talents. Instructional programs for
gifted students emphasize acceleration and enrichment based on students' strengths and needs as
indicated by their giftedness. The philosophical focus of the gifted program promotes increased
access, rigor, and achievement.
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http://www.fldoe.org/core/fileparse.php/7567/urlt/k12giftedlearners.pdf.
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The Gifted Education Program will emphasize a quantitatively differentiated curriculum based on
content, concepts, processes, and applications through products/projects in language arts,
mathematics, science and/or Social Science. Such a differentiated curriculum provides for in-depth
consideration of topics and concepts beyond the requirements of regular courses, and therefore, is
designated as an academically accelerated program.
The curriculum for the gifted student assures access to the general curriculum, with emphasis on
what the Educational Plan (EP) team determines will offer opportunities for growth for the gifted
learner based on the student’s strengths and present level of performance. Therefore, the curriculum
for gifted students reflects Florida Standards through the implementation of the appropriate Pacing
Guides and the Gifted Goals and Objectives identified in the students’ EPs. These include, but are
not limited to, the important concepts of: critical thinking, creative thinking, developing
independence in learning, personal growth, leadership skills, research skills, and problem solving.
Instructional Strategies for Gifted Students. The School will offer various services to meet the
needs of the gifted student based on the Educational Plan. Specific instructional strategies include an
effective and differentiated approach designed for the abilities of gifted students. The following
curriculum differentiation strategies will be in place to ensure that each individual student progresses
in the curriculum to the maximum extent appropriate: (1) Acceleration, (2) Differentiation, (3)
Flexible Grouping, (4) Ability Grouping, (5) Independent Study, (6) Curriculum Compacting, (7)
Learning Centers, and (8) Enrichment Clusters.
Service Delivery for Gifted Students. A range of service delivery options will be available to meet
each gifted student’s special needs based on the student’s Educational Plan (EP) and will be
provided with administrative support to assure adequate funds for materials and professional
development. The following delivery models may be available for students depending on the
number of students enrolling in the school:
Gifted/Self-Contained Class— The teacher of the gifted provides total instruction in these models in
which all of the students have met gifted eligibility. Content and pacing is differentiated to the
degree that activities are clearly intended for students evidencing a need beyond the general
curriculum as indicated by their individual EP.
Resource Room or Pull-out—The setting is other than the general education classroom for the special
instructional period. Curriculum should have an academic content-based foundation, and focus on
activities as related to the EPs of the students. Content and pacing should be differentiated to the
degree that activities are clearly intended for students evidencing a need beyond the general
curriculum. The teacher of the gifted provides total instruction in these models in which all of the
students have met gifted eligibility.
Cluster Grouping—Identified gifted students with strengths in the same content area(s) placed as a
group - typically three to six identified students with similar strengths - into an otherwise
heterogeneous general classroom. If there are more than six students, more clusters could be formed
based on their areas of strength. Classroom teacher has the gifted endorsement in addition to the
required certification. The gifted-endorsed teacher clearly documents in lesson plans the curriculum
modifications/differentiation for students who are gifted to address the EP goals.
Advanced Content Class for gifted and non-gifted students—Students are grouped on the basis of
achievement and interest in specific content area, and the class may include students who have and
who have not been identified as gifted (Honors and/or Advanced Placement courses). The content,
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pacing, process skills emphasis, and expectations of student outcomes differ from other courses in
the same content area. The gifted-endorsed teacher will clearly document in the lesson plans the
differentiation provided as necessary to match the student’s EP goals.
Support Facilitation—The teacher of the gifted provides support for the gifted students’ achievement
in the general classroom. Gifted-endorsed teacher, general classroom teacher, and the gifted student
(as appropriate) collaboratively plan the development of challenging assignments that substitute for
or extend core curriculum objectives to meet the needs of the student. The teacher documents
curriculum modifications through (a) separate lesson plans, (b) time log of collaborative planning,
and (c) individual student contracts. The teacher of the gifted may provide support facilitation by
working and moving among two or more classrooms working with teachers and students identified
as gifted as needed. Frequency and intensity of support varies based upon students’ and/or
educators’ need for assistance. Services may include revised lessons, independent research or related
activities for gifted learners.
Identification of Gifted Students. The School will follow guidelines and procedures detailed in
Part III of the SP&P, Policies and Procedures for Students Who are Gifted, Section A. ESE Eligibility for
Students Who are Gifted
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and Section B. Educational Plans for Students Who are Gifted.
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A student is eligible for special instructional programs for the gifted from kindergarten through
Grade 12 if the student meets the criteria under 1. or 2. below:
1. The student demonstrates:
a. The need for a special program
b. A majority of characteristics of gifted students according to a standard scale or
checklist
c. 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
2. The student is a member of an underrepresented group and meets the criteria specified in
Palm Beach County’s plan for increasing the participation of underrepresented groups in
programs for students who are gifted. Underrepresented groups are defined in Rule 6A-
6.03019, F.A.C. as students with limited English proficiency or students from low socio-
economic status families. The School will follow the SP&P, Appendix C: District Plan to
Increase the Participation of Underrepresented Students in the Program for Students Who Are Gifted.
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The School will implement the following procedures for those students who may be gifted:
1. The screening process for the School will include the development of a talent pool of
students who demonstrate unusual ability;
2. A student profile is developed for a student being referred to the CST;
3. A CST meeting is convened in order to review the information gathered in the student's
profile; and,
41
http://beess.fcim.org/sppDistrictDocView.aspx
42
http://beess.fcim.org/sppDistrictDocView.aspx
43
http://beess.fcim.org/sppDistrictDocView.aspx.
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4. The CST makes the determination of whether or not to continue the evaluation process,
based on the supporting documentation and a majority of gifted characteristics as measured
by the Gifted Characteristics Checklist.
Once it has been determined that a student meets the screening requirements to proceed with a
gifted evaluation, the gifted coordinator will collect the documentation required for referral and
schedule a meeting with the student’s parent, teachers, and school psychologist to review the
documents and secure parent permission to evaluate the student. The minimum evaluations for
determining eligibility address the following: (a) Need for a special instructional program; (b)
Characteristics of the gifted; (c) Intellectual development; and (d) Evaluation procedures included in
SP&P Appendix C to increase participation of students from underrepresented groups in programs
for the gifted.
Upon review of the completed evaluation and referral packet, district staff will notify the gifted
coordinator of eligibility. If the student is found ineligible, parents will be notified in writing. If it is
determined that the student is eligible for gifted services, the gifted coordinator will schedule an EP
meeting with the district, the student’s parent(s), and a teacher of the gifted to develop an Education
Plan (EP).
Education Plan. The School will be responsible for developing EPs for students who are
identified solely as gifted.
The EP will include:
• A statement of the student's present levels of educational performance that may include, but is
not limited to, the student's strengths and interests, the student's needs beyond the general
curriculum, results of the student's performance on state and district assessments, and evaluation
results;
• A statement of goals, including benchmarks or short-term objectives;
• A statement of the specially designed instruction to be provided to the student;
• A statement of how the student's progress toward the goals will be measured and reported to the
parents; and
• The projected dates for the beginning of services and the anticipated frequency, location, and
duration of these services.
The EP team will consider the following during development, review, and revision of the EP:
• The strengths of the student and the needs resulting from the student's giftedness;
• The results of recent evaluations, including class work and state or district assessments; and
• In the case of a student with limited English proficiency, the language needs of the student as they
relate to the EP.
Timelines for development of the EP will include the following:
• An EP is in effect at the beginning of each school year for each student identified as gifted
who is continuing in a special program;
• An EP is developed within 30 calendar days following the determination of eligibility for
specially designed instruction in the gifted program and is in effect prior to the provision of these
services;
• Meetings are held to develop and revise the EP as needed.
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• EPs may be reviewed more frequently, as needed, such as when a student transitions from
high school to College and Career.
EP participants will include:
• The parents, whose role includes providing information on the student's strengths, expressing
concerns for enhancing the education of their child, participating in discussions about the child's
need for specially designed instruction, participating in deciding how the child will be involved
and participate in the general curriculum, and participating in the determination of what services
the district will provide to the child and in what setting;
• At least one teacher of the gifted program;
• One regular education teacher of the student who, to the extent appropriate, is involved in the
development of the student's EP; involvement may include the provision of written
documentation of a student's strengths and needs for review and revision of the subsequent EPs;
• If needed, a representative from the District who is qualified to provide or supervise the provision
of specially designed instruction for students who are gifted and is knowledgeable about the
general curriculum and the availability of resources of the school district; at the discretion of the
district, one of the student's teachers may be designated to serve as the representative of the
district;
• An individual who can interpret the instructional implications of the evaluation results; this
individual may be a teacher of the gifted, a regular education teacher, or a representative of the
school district as described above;
• At the discretion of the parent or the school district, other individuals who have knowledge or
special expertise regarding the student, including related services personnel (Note: The
determination of the knowledge or special expertise shall be made by the party who invited the
individual to participate in the EP meeting); and
• Whenever appropriate, the student.
The School will take the following steps to ensure that one or both of the parents of a student
identified as gifted is present or provided the opportunity to participate at EP meetings:
• Notifying parents of the meeting early enough to ensure that they will have an opportunity to
attend;
• Scheduling the meeting at a mutually agreed on time and place; and
• A written notice to the parent indicating the purpose, time, location of the meeting, and who, by
title or position, will be in attendance. It will also include a statement informing the parents that
they have the right to invite an individual with special knowledge or expertise about their child.
If neither parent can attend, the School will use other methods to ensure parent participation,
including individual or conference telephone calls
A meeting may be conducted without a parent in attendance if the School is unable to obtain the
attendance of the parents. In this case, the School will maintain a record of its attempts to arrange a
mutually agreed on time and place. These records include such items as:
• Detailed records of telephone calls made or attempted and the results of those calls;
• Copies of correspondence sent to the parents and any responses received; and
• Detailed records of visits made to the parent's home or place of employment and the results
of those visits.
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The School will take whatever action is necessary to ensure that the parent understands the
proceedings at the meeting, including arranging for an interpreter for parents who are deaf or whose
native language is other than English. A copy of the EP shall be provided to the parent at no cost.
An EP is in effect before specially designed instruction is provided to an eligible student and is
implemented as soon as possible following the EP meeting. The EP will be accessible to each of the
student's teachers who are responsible for the implementation, and each teacher of the student will
be informed of specific responsibilities related to the implementation of the EP.
Section 7: English Language Learners
A. Describe how the school will meet the needs of English Language Learners as required by state and federal law,
including the procedures that will be utilized for identifying such students, ensuring that they have equitable access
to the school’s programming and communicating with their families.
The School will adhere to all applicable provisions of Federal law relating to students who are
limited English proficient, including Title VI of the Civil Rights Act of 1964 and the Equal
Educational Opportunities Act of 1974. The School will meet the requirements of the Consent
Decree entered in Lulac, et al. vs. State Board of Education. The School hereby agrees to adopt and
implement the most recent version of the School District of Palm Beach County’s ESOL
Procedures Manual and as amended from time to time throughout the duration of the charter, in
serving English Language Learners (ELL).
The School agrees to meet its obligations under Federal law, as stated in section above, including in
its registration and enrollment of students and to implement the School Board’s enrollment policies,
to the extent the policies are consistent with the Agreement between the United States of America
and the School District of Palm Beach County dated February 26, 2013 and as they are applicable to
charter schools.
Identification: The school will survey ALL parents upon initial entry (registration) using the Home
Language Survey (HLS). If a parent answers “yes” to one or more of the three HLS questions,
and/or meets the definition of ELL, they will be advised that the student will need an aural/oral
language assessment of English proficiency to determine eligibility and placement in the school’s
ESOL Program. Initial ELL testing will be completed within first twenty days of entry in the school using the
LAS-Links. The results of the LAS – Links indicate that a student scores in one of the following
levels and language categories:
- Beginning - Non-English Speaker
- Low Intermediate – Limited Speaker
- High Intermediate - Limited Speaker
- Proficient – Fluent Speaker
Students in grades 9-12 scoring Proficient on the LAS-Links Listening/Speaking Assessment are
administered the LAS Links Reading/Writing Assessment. An student scoring below proficient
of the LAS Links Reading/Writing Assessment is eligible for ESOL services.
ESOL Program Placement: Students in grades 9-12 identified as ELL will be placed in
appropriate ESOL programs and courses aligned to the student’s grade level and language
proficiency. Program instruction will be designed to develop the student's mastery of the four
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language skills, including listening, speaking, reading, and writing, as rapidly as possible. English
Language Learners will receive instruction, which is comprehensible, equal and comparable in
amount, scope, sequence and quality to the instruction provided to English proficient students. The
School will provide ESOL instruction in English and ESOL instruction in the basic core subject
areas in accordance with the District’s guidelines. The ESOL coordinator/ ESOL Teacher will be
responsible for initiating, within 20 days of initial enrollment, a Programmatic Assessment Student
Profile for each English Language Learner. The students' programmatic assessment results will be
use to ensure that students are placed into appropriate programs and courses. At the time of
registration, school personnel will meet with the new student and their parents, to review student's
transcripts and available records.
Communicating with Families of ELLs. Upon completion of testing the school’s ELL
Coordinator will notify the student’s parents of the following:
• The reason for testing (initial placement, continuation of ESOL program, or exiting of ESOL
program);
• The level at which the student was assessed (levels 1-5 of increasing proficiency, 5 reflecting total
proficiency and exiting of the program);
• The ESOL program model employed at the school and
• The academic content areas model used at the school
SLAM will provide all information about the School to parents/guardians, to the extent required by
law, in English, Spanish, Portuguese, and Haitian Creole. The School will also promote parent
participation in programs for parents of ELLs by inviting parents to participate in district parent
organizations and school committees.
B. Describe specific instructional programs, practices, and strategies the school will employ to ensure academic success
and equitable access to the core academic program for these students, including those below, at, or above grade level.
The School will provide ESOL instruction in English and ESOL instruction in the basic core subject
areas in accordance with the guidelines and procedures outlined by the current District Student
Progression Plan. Placement of an English Language Learner (ELL) will be in an appropriate
program designed to provide all ELLs with English for Speakers of Other Languages (ESOL)
instruction in language arts and ESOL instruction in the basic subject areas of mathematics, science,
social studies, and computer literacy. (F.S.1003.56). Program instruction in ESOL will be designed to
develop the student's mastery of the four language skills, including listening, speaking, reading, and
writing, as rapidly as possible. In accordance with the Sponsor’s Student Progression Plan, students
participating in ESOL programs are individually assessed at the school to determine placement and
progression. All decisions for English Language Learners (ELL) are the responsibility of the ELL
Committee.
All ELL students will be placed in two ESOL courses, as applicable, to grade level and language
proficiency of the student, as follows:
1. English content course scheduled by grade level: English Through ESOL 1, English Through
ESOL 2, English Through ESOL 3,English Through ESOL 4
2. Language proficiency course scheduled by English Proficiency Level: Developmental
Language Arts Through ESOL (Level 1 Reading), Developmental Language Arts Through ESOL
(Level 2 Reading), Developmental Language Arts Through ESOL (Level 3 Reading), Developmental
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Language Arts Through ESOL (Level 4 Reading)
Instructional Materials for the Developmental Language Arts through ESOL classes will include
state-adopted texts such as National Geographic and Hampton Brown Edge Levels Fundamentals.
If English Proficiency levels need to be combined in the Developmental Language Arts Through ESOL
course, placement may be in the best combination of mixed language level courses. The Content-
area instructional delivery model will include CCE/ESOL (Curriculum Content in English Using
ESOL Strategies). Administrators will be responsible for monitoring the implementation of
strategies by the classroom teacher using classroom walk-through models. Evidence can be observed
during classroom visits, through lesson plans, through use of materials and audiovisuals, and
through grade book notations. All teachers of ELLs document the ESOL strategies used for each
lesson in their lesson plans or quarterly on the ESOL Instructional Strategy Checklist.
Some of the ELL Strategies to assist ELLs include but are not limited to Robert Marzano’s High
Yield Strategies, and as follows:
• Identifying Similarities and Differences - Mind mapping, Venn diagrams, T Charts, Cause
and Effect Organizers, Word Sorts
• Cooperative Learning - Group Projects, Language Experience Approach, Shared Reading and
Writing, Book Pass, Dramatizations
• Nonlinguistic Representations – Pictures, Manipulatives, Concept Maps, Student Drawings
Mnemonic Clues, Visualization, 5 Senses Organizer
• Questions-Cues-Advanced Organizers - Activate background knowledge, Frontload key
vocabulary, Predicting, inferencing, concluding, Reciprocal teaching and modeling, Think alouds
and guided questions, KWL
• Home learning and Practice - Lesson opening with review and preview, Metacognition of
strengths and weaknesses. Reflective journals, Sharing goals and objectives with parents, Praise
efforts to use English, Hold high expectations, Honor individual learning styles, Use authentic
assessment.
• Resources: Word-to-Word dictionaries in the students’ heritage language/English language will
be available in the ESOL and Content classrooms throughout the year, as well as, for all district
and state assessments.
Services will be provided in accordance with federal, state and local mandates. Students will be
provided with English instruction designed to develop integrated language skills through the use of
specific ESOL curriculum strategies and instructional delivery models for both Basic ESOL and
content subject areas such as mathematics, science, social studies, and computer literacy. Teachers of
ELLs will be appropriately certified and ESOL trained, making use of appropriate instructional
strategies in the delivery of the course or program curriculum.
The School will commit to provide instruction to ELL students in equal amount, sequence and
scope, as to non-ELL students, by ensuring that:
• The same program goals and objectives for ELLs as non-ELLs exist (content of basic subject
area courses is the same in scope, sequence and quality as the instruction provided to non-
ELLs);
• Teacher classroom goals and objectives are for mastery of state standards
• ELL students have access to honors, college preparatory, and advanced placement courses, as
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appropriate and regardless of language proficiency;
• Instructional delivery, not content, is modified to meet the needs of ELLs; and
• Content area teachers receive appropriate ESOL training, and utilize appropriate ELL
strategies when ELLs are enrolled in their classes.
Administrators will be responsible for monitoring the implementation of strategies by the classroom
teacher using the classroom walk-through model. Evidence can be observed during classroom visits,
through lesson plans, through use of materials and audiovisuals, and through grade book notations.
Evidence can be observed during classroom visits, through lesson plans, through use of materials
and audiovisuals, and through grade book notations. All teachers of ELLs document the ESOL
strategies used for each lesson in their lesson plans or quarterly on the ESOL Instructional Strategy
Checklist.
Interventions
.
The school will ensure that all students will be engaged in and benefit from the
curriculum, including ELLs who enter the school below grade level. Apart from providing the
specific services listed in the ELL Plan, any student in need of remediation for not making adequate
progress towards mastery of the Florida Standards will be provided with appropriate interventions
through the Rti/MTSS process and have access to tutoring (e.g. after school, Saturday mornings, etc.
or other such assistance that is also offered to non-ELL students). Progress monitoring will be done
for ELLs using the Gradual Release Instructional Model that includes, but it not limited to, DI, and
in the system, using the teachers' feedback, report cards, test scores, etc. to monitor ELLs in
progress in all subject areas as well as ELLs in post program who are monitored for two years after
they are exited.
Ensuring Equitable Access. In accordance with Florida Board of Education Rule, 6A-6.0904,
and in the 1990 League of United Latin American Citizens (LULAC) et al. v. State Board of
Education Consent Decree, all ELLs will receive instruction, which is comprehensible, equal and
comparable in amount, scope, sequence and quality to the instruction provided to English proficient
students by ensuring that the same program goals and objectives for ELLs as non-ELLs exist
(content of basic subject area courses is the same in scope, sequence and quality as the instruction
provided to non-ELLs); Teacher classroom goals and objectives are for mastery of standard ;
Instructional delivery, not content, is modified to meet the needs of ELLs; Content area teachers
receive appropriate ESOL training, and utilize appropriate ELL strategies when ELLs are enrolled in
their classes; and, All ELLs participate in statewide assessments – and accommodations are provided
in accordance with State and District mandates and guidelines, which may include: English to
heritage language dictionary; Flexible setting (parent must be notified prior to testing); Flexible
scheduling; and Assistance in the heritage language (as specified in testing manual for each
respective section of test to determine level of assistance).
Home Language Assistance Program: If the school has 15 or more ELL students speaking
another language (per language group) other than English upon registration, the school will ensure
that a linguistically qualified teacher or paraprofessional will be staffed to assist ELL students in
understanding content instruction. (LULAC et al vs. School Board of Education Consent Decree).
Teachers and paraprofessionals assigned to this program are expected to assist ELL students using
their home language in the core subject areas of mathematics, science, and social sciences. Tutoring
logs indicating services provided will be kept at the school by the administrator supervising the
program.
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Bilingual paraprofessionals will assist students through the use of the following:
• working in small groups
• translating information
• interpreting test questions and homework assignments as appropriate
• helping students comprehend textbooks and other written materials
C. Provide plans for monitoring and evaluating the progress and success of ELL students, including exiting students
from ELL services.
The ELL Plan: All students classified as ELL will have a Student ELL Plan. The ESOL Resource
Teacher and the ELL Chair are responsible for initial identification, assessment and development
of the student ELL Plan using data from the HLS, Student Programmatic Assessment Profile and
ELL Committee Recommendations. These individuals also update the Student ELL Plan after an
annual re-evaluation. The ELL plan will be updated on an ongoing basis to include programmatic
changes, assessments, level updating, and ELL committee meeting information.
The ELL Plan will:
• Inform the student, parent, and teachers on the student ESOL language level
• Monitor student progression
• Establish meetings between the school, the parents, and the student to discuss academic
progress
• Provide methods for evaluation and provisions for monitoring and reporting student
progress
• Provide for parental and teacher involvement to ensure that the students are being properly
serviced
• Provide for student exit from and reclassification into the program.
• Provide documentation for post program review for students who have exited the ESOL
program
The School will designate an ESOL Coordinator to be responsible for developing and updating all
Student ELL Plans/LEP Plans, annually and keeping a record of parental contact and ELL
Records/Forms Envelope.
The ELL Committee: The main function of the ELL Committee is to resolve any issue that affects
the instructional program of an ELL student. It is composed of: an administrator or designee, the
ESOL teacher/coordinator, the home language teacher (if any), the classroom/subject area
teacher(s), and a guidance counselor, or other educators as appropriate for the situation. The
parent(s) will be invited to attend any meeting of the ELL Committee.
The ELL Committee will:
• Review instructional programs or progress.
• Address parental/teacher concerns.
• Review instructional program of former ELL (LF) students during the 2-year post-
reclassification period with consistent pattern of academic underperformance.
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• Handle Reclassification of former ELL.
• Review academic progress for Extension of ESOL services.
• Review all available data to consider exiting a student out of the ESOL program.
• Request evaluations/support from RtI /MTSS team
• Schedule meetings to review the student’s progress and make recommendations after
thorough review of all necessary data
• Invite parent(s)/guardian(s) to attend all meetings, discuss and explain all recommendations
• Ensure that the parent(s)/guardian(s) understands the proceedings of the meeting, which
may include arranging for an interpreter for parent(s)/guardian(s) whose native language is
other than English
• Maintain an ELL Committee log to detail the date, name of child, reason for convening a
meeting, and the outcome of the meeting.
Parental Involvement: To promote parent and community participation in programs for ELLs, the
school will invite parents to participate in district parent organizations. Parents of ELLs who are, or
wish to be, in leadership positions will also be invited to attend local conferences and will be
provided translation technology for better understanding.
Progress Monitoring: The School will follow guidelines detailed in the Sponsor’s Student
Progression Plan, as applicable to ELL students, for appropriate grade level placement, progress
monitoring, and promotion requirements of ELL students. The ELL plans will ensure the provision
of appropriate services to ELLs and allow the school to monitor the progress made by such
students.
All ELLs will participate in state and district assessments as well as progress monitoring assessments
just as their grade level peers. Students will be expected to meet the performance standards for each
grade level/course, although those that have completed less than two years are exempt from having
to demonstrate the standards in English for accountability purposes. Students are graded in the same
manner as their peers for achieving the same set of standards for each course.
Progress Monitoring tools include school-based diagnostic tests and technology based assessments
and native language assessments (Aprenda, LAS links, Running Records) statewide and district
assessment programs (FSA/EOC). ACCESS 2.0 for ELLs will be used as the annual summative
English language proficiency assessment administered to all ELL students to monitor students’
progress in acquiring academic English. The school will administer ACCESS for ELLs 2.0 (grades 9-
12), and Alternate ACCESS for ELLs, an assessment for English language learners with significant
cognitive disabilities (grades 9-12) in accordance with district guidelines.
All students who are not meeting grade level expectations will be monitored for academic progress
in consultation with the parent. ESOL/Reading strategies in the content areas will be facilitated
throughout the curriculum to provide additional practice in addition to those taught during language
arts classes. Students consistently demonstrating non-mastery of Benchmarks on teacher generated
quizzes, chapter tests, projects, investigations, and poor academic progress will be targeted for
supplemental and intensive instruction/intervention. Early bird, Super Saturday, and daily pullout
tutoring may be required for those students consistently demonstrating non-mastery of the
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standards.
Promotion: A student identified as an ELL must meet the District levels of performance as
indicated on the Sponsor’s Student Progression Plan charts. Promotion for an ELL shall be based
on the student’s academic performance, regardless of the level of English Language proficiency.
An ELL is required to meet student performance standards for the appropriate grade level.
However, ELLs who have been in an approved ESOL Program for less than two complete school
years should not be accountable to demonstrate the standards in English. The Consent Decree and
Title III requirement is to measure the student’s ability toward attainment of the standards,
regardless of whether that ability is demonstrated in English or the student’s home language.
Exit Criteria: Students may be considered for exit at their scheduled reevaluation date or any time
prior to that date if exit requirements are achieved. School personnel or parents may request an ELL
Committee at any time to determine whether a student is eligible to exit the ESOL Program.
According to Rule 6A-6.0903, ELLs shall be English language proficient and exited from the ESOL
program upon obtaining the following:
Grades 3-9: Passing score on FSA ELA (above Level 3) AND Proficient score in all domains and
proficient composite score on ACCESS for ELLs 2.0
Grades 10-12: At least one of the following: Passing score on FSA ELA (above Level 3), SAT - >
430, OR ACT - > 19 AND Proficient score in all domains and proficient composite score on
ACCESS for ELLs 2.0
Post Program Review - The School ESOL coordinator/designee with input from classroom
teacher(s), and any other applicable staff will be required for conducting follow-up of former ELLs
once they have exited the program. Exited student’s academic performance in Language
Arts/English will be monitored on an on-going basis and Post Program Review updates will be
documented via the following timeframe: At the end of the first grading period after exiting; At the
end of the first semester after exiting; At the end of the first year after exiting; At the end of the
second year after exiting.
The school will monitor the student’s progress via: report cards; test scores; classroom performance;
Benchmark Assessments; Post Program Review Reports (as applicable); Standardized tests (as
applicable); Teacher/Parent input
This information will assist schools in determining if student’s progress as well as the School’s
effectiveness servicing the needs of its ELL population. Post Program Review will be the
responsibility of the classroom teacher and ELL Coordinator/Designee. If student is not
performing due to language deficiencies, student is referred to ELL committee. A decline of 1.0 in
GPA requires ELL Committee review. If the student’s performance is unsatisfactory, the ESOL
coordinator or designee will convene an ELL Committee meeting to determine the reason(s) for the
student’s lack of progress and to recommend appropriate alternative interventions.
D. Describe the staffing plan for the school’s English Language Learner program, including the number of and
proposed qualifications of staff.
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The School will ensure that experienced and ESOL certified teachers, as appropriate, will be hired to
serve the School's English Language Learner Program, based on students' proficiency levels. Based
on the overall enrollment of these students in the District, the School expects to have an ELL
population totaling approximately 14% of the total student population. However, the number of
teachers will be adjusted as needed based on the number of students identified upon student
enrollment (results from home language surveys and/or ESOL proficiency levels). The School is
committed to ensuring that all core curriculum personnel instructing ELL students will have the
appropriate training (ESOL endorsement/required coursework including ESOL Issues and
Strategies -18 or 60 MPP) documentation. The School will offer on-site staff development
opportunities for all staff to acquire ESOL endorsement. The School will work with the district’s
Professional Development to provide ESOL in-service training program(s) to assist language arts,
basic subjects and other subject area teachers.
All instructional members will be trained and expected to: identify the students in their grade book
and record the ESOL level next to each student’s name; use appropriate lessons and reflect ESOL
strategies being used in lesson plans; and use appropriate grading guidelines and report card
comments.
Additionally, once the School has 15 or more ELLs who speak the same language, the School will
employ a bilingual paraprofessional or teacher, as required. Teachers and/or paraprofessionals
assigned to this program will be expected to assist ELL students using their home language in the
core subject areas and providing instructional assistance in the classroom to ensure the delivery of
comprehensible instruction for the ELL students. Bilingual paraprofessionals will assist students
through the use of the following: working in small groups, translating information, interpreting test
questions and homework assignments as appropriate, and helping students comprehend textbooks
and other written materials. The ESOL program coordinator, who will serve as a staff contact
person, will have the responsibility of overseeing/assisting staff in meeting the needs of the School's
ELL population throughout the school year.
Section 8: School Culture and Discipline
A. Describe the culture or ethos of the proposed school. Explain how it will promote a positive academic
environment and reinforce student intellectual and social development.
Core Values. Our core values are founded on: (1) Equity; (2) Innovation; (3) Teamwork. We aim
to create a culture of “teamwork” amongst all stakeholders in an environment where students are
inspired to learn, teachers are empowered to teach and parents and families are an active part of the
school community. SLAM will employ the following initiatives aimed at developing a school-wide
culture that promotes the school’s core values in and out of the classroom:
• Equity: To create a culture that is supportive of students, the school leadership will place
great emphasis on teacher training and support. Teachers will be trained to use varying
instructional strategies to address diverse learning styles so that all students will benefit from
the curriculum, including students who enter the school below grade level.
• Innovation: As part of our unique educational program, SLAM Academy will help shape a
positive culture through innovative discipline, Academic Coaches, Home Team initiatives
• Teamwork: We will cultivate a positive culture for the SLAM family by building strong
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relationship, teaching essential social skills through character development initiatives,
clarifying classroom and school-wide rules, being role models, setting appropriate
consequences, and praising students for good choices.
The following are some examples of how SLAM’s core values will be reinforced though school-wide
initiatives that promote innovation, equity and teamwork:
Innovative Discipline. SLAM Academy will use an innovative discipline method to hold students
accountable to each other within the classroom the same way athletes hold each other accountable
on the field. In the sports world, captains and other leaders on the team assist the coach in holding
their teammates accountable. Instead of the coach being the sole person to reinforce core values
such as timeliness, effort, and commitment to excellence, which are important values in a classroom
as well, captains and other leaders on the team confront his/her teammate directly. Similarly,
teachers at SLAM will create an environment where students feel empowered to address their
classmates who are not contributing positively to the learning environment or following classroom
rules in a positive manner.
It is understood that the success of the team (class) is at stake if not all teammates (classmates) are
on board. Teachers will take time to teach students the correct way to address their classmates. For
example, one activity that can be incorporated into the classroom is Account-a-bil-a-buddy Baseball
for example, a class is divided into two teams who have the opportunity to earn runs based on the
percentage of teammates who complete homework, perform on tests, etc. For each assignment
there are three batters (in alphabetical order). These students will know in advance that they have
the opportunity to earn their team more “runs” if they perform well on the assignment or test. The
goal is that these students will be motivated to get the help they need and study a little harder so they
don’t let their teammates down. The team will also elect a “designated hitter” or the person that
feels most confident about the material as just another opportunity to earn their team additional
runs.
Home Team. At its core, SLAM believes in developing the whole child. SLAM will implement an
immersive curriculum that connects students, teachers, and families through a shared language and
framework based on developing an academic mindset, social-emotional growth, character
development, a positive school climate, and physical fitness. Student will be part of a Home Team
through their homerooms and will have competitive and academic initiatives throughout the school
year. One example is the “Home Team” with the least amount of total absences in a given month
would receive a special recognition. Through these and other initiatives, students will believe their
hard work will pay off, so they persist to overcome obstacles. They will also learn from and support
each other as part of a team. They will see the relevance or connection between school and their
own future success. The goal is to foster a positive environment that improves overall attendance
and test scores while reducing negative incidents such as bullying and discipline referrals.
Stage-Environment Fit. The Hope Study conducted by EdVisions, the foundation of SLAM’s
educational model, was designed around the Stage-Environment Fit theory that states: “When the
environment meets the needs of developing adolescents, students are more motivated and engaged
in the learning process.” The Hope Study used surveys that measured the perceptions of students’
autonomy, belongingness, goal orientation, engagement, and hope to assess how the students
perceive the school environment and respond. Results evidenced that learning environments
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designed around meeting the developmental needs of students are psychologically healthier places
than traditional secondary schools.
Adolescence is a critical stage for growth and development intellectually, emotionally, and
psychologically. According to the Stage-Environment Fit theory, behavior, motivation and mental
health are influenced by the “fit” between an individual’s developing needs and the characteristics of
his/her social environments. The theory states that when social environments of secondary schools
do not fit with the psychological needs of adolescents, this results in a decline in academic
motivation and performance. For this reason, the learning environment at SLAM will be held with
equal regard to the curriculum itself taking into account the Stage-Environment Fit. SLAM will
assess students’ perceptions of the learning environment to ensure the school is meetings their needs
and expectations. The following paragraphs define autonomy, belongingness, goal orientation,
engagement, and hope, describe how each of those indicators will be assessed at SLAM, and how
these support the Rigor/Relevance + Relationships Framework:
Autonomy: having choices, setting your own goals and timelines, choosing what to study
and when, all viewpoints are accepted
. SLAM will assess autonomy through project-based
learning opportunities. Project-based learning enables students to pursue their own interests and
passions at the time rather than imposing something on them. Among the 3 R’s, autonomy is
directly related to relevance. Project- Based Learning emphasizes individual and collaborative projects
as the foundation or learning and includes very little of the whole-class instruction typically which
showed that autonomy was nearly twice as high in schools with an educational program designed
around the 3 R’s versus traditional schools.
Belongingness:
perceiving high levels of support from peers and teachers, in both personal issues and academic
issues. SLAM will assess belongingness through a student’s sense of community. Students will be
encouraged to be involved in and out of the classroom. Students that belong to clubs/organization
or are members of sports teams are positive indicators of belongingness. Within the classroom, a
strong indicator is feeling that there is mutual respect between the student and teacher.
Belongingness directly connects to relationships. The need for strong, mutually supporting
relationships is fundamental human need (Baumeister & Leary, 1995). In the school setting,
belongingness refers to the quality of interpersonal relationships with teachers and peers. High levels
of belongingness lead to increase in motivation, positive social behavior and academic achievement
(Wentzel, 1994, 1997, 1998; Wentzel, Barry & Caldwell, 2004; Wentzel & Caldwell, 1997). It is also
understood that in the absence of a sense of belonging, students show lower levels of engagement,
and have higher levels of academic and behavioral problems (DeRosier, Kupersmidt, & Patterson,
1994).
Goal Orientation: perceiving high expectations from teachers; belief that effort will be
recognized; emphasis on higher order thinking as opposed to rote memorization.
Schools
can great a culture based on mastery goals, which are focused on improvement, learning, and task
mastery. Mastery is often defined by self-set standards or simply put, self-improvement. In most
traditional school settings, performance-oriented goals are more prevalent in emphasizing students’
ability to show competence compared to others—how their performance would stack up to others.
SLAM will create a culture based on mastery orientation over performance. Goal orientation is a
good measure of rigor within the educational environment. Research states that students who
perceive a positive or “task” goal orientation in school will seek challenges and show persistence in
the face of adversity, use more effective learning strategies, have more positive attitudes, and
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demonstrate more engagement in learning (Roeser, Midgley, & Urdan, 1996). It can also connect
to relevance. At the high school level, SLAM will assess goal orientation through self-imposed mastery
goals geared at both personal development and community engagement. At the beginning of the
year, students will have the opportunity to set task-oriented goals relevant to their own academic
paths, character, and interest in the community. Students will create an Academic and/or Career
Goal, a Self-Esteem/Character Development Goal, and a Community Service Goal and follow up
on these goals with support from their academic coaches/teachers.
Hope: an individual’s conception of their ability to conceptualize goals, develop strategies for goal completion, and
initiate and sustain motivation towards those goals. SLAM will assess hope through goal setting. Students
who exhibit hope will show progress towards their goals over the year and sustain motivation to
achieve them. This directly connects to rigor. Research states that higher hope students set more
challenging goals for themselves and tend to perceive they will be more successful at attaining those
goals, even if at first they do not succeed (Snyder, et al., 1991). Hope can predict grade point
averages, higher graduation rates, optimism about life, more physical life, higher self-esteem, and
great levels of happiness (Snyder, 2002; Snyder, et al., 2002). The Hope Study confirmed that hope
scores grew over a short span of time (five months), whereas they fell slightly for students in
traditional school settings. This is significant because typically hope index scores are stable through
adolescence.
Engagement: a reflection of the student work ethic, concentration and attention paid to schoolwork, behavioral and
emotional involvement in school. Students who have poor attendance and often late to school are assumed
to be less engaged in school and the learning process. Through SLAM-ified lessons and project
based learning, students will be directly engaged in the learning process. Engagement will be
assessed at SLAM through attendance and truancy and behavioral records and climate surveys.
Engagement is connected to both rigor and relationships. Engagement is a reflection of effort and
passion a student puts into learning (Fredricks, Blumenfeld, &Paris, 2004). An engaged learner will
do superior work, obtain deeper level of understanding, and retain the knowledge and kills for a
longer period of time.
B. State whether the applicant intends to use the local school district’s code of conduct policy. If the applicant does
not intend to use the local school district’s code of conduct policy, describe in detail the school’s approach to
student discipline.
SLAM will adopt the Sponsor’s Student Code of Conduct.
Section 9: Supplemental Programming
A. Describe any extra- and co-curricular activities or programming the school will offer, if applicable; how often
they will occur; and how they will be funded.
With a core philosophy combining high expectations for both students and teachers, the school will
stress academic and character/social development. SLAM Academy Charter High School (Palm
Beach) will provide students with extracurricular clubs and activities including, but not limited to,
Academic Honor Societies (NHS), Student Government Association, DECA, Art and Fashion
Design Club, Chess Club, and Environmental Club. SLAM Academy has also partnered with
Google in promoting student exposure to Computer Science (CS) Education under a program
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entitled CS First. All extracurricular clubs are required to have bimonthly meetings and are
responsible to set up a minimum of two events and two fundraisers per school year.
SLAM will offer a variety of athletic programs for both male and female athletes including Baseball,
Basketball, Soccer, Cheerleading, Cross country, Flag Football, Softball, Swimming, Tennis, Track
and Field, Golf, and Volleyball. SLAM will also offer seasonal sports in recreational leagues for all
students, as well as intramural sports.
Fundraising will serve as a catalyst to fund these both activities and athletic programs. SLAM
Academy schedules annual golf and fishing tournaments sponsored by the school to raise funds.
Through the use of advertisements, money will also be raised from the school yearbook, school
webpage, and banners hung in the school gymnasium. The school will also receive a percentage of
the sales made from school pictures, uniform sales, and school yearbook sales.
SLAM will also welcome and encourage sponsorships and donations from local business partners.
This includes financial and in-kind donations that will promote the educational program for the
benefit of the community. Other fundraising efforts may include: Faculty v. Students Athletic
Games, Faculty Softball Tournament, Gym Rental and Summer Camps.
The SLAM Foundation will have a supportive role in educational programming of the school and
providing necessary fundraising support for the educational and extra-curricularprogramming.
Through the Foundation’s national partners and the SLAM Academy, Inc. board’s local
partnerships, the school will benefit from financial support for its programming.
II. ORGANIZATIONAL PLAN
Section 10: Governance
A. Describe the school’s existing or planned legal status, including non-profit status and federal tax-exempt status.
Sports Leadership and Management, Inc. a non-profit Florida corporation, is the legal entity that will
operate the School as per the Articles of Incorporation, (Attachment H) and Bylaws (Attachment J).
B. Provide the following documents, if available, as attachments:
o The articles of incorporation for the applicant organization (or copies of the filing form) – Attachment H
o 501(c)(3) tax exempt status determination letter (or copy of the filing form) –Attachment I
o Governing board by-laws – Attachment J
o Governing board code of ethics and conflict of interest policy – Attachment K
Please see Attachments H, I, J, and K attached.
C. Describe the governance structure of the proposed school, including the primary roles, powers, and duties of the
governing board; committee structure (if applicable); and how the board will interact with the principal/head of
school and any advisory bodies.
The Sports Leadership and Management, Inc. Governing Board is the ultimate policy-making body
for the school, and will have the responsibility for the affairs and management of the school. The
Board will provide continuing oversight of school operations, including a responsibility to effectively
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and properly manage public funds.
Pursuant to the Articles of Incorporation, Sports Leadership and Management, Inc. is a wholly-
owned subsidiary company of Mater Academy Inc., a Florida non-profit corporation. Mater
Academy Inc., the parent organization, is the sole member of Sports Leadership and Management,
Inc. As the parent Organization, Mater Academy Inc. retains specified corporate functions as
detailed in the Articles of Incorporation which include: issuing new or additional membership
interests; any corporate merger, consolidation, dissolution, or liquidation; any amendment to the
Articles of Incorporation or Bylaws; appointment of directors and/or designation of officers;
financing; inability to pay debts, insolvency, or corporate bankruptcy.
The Sports Leadership and Management, Inc. Governing Board will determine the academic
direction and oversees the operation of the School. The Governing Board will hire and oversee the
school principal. The Principal, as the instructional leader, will be responsible for all aspects of day-
to-day administration of the school within the scope of the board’s operating policy and in
compliance with district, state, and federal guidelines. The School's on site administration (principal
and assistant principal and lead staff) will ensure the operations of the school (resources, courses,
policies) are in accordance with the mission and vision of the School. The principal, as the
instructional leader, will make all school-based decisions, establishing and implementing procedures
for the day-to-day operations of the School. The Principal will hire, oversee, and evaluate faculty and
staff. The faculty and staff will be responsible for carrying out these procedures in their daily
activities and interactions with students, parents and the community. The school’s faculty and staff
will report directly to the principal, who reports to the Governing Board.
The policies and procedures by which the board will operate, including specific board member
powers are specifically detailed in the attached Bylaws.
A brief overview of those policies and procedures is as follows:
Board Member Powers: Subject to the limitations of the Florida not-for-profit corporation law, the
corporation’s Articles of Incorporation and Bylaws, the activities and affairs of the corporation shall
be conducted and all corporate powers shall be exercised by or under the direction of the Board.
The Board shall have the following powers in addition to any other powers enumerated in the
Bylaws and permitted by law
§ Select and remove all of the officers, agents and employees of the corporation and prescribe
powers and duties for them which are not inconsistent with the law
§ To conduct, manage and control the affairs and activities of the corporation
§ To adopt, make and use a corporate seal
§ To borrow money and incur indebtedness for the purpose of the corporation
§ To act as trustee under any trust incidental to the principal object of the corporation, and
receive, hold, administer, exchange and expend funds and property subject to such trust
§ To acquire by purchase, exchange, lease, gift, devise, bequest or otherwise, and to hold, improve,
lease, sublease, mortgage, transfer in trust, encumber, convey or otherwise dispose of real and
personal property
§ To assume any obligations, and enter into any contracts or other instruments
§ To form and be a member or shareholder of a not-for-profit entity organized under the law of
any state
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§ To carry out such duties as described in the Articles of Incorporation and Charter Contract
Board Member Duties: The Governing Board will perform the following duties, as well as any and
all other duties specified in Florida Statutes regarding Governing Boards of Charter Schools and any
other duties specified in the Bylaws:
• Oversee operational policies; Academic accountability, and financial accountability.
• Annually adopt and maintain an operating budget.
• Exercise continuing oversight over charter school operations.
• Report its progress annually to its sponsor, which shall forward the report to the Commissioner of
Education at the same time as other annual school accountability reports.
• Ensure that the charter school has retained the services of a certified public accountant for the
annual financial audit who shall submit the report to the governing body.
• Review and approve the audit report, including audit findings and recommendations
• Monitor a financial recovery plan in order to ensure compliance (if applicable).
• Report progress annually to its sponsor
Advisory Body
School Advisory Council (SAC). SAC will consist of school personnel, parents, students, local
business, and community members. Members will be able to address and vote on pertinent school
matters on a regular basis. The SAC's function and purpose is to involve stakeholders in decisions
that affect instruction and the delivery of programs.
D. State the frequency of board meetings and describe how the board will comply with open meetings and records laws.
A procedure for selection of meeting schedule is clearly written in the Applicant’s Bylaws. Please see
Attachment J. The Applicant will vote upon and post their meeting schedule for the opening school
year, and annually thereafter, in accordance with chapter 119 of the Florida Statutes, relating to
public records, and public meetings.
E. Describe the current and desired size and composition of the governing board. Identify key skills, areas of
expertise, and constituencies that are or will be represented on the governing board.
The following is a list of the members of the school’s governing board and a brief description of
their backgrounds, skills, and experience highlighting their proposed contribution in servicing as a
governing board member.
Sports Leadership and Management, Inc. (SLAM) Board Members
Sports Leadership and Management, Inc. is the non-profit organization responsible for the
educational, legal and financial obligations of The School. The members of the Board of Directors
is comprised of community members who possess the expertise in areas of business, education, law,
school management and governance to effectively oversee these obligations. These professionals will
be responsible for establishing policies consistent with the School’s mission and ensuring that the
educational programs and school operations are in compliance with all statutory and regulatory
requirements. Below is a brief overview of each member’s background that illuminates the
contribution he/she intends to make through service as a governing board member:
Rene Ruiz, Esq. – Director / Board Chair
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Rene Ruiz is an attorney at the law offices of Stearns Weaver Miller Weissler Alhadeff & Sitterson,
P.A., and devotes his practice to working with companies on a broad range of labor and
employment matters. Rene defends companies in employment litigation, with an emphasis on
discrimination, harassment, and the Fair Labor Standards Act. He regularly advises clients regarding
compliance with wage and hour laws, Title VII, the Family and Medical Leave Act, and Title III of
the Americans with Disabilities Act. Rene also provides management-level individuals with training
on litigation avoidance. In addition, Rene regularly negotiates contracts for companies with
unionized workforces and advises employers on contract administration.
Mr. Ruiz is admitted to all Florida state courts and the Southern District of Florida. He has
extensive experience in federal and state courts, as well as numerous federal and state administrative
agencies. He is fluent in Spanish. Mr. Ruiz is included in the 2008 and 2009 editions of Best
Lawyers in America. Mr. Ruiz has also been listed as a Legal Elite “Up and Comer” by Florida
Trend’s since 2006.
Rene serves as the Chairman of SLAM and the President and Director of SLAM Foundation, which
helps direct the school’s growing list of corporate partnerships and supports the school’s expansion
in Miami, as well as the replication of its successful model throughout the Country.
Joseph A. “Tony” Mesa III, Esq. – Director / Vice Chair
Mr. Mesa is the founder and managing member of Mesa Law Firm in Miami, Florida. Tony
attended Georgetown University Law Center in Washington D.C., and earned his Juris Doctorate in
2002. While at Georgetown, Tony served as a student ambassador as well as an officer for the
Association of Cuban American Law Students. Prior to attending Georgetown, Tony attended
Belen Jesuit Preparatory High School and upon graduation went on to Florida International
University where he graduated magna cum laude with a Bachelor of Arts in Political Science and was a
graduate of the university’s Honors College.
Throughout his educational years and now in his professional career, Tony has always placed great
importance on community involvement. From his participation as an 11
th
Judicial Circuit Guardian
Ad Litem and United Way of Miami-Dade Young Leader and Trustee, to his pro bono legal services
for Habitat for Humanity, Tony has made community work part of his mission.
Tony’s community involvement includes his work with SLAM schools across the nation. Tony
serves as a Director of the SLAM Foundation, which helps direct the school’s growing list of
corporate partnerships and supports the school’s expansion in Miami, as well as the replication of its
successful model throughout the country.
Alina Lopez – Director /Secretary
Alina Lopez has over ten years of experience in the field of education and has been an administrator
for the past decade. Mrs. Lopez earned a Bachelor of Arts in Psychology in 1995 from Florida
International University and in 1997, completed her Master’s Degree in Elementary Education from
Nova Southeastern University. Mrs. Lopez also completed her Certification in Educational
Leadership in 2004 from Florida International University.
Mrs. Lopez is dedicated to building a school community where the teachers and staff believe that
every individual student is unique and can attain academic success. She will strive to involve
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teachers, parents and students by using a combination of data-driven instruction and prompting
respect and understanding amongst all stakeholders.
Alina serves on the Board for the Sports Leadership & Management Charter School as the Secretary
and is Director of the SLAM Foundation, which helps direct the school’s growing list of corporate
partnerships and supports the expansion and replication of other SLAM schools throughout the
Country. The Foundation also provides support and resources in the recruitment and training of
educators and the implementation of the SLAM curriculum.
Cesar Christian Crousillat- Director - Mr. Cesar Christian Crousillat has seventeen years of
experience in real estate investment and development, as well as construction and asset management
in the public and private sectors. For the past seven years, Mr. Crousillat has served as the Vice
President of Rialto Developer Capital (RDC), a real estate investment company which acquires and
manages non-performing debt and underperforming real estate. He has work experience in managed
acquisition, development, construction and operation of residential and commercial real estate
projects and land development throughout the United States and Puerto Rico. Mr. Crouisillat earned
an M.S. in International Real Estate in 2013; and a B.S. in Construction Management and
Development in 2001, from Florida International University. He maintains numerous professional
certifications and various professional licenses, as follows: Florida Certified General Contractor’s
License; Florida Certified Roofing Contractor’s License; OSHA Certified; Certified AMMA Master
Window Installer; Cross Connection Certification; Wind Mitigation Certification; and Estimating
Building Construction Certification. Mr. Crousillat currently serves as the Mater Academy, Inc. and
Mater Brighton Lakes Academy Inc. Governing Board Chair.
F. Describe how board members have been and will be selected including term limits and selection of officers.
The Applicant’s Bylaws, Attachment J, clearly specify the selection, removal procedures, and term
limits of Board Members, and is summarized as follows:
Selection: Directors shall be elected at a duly organized meeting of the Governing Board. Notice of
the Governing Board’s intentions to elect any such Director shall be included in the agenda for that
meeting and publicly announced in accordance with Sunshine Law requirements. Newly created
directorships resulting from an increase in the number of directors comprising the board and all
vacancies occurring on the board for any reason shall be filled by the majority of the members in
office at a duly organized meeting of the Governing Board. A member elected to fill a newly created
directorship or a vacancy will serve until a successor is elected. Newly elected members will agree to
support the founding organization’s vision in order to maintain continuity between the founders and
the subsequent board members.
Removal Procedures: Any member of the Board may be removed from office with or without
cause at any time by the Member.
Term Limits: The number of Directors may at any time be increased or decreased to no more than
nine (9) and no fewer than three (3) by a majority vote of the Board. The Directors shall serve for a
term determined by the Member.
G. Explain how this structure and composition will ensure that the school will be an academic, operational, and
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financial success.
Since 2013, SLAM stakeholders have become an accomplished and established team, with a track
record of academic and financial success that guarantees the human and financial resources to
increase, sustain, and ensure the quality and performance of its schools. Each of the current schools
benefits from the support and scrutiny of several entities including the governing board, sponsoring
local school district, and an outside educational service and support firm, to name a few.
SLAM will have the support of the SLAM Foundation in bringing this SLAM to the local
community. The Foundation will support the school by: Promoting the development, research-
based validation, and implementation of SLAM’s curriculum; Assisting to recruit and train
outstanding educators and school leaders who are passionate about transforming education norms in
order to best serve students; Facilitating the exchange for innovative best practices throughout the
SLAM network; Providing professional development for school leaders, faculty, and staff in the
implementation of curriculum, athletics and school operations; Providing access to a network of
SLAM educators, mentors and resources; Desegregating data and data analyses; Conducting faculty
and administrative observations (both formal and informal); Seeking and securing additional
partnerships with local and national organizations and sports franchises in order to provide students
with the best preparation to be successful in college and careers beyond.
The SLAM Board has the responsibility for the affairs and management of the SLAM schools and
will provide continuing oversight of all school operations. The school principal, hired by the Board,
will be responsible for all aspects of school operations within the scope of operating policy and
budgetary approval by the Governing Board. The Governing Board of the School is the ultimate
policy-making body that determines the academic direction, approves curriculum, and oversees
operation of the SLAM schools. The board of the proposed School is comprised of the same
individuals responsible for the existing school to be replicated as well as other SLAM schools, thus,
they have ownership of the program and the experience to ensure the existing model is replicated
with fidelity.
For more detailed information on the applicant and the strategies the governing board has identified
for successful replication of the existing School design that will ensure the school will be an
academic, operational, and financial success, please refer to Addendum A: Replications.
H. Complete the table below (add lines as necessary) and for each individual identified here provide 1) a completed
and signed Board Member Information Sheet (template provided), and 2) resume
Name
Current or
Prospective
Governing
Board Member
Role on Board
(e.g. Member,
President, etc.)
Submission Requirements
Rene Ruiz, Esq.
Current
Director
__x_ Information Sheet
__x__Resume
Joseph A. “Tony”
Mesa III, Esq.
Current
Director
__x_ Information Sheet
__x__Resume
Alina Lopez
Current
Director
__x_ Information Sheet
__x__Resume
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Cesar Christian
Crousillat
Current
Director
__x_ Information Sheet
__x__Resume
I. Describe the plans for board member recruitment and development, including the orientation process for new
members and ongoing professional development to increase the capacity of the board.
Since the Governing Board is an existing entity and has already been established, the Governing
Board will recruit members as vacancies arise, and will endeavor to fill these vacancies with those
who will commit to forward the mission of the School. Board members will agree to oversee the
operational policies, and ensure academic accountability and financial accountability of the School as
well as participate in charter school governance training and successfully undergo a background
check by the Sponsor, as specified by law.
Governance Training: The administrators and Governing Board members will be trained in the
areas of Non-Profit Board Governance, Florida’s Open Government Requirements, the Florida
Sunshine Law, and the Florida Public Records Law. This training will be provided by The Florida
Consortium of Charter Schools or another approved vendors. Further, as presented in the
Applicant’s Bylaws, The Applicant shall develop an orientation and training program for new
directors and an annual continuing education program for existing directors.
J. Describe the board’s ethical standards and procedures for identifying and addressing conflicts of interest.
Conflict of Interest Policy: As a nonprofit, tax-exempt organization authorized to operate charter
schools, the operations of the Applicant can also be viewed as a public trust, which is subject to
scrutiny by and accountable to the public. Consequently, a fiduciary duty exists between the Board,
officers, management employees, and the public, which carries with it a duty of loyalty and
fidelity. The Board, officers, and management employees have the responsibility of administering
the affairs of corporation honestly and prudently. Those persons shall exercise the utmost good faith
in all transactions involved in their duties, and they shall not improperly use their positions with, or
knowledge gained from the organization for their personal benefit.
Nature of Conflicting Interest: A conflicting interest may be defined as an interest, direct or indirect,
with any persons or firms mentioned above. Such an interest might arise through:
• Owning stock or holding debt or other proprietary interests in any third party dealing with
the Corporation.
• Holding office, serving on the Board, participating in management, or being otherwise
employed (or formerly employed) with any third party dealing with the Board.
• Receiving remuneration for services with respect to individual transactions involving the
Corporation.
• Using the corporation’s time, personnel, equipment, supplies or good will for other than
Board - approved activities, programs and purposes.
• Receiving personal gifts or loans from dealing or competing third parties. Receipt of any gift
is disapproved except gifts of a value less than $150, which could not be refused without
discourtesy. No personal gift of money should ever be accepted.
Interpretation of this Statement of Policy: The areas of conflicting interest listed and the relations in
those areas, which may give rise to conflict are not exhaustive. Conflicts might arise in other areas
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or through other relations. Directors, officers and management employees will hopefully recognize
such areas and relation by analogy. However, it is the policy of the Board that the existence of any
conflict of interest shall be disclosed before any transaction is consummated. It shall be the
continuing responsibility of the Board, officers, and management employees to scrutinize their
transactions and outside business interests and relationships for potential conflicts and to
immediately make such disclosures.
Disclosure Policy and Procedure: Transactions with parties with whom a conflicting interest
exists may be undertaken only if all of the following are observed: The conflicting interest is fully
disclosed; 2. The person with the conflict of interest is excluded from the discussion and approval of
such transaction; 3. Where products, goods or services are being procured or sold, that there exists
reliable independent evidence of fair value (which shall be specifically identified in and attached to
the minutes), which may include a competitive bid or market survey or comparable valuation or
other reliable evidence of market value; and The Board has determined that the transaction is in the
best interest of the organization.
Disclosure in the organization should be made to the Board Chair who shall bring the matter to the
attention of the Board. Disclosure involving the directors should be made to the Board. The Board
shall determine whether a conflict exists and in the case of an existing conflict, whether the
contemplated transaction may be authorized as just, fair and reasonable. If the conflict is not
deemed to be material and the conflicted party is excluded from the decision making process, then
the Board can use its reasonable judgment and make a decision, which it deems to be in the best
interest of the entity. The decision of the Board on these matters will rest in its sole discretion, and
its concern must be the welfare of the Corporation and the advancement of its purpose.
K. Describe, if applicable, any school advisory bodies or councils that are in place or will be formed, including the roles
and duties of each and the reporting structure of such entity relative to the school’s governing board and leadership.
The advisory body listed below, as stakeholders, will provide the school and the school’s governing
board with knowledge, understanding, and advise on school related matters. Their main purpose is
to become actively involved in fostering the school's vision and mission as well as guiding the school
towards continuous improvement.
Advisory Body
School Advisory Council (SAC). SAC will consist of school personnel, parents, students, local
business, and community members. Members will be able to address and vote on pertinent school
matters on a regular basis. The SAC's function and purpose is to involve stakeholders in decisions
that affect instruction and the delivery of programs.
L. Briefly explain the process that the school will follow should a parent or student have an objection to a governing
board policy or decision, administrative procedure, or practice at the school. The entire process or policy does not
have to be developed; however, applicants should be able to articulate the primary steps.
The school’s governing board will appoint a representative to facilitate parental involvement,
provide access to information, assist parents and others with questions and concerns, and resolve
disputes. The representative may be a governing board member, charter school employee, or
individual contracted to represent the governing board. The representative's contact information will
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be provided annually in writing to parents and posted prominently on the charter school's website if
a website is maintained by the school. The appointed representative and charter school principal or
director, or his equivalent, will be physically present at board meetings in accordance with Florida
law.
Positive relations between the School and its parents and families are a primary concern. For that
reason, every effort will be made to handle disputes in the most positive way possible. Parents are
always welcome to voice their opinions and/or concerns at governing board meetings. Board
meeting dates and speaker forms are available at the school and on the website. The following steps
have been outlined in order to facilitate resolution of such issues:
Step 1: Make an appointment to clarify issue with your student¹s teacher (if applicable).
Step 2: Make appointment to clarify issue with the school administrator.
Step 3: Contact Educational Support Provider
Step 4: Contact Board Appointed Parent Liaison
Step 5: State concerns at a scheduled Governing Board meeting.
If the school is filing the application in conjunction with a college, university, museum, educational institution, another
non-profit organization or any other partner, provide the following information:
M. Name of the partner organization. N/A
N. Name of the contact person at the partner organization and that person’s full contact information. N/A
O. A description of the nature and purpose of the school’s partnership with the organization. N/A
P. An explanation of how the partner organization will be involved in the governance of the school. N/A
Section 11: Management and Staffing
A. Submit as Attachment M organization charts that show the school governance, management, and staffing
structure in
o The pre-operational year;
o The first year of school operations;
o At the end of the charter term;
and
o When the school reaches full capacity, if in a year beyond the first charter term.
Each organization chart should clearly delineate the roles and responsibilities of and lines of authority and
reporting among the governing board, staff, and any related bodies (such as advisory bodies or parent or
teacher councils), and any external organizations that will play a role in managing the school. The
organization charts should also specifically document lines of authority and reporting within the school.
See Attachment M – Organizational Charts
B. School Leader: Process and timeline for recruiting, selecting, and hiring the school leader. Describe the criteria to
be used in selecting this leader, and provide as Attachment O the position’s qualification requirements. What are
the key skills and competencies for the school leader? What qualities must the school leader have for this school to
be successful?
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SLAM has already identified the school leader, Mr. Clint Duvo, who serves as the principal of the
existing middle school program at SLAM Palm Beach. Mr. Duvo has been in the field of education
for the last 10 years. Prior to becoming the principal of SLAM Palm Beach, Mr. Duvo served as
Principal of Excelsior Language Academy K-8 in Hialeah, Florida. He has had tremendous success
with student achievement during his term and moved the school from an “F” status to a “B” status
in one year. He believes the only way to move a school is to know everyone and create a home away
from home.
Mr. Duvo also has extensive experience working with school advisory educational boards. He has
strong managerial experience with both educational and athletic programs and knowledge of the
needs of the targeted student population and has demonstrated his capacity to meet and exceed the
Florida Principal Leadership Standards. He holds a Bachelor of Science Degree in Psychology from
Temple University. He later earned his Masters Degree in Reading and Educational Leadership
from Florida International University.
See Attachment O for his Qualifications
Mr. Duvo, hired by the board, will be responsible for all aspects of school operations within the
scope of operating policy and budgetary approval by the Governing Board. The governing board
will conduct formal administrator evaluations annually in accordance with s. 1012.34, F.S. More
details on the evaluation of the school leader may be found in Section 12B of this application.
C. Describe the management structure of the school. As Attachment P provide job descriptions for each
administrative or leadership position that identifies key roles, responsibilities, and accountability.
The management structure for the school’s day-to-day operations will be as follows:
The Governing Board will hire and oversee the school principal. The Principal, as the
instructional leader, will be responsible for all aspects of day-to-day administration of the school
within the scope of the board’s operating policy and in compliance with district, state, and federal
guidelines for the school’s operation. The Principal will hire, oversee, and evaluate faculty and staff.
The principal will make all school-based decisions, establishing and implementing procedures for the
day-to-day operations of the school including procedures for curriculum and instruction, classroom
management, discipline, faculty and staff evaluation, data analysis, testing, support services, parental
communication, professional development, discipline, community outreach, oversight of facilities
and internal financial controls, etc. The principal will report to the board on the school’s operations
and finances and is expected to communicate with the board as often as needed by the School
and/or board members in order for school’s operational needs to be met.
The administration will implement policies and procedures for the daily operations of the school.
The principal will delegate duties to administrative support staff to ensure that daily operations,
resources, policies and procedures are being implemented in accordance with the school’s mission.
Faculty and staff will be responsible for carrying out these procedures in their day-to-day duties,
activities, and interactions with students, teachers, and parents of the school. The duties and key
roles for these key personnel are detailed in the job descriptions, Attachment P.
The Board anticipates it will contract with Academica, an Educational Services and Support
Provider, to provide off-site support to the school. Detailed information on the ESP may be found
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in
Addendum B.
The Governing Board has the ultimate responsibility of ensuring that the school’s finances are
managed properly. As per the duties described in Section 10 - Governance, the Board will annually
adopt and maintain an operating budget and maintain oversight of all school-based finances. The
Governing Board will ensure that the charter school has retained the services of a certified public
accountant for the annual financial audit. The ESP, as contracted by the Board, will assist the School
with additional preparation and reporting of the school’s finances. The board has also established
financial policies and internal controls for the school’s operational and internal accounts. These
policies and controls are detailed in Section 21, Financial Management and Oversight, of this application.
D. Provide a staffing plan for each year of the charter term that includes all anticipated personnel and is aligned with
the school’s projected enrollment and with all other sections of the application. Provide as Attachment Q the
proposed job description and qualification requirements for the school’s teachers.
Refer to Staffing plan provided in Attachment X (Operating Budget/Staffing Plan)
Refer to Attachment Q for Job Descriptions for the school’s teachers
E. Explain the school’s plan for recruitment, selection, and development of a highly qualified and appropriately
certified instructional staff that is aligned with applicable federal laws and state requirements as well as the
school’s design.
Recruitment – The School will ensure that faculty members are certified, highly qualified
professional personnel. Accordingly, the School will: Recruit teachers through various local and
national job fairs and teacher fairs, coordinate efforts to partner with postsecondary educational
institutions to serve as host school for interns whenever possible, and organize other efforts to
attract in-field experts to serve as teachers in the various disciplines that require higher levels of
academic content delivery. Recruitment efforts will also include advertisements in local newspapers
and on the school’s website, presentations and fliers at local universities and via word of mouth.
Selection Process- The school will look for candidates who demonstrate the following
qualifications: Educational background: Bachelor’s Degree or higher in field; State Certification for
the required position; Excellent presentation and interpersonal skills; Satisfactory recommendation
and/or evaluations from previous employer; Personal characteristics, knowledge, and belief in the
school’s mission; An ability and motivation to work as part of a team in a small-school setting with
parental involvement, and; References/Letters of Recommendation.
Hiring Process - The Principal, once hired, will recruit teachers and may appoint a committee to
screen highly-qualified and certified teachers. This committee develops an interview questionnaire
for specific positions, conducts initial screening interviews and makes recommendations to the
principal. The principal reviews recommendations, conducts final interview, and makes all final
hiring decisions within the scope of the budget, as approved by the Governing Board.
The school will not employ an individual to provide instructional services if the individual's
certificate or license as an educator is suspended or revoked by this or any other state. The school
agrees to fingerprint all employees as required by Section 1012.32, F.S., all employees agree to
background checks, and drug-screening. The School will adhere to the antidiscrimination provisions
of s. 1000.05, Florida Statutes. Furthermore, the school will not discriminate based on actual or
perceived disability, gender, nationality, race or ethnicity, religion, sexual orientation in the hiring of
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its employees.
Staff Development Plan: In setting high expectations for both students and teachers, the School
will be committed to maintaining the level of high quality instructors by implementing a
comprehensive professional development plan. The school will support the professional
development needs of all professional staff by subsidizing college classes, facilitating the attainment
of continuing education credits, and offering trainings. Detailed information on the School’s plan
for professional development may be found in Section 13. Professional Development of this
application.
Retention of Staff: The School wishes to provide the best benefits and employee services
possible. Our experience has shown that when employees deal openly and directly with supervisors,
the work environment can be excellent, communications can be clear, and attitudes can be positive.
We believe that the School will amply demonstrate their commitment to employees by responding
effectively to employee concerns. The school’s plan for professional development also serves to
enhance each employee’s experience at the school. The school offers teachers and staff
opportunities for growth and advancement through participation in an Aspiring Assistant Principal
and Aspiring Principal program.
The school will provide a wide range of benefits such as Flexible Benefits Plan; Retirement/401(k)
Savings Plan; Bereavement Leave; Dental Insurance; Family Medical Leave; Financial Counseling;
Health Insurance; Holidays; Life Insurance; Long-Term Disability; Sick Leave; Vision Care
Insurance to ensure the retaining of qualified and capable staff. These fringe benefits are reflected in
the budget – See Attachment X.
Other programs include: Educational Assistance/Tuition Reimbursement: The educational
assistance program encourages personal development through formal education so that employees
can maintain and improve job-related skills or enhance their ability to compete for reasonably
attainable jobs within the School. Employee Assistance Program: Through the EAP, the school
will provide confidential access to professional counseling services for help in confronting such
personal problems as alcohol and other substance abuse, marital and family difficulties, financial or
legal troubles, and emotional distress. Flexible Spending Account (FSA): A Flexible Spending
Account (FSA) program that allows employees to have pre-tax dollars deducted from their salaries
to pay for eligible out-of-pocket expenses for predictable non-reimbursed health care expenses and
dependent care expenses during the plan year. Support for Beginning and Struggling Teachers:
Observation of new and struggling teachers by veteran teachers and support strategies will be
implemented as applicable. Additional information on staff retention may be found in Section 12.B
and 12.C.
Section 12: Human Resources and Employment
A. Explain the relationship that will exist between the school and its employees, including whether the employees will
be at-will. Discuss the school’s tentative plan regarding use of employment contracts. If the school will use contracts,
explain the nature and purpose of the contracts. Use and nature of employment contracts may be finalized after
application approval.
The relationship between the school and its employees is that of an employment-at-will and will be
entered into voluntarily in accordance with §1002.33(16)(c)(3), Florida Statutes.
Although employment is based on mutual consent and both the employee and the school have the
right to terminate employment at will, with or without cause or advance notice, the School may use
progressive discipline at its discretion. Disciplinary action may call for any of four steps 1) verbal
warning 2) written warning 3) suspension with or without pay, or 4) termination of employment,
depending on the severity of the problem and the number of occurrences. There may be
circumstances when one or more steps are bypassed.
Contracts- Instructional personnel will receive either a probationary contract (for instructional
personnel new to the profession or new to the district) or an annual contract (for personnel who
have completed a probationary contract or are already under an annual contract). The nature and
purpose of these contracts is to clearly provide just cause reasons, and process, for suspension or
dismissal of instructional personnel during the term of an annual contract. At the end of the
probationary contract, the Governing Board may choose to award or not award the Teacher an
annual contract pursuant to §1012.335, Florida Statutes, with or without cause. Teachers will be
evaluated in accordance with provisions of §1012.34, Florida Statutes.
B. Provide the performance evaluation or a general outline of the performance evaluation plan, consistent with the
substantive requirements included in s. 1012.34, F.S. (the Student Success Act), for administrators and
instructional personnel including who will conduct the evaluations, what instrument will be used, and how the
results will be used to guide performance and professional development. A final, detailed outline will be required
after application approval.
Administrator Evaluations- In compliance with s. 1012.34, F.S., the administrator’s evaluation
must, at minimum, be based on the following components:
1. Performance of
students. At least one-third of a performance evaluation will be based upon
data and indicators of student performance* This portion of the evaluation will include growth or
achievement data of the students attending the school over the course of at least 3 years. If less than
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3 years of data are available, the years for which data are available will be used.
*Student learning growth will be assessed annually and measured by statewide assessments
using performance standards adopted into State Board Rule. For courses/subjects not measured by
statewide assessments, and courses with statewide assessments without a state-adopted growth
model, the school will abide by the district’s adoption of either all, some or none of the results of
statewide assessments in the performance of students component. (s. 1012.34, F.S.)
2. Instructional Leadership - At least one-third of the performance evaluation must be based on
instructional leadership. Evaluation criteria for instructional leadership must include indicators based
upon each of the leadership standards adopted by the State Board of Education under s. 1012.986,
including: performance measures related to effectiveness of classroom teachers, recruitment and
retention of effective & highly effective teachers, improvement in the percentage of instructional
personnel rated as highly effective & effective, appropriate use of evaluation criteria and other
practices that result in student learning growth.
3. Professional & Job Responsibilities - the remainder of the performance evaluation may
include, but is not limited to, professional and job responsibilities as adopted by State Board of
Education and/or the Governing Board of the school and may also include a mechanism to give
parents and teachers an opportunity to provide input into the administrator’s performance
assessment, when appropriate.
Accordingly, the school will implement a school based administrator evaluation system that meets
statutory requirements and is aligned to the Florida Principal Leadership Standards, approved by the
Florida Department of Education (i.e. FCPCS School-Based Administrator Evaluation System).
The governing board will conduct formal administrator evaluations annually in accordance with s.
1012.34, F.S.
The evaluation systems for school administrators must:
• Be designed to support effective instruction and student learning growth, and performance
evaluation results must be used when developing district and school level improvement plans.
• Provide appropriate instruments, procedures, timely feedback, and criteria for continuous quality
improvement of the professional skills of instructional personnel and school administrators, and
performance evaluation results must be used when identifying professional development.
• Include a mechanism to examine performance data from multiple sources, including
opportunities for parents to provide input into employee performance evaluations when
appropriate.
• Identify those teaching fields for which special evaluation procedures and criteria are necessary.
• Differentiate among four levels of performance as follows:
1. Highly effective.
2. Effective.
3. Needs improvement or, for instructional personnel in the first 3 years of employment who
need improvement, developing.
4. Unsatisfactory.
• Provide for training and monitoring programs based upon guidelines provided by the
department to ensure that all individuals with evaluation responsibilities understand the proper
use of the evaluation criteria and procedures.
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Employee Evaluations- In compliance with s. 1012.34, F.S., instructional personnel evaluations
must, at minimum, be based on the following components:
1. Performance of students* – in accordance with s. 1012.34, F.S., At least one-third of a
performance evaluation will be based upon data and indicators of student performance. This will
include growth or achievement data of the teacher’s students.
*Student learning growth will be assessed annually and measured by statewide assessments using
performance standards adopted into State Board Rule. For courses/subjects not measured by
statewide assessments, and courses with statewide assessments without a state-adopted growth
model, the school will abide by the district’s adoption of either all, some or none of the results of
statewide assessments in the performance of students component. (s. 1012.34, F.S.)
2. Instructional practice. At least one-third of the performance evaluation will be based upon
instructional practice. Evaluation criteria used when annually observing classroom teachers, as
defined in s. 1012.01(2)(a), excluding substitute teachers, will include indicators based upon each of
the Florida Educator Accomplished Practices (FEAPs) adopted by the State Board of Education.
For instructional personnel who are not classroom teachers, evaluation criteria will be based upon
indicators of the Florida Educator Accomplished Practices (FEAPs) and may include specific job
expectations related to student support.
3. Other indicators –the remainder of a performance evaluation may include, but is not limited to,
professional and job responsibilities as those recommended by the State Board of Education and/or
identified by the approved plan, peer reviews, objectively reliable survey information from students
and parents based on teaching practices that are consistently associated with higher student
achievement, and other valid and reliable measures of instructional practice.
Accordingly, the school will implement a performance evaluation system for classroom teachers and
other instructional personnel that is in alignment with the Florida Educator Accomplished Practices
(FEAPs) and in compliance with s.1012.34, F.S. (i.e. FCPCS Charter School Evaluation System for
Classroom Teachers and Other Instructional Personnel).
All teachers will be formally evaluated on an annual basis. Newly hired teachers (new to the district
and/or new to the profession) will be formally evaluated at least twice in the first year of teaching
and will be under a probationary contract. All personnel must be fully informed of the criteria and
procedures associated with the evaluation process before the evaluation takes place. Instructional
personnel and administrative personnel who have been evaluated as less than effective must
participate in professional development programs as part of the improvement prescription (s.
1012.98, F.S.)
Data collected from informal and formal Classroom Walk-through’s will be used frequently to
provide feedback on objective - setting, grade level appropriateness of lessons, appropriate higher-
level thinking strategies and appropriate use of texts and materials. Instructional strategies,
classroom management skills, and engagement of learners in the classroom will also be observed and
teacher performance will be evaluated as a means to inform instruction and provide for professional
growth opportunities.
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Non-instructional staff, such as clerical staff will also be evaluated and receive feedback on their
performance via in-house assessment tools and individual conferences with the principal or
designee.
The evaluation systems for school instructional personnel must:
• Be designed to support effective instruction and student learning growth, and performance
evaluation results must be used when developing district and school level improvement plans.
• Provide appropriate instruments, procedures, timely feedback, and criteria for continuous quality
improvement of the professional skills of instructional personnel and school administrators, and
performance evaluation results must be used when identifying professional development.
• Include a mechanism to examine performance data from multiple sources, including
opportunities for parents to provide input into employee performance evaluations when
appropriate.
• Identify those teaching fields for which special evaluation procedures and criteria are necessary.
• Differentiate among four levels of performance as follows:
1. Highly effective.
2. Effective.
3. Needs improvement or, for instructional personnel in the first 3 years of employment who
need improvement, developing.
4. Unsatisfactory.
• Provide for training and monitoring programs based upon guidelines provided by the
department to ensure that all individuals with evaluation responsibilities understand the proper
use of the evaluation criteria and procedures.
C. Provide the compensation structure or a general outline of the compensation structure for all employees, including
salary ranges and employment benefits as well as any incentives or reward structures, if applicable. How will
compensation and other components factor into the staff retention plan?
The School will be a not-for-profit, private employer, and will not participate in the Florida
Retirement System. Full time, salaried employees will be entitled to Health Insurance and other
benefits as detailed below. For employee insurance and benefits selection, the Governing Board has
engaged the services of ADP Totalsource, a professional employer organization that provides
human resource services to small and moderate size employers. The use of a professional employer
organization allows the staff of the School to enjoy the same level of benefits that are available to
employees of large organization such as Fortune 500 companies (including health/dental/vision
insurance and Retirement/401k plans). More information on ADP is found on
www.adptotalsource.com.
Compensation structure
The proposed school will use its Governing Board’s adopted performance-based salary schedule for
instructional personnel and school administrators, in accordance with s. 1012.22(1)(c) relating to
Compensation and Salary Schedules. The Board’s plan includes a base salary schedule for classroom
teachers, other instructional personnel, and school administrators in which annual adjustments are
based on performance as follows:
• An employee who is "highly effective," as determined by his or her evaluation, would receive a
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salary increase that must be greater than the highest annual salary adjustment available to that
individual through any other salary schedule adopted by the board
• An employee who is "effective," as determined by his or her evaluation, would receive a salary
increase between 50-75 % of the annual salary increase provided to a highly effective employee.
• An employee who is in “need of improvement (or developing)” or is “unsatisfactory,” as
determined by his or her evaluation would not be eligible for a salary increase.
Please note: percentages are subject to change and will be determined according to the approved budget once all
evaluation data and the number of eligible staff determined.
Such adjustments will be in addition to the base salary schedule that is not a bonus and becomes
part of the employee’s permanent base salary and shall be considered compensation under
s.121.021(22). Advanced Degrees will not be used for base salary calculations, but may be used for
supplements. Supplements will be annual additions to the base pay, but will not be part of the
continuing base salary.
All entering new hire teachers are placed at a base salary unless creditable years of experience are
applicable. Once base salary is determined calculating creditable years of experience (if any), then
any applicable credential supplement is added to the new base salary for total compensation.
Teacher salaries reflected in the budget are based on an average salary for teachers with 4-5 years of
experience. Please see attached Budget.
Employee Benefits
Employee health benefit options are structured as follows:
In vs. Out
of Network
In Out In Out In Out In Out In Out
Deductible
$500/
$1000
NC
$1000/
$3000
NC
$1500/
$3000
$3000/
$6000
$2500/
$5000
NC
$5000/
$10k
NC
Out of Pocket Max
$3500/
$7000
NC
$6000/
$12k
NC
$4500/
$9000
$8000/
$16k
$5500/
$11k
NC
$6600/
$13.2k
NC
Coinsurance 80% NC 80% NC 100% 80% 80% NC 100% NC
Primary Care
Copay
$25 NC $25 NC $25
80%
after ded
$30 NC $25 NC
Specialist
Copay
$45 NC $45 NC $45
80%
after ded
$60 NC $50 NC
Urgent Care
Emergency Room
Hospitalization
Prescriptions Tiers
*NC: Not Covered
HMO F0BH/AL14
500/80%
$20 / $40 / $60
$20 / $40 / $60
$200
$50
HMO F0BM/AL14
2500/80%
$250 copay/
80% aft ded
Ded + $250 copay
$250 copay/
80% aft ded
HMO F0BJ/AL14
1000/80%
NHP
$125
$75
HMO F0M2/AL14
5000/100%
POS F0BV/AL14
1500/100%
$500(in) $250(out)/
80% aft ded
Deductible
$20 / $40 / $60
$20 / $40 / $60
$20 / $40 / $60
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The compensation and benefits structure mentioned above offers teachers and staff with an
attractive program which the school believes contributes to their high teacher/staff retention
rate. For example, teachers may participate in a 401K in which they are immediately 100% vested in
any employer contributions and those related earnings, there is no vesting period. Contribution
is optional. The employee may roll over his/her 401K plan or roll it over into an IRA should they
change or leave jobs. Said benefits offer the employee lower co-pays, lower family plan rates, low
out of pocket maximum and desirable coinsurance rates.
D. Outline the school’s procedures for hiring and dismissing school personnel, including conducting criminal
background checks.
The school will adhere to all antidiscrimination provisions of section 1000.05, F.S. The school will
not discriminate based on actual or perceived disability, gender, nationality, race or ethnicity,
religion, sexual orientation in the hiring of its employees. All faculty and staff members employed
by the School will possess the personal characteristics, knowledge base of and belief in the
educational and curriculum design as described in this proposal, as well as an ability and motivation
to work as part of a team with parental involvement. The School will look for personnel who bring
with them a sense of enthusiasm and commitment as well as a strong belief in and understanding of
the charter school concept.
Employees are expected to observe high standards of job performance and professional
conduct. When performance or conduct does not meet standards, the School may terminate
employment, or it may endeavor, if it deems appropriate, to provide the employee a reasonable
opportunity to correct the problem. If, however, a corrective opportunity is given and the school
determines that the employee has failed to make the correction, he or she will be subject to further
discipline, including termination.
All instructional and non-instructional personnel who are hired or contracted to fill positions and
members of the governing board of the school must undergo background screening as required by
Section 1012.32, F.S. The school will be a safe, Drug-Free and Tobacco-Free Environment. All
employees will be required to undergo background checks and drug-screenings.
Additionally, school employees will be required to adhere to The Code of Ethics of the Education
Professional in Florida as defined in FAC Rule 6A – 10.080.
E. If personnel policies have been developed, include as Attachment R. If personnel policies and procedures have not
been developed provide a clear plan, including timeline, for the development and approval by governing board.
Please see Attachment R- ADP Basic Employment Policies Handbook
F. Explain how the governing board and school leadership would handle unsatisfactory leadership, teacher, or staff
performance, as well as leadership or teacher turnover.
As stated above, the governing board will evaluate the school leader and handle “Unsatisfactory
leadership” by taking measures that are in the best interest of the students at the school
(e.g. Professional development opportunities, additional mentorship or support, or
removal/dismissal.) The school principal and school leadership will conduct evaluations of faculty
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and staff in accordance with 1012.34, F.S. and take necessary actions also in the best interest of the
students.
The rules set forth below are not exhaustive and are intended to provide employees with illustrations
and fair notice of what is expected from them. Employees should be aware that conduct not
specifically listed below, but which adversely affects or is otherwise detrimental to the interests of
the school, to students, or to other employees, may also result in disciplinary action.
Probation Period
Pursuant to Florida Statute, Section 1012.335, all instructional personnel will be issued a
probationary employment contract for a period of one school year upon initial employment in the
school.
Voluntary Termination
The School will consider an employee to have voluntarily terminated or abandoned his or her
employment if an employee does any of the following:
D Elects to resign from the school.
• Fails to return from an approved leave of absence on the date specified by the school.
• Fails to return to work without notice to the school for three (3) consecutive days.
Involuntary Termination
The School expressly reserves the right to discharge employees for cause, but without being in
violation of the laws of the State of Florida and the United States of America. The School assures
thorough, consistent, and even-handed termination procedures. Terminated employees will receive
all earned pay to the next regular pay period. An employee may be terminated involuntarily for any
reason not prohibited by law, including a leave of absence in excess of 180 days, incompetency,
misconduct, or other violations of the school's rules of conduct for employees. Involuntary
termination, other than for an administrative reason or abandonment of employment, will result in
forfeiture of all earned accrued compensation, other than as required to be paid by law.
The school may proceed directly to a written reprimand or to termination for misconduct or
performance deficiency, without resort to prior disciplinary steps, when the school deems such
action is appropriate. If an employee is recommended for dismissal by the principal of the school,
the principal will propose such dismissal at a meeting of the Board of the School. The employee
shall have the right to contest the dismissal at the board meeting and present testimony or evidence
in connection with the dismissal action.
Section 13: Professional Development
A. Describe the school’s professional development expectations and opportunities for administrators and instructional
personnel, including the following:
1. Identify the person or position responsible for overseeing professional development activities.
The Principal will assign a Professional Development Liaison from this instructional lead staff to
facilitate access and oversee the implementation of professional development experiences for
teachers at the school-site while ensuring that services are targeted to address the school and teacher
needs. The professional development plan will adhere to national and state standards for high-
quality professional development programs. See Attachment FF – Supplemental Materials:
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Professional Development Plan.
2. Discuss the core components of professional development and how these components will support effective
implementation of the educational program. Discuss the extent to which professional development will be
conducted internally or externally and will be individualized or uniform. Describe how the effectiveness of
professional development will be evaluated.
Components of professional development will be divided into the following categories: SLAM
Model, School Policies Procedures & Resources, State and District Mandated Policies and
Procedures, Student Support, Best Practices, and Curriculum Implementation by Subject
Area/Specialty. Please refer to Attachment FF – Supplemental Materials: Professional
Development Plan for the comprehensive plan.
3. Describe any professional development that will take place prior to school opening. What will be covered
during this induction period? How will instructional personnel be prepared to deliver any unique or
particularly challenging aspects of the curriculum and instructional methods?
All faculty will receive a minimum of two weeks on-site professional development prior to the
inaugural school year and annually thereafter. Some general topics to be included are: school
mission/vision, school policies/procedures, best instructional practices, SLAM model, data analysis,
and federal and state mandated requirements. For a detailed list of Professional Development
Topics, please refer to Attachment FF – Supplemental Materials: Professional Development
Plan for the comprehensive plan.
4. Describe the expected number of days or hours for professional development throughout the school year,
and explain how the school’s calendar, daily schedule, and staffing structure accommodate this plan.
Include time scheduled for common planning or collaboration and how such time will typically be used.
Please refer to the Attachment FF for a Sample Professional Development Calendar listing the
approximate number of days and hours expected for PD throughout the school year. Appropriate
and relevant school wide training will occur on teacher planning days throughout the year as well as
on early release dates.
Section 14: Student Recruitment and Enrollment
A. Describe the plan for recruiting students that will result in the school meeting its projected enrollment. Include
strategies for reaching the school’s targeted populations and those that might otherwise not have easy access to
information on available educational options including, but not limited to, families in poverty; academically low-
achieving students; students with disabilities; and English Language Learners.
SLAM’s plan for student recruitment involves a wide array of media and materials to promote the
school to ensure that the school reaches the widest possible audience including, but not limited to:
harder-to-reach families, including families living in poverty, academically low-achieving students,
students with disabilities and ELL students. Specific recruitment and marketing activities will
consist of but are not limited to:
Promotional flyers and/or brochures will be distributed via direct mail as well as to community
groups and churches to ensure that harder-to-reach families are aware of the school and their
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eligibility to apply for enrollment. This information will also be posted in local public facilities such
as the post office, community centers, libraries and other locations of public access. Digital and
social media marketing/advertising will be used in order to reach out to a broad audience through
ads which direct parents to click on the school’s website. Examples of social and digital
marketing/ads include: Ads on Facebook, Digital ads on Pandora, Sponsored ads on Instagram,
Google Ads. In order to best reach out to the county’s growing diverse population, informational
materials will be available in multiple languages, as needed.
The School will distribute press releases and/or public service announcements to various media
outlets to promote the open enrollment period, open house and other essential details about the
school and its programs. A banner will also be posted on site with relevant information, including
the school’s website information. Somerset will host informational meetings either on the school site
or a nearby location, which would be accessible to all interested in attending the school. These
events would be promoted in the same manner as listed above. During the informational meetings,
which will be held at various times during the day and evening in order to give parents options, the
school will highlight its program and how it will serve all students.
Local elected officials and community leaders will be invited to visit the School. They will also be
given an updated on the program’s growth and asked to share open enrollment information with
their constituents through their newsletter and upcoming community meetings.
As a charter school, our marketing campaign, alongside the lack of zoning boundaries, allows for a
more diverse student population. The School will make great efforts to reach families reflective of
the demographic of the community it serves and of the traditional public schools in surrounding
areas. Costs for advertising and promotion of the school are listed in the school’s start-up and
operating budget, Attachment X.
B. Explain how the school will achieve a racial/ethnic balance reflective of the community it serves or within the
racial/ethnic range of other local public schools in accordance with section 1002.33(7)(a)8., F.S.
Pupils will be considered for admission without regard to ethnicity, national origin, gender, or
achievement level. The school expects to achieve a racial/ethnic balance reflective of other local
public schools in the district/community it serves. The school’s promotional plan aims to reach a
broad audience and, accordingly, all racial/ethnic groups within it as described above. By
disseminating information in multiple languages to various media -- including minority and
community periodicals, and postcard mailers delivered directly to residential addresses in various
communities, the racial/ethnic balance of the School should be equivalent to that of traditional
public schools within the community the school serves.
Informational meetings will be held in a variety of community forums, to ensure that a diverse set of
families are reached and given the opportunity to learn about the educational opportunity at the
School. The governing board and administrators will also work with diverse community groups to
seek assistance in disseminating information.
C. Describe the school’s proposed enrollment policies and procedures, including an explanation of the enrollment
timeline, any preferences for enrollment and lottery process. Provide proposed enrollment application as Attachment S.
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The School agrees to meet its obligations under Federal law including in its registration and
enrollment of students and to implement the School Board’s enrollment policies, to the extent the
policies are consistent with the Agreement between the United States of America and the
School District of Palm Beach County dated February 26, 2013 and as they are applicable to
charter schools.
In accordance with federal and state anti-discrimination laws and in accordance with the Florida
Educational Equity Act, Section 1000.05(2)(a), the School will not discriminate on the basis of race,
ethnicity, national origin, gender, or disability against a student in its school admission process. An
open admissions policy will be implemented wherein the School will be open to any student, as
described in F.S.§1002.33(10), who submits an application (prior to the posted deadline) shall be
considered, unless the number of applications exceeds the capacity of the program, class, grade level,
or building. In such case, all applicants shall have an equal chance of being admitted through a
random selection/lottery process. If the number of applications falls short of the established
capacity, supplemental registration periods may be held for the purpose of reaching student capacity.
Enrollment Preferences - In accordance with 1002.33(10)(d), F.S., the charter school will give
enrollment preference to the following student populations:
• Students who are siblings of a student enrolled in the charter school
• Students who are the children of a member of the governing board of the charter school
• Students who are the children of an employee of the charter school
• Students who are the children of an active duty member of any branch of the United States
Armed Forces
• Students who attended or are assigned to failing schools pursuant to s. 1002.38(2)
•
Enrollment Limitation –In accordance to 1002.33(10)(e), F.S. the School may limit the enrollment
process to target the following student populations:
• Students residing within a reasonable distance of the charter school, as described in
paragraph (20)(c). Such students shall be subject to a random lottery and to the racial/ethnic
balance provisions described in subparagraph (7)(a)8 or any federal provisions that require a
school to achieve a racial/ethnic balance reflective of the community it serves or within the
racial/ethnic range of other public schools in the same school district;
• Students articulating from one charter school to another pursuant to an articulation
agreement between the charter schools to be approved by the sponsor.
*1002.31 Controlled Open Enrollment – In accordance with 1002.31(2)(a), beginning by the 2017-
2018 school year, the charter school shall allow a parent from any school district in the state whose
child is not subject to a current expulsion or suspension to enroll his or her child as part of the
charter school’s controlled open enrollment process, if the school has not reached capacity. In
accordance with 1002.31(2)(b) and (c), the charter school’s governing board will determine the
school’s capacity based upon its charter school contract and post current capacity determinations on
the school’s website. As part of its controlled open enrollment process, the school will annually post
on its website the application process required to participate in controlled open enrollment,
consistent with s. 1002.31 and s.1002.33.
Students residing in the district will not be displaced by a student from another district seeking
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enrollment under the controlled open enrollment process as per 1002.31(2)(a (e). As part of its
controlled open enrollment process, the school may provide preferential treatment (within its
controlled open enrollment participation process) to the enrollment preferences and limitations
pursuant to s. 1002.33(10) as described above.
Enrollment Timeline (
Approximate Dates)
May 15
th
, 2018 - Student Registration Begins
May 30
th
, 2018 - Students who have registered will be officially enrolled. If the number of
applicants exceeds capacity, a lottery will be conducted.
June 1
st
, 2018 - Second Registration Period Begins
June 15
th
, 2018 - Students who have registered will be officially enrolled. If the number of
applicants exceeds capacity, a lottery will be conducted.
Please refer to Attachment S for a sample application.
Section 15: Parent and Community Involvement
A. Briefly explain the general plan to engage parents in the life of the school (in addition to any proposed governance
roles described in previous sections of this application, if applicable) as well as plans for regular communication
with parents about school matters. This could include building family-school partnerships to strengthen support for
learning, volunteer opportunities, or activities the school will seek from, or offer to parents. This must include the
governing board’s appointment of a representative to facilitate parental involvement, provide access to information,
assist parents and others with questions and concerns, and resolve disputes, s. 1002.33(7)(d)1., F.S.
Parental and community involvement is a fundamental aspect of the mission and vision of
SLAM. The School will encourage parents to be active participants in their children’s education
through volunteer opportunities at the school. SLAM will reach out to parents and the community
through the SLAM website, monthly newsletters, and event calendars which will be updated
monthly to disseminate information and maintain open lines of communication. The school will
also use workshops, parent meetings, open houses and email blasts to inform parents of
involvement opportunities at the school throughout the school year. These include activities such as
chaperoning field trips, assisting with class projects, helping in the library or office, speaking during
Career Week, Family Day, etc.
The administration will also require the faculty and staff of the School to uphold a strong belief in
and understanding of the charter school concept through the inclusion of parents in the educational
process. Through open lines of communications, faculty and staff will also be expected to encourage
parental involvement through:
Parental Service Contracts – parents agree to volunteer with their child’s teacher and/or be involved in
other ways in school activities.
Parent/Teacher Conferences – parents are encouraged to attend these valuable conferences hosted twice
a year, in the evening, at the School site where parents can discuss topics that affect their children’s
educational progress.
Open houses, Career Fairs, Family Day – parents are invited to attend regularly scheduled events
designed to recruit new students, support reenrollment, maintain positive reciprocal communication
and involvement between the School and the surrounding community.
School Advisory Council -Parents and community members are welcome to attend monthly SAC
meetings. The School Advisory Council will consist of school personnel, parents, students, local
business, and community members able to address and vote on pertinent school matters.
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PTSA – Parent, Teachers, & Students will unite regularly to coordinate extra-curricular events
designed to engage students and the surrounding community.
B. Discuss any established community resources that will be available to students and parents, if applicable. Describe
any partnerships the school will have with community organizations, businesses, or other educational institutions.
Specify the nature, purposes, terms, and scope of services of any such partnerships including any fee-based or in-
kind commitments from community organizations or individuals that will enrich student learning.
SLAM will foster levels of student engagement through mentoring opportunities, career advisors,
athletes as role models through positive relationships with these and other future community
partners. After school activities, quarterly guest speakers, participation in school sponsored events,
internship and volunteer opportunities with school partners and parents will provide students with
opportunities to benefit from its innovative programs as well as from varied extracurricular
activities. SLAM also engages parents, and other members of the community as mentors,
consultants, and guides who can share their real-world work experiences with students. Through
partnerships with community organizations, sports industry leaders, and career mentors, SLAM
empowers students to succeed academically and socially, thereby increasing the likelihood of their
academic achievement on a long-term scale.
Local Partnerships—Students will be empowered to create positive relationships with peers, parents,
teachers, and community mentors. This provides a framework for a seamless transition from high
school, to college and career. SLAM Academy High School of Palm Beach opening for the 2018-
2019 school year will work to establish relationships with the local community. The school will reach
out to the following prospective partners:
• Subway Store #54976
• Evert Tennis Academy
• Palm Beach International Speedway
SLAM Foundation Network—Because SLAM Academy will be affiliated with a larger network of
SLAM schools through the SLAM Foundation, a sports-based theme is something that has and will
continue to unite SLAM schools on a national level. This allows for virtual competitions between
one SLAM Academy and another. SLAM Academy may challenge SLAM Nevada to a math bowl.
SLAM Miami may challenge SLAM Academy to gaming challenge. Additionally, the SLAM
Foundation can implement network competitions such as a short film competition for the students
in the Academy of Sports Broadcasting and Journalism. Students in the Academy of Marketing,
Entertainment and Marketing may compete to create the best marketing plan for an upcoming
national sporting event such as the Super Bowl or World Series. In addition, teachers will have
access best practices and best lessons throughout the entire SLAM network. As a SLAM teacher,
you will have access to a backend system that encourages sharing best practices, collaboration, and
over all support. Unique access to career mentors is facilitated through partnerships with local and
national sports franchises such as:
• NASCAR/ Hendrick Motorsports: Creating a STEM engineering curriculum using the sport
of auto racing.
• NBA Cares Foundation: Bringing athletes and mentors to speak at SLAM schools and
participate in extracurricular activities with students
• XM Sirius Radio: SLAM has its own XM radio station run by the broadcasting academy
students at SLAM schools.
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• GOOGLE: Providing an afterschool Science club which teaches 9th graders to code while
creating their favorite fashion, music and sports video games; working with GOOGLE
engineers to implement a coding curriculum.
• Gallup: Using Gallup’s Principal and Teacher Insight assessments as part of the hiring and
recruitment process for innovative educators who have a passion for transforming
education.
C. Provide, as Attachment T, any existing evidence of demand for the school or support from intended community
partners, if available (e.g. letters of intent/commitment, memoranda of understanding, or contracts).
Please see Attachment T – Evidence of Demand/Need for the School for letters of support
from the community and current middle school students who wish to enroll in SLAM Charter High
of Palm Beach.
III. BUSINESS PLAN
Section 16: Facilities
If the site is acquired:
A. Describe the proposed facility, including location, size, and layout of space.
The School’s proposed facility is to be located at 2845 Summit Blvd. West Palm Beach, FL 33406.
Size and Layout of Space: The facility is 64,000 square on 2.6 acres with county approval for 1,250
students. All classrooms meet or exceed all pertinent classroom design standards set forth by the
governing agency. The facility has all the requisite programmatic elements including: classrooms,
multi-purpose spaces, library/media-lab, science and labs, restrooms, and administrative offices,
cafeteria, and ancillary programs. The school will lease the facility and share space with the existing
middle school program. In years 3 and 4 of the proposed program, the school plans to add an
additional building to the adjacent property.
B. Describe the actions that will be taken to ensure the facility is in compliance with applicable laws, regulations, and
policies and is ready for the school’s opening.
Safety, Permitting, and Inspections - The facility meets all requirements for educational facilities
in accordance with 1002.33(18)(a)(b) - the Florida Building Code pursuant to chapter 553, with the
exception of SREF and state minimum fire protection codes pursuant to Section 633.208, F.S., as
adopted by the County. The facility will meet all such requirements for education facilities, including
but not limited to, restrooms, fire safety, campus security, air quality control, weather proofing,
etc. The School will participate in the Sponsor’s annual site compliance visits for the purpose of
reviewing and documenting, as appropriate, compliance with applicable health and safety
requirements. Other inspection agencies may include inspections of kitchens and related spaces as
well as Department of Labor and Employment to for OSHA compliance. The School will show
proof of the annual inspections prior to the first day of operations.
C. Describe how the facility aligns with the proposed educational program and other requirements such as mandated
class sizes.
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The facility contains all the requisite programmatic components the needs of the SLAM program
(such science, broadcasting room/computer labs). The facility is designed at capacity for 1,250
students and there by is more than suitably aligned to the school’s enrollment plan. This is in
compliance with class size mandates as it allows sufficient space for class sizes ratios of 1:25 for high
school.
D. Document the anticipated costs for the facility, including renovation, rent, utilities, and maintenance. Identify, if
applicable, any funding sources (other than state and local funding) that will be applied to facilities-related costs and
include evidence of such (e.g. letter, MOU) as Attachment U. If renting an existing facility, provide draft lease
agreement as Attachment V.
Estimate of Costs - These Budget projections in Attachment X have been derived from actual
historical data from other comparable charter school facilities leased by the board, and from
experienced charter school facilities developers, updated based upon widely-reported cost
escalations for land and construction costs for the corporation's charter school programs. The
forecast base rent and all other facilities costs are included for all years of the charter in the
proposed budget are as follows:
Lease of Facilities: SLAM’s board expects to finalize negotiations with the landlord upon approval
of the charter application and will provide the Lease agreement prior to charter contract negotiations
with the Sponsor.
The lease amount has been budgeted and at an average cost of $1,000 per student station in the
budget. Long-term leasing provides to the School the ability for the School’s Governing Board to
focus on its core mission (education and educational programming), outsourcing the design,
acquisition, permitting, financing, and construction of facilities to experienced entities in those fields.
In addition, long-term leasing separates the School from the vagaries of real estate and financial
markets, creating long-term guaranteed access to needed physical plant without the associated risks
of ownership.
Utilities and maintenance cost estimates are shown in the budget as follows:
Operation of Plant (7900): is detailed in the Facilities Decision section of the budget and includes
Purchased Service - CAM (Custodial, fire and alarm, pest control), Property Insurance, General
Repairs and Maintenance, and Utilities.
- Water and sewer -$13.00 per student per year
- Electricity is at $1.25 per square foot
E.
Describe the back-up facilities plan. What is the alternate plan for facilities if the proposed facility is not available
or is determined to be inappropriate for the school’s opening?
Because the facility is already operating the SLAM Middle School program and has the needed
capacity to open in Year 1, the Board does not foresee any issues. However, in the event that the
facility for any reason not available, the Board will direct the ESP to locate alternative facilities
options suitable for school use immediately for the Board’s review. Any such alternate facility shall
be zoned for educational use and contain the adequate number of classrooms designed to meet or
exceed all pertinent classroom design standards set forth by the governing agency.
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Section 17: Transportation Service
Describe the school’s plan for transportation to ensure that transportation is not a barrier to equal access for all
students residing within a reasonable distance of the school, s. 1002.33(20)(c) F.S.
The School’s plan for transportation, including any plans for contracting services, will be pursuant to
Florida's Charter School Legislation and consistent with the requirements subpart I.E. of Chapter
1006 and 1012.45, F.S. The School transportation plan will abide by applicable district, state, and
federal rules and regulations. Accordingly, the School will ensure that transportation is not a barrier
to equal access within a reasonable distance of the School, as required by section 1002.33(20)(c), F.S.
The School’s plan for providing reasonable and equitable transportation opportunities for all
students is as follows:
Ensuring Equal Access: The school will ensure that transportation is not a barrier to equal access
within a reasonable distance of the School, as provided in the Florida’s Charter School Legislation.
In the case transportation is needed and if the parent advises the School that there is a hardship, and
he/she is unable to provide the transportation, the School will provide transportation within a
defined reasonable distance. In such cases, the School shall be responsible for transporting all
students in a non-discriminatory manner to and from the School who reside within a reasonable
distance of the School or who otherwise are entitled to transportation by law. In these situations, the
School may provide transportation by contracting with an independent private transportation
provider approved by the Sponsor.
Private Providers: Any private providers contracted by the School will be such providers who have
been approved by the Sponsor as per the Sponsor’s approved provider list. The School will comply
with all applicable requirements of Fla. Stat. 1012.45 and review these rules and statutes at least
annually for any changes thereto in ensuring compliance with statutes and rules pertaining to the
safety of transported students. The School will provide the Sponsor with the names and contact
information of any and all contracted private providers in ensuring monitoring of compliance for
the safe transporting of students.
Transportation for ESE Students: The School may contract with a Sponsor-approved private
transportation carrier to provide specialized transportation for students with disabilities based on
their particular student needs and that which may be specified in a student’s IEP. In such case, the
School will provide the Sponsor the name and information of the Sponsor-approved private
transportation firm.
Parent Transportation Agreements:
The School’s plans for contracting services, as described in
Florida law, §1002.33(20)(c) F.S., provides that the governing body of the charter school may
provide transportation through an agreement or contract with a private provider or with parents.
The School will enter into agreements with the parents/guardians to provide transportation for their
children as stipulated in the school’s proposed parental involvement agreements wherein parents
receive volunteer hours. The school believes that the time a parent can spend daily transporting the
student (his or her child) to the school is a valuable opportunity for the parent and student to
strengthen their bond and share information regarding the day’s activities and events at the school.
Section 18: Food Service
Describe the school’s plan for food services, including any plans for contracting services or plans to participate in the
National School Lunch Program. Explain how the school’s food service plan will ensure healthy, well-rounded meals
for students.
An organized, healthy meal service that meets local health, state and federal regulations and adheres
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to 7 CFR Parts 210 and 220 will be offered at the school site. Healthy, well-rounded, nutritious
meals will be provided in accordance with The Healthy, Hunger-Free Kids Act of 2010 and the
USDA Dietary Guidelines of meal component and portion size requirements. The School will
participate in the free/reduced priced meal program and will provide free and reduced priced meals
for eligible children. Eligible children are children from households with gross incomes within the
free and reduced limits on the Federal Income Guidelines. All Healthy meals will be distributed to
students using a point of sale accountability procedure.
SLAM Inc., is an approved sponsor of the National School Lunch Program (NSLP). The school
plans to contract with the local school district. If not, it will prepare its own food in which case the
school will have a food service preparation area with all of the necessary equipment for preparing
and holding the food or the school will contract with a FDACS registered vendor to provide the
food and equipment necessary for holding the food at required temperatures.
The school will implement a Verification plan and during the verification period, the confirmations
of eligibility for free and reduced priced meal benefits under the National School Lunch Program are
completed. Verification includes income documentation or confirmation that the child is included in
a currently certified Temporary Assistance to Needy Families (TANF) assistance unit, SNAP, or
Food Distribution Program on Indian Reservation (FDPIR). Verification efforts are not required for
students who have been directly certified, homeless certified, and migrant certified or designated as a
runaway youth. Directly certified students, migrant children, homeless and runaway youth are
granted automatic eligibility for free meal benefits.
The School will process all necessary lunch applications; adhere to program operation and record
keeping requirements; and use of the Florida Automated Nutrition System (FANS). The School will
implement the following procedure for processing Free/Reduced Lunch Applications: 1)
Disseminate lunch applications to all students upon enrollment; 2) Collect lunch applications and
determine applications, according to Florida Income Eligibility Guidelines, published in the Federal
Register by Food & Nutrition Service, USDA; 3) Enter determinations for each child into the
district mainframe or report the information to the district as required; 4) Provide students with
notice of eligibility; 5) Serve/Charge student lunches in accordance with determined eligibility; 6)
Submit claims for reimbursement within 30 days of the following month for each approved month
of the school year once approved by the NSLP.
Contracting Services - The School may contract with an independent provider to prepare and
provide meals, or the school may prepare and serve the meals to students. If an independent
provider is required, the school will solicit bids from registered vendors for food service. The
private vendor selected by the school will prepare and deliver food to the school in accordance with
standards established by the Florida Department of Professional and Business Regulations. The
private vendor will be required to maintain and supply the school with equipment to hold the meals
and daily records of all lunches served and current copies of inspection and insurance certificates.
Lunch Area – The facility includes a lunchroom and seating area that meets state nutritional and
sanitation standards. The School agrees to have two satisfactory health inspections conducted on a
yearly basis, by the State Department of Health, County Department, as required, to maintain Permit
for Food Service.
Section 19: School Safety and Security
Outline the plan for school safety and security for students, staff, the facility, and property. Explain the types of
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security personnel, technology, equipment, and policies that the school will employ. A full plan that also includes
procedures for unanticipated emergency situations will be required prior to school opening.
SLAM Academy Charter High School (Palm Beach) will combine the best practices and procedures
developed by existing SLAM schools to ensure the safety and security of all students, staff and
school property. SLAM will cooperate with the District to provide the safest school possible for the
staff and students, and will incorporate all the applicable and appropriate district-approved
emergency efforts in order to maintain a safe school environment. All staff members will be trained
regarding procedures for disaster preparedness plans outlining procedures for emergency situations
and natural disasters. Staff will be trained to implement an action plan within an emergency
situation. Both students and staff will be trained in planning for these events through routine drills
and practice. Procedures and plans will be provided to teachers and the staff through the employee
handbook, and parents and community members will receive information regarding emergency
procedures via newsletters, the parent handbook and routinely scheduled school meetings. The
Governing Board and the School will ensure that all provisions of the Jessica Lunsford Act
(1012.465.F.S.) are adhered to at the school in ensuring the safety of all faculty, staff and students on
the property. Please see Attachment FF a detailed school safety and security plans including
procedures for unanticipated emergency situations.
Section 20: Budget
A. Provide as Attachment X, an operating budget covering each year of the requested charter term that contains
revenue projections (using the Florida charter school revenue estimate worksheet as Attachment W for at least the
first year of operation), expenses, and anticipated fund balances. The budget should be based on the projected
student enrollment indicated in Section 2 of the application. A template for the operating budget may be available
from the sponsor upon request. See Attachment X – Operating Budget
B.
Provide as Attachment X, an operating budget covering each year of the requested charter term that contains
revenue projections (using the Florida charter school revenue estimate worksheet as Attachment W for at least the
first year of operation), expenses, and anticipated fund balances. The budget should be based on the projected
student enrollment indicated in Section 2 of the application. A template for the operating budget may be available
from the sponsor upon request. See Attachment X – Proposed Operating Budget
C. Provide a start-up budget as Attachment Y that contains a balance sheet, revenue projections, including source of
revenues, expenses, and anticipated fund balance. The start-up budget must cover any period prior to the
beginning of FTE payments in which the school will expend funds on activities necessary for the successful start-up
of the school. See Attachment Y – Proposed Start-up Budget
D. If the budget is contingent upon sources of funding beyond those typically provided by local, state, and federal
governments (such as funding from foundations, donors, grants), provide evidence of such funding (e.g. MOU,
letters) as Attachment Z. See Attachment Z – Evidence of External Funding
E. Provide a detailed narrative description of the line-item revenue and expenditure assumptions on which the
operating and start-up budget are based. The budget narrative should provide sufficient information to fully
understand how budgetary figures were determined.
The FTE Base Funding Revenue forecast is based upon data provided by the FLDOE and the
sponsoring school district. See Attachment W for detailed Revenue Estimate Worksheets.
School Lunch Reimbursements - Funding is based on student eligibility and meals provided.
Instructional Materials Allocation - As provided in the General Appropriations Act, school
districts are required to pay for instructional materials for public school high school students who
are earning credit toward high school graduation under the dual enrollment program as provided in
section 1011.62(l)(i), Florida Statutes
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Teacher Salary Allocation is provided pursuant to Specific Appropriation 87, Chapter 2013-40,
Laws of Florida, and Section 26 of Chapter 2013.
Operating Budget Expenditures: Expenses have been forecast using the statistical expense data
compiled from over 100 successful charter schools operating in Florida. The data is highly reliable
and every one of the charter schools that developed budgets using this system this past 2017 school
year completed the year with a budget surplus.
Salaries (5100): (includes classroom teachers, contract or hourly, and teacher aides). The number of
instructional personnel is in accordance with Florida Law for class size as it pertains to charter
schools
School Administration: includes the Principal. The percentage reflected in the budget for the
principal refers to the salary, which may be reduced based on the enrollment in Y1. The budget also
includes a Guidance Counselor (Y2); Curriculum Specialist (Y3); Media Center Specialist
(Y4); Data Prep Clerk and other office assistance personnel as needed (Y2-Y5).
Teacher Salaries were derived at by using an average salary of $41,940/teacher for Year 1, with a
CPI of 1% for every year thereafter. Teachers include ESOL certified personnel, Reading
Coaches with supplements for additional staff duties budgeted at $5,850 in Y2.
ESE coordinator/teacher is accounted for in staffing projections (see staffing plan -Attachment X).
Attachment M - organizational charts - also reflects ESE staff for the projected ESE population in
year 1 which will be shared with the middle and growing to 4 in Year 5. Depending on the child’s
IEP, some ESE services may also be provided through contracted ESE staff listed in the budget
Line Item 310: Professional and Technical Services. The school will contract with professional
service providers at $75 an hour for an assumed 7 hours/week to provide for the unique needs of
our ESE students for services such as speech and language, occupational therapy, physical therapy,
etc. Academica (the ESP) also employs a full time ESE expert who assists the schools as needed in
these areas, just like the District has a ESE Director for its schools. The ESP agreement includes
services to be provided by the ESP, which include ESE specialist support. This is found in the
budget under Professional Services (7500-310).
ESOL Program: ESOL program staff is accounted for as teachers who would be ESOL endorsed
to serve the expected 13% population (ELL students in year one). See Attachment P – Job
descriptions – ELL Specialist/Teacher, which describes the ESOL Specialist as also having the role
of a teacher. However, the number of teachers will be adjusted as needed based on the number of
students identified upon student enrollment (results from home language surveys and/or ESOL
proficiency levels).
Substitute teacher costs assume that substitutes 10 days/full-time teacher at a rate of $110/day.
Other staff for school operations includes security and maintenance personnel.
Employee Benefits are detailed in the Enrollment and Staffing section of the budget. This includes
health insurance costs, 401k contributions, Worker’s Compensation, and all mandatory federal and
state employment taxes. See Section 12 Human Resources and Employment for detailed
information on employee benefits.
Academic Computers (5100-643): The school will purchase academic computers at
$550/computer. See Budget - Other Expenses: Academic Computers:. The number of computers is
sufficient to provide the program described in the application (the budget allocates $6,600 which is
sufficient for program and for testing).
Academic Supplies (5100-510): is budgeted at $42 per student for academic supplies for the first
year. Instructional Expenses include Classroom Supplies, Teacher Supplies, and Supplemental
instructional materials (CIRP/SIRP and Technology) as per Reading and Math Interventions. The
budgeted amounts assume that the only revenue that the school will receive is FTE, and is therefore
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consistent with (and exceeds) the amount allocated to instructional materials under the categorical
funding formulas used by the State of Florida.
Textbooks (5100-520): The district’s budget template requires the school to enter a textbook
amount “per student”; however, the school purchases books in terms of sets per core class and
section. The amount entered in the budget, is an average of the number of textbooks plus the
average price per textbook ranging from $50 to $80. The budget allocates for $12,800 for textbooks
in year 1. See attached textbook Textbook Calculator, in the budget for clarification of the itemized
textbooks costs factored in the budget.
The budget allocation for technology is as follows:
Other expenses - $4,800 in year 1 for instructional technology in the classroom as described in the
application.
Other expenses - $6,250 in year 1 for academic software, which will be used for licensing of digital
instructional materials as referred to in the application.
Furniture (5100-641): The anticipated furniture cost is about $2,850 per classroom. The school will
lease this and have the costs spread over five years.
ESE Services (5200-310): In addition to ESE specialist, as described in section 6 of this
application, the school will contract with professional service providers at $75 an hour for an
assumed 7 hours/week to provide for the unique needs of our ESE students for services such as
speech and language, occupational therapy, physical therapy, etc.
Insurance (7100-320): Estimate Liability/Professional Insurance is budgeted at $35 per student
which would include general liability, directors/officers, and student accident insurance.
District Dues & Fees (7200-730): For years 1-5, 5% of FEFP funds are allocated for district fees.
After the third year, if the school earns HP status, the district fees will be at 2% of FEFP.
Fiscal Professional Services (7500-310): The School intends to contract with an ESP. The cost
expected is $450 per student for this fee. The ESP fee will be waived Yr 1. Yrs 2-5 are reflected in
the budget in three areas: 7300-310 for $340, 7500-310 for $110. $8,500 is also reserved for the
annual audit.
Food Services (7600-570): Food Services: The Lunch Program expense is based on current
figures found in the affiliated charter schools. Since we are uncertain of the precise population (and
number of free and reduced lunch meals to be served) we are unable to provide a more precise
budgeted structure for food service. However, an estimated amount is provided in the Food
Services/School Lunch Calculator section of the budget.
Transportation (7800-390): The budget allocated for transportation costs is based on a cost per
bus per day starting at Year 1 total of $104,400 and reaching $282,515. by Year 5.
Operation of Plant (7900): is detailed in the Facilities Decision section of the budget and includes
Purchased Service - CAM (Custodial, fire and alarm, pest control), Property Insurance, General
Repairs and Maintenance, and Utilities.
Facilities Rent (7900-360): Facility cost is budgeted at $1,000/student
Reserve Fund: 3% of the school’s FEFP funds are allocated to the reserve fund. For year one, this
will represent a total of $9,994. This is listed as an expense on the budget, but it has not been
designated toward a specific expense as the school anticipates that there will be expenses that have
not been planned for. As a result, the Board will be able to allocate the reserve fund as necessary. If
the reserve fund is not spent, it will be used to build an ongoing cash reserve fund.
F. Discuss the school’s contingency approach and plan to meet financial needs if anticipated revenues are not received
or are lower than estimated. This may include budgets for 75% and 50% of revenue projections or a budget for
whatever percentage the applicant considers the minimum percentage at which they could operate the educational
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plan presented.
Besides a contingency fund, as referenced above, the school has included a budget at 50% of
projected enrollment to meet financial needs if anticipated revenues are not received or are lower
than estimated. See Attachment X – 50% Budget
G. Explain in detail the year one cash flow contingency plan, in the event that revenue projections are not met (or not
met on time).
The budget has a projection at 50% of enrollment and the school is sustainable at that level (See
Attachment X). The school has also secured support from a non-profit foundation as cash flow
contingency plan for opening the charter school in the event revenue projections are not met on
time. In order to ensure that the charter school is able to secure working capital for opening, the
nonprofit foundation can offer a number of different services including facility and working capital
financing (See Attachment Z – Evidence of External Funding).
H. Provide monthly cash flow projections for the school’s start-up period (i.e. from the date on which the application is
approved to the beginning of the first fiscal year of operation) through the first year of operation. See
Attachment X – Cash Flow
Section 21: Financial Management and Oversight
A. Describe who will manage the school’s finances and how the school will ensure strong internal controls over
financial management and compliance with all financial reporting requirements.
The Governing Board has the ultimate responsibility to ensure that the School’s finances are
managed properly. The Board will contract with an Education Service and Support Provider (ESP),
which will assist the Board and the School Principal with the preparation and reporting of the
School’s finances.
The School has established sound financial policies and accounting procedures to safeguard its
finances. The Governing Board shall annually adopt and maintain an operating budget, retain the
services of a certified public accountant or auditor for the annual independent financial audit and
review, and will approve the audit report, including audit findings and recommendations. In the
event a financial recovery plan is necessary, the Board will monitor it and ensure such plan is
appropriately maintained. The Governing Board of the School will also review and monitor the
financial statements of the School on at least a quarterly basis during regularly scheduled Board
Meetings.
Controls - The Board of Directors is responsible for establishing and maintaining a system of
internal controls in order to provide reasonable assurance that the school’s assets are safeguarded
against loss from unauthorized use or disposition, and that transactions are executed in accordance
with the school's authorization and recorded properly in the financial records. Specifically, the Board
has established controls in accordance with all applicable federal, state and local laws and in line with
accepted industry standards and best practices regarding:
• Revenues, accounts receivable, and cash receipts
• Expenditures, accounts payable, and cash disbursements
• Budgeting and financial reporting
• Risk management
• School inventory & capital assets
• Student records
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• Employment records
Standard procedures utilized to ensure sound internal accounting and a system of checks and
balances include:
General Accounting - utilization of accepted state codification of accounts pursuant to the
Financial and Program Cost Accounting and Reporting for Florida Schools in all transactions pertaining to its
operations.
Accounting procedures for the School pertaining to receivables and disbursements are as follows:
For receivables, all cash payments will be logged, coded by source and deposited in a timely manner.
Deposits are reconciled to cash receipt logs.
Disbursements will be made only to approved vendors and must be appropriately authorized.
Disbursement packages are prepared at the School site, must be authorized by the School Principal,
and include appropriate supporting documentation to substantiate the nature, account classification,
business purpose and amount. For internal accounts, all disbursements require two signatures. For
operating and lunch accounts, disbursements require two signatures for any check in the amount of
$2,500 or above. Checks in the amount of $25,000 or above require that one of the signatures be
that of the Board Chair. Authorized signatures on checks are limited to the Chair of the Governing
Board, the President (if applicable), the School Principal/designee, ESP representative, and others,
as approved by the Governing Board.
Bank statements will be reconciled on a monthly basis, and reviewed and approved by the School
Principal for internal accounts. Operating account bank statements are reviewed and approved by
ESSP Manager of Accounting or Chief Financial Officer. The person reconciling the bank statement
shall not be the same person that manages the ledger.
The School will provide regular financial statements to the Sponsor including a statement of
revenues and expenditures and changes in fund balances, prepared in accordance with generally
accepted accounting principles, as well as GASB standards. These will be provided on the dates
required by the School Board in the charter school contractual agreement between the School and
the Sponsor.
Wire Transfers - copies of all wire transfers (e.g., FTE funds, grants, charter school capital outlay)
into the school’s banking account(s) along with supporting documentation are maintained and
recorded in the general ledger by journal entry.
Internal Revenue Collection - funds collected at the school (i.e., lunch monies, fundraisers, field
trips) will be initially collected by designated school staff. These funds, along with supporting
documents, are submitted to the School Treasurer whose responsibility is to record and prepare the
deposit. All deposits will be prepared in duplicate; the original goes to the financial institution and
the copy remains intact in the deposit book. A copy of the financial institution validated receipt
along with supporting documentation will be maintained on record.
Capital Expenditures - purchase orders are required for all capital expenditures and are pre-
approved by the Executive Director, Principal, or Designee. Limits are set by the Board of
Directors and may change as necessary. These purchase orders are entered into an enterprise-level
accounting software by the School Treasurer (for operating and lunch accounts), and approved
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electronically by the School Principal. Any purchase order totaling more than the limit as set by the
Board of Directors requires Board action.
Operational Checking Accounts - all expenses related to the operations of the school are paid
from the operating account. All operating expenditures are subject to the same approval processes
as indicated for capital expenditures. Operating bank accounts are reconciled on a monthly basis
and reviewed and approved by the ESSP’s Manager of Accounting or Chief Financial Officer. Bank
accounts shall not be reconciled by the same person managing the ledger.
Authorized Check Signers - authorized signers on school accounts are limited to certain specified
individuals as approved by the Board of Directors.
Segregation of Duties relating to financial controls – The School Principal will be responsible
for all aspects of school operations within the scope of operating policy and budgetary approval by
the Governing Board. The school’s on-site administration/faculty and staff will report directly to the
Principal, who then reports to the Governing Board. The ESSP, contracted by the board, will
provide bookkeeping, and financial forecasting services to the Governing Board for its oversight and
approval.
The Board, at minimum, will be responsible for:
1. reviewing and approving a preliminary annual budget prior to the beginning of the fiscal year;
2. reviewing quarterly financial statements, which include a balance sheet and statement of revenue,
expenditures and changes in fund balance, at each public board meeting;
3. annually adopting and maintaining operating budget for the school
4. retaining the services of a certified public accountant/auditor to conduct the annual independent
financial audit;
5. reviewing and approving the audit report, including audit findings and recommendations; and
6. reporting to all applicable legal agencies including the charter school’s sponsor
7. overseeing the school’s principal and all financial matters delegated to the principal, and
8. reviewing and approving the monthly financial statements submitted to the school board. The
governing board may review/approve all monthly financial statements for the months between
two successive board meetings. The governing board will record the review/approval of these
statements (month/year indicated) in its minutes.
The School will provide the Sponsor with annual audited financial reports as of June 30 of each year.
These reports will include a complete set of financial statements and notes thereto prepared in
accordance with generally accepted accounting principles for inclusion into the Board's financial
statements annually, formatted by revenue source and expenditures and detailed by function and
object, as per the Sponsor’s timelines.
The School will utilize the standard state codification of accounts as contained in the Financial and
Program Cost Accounting and Reporting for Florida Schools, as a means of codifying all transactions
pertaining to its operations for both internal and external reporting. Financial reporting will be
subject to any directives issued by the State of Florida and the local school district.
B. Explain the mechanisms the governing board will use to monitor the school’s financial health and compliance.
The Board will review and approve a preliminary annual budget prior to the beginning of the fiscal
year. The School Principal, along with the ESSP’s Budget Director, will prepare a school-site
budget, which will include anticipated revenues and expenditures based on student
enrollment. Each quarter, the Board will review the budget and make revisions, as necessary.
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The Principal will manage the day-to-day operations and site-based finances, including expenditures
and receivables. The Board will adopt a policy whereby the Principal will need to seek approval
from the Board for expenditures over a pre-approved amount. The Principal will report at least
quarterly to the Governing Board on the progress of the site-based budget and make
recommendations and seek approval for large expenses. The Governing Board will oversee the
Principal and remain responsible for all financial matters delegated to the Principal.
C. Describe the school’s plans and procedures for conducting an annual audit of the financial operations of the school.
The Board of Directors selects an external independent audit firm through a formal RFP process.
The selected firm performs an independent examination of financial statements and internal
controls on an annual basis for the period ending June 30
th
.
D. Describe the method by which accounting records will be maintained.
The School will utilize the standard state codification of accounts as contained in the Financial and
Program Cost Accounting and Reporting for Florida Schools, as a means of codifying all transactions
pertaining to its operations for both internal and external reporting. Financial reporting will be
subject to any directives issued by the State of Florida and Sponsor.
Additionally, these policies, identified in the Board’s Policies and Procedures Manual, ensure
effective internal controls over revenues, expenses and fixed assets and are evaluated on a monthly
basis to ensure compliance with all statutory and regulatory authorities. Among others, these
procedures require the school to:
• Utilize the standard state codification of accounts (Redbook) as a means of codifying all
transactions pertaining to its operations for both internal and external reporting; the Board
reserves the right to use GAAP in accordance with the Florida Statute.
• Open an operating bank account, lunch bank account (if applicable), and a school fundraising
account with an FDIC insured institution
• Record transactions managed by these accounts in a QuickBooks or MRI accounting software
program
• Reconcile monthly reports and bank statements and maintain these records in hard copy form
and/or electronically.
• Record and log all cash and checks received and deposit daily.
• Require dual signatures for all checks over $2500.00 disbursed from the operating account, and
dual signatures for all checks regardless of amount, disbursed from fundraising accounts, as
established by the Board
• Prepare disbursement packages at school site for internal and special accounts as authorized by
the Principal.
• Maintain supporting documentation electronically within MRI software for all disbursements
made from the operating account, as authorized by the Principal
• Make disbursements only to authorized/approved vendors. A Form W9 must be obtained for any
and all vendors before payment may be released.
• Conduct physical property inventories at the beginning and end of every school year to
safeguard fixed assets.
• Categorize, label, and record all fixed assets in an Inventory Log, and/or in a fixed asset
management software such as Real Asset Manager, which is updated throughout the school year
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as items are purchased and disposed. School administration must ensure it is following both
district and funding source inventory requirements (Example, CSP, Title I, etc.)
• Follow the procedures for proper disposal and inventory as detailed in the Internal Accounting
Manual
• Retain documents for a specified amount of time
E. Describe how the school will ensure financial transparency to the authorizer and the public, including its plans for
public adoption of its budget and public dissemination of its annual audit and financial report.
Monthly and quarterly (unaudited) financial statements are prepared and submitted to the Sponsor,
as well as to the school’s Board of Directors, for review and approval and its compliance. Budgets
are also prepared and presented to the Board of Directors for review and approval at regularly
scheduled board meetings. Upon adoption, the budget is posted to the school’s website. In addition,
annual budgets are submitted to the Sponsor. Annual Audited Financial Statements are presented to
the Board of Directors upon completion, and submitted to the Sponsor and Auditor General per
reporting requirements.
F. Describe any key back-office services to be outsourced via contract, such as business services, payroll, and auditing
services. Include the anticipated costs of such services and criteria for selecting such services.
The ESSP provides services to the school per the Educational Service and Support agreement,
including but not limited to facility design, staffing recommendations, human resources
coordination, regulatory compliance, legal and corporate upkeep, maintenance of books and records,
bookkeeping, budgeting, and financial reporting. The PEO is selected through a competitive
process, where cost and scope of services of the various providers in this field are compared.
In addition, the Board of Directors publishes an RFP in a local newspaper soliciting proposals from
qualified firms of certified public accountants to annually audit their financial statements. After
receipt and review of proposals, the Board ranks the top three firms, and subsequently selects the
highest ranked firm with which to enter into an Engagement. Costs for audit and tax services are
provided within the formal proposals, and within the Engagement Letter.
G. Describe how the school will store financial records.
The School will maintain both student and financial records in accordance with Chapter 119, Florida
Statutes. Retention schedules established by the records and information management program of
the Division of Library and Information Services of the Department of State will be followed.
The school maintains both active and archival records for current and former students in
accordance with federal, state, local laws and with the regulations prescribed by the Florida
Department of Education. The school ensures that all student records are kept confidential as
required by applicable law.
All permanent records of students leaving the school, whether by graduation or transfer to another
sponsoring district school are transferred to the sponsoring district school in which the student is
enrolled. All students leaving the school to attend an out-of county school or a private educational
institution shall have a copy of their permanent record forwarded to the school in which the student
is enrolled. All permanent records remain in the last school in which the student was enrolled.
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All student and financial records are kept in locked, fireproof cabinets or in a fireproofed locked
records storage vault. Only certain school personnel have access to student records, and
computerized student records are backed up regularly and stored in a secure area.
Financial Data Security - financial data will be maintained on a secured system/network. Only the
School Director and authorized representatives of the Board of Directors have access to the
data. Appropriate file backups and physical records will be maintained in a secure environment.
H. Describe the insurance coverage the school will obtain, including applicable health, workers compensation, general
liability, property insurance, and directors’ and officers’ liability coverage.
The School will maintain insurance coverage limits that either meet or exceed the District minimum
insurance limit requirements. The School’s insurance shall cover the School (and its subcontractors,
to the extent that it is not otherwise insured) for those sources of liability which would be covered
by the latest edition of the standard Workers’ Compensation Policy, as filed for use in Florida by the
National Council on Compensation Insurance, without restrictive endorsements as stated in the
Florida Workers’ Compensation Act.
Minimum Limits: There shall be no maximum limit on the amount of coverage for liability imposed
by the Florida Workers' Compensation Act or any other coverage customarily insured under Part 1
of the standard Worker's Compensation Policy.
The minimum amount of coverage for those customarily insured under Part 2 of the standard
Worker's Compensation Policy shall be:
EL Each Accident: $500,000; EL Each Disease-Policy Limit: $500,000; EL Disease-Each
Employee: $500,000
Insurance limits and deductibles are as follows:
o General Liability Limit - $1,000,000/$3,000,000 Deductible: $0
o Auto or Hired Non-Owned Auto Liability Limit - $1,000,000 Deductible: $0
o Educators Legal Liability and Employment Practices - Limit: $1,000,000 Deductible: $2,500
Aggregate: $2,000,000
o Umbrella/Excess Liability Limit: $10,000,000 Deductible: $10,000
o Crime Coverage – Limit: $1,000,000 Deductible: $5,000
o Comprehensive Property Coverage – Limit: 100% TIV Deductible: Named Windstorm 5% of
TIV, $2,500 All other Perils
The insurance carrier has AM Best financial rating of A XII, with over $1 billion in retained earnings
according to AM Best.
For Worker’s Compensation: Aon Risk Services, Inc. of FL is licensed in the State of FL and Illinois
National Insurance Company is rated “A (Excellent)” by AM Best Company.
Employee Health Benefits
Please see Section 12 for Employee Health Benefits Plan.
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Section 22: Start-Up Plan
A. Present a projected timetable for the school’s start-up, including but not limited to the following key activities:
(This timetable is a projection and is not meant to be binding on the school or sponsor. A formal timeline may be
negotiated in the charter agreement).
The school’s projected timetable for start-up is as follows:
PROJECTED START-UP TIMELINE
Already
obtained
Applying for and securing appropriate legal status
February 2018
Submission of charter school application proposal
March 2018
Finalizing curriculum and other instructional materials
March – May
2018
Marketing and Student Recruitment
Principal selection and hiring by the Board
March- May2018
Initial Recruitment of Faculty and Staff
May 15
th
Student Registration Begins
May 30th
Student Enrollment
Students who have registered will be officially enrolled. If number of
applicants exceeds capacity, lottery will be conducted.
June 1st
Second Registration Period Begins
Vendor Contracts Finalized (food service, uniforms, etc)
June 15
th
Students who have registered will be officially enrolled.
If number of applicants exceeds capacity, Lottery will be conducted.
May- June
Curriculum Planning and Purchasing of Materials
Techn ology and School Furniture Purchasing
Finalize Staff Recruitment and Hiring
Teacher fingerprinting, drug-testing, and background checks
June- July
Preparation of Facilities
Finalize Faculty and Staff Hiring
Policy Adoption by Board as needed
Establish financial procedures
Governing Board Training/Fingerprinting as needed
Finalize transportation and food service plans
July- Aug
Conduct Final Facilities and Safety Inspections
Staff Training
Finalize Registrations and Master Schedule
August 2018
Textbook and Furniture distribution and inventory
Final Curriculum Review with lead staff
Faculty Orientation Workshops – PD
Student/Parent Orientations
Classes Commence as per Sponsor Calendar
Addendum A: REPLICATIONS
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A. Identify the existing school(s), including MSID number(s), to be replicated and provide evidence that the existing
design has been effective in raising student achievement. The effectiveness of an existing school design should include
evidence of the success of the academic program as well as organizational and financial viability.
The school design is modeled after the existing SLAM high school (MSID#13-7016) in Miami-Dade
County. SLAM Middle and High school opened in 2012 in a temporary facility while awaiting
construction of its permanent location across from Miami Marlins Park. Due to the space
constraints of sharing a facility with another charter school, SLAM opened with a cohort of 25
students in year one. By the following year when the facility was ready, the school had a waiting list
of 4,000 applicants and thus opened at full building capacity of 1,000 students in grades six through
eleven. Because of this, the 2013 school faced many challenges from having 6-11 the grade program
open all grades at once – and specifically the cohort of 10
th
and 11
th
graders who entered the school
performing several years below grade level. Despite these challenges, only two years later, SLAM
achieved a 91.7 percent graduation rate in 2015, surpassing the local school district (78.1 percent)
and State (77.9 percent). In 2017, the graduation rate increased to 95.5 percent, with 96 percent of
graduates accepted into colleges and universities. In 2017, SLAM high School achieved a “B” grade
from the Florida department of Education. The school also achieved a 97 percent in the College
and Career Acceleration component within the State’s school grading formula.
In 2015, SLAM’s Hispanic student graduation rate was nine percent, which is three percent higher
than the national average for white student graduation rates, indicating a closure in the achievement
gap. Additionally, SLAM has a 97 percent minority rate and 88 percent of the students are
considered economically disadvantaged. In 2017, The cohort graduation rate of Hispanic students
at SLAM (93 percent) also surpassed the U.S. national average for Hispanics of 76 percent.
The SLAM model also demonstrates organizational viability, compliance with legal requirements,
and the direct relationship between program elements and student achievement. The school has
operated in the black since inception and was the recipient of CSP Implementation grants funds as
well as a grant from The Charter School Growth Fund in 2013. By adopting the educational design
of the existing school with a full-range of services targeted to students of all performance levels, the
proposed SLAM school will be highly effective in raising student achievement with emphasis on
low-performing and minority populations.
A. Discuss the key components or non-negotiable elements of the educational program that make the school
design what it is and that the operator will expect to remain consistent and essential to the successful
replication of the model.
One key component to SLAM’s curriculum model is the infusion of sports into the lessons to hook
the learner and increase the interest levels for students in daily lessons. Over the years we have
observed fewer discipline cases and higher levels of student engagement throughout the grade levels
as a result of this component. Once the student is engaged, the learning becomes relevant and the
rigor is increased.
Another key component is the project-based learning that takes place throughout the grade levels
and in the academy courses. SLAM’s team concept is evident in the classroom as students come
together to compete academically. Projects that begin as classroom and school wide assignments are
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later presented at district, state, and national competitions by their respective academies and interest
clubs. These hands-on projects prepare students for collegiate studies and beyond. The goal is to
provide students with competitive networking opportunities in preparing them to be global leaders.
Below are distinct programmatic and key components of the instructional program:
SLAM-ified Lessons—Teachers will be expected to “SLAM-ify” lessons. The integrity of “what” is
being taught will be maintained with fidelity; however, all teachers will be required to SLAM-ify
“how” the standards are taught. By definition, SLAM-ify means to teach standards through sports
concepts.
Positive Learning Environment: SLAM will create a powerful learning environment by creating a
sense of belonging and building relationships through Home Team, setting clear expectations
through our innovative discipline approach, staying relevant, and intentionally being positive in the
classroom.
Network: SLAM students will have a unique experience being connected to a national foundation
and radio station.
SLAM Foundation—SLAM will have a partnership with the SLAM Foundation, which serves to
connect all SLAM schools (SLAM Miami, SLAM North Miami, SLAM Atlanta, SLAM Tampa and
SLAM Nevada) through professional development, competition, and over all support. Additionally,
the SLAM Foundation works hard to secure national partnerships that SLAM will have access to (ie
NBA Cares, SiriusXM Radio, Google, Gallup). Because SLAM will be affiliated with a larger
network of SLAM schools through the SLAM Foundation, a sports-based theme is something that
has and will continue to unite SLAM schools on a national level. Additionally, the SLAM
Foundation can implement network competitions such as a short film competition for the students
in the Academy of Sports Broadcasting and Journalism. Students in the Academy of Marketing,
Entertainment and Marketing may compete to create the best marketing plan for an upcoming
national sporting event such as the Super Bowl or World Series. In addition, teachers will have
access to best practices and the best lessons throughout the entire SLAM network. As a SLAM
teacher, you will have access to a backend system that encourages sharing best practices,
collaboration, and over all support.
SLAM Radio—SLAM Foundation will also grant the school access to SLAM’s SiriusXM radio
station, which broadcasts content exclusively created, produced, and presented by students
throughout the SLAM Network of schools.
B. Describe how the target population for the proposed school compares with the population(s) currently being
served. Explain why the model will be effective and successful in raising student achievement with the
applicant’s target population.
The majority of the current SLAM high school students in Miami come from the surrounding
communities of Little Havana and Overtown, both predominantly minority and poverty-stricken
urban neighborhoods. The current student population at the high school is 97% minority, 12%
English Language Learners and 6% Students with Disabilities. An overwhelming majority of
students are economically disadvantaged (88%) and lack academic support at home due to families who
lack formal schooling or have little or no English proficiency. Despite these challenges, the current program
is closing the achievement gap and increasing the level of education, especially for minority and
economically disadvantaged students. Through a career academy model offering a variety of
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innovative college preparatory programs, including dual enrollment with local universities and
Advanced Placement (AP) courses, this program addresses the largely unmet needs of college
preparation, affordability, equity and access.
Target population: As a choice program, the school will have an open admissions policy and
therefore anticipates serving a student population that is reflective of the overall student
composition of the School District as described in Section 2. Research has proven that career
focused models improve successful school-to-work transitions without compromising academic
goals and preparation for college. SLAM’s thematic approach will offer all types of students a unique
opportunity to explore career choices through partnerships with local sports franchises. Providing
positive role models and making learning relevant leads to increased student performance, increased
graduation rates and helps to close the achievement gap.
Sports Leadership Program: SLAM’s thematic approach will offer students a unique opportunity
to explore career choices through partnerships with local sports franchises. The program will
provide current SLAM middle school students a seamless progression into a career academy if they
choose to apply to SLAM High School. Sports themed programs have proven to be affective in
making education relevant to student learning.
Additionally, minority students have many role models in the world of sports. According to Diversity
Inc, all but one professional sports league is comprised of at least 50% minority groups.
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Providing
positive role models and making learning relevant leads to increased student performance, increased
graduation rates and helps to close the achievement gap.
C. To the extent that the target population for the proposed school differs from the populations being served in
existing schools, explain any anticipated modifications and adjustments to the educational program.
Based on the needs of the students enrolled, the school commits to making any modifications such
adding additional staff ESE/ELL and curriculum support and recourses (for interventions services)
as needed to support the incoming student population.
D. Describe any other ways in which features of the proposed school’s educational program will differ from that of
the school(s) to be replicated. Explain the rationale for the change(s) and any new resources that the
variation(s) will require.
The proposed school’s educational program will differ from that of the school(s) to be replicated in
the exist that it will follow the district of Palm Beach’s Comprehensive Researched Based reading
Plan and therefore implement additional reading programs then the existing schools.
E. Discuss the plan for replication, including if the operator will need to acquire and allocate additional financial
and human resources necessary to replicate the design successfully. If additional resources are necessary,
describe the plan for securing.
SLAM will have the support of the SLAM foundation, in bringing this SLAM to the local
community. As part of the plan for replication, the foundation will support the school by:
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http://www.diversityinc.com/news/measure-diversity-one-u-s-pro-sport-meets/
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• Afford the development, research-based validation, and implementation of SLAM’s curriculum
§ Assisting to recruit and train outstanding educators and school leaders who are passionate about
transforming education norms in order to best serve students
§ Facilitating the exchange for innovative best practices throughout the SLAM network
§ Providing professional development for school leaders, faculty, and staff in the implementation of
curriculum, athletics and school operations
§ Providing access to network of SLAM educators, mentors and resources to SLAM schools
§ Seeking and securing additional partnerships with local and national organizations and sports
franchises in order to provide students with the best preparation to be successful in college and
careers beyond
F. Discuss the results of any past replication efforts, if applicable, and lessons learned – including particular
challenges or troubles encountered; how you have addressed them; and how you will avoid or minimize such
challenges for the proposed school.
In light of the challenges experienced in its past opening and addressed in response to question “A”
and applying lessons learned, the proposed program will only open with only grade 9 in year one and
grow the student population form there in order to offer a more individualized program. The
acquisition of facilities has been another particular challenge for SLAM, as it is with many charter
schools. The proposed school has already identified a facility and will work with landlord on the
expansions plans as detailed in section 16 herein. Thus, the school will have time for the expansion
without causing any disruption to the learning environment.
Addendum B: EDUCATION SERVICE PROVIDERS
An Education Service Provider (ESP) is an organization, either for-profit or nonprofit, that contracts with a charter
school or a network of charter schools to provide comprehensive educational and business services. In addition to
Addendum B, applicants must also complete Form IEPC-M1A if the governing board plans to contract with an
ESP. The following section allows the applicant to demonstrate the ESP’s track record of success and its ability to
provide services for a new school(s).
ESP Selection
A. Explain why the applicant is seeking to contract with an ESP rather than operate the school(s) directly.
Given the multitude of ancillary support and resources provided by Academica at the direction of
the Board, the school site administrators at the SLAM schools have the ability to focus on providing
the most appropriate and effective educational program for its students. The ESP does not manage
the day-to-day operations of a school, but rather provides “back office” support for the Board
through a team of individuals with expertise in the areas of business, law, facilities, quality assurance,
strategic planning and development, and governmental compliance. This relationship allows SLAM
Academy to focus on their vision to provide equitable, high-quality education for all students while
ensuring the Board and school business operations are maintained with the assistance of an
organization with the experience and track record of providing a high level of support and service to
public charter schools. Academica has been hired as the ESP for SLAM schools since their
inception. With their support, SLAM has been able to expand into a National brand growing from
one charter school in 2012 to operating four charter schools across 3 campuses in Miami, Palm
Beach and Henderson, Nevada. Additionally, the SLAM network of schools is expanding for the
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2017-2018 school year to Tampa, North Miami Beach, Osceola, Florida and San Antonio, Texas.
Prior to attending SLAM, a vast majority of the student population lacked access and exposure to
high-quality academic programs focused on preparing them for post-secondary studies. With the
help of the services provided by the ESP, SLAM is closing the achievement gap and increasing the
level of education especially for minority and economically disadvantaged students.
B. Explain how and why the ESP was selected. If this is the first time the applicant has contracted with this ESP,
explain when and how the applicant learned of the ESP, what other ESPs were considered, and why the ESP
was selected over other ESPs.
The SLAM Network has longstanding relationship with the ESP. Academica is hired by the Board
to provide certain services, which support the operations of the school. Academica reports to the
Governing Board, which has the ultimate authority to hire and fire them. Academica charges a flat
annual fee per student enrolled at the school ($450 per student per year which shall be payable in
equal monthly installments), and does not charge a percentage of revenue or income received by the
charter school.
Academica functions solely as a service provider, similar to any vendor the school hires to provide a
service. The ESP’s services include assistance with facilities design, staffing recommendations and
human resource coordination, curriculum development, research and data updating, sponsor
relations and reporting, program marketing, and bookkeeping, budgeting, and financial forecasting,
provided to the Governing Board for its oversight and approval. In analyzing data regarding several
ESP’s currently working with charter schools in Florida, the Board concluded that Academica offers
the most competitive price and had a proven track record of success while still allowing for the
Board to maintain full control over the operations of the school.
C. For applicants working with an ESP for the first time, provide summary information from reference checks
conducted by the applicant (regarding the ESP), identifying each reference.
N/A
D. Describe whether and how the school’s board has assessed the capacity of the ESP to successfully carry out the
functions necessary to operate a high-quality charter school.
Academica has been hired as the ESP for SLAM schools since their inception in 2012. The proven
track record of academically and financially successful schools is a testament to the ESPs capacity to
carry out the functions necessary to assist the governing board in operating a high-quality charter
school. Academica’s experienced team of professionals provides services and solutions for every
aspect of charter school establishment and operation. Academica has been successful assisting
charter school boards to develop and execute strategic plans for scaling and replicating high
performing schools, and has assisted SLAM throughout its expansion both in Florida and into new
territories across the country.
As one of the longest-serving and successful charter school service and support organizations in the
nation, the company serves more than 150 charter schools in Florida, California, Nevada, Texas,
Utah, and Washington D.C. providing educational programs from pre-kindergarten through high
school and beyond. Academica-serviced schools have been recognized on a local, state, and national
level for their achievements.
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ESP Background
A. Provide the mission of the ESP and an overview of the organization’s strategic vision, including, if applicable, a
five-year growth plan, and rationale for managing new schools.
Academica’s mission is to facilitate the vision of the charter school’s Governing Board by providing
services and support to allow each school to fulfill its mission in providing students with the best
educational experience possible. Academica was founded in 1999 on the principle that each school
of choice is a unique educational environment governed by an independent Board of Directors best
qualified to forge its path to student success. Academica’s model to facilitate the charter school
Governing Board's vision ensures a student-centric focus and remains the cornerstone of their
approach.
SLAM, Inc. seeks to replicate its program to offer high quality public education to more students in
Florida over the next five years. SLAM will continue to follow the current expansion plan which has
proven highly successful. The plan for growth includes: Determining need for a high quality public
charter school by targeting areas which have a demand for a choice program; Cultivating
relationships with local communities and school districts in the areas identified for expansion, and;
Acquiring the financial and human resources necessary to achieve academic stability and financial
sustainability. The ESP will provide SLAM, Inc. with the support and services needed in order to
successfully accomplish its goals and plan for growth.
B. Identify the ESP’s leadership team and their specific roles and responsibilities. Include as Attachment BB an
organization chart for the ESP.
The president of the ESP, Fernando Zulueta, is a founding Board Member of the Florida
Consortium of Charter Schools, and a Board Member of The National Alliance for Public Charter
Schools. Mr. Zulueta has received numerous awards for his work with charter schools including the
“Cervantes Award” sponsored by Nova Southeastern University for significant efforts to support
excellence in the education of Hispanic students. Mr. Zulueta has over twenty years of experience
and training in land use and environmental law including planning and development of large
communities throughout Miami-Dade, Broward, and Palm Beach counties, over a decade of
experience in charter school development and operation of district, municipal, and state sponsored
charters. He has helped establish over 100 highly successful charter schools throughout Florida and
is experienced in conducting market studies and feasibility analysis. Mr. Zulueta is highly
experienced in educational facilities financing, lease, and contract negotiations.
Maggie Fresen is Co-Founder and Vice President of Academica. Maggie Fresen has over a decade of
experience providing oversight and support to nearly one hundred (100) charter schools. With
specific expertise in determining organizational viability and initial operational funding/financing,
she serves as a liaison between the Governing Board and various charter school Sponsoring entities.
Fresen has nearly two decades of experience in charter school staffing, budgetary oversight and
administrative management. Academica’s experienced team of professionals provides services and
solutions for every aspect of charter school consulting, establishment, and operation.
• Academic Services—administrative interviews and recommendations to the Board; Curriculum
development and assessment; quarterly academic review, professional development,
academic strategic intervention programs for students, leadership development and coaching
for principals and assistant principals, exceptional student education support, and
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accreditation support. Lead staff that support the academic services are Maggie Fresen, Vice
President, Director of Educational Projects and Quality Assurance, Director of Community
Relations and Special Projects, Director of Curriculum Support, Director of Special
Education Student Support.
• Business Services—Financial reporting and records management, bookkeeping and accounting
services, human resource administration, grant solicitation, governmental and regulatory
compliance, facilities development and financing, insurance and legal compliance, IT and
website development, community relationships and marketing. Lead staff that supports
business services are: Fernando Zulueta, Esq., President, Maggie Fresen, Esq., Vice-
President, Chief Operating Officer, Chief Financial Officer, Director of Marketing, Director
of Grants Management, Director of IT, Director of Operations/Facilities Services.
See Attachment BB – ESP’s Organizational Chart for further details.
ESP Track Record
A. Provide evidence of organizational capacity to open and operate high-quality schools in Florida and, if applicable,
elsewhere in accordance with the overall growth plan. Outline specific timelines for building or deploying
organizational capacity to support the proposed school. If the ESP intends to build capacity and add positions
during the term of this proposed charter school, include an organizational chart of the proposed growth within the
ESP leadership structure as Attachment CC.
Academica is one of the nation’s longest-servingand most successful charter school service and
support organizations. Working with over 150academically successful and fiscally sound charter
schools, Academica also serves the largest numberof high-performing schools of any charter
schoolservice and support organization in Florida. Founded in1999, Academica serviced one of
the first charterschools in Florida and was also the first company inthe state to seek AdvancED
accreditation for theschools it serves, and all of which are either fullyaccredited or in the process
of obtainingaccreditation.
With central headquarters in Miami, Florida, Academica has local offices throughout the country
working with communities and charter school entities to provide educational programs from pre-
kindergarten through high school students. Academica has celebrated nearly 20 years of success
serving charter schools in Florida, California, Texas, Utah, Nevada and Washington D.C.
Academica’s mission is to facilitate each Governing Board’s vision to implement a quality
educational program for all children.
The Academica Network has expanded from the traditional K-12 educational mold into a K-16
network, providing even the neediest students with access to a free, high-quality education including
access to college courses whether it is at their brick and mortar school or via a virtual web portal.
Through the use of technology and the implementation of groundbreaking educational initiatives,
the Academica Network is able to put education at the fingertips of any child. Academica has
extensive experience building new school campuses, retrofitting existing buildings for educational
use, and collaborating with national real estate development companies to provide schools in new
housing communities. Many facilities have been recognized for “Outstanding Educational Design”
by The American School & University, a national publication on educational facilities. Academica has
extensive experience obtaining financing for charter school facilities. Academica works with a
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network of banks and real estate investment institutions to provide financing and facilities to charter
schools.
By forming community partnerships, Academica is able to assist the schools in giving students a rich
learning environment. Local governments and municipalities, museums, consulates and foreign
governments all work seamlessly with client schools to develop these institutions. By doing so,
these partnerships identify high quality staff, create unique educational environments, develop
successful academic programs, and graduate well-rounded students. By including new client schools
in an existing network of over 150 schools and over 80,000 students throughout the country,
Academica is able to assist school boards, such as SLAM Inc., in the implementation of successful
charter school practices indicative of success with predominantly minority student populations.
These strategies and practices provide new schools with a support network that will afford each the
ability to maintain thriving, financially viable, and academically high performing programs.
Academica’s experienced team of professionals provides services and solutions for every aspect of
charter school establishment and operation. This team’s experience coupled with the success of the
school’s in the network, proves Academica’s organizational capacity to support the proposed school
as well as the entire SLAM network. See Attachment DD for more information on the ESP serviced schools.
B. Provide a comprehensive listing of ESP-operated charter schools (current and past) by completing form IEPC-
M1A, which can be found at http://www.fldoe.org/schools/school-choice/charter-schools/charter-school-reference
and attach as Attachment DD.
See Attachment DD – Form IEPC-M1A - ESP and Applicant History Worksheet
C. Explain the ESP’s success in serving student populations similar to the target population of the school. Describe
the ESP’s demonstrated academic track record (provide specific academic results on all schools using Form IEPC-
M1A, attached as Attachment DD).
Academica- serviced schools use a multi-tiered organizational network of management that
facilitates cooperation, empowerment, and innovation among the schools and all its stakeholders.
While serving a predominately minority and low income student population on average, this network
of charter schools has traditionally outperformed the government run public schools in their
respective school districts. These schools have been recognized at the local, state, and national levels
for their achievements. Their exemplary academic performance and fiscal soundness has resulted in
additional approved charters and fifteen-year charter renewals for schools which have had initial
contracts completed. Twenty percent of the nation’s 2016 Blue Ribbon charter schools were
serviced by Academica. Additionally, four Academica-serviced schools were nominated as 2017
National Blue Ribbon Schools.
Recently released by Education Cities, in collaboration with GreatSchools, the Education Equality
Index (EEI) report ranks Hialeah No. 1 and Miami No. 3 among Top-10 U.S. Cities closing the
Achievement Gap, or reducing the educational divide between students from low-income families
and their more advantaged peers. A total of 14 charter schools from the two cities appear on the list
of 20, and 12 of those are serviced by Academica.
According to a recent study, ‘hybrid’ charter schools in the U.S., which combine charter
management organizations with vendor operated schools, produce the highest results for students.
Academica represents this ‘hybrid’ model. Some 75% of all ‘hybrid’ charter schools in the US
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identified by Stanford are supported by Academica. The same Stanford study found that ‘hybrid’
charter schools have the effect of approximately 100 additional days of learning across critical
subjects like reading and math, compared to traditional public schools. Hispanic students at ‘hybrid’
schools, essentially all at Academica schools, displayed growth in reading equal to or significantly
stronger than their white traditional public school peers.
The schools receiving educational support services from Academica are either already fully
accredited by AdvancED/ Southern Association of Colleges and Schools, under renewal, or
currently undergoing accreditation. Although accreditation is a requirement only at the high school
level to ensure students will meet the entrance requirements for colleges and universities,
Academica’s experience and commitment to the accreditation process has enabled all Academica-
supported schools, albeit elementary, middle, and/or high school, to pursue and obtain
accreditation.
See Attachment DD – Form IEPC-M1A - ESP and Applicant History Worksheet
D. List and explain any management contract terminations as well as any charter revocations, non-renewals,
withdrawals or non-openings that the ESP has experienced in the past five (5) years. See Attachment DD
– Form IEPC-M1A - ESP and Applicant History Worksheet
Legal Relationships
A. Describe how the school’s governing board is independent from the ESP and self-governing, including evidence of
arm’s-length negotiating.
The Governing Board is self-governing and independent from the ESP, and no member of the
Governing Board is employed by the ESP or related to any owner or manager of the ESP. The ESP
is hired by the Governing Board of the school to perform specific duties, at the discretion of the
Board. The ESP does not manage the day-to-day operations of a school, but rather provides “back
office” support and independent accountability for the Board. The ESP provides teams with
expertise in the areas of business, law, facilities, quality assurance, strategic planning and
development, and governmental compliance. The ESP charges a flat annual fee per student enrolled
at the school. An “arm’s length ” performance-based relationship exists between the governing
board and the ESP. The Boards annually evaluate the ESP and determines continuation and renewal
of services based on the ESP’s performance. The ESP is hired by the Board to provide services
which support the operations of the school. The principal, as the leader, is the individual responsible
for the day-to-day operations of the school. Both the ESP and the principal report to the Governing
Board, which has the ultimate authority to hire and fire them. The ESP, at the direction of the
Governing Board, provides support and guidance to principals. Principals are hired by and report
directly to their Governing Boards. The ESP does not sign off on annual performance evaluations
for principals or staff.
B. Explain whether the school has or will have any legal or contractual relationships with any subsidiaries or other
entities or individuals that are affiliated
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with or owned in whole or in part by the ESP. If so, identify the nature
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The term “affiliated” means and includes one or more corporations or entities under the same or
substantially the same control of a group of business entities which are connected or associated so
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of those entities’ business activities and describe how the governing board will ensure that any such relationships
will not pose a conflict of interest or hinder the board’s authority or ability to terminate the contract with the ESP.
The school may lease its facilities from an entity which may be deemed “affiliated” with the school’s
ESP. The provisions of the lease, including without limitation, the creation and continuity of the
leasehold estate, rent reserved and quiet enjoyment, will be independent of the existence or status of
the contract with the ESP, and vice versa, including the absence of any cross-default terms in either
such document. The board does not enter into tie-in contracts, such as a facility lease which would
require the board to have an education services contract with a particular entity, or an education
services contract which would require the board to obtain supplies or FF&E from a particular entity.
The board retains independent counsel and other advisors on an as-needed basis to analyze and
provide advice with respect to its long-term physical plant needs and long-term service needs. In
addition, the board has adopted a “Conflict of Interest” policy which is attached as Attachment K.
C. Explain the supervisory responsibilities of the ESP (if any), including which school employees the ESP will
supervise, how the ESP will supervise these employees, and how the school’s governing board will oversee the
ESP’s supervisory responsibilities.
Teachers, support staff, and contractual staff will be directly supervised by the Principal. The ESP
does not have any supervisory responsibilities over school employees.
D. If the school’s governing board intends to enter into a financing agreement (promissory notes, loans, leases, lease-
purchase agreements, other negotiable instruments, or any other facility or financing relationships) with the ESP:
o Ensure that such agreements are or will be separately documented and not part of or incorporated in the
school management contract and do not hinder the governing board’s authority and practical ability to
terminate the management agreement and continue operation of the school.
o Provide evidence that the agreement was or will be reviewed by the governing board’s independent legal
counsel or attorney and subject to a fair market analysis.
o Describe how such agreements will be repaid. Repayments should be reflected in the budget.
Not applicable: the school’s board does not intend to enter into a financing agreement with its
ESP or any entity affiliated with its ESP.
Organizational Structure
A. Provide a description of the roles and responsibilities of the ESP. This may include whether and how the specific
roles and responsibilities set forth below may or may not be provided by the ESP, in order to summarize school-
and ESP-level responsibilities. If some portions of a function are the responsibility of both the ESP and the
governing board, please explain. The description should align with the management agreement with the ESP and
provide a clear picture of what the ESP is responsible for.
that one entity controls or has the power to control each of the other business entities. The term
“affiliated” includes, but is not limited to, the officers, directors, executives, shareholders active in
management, employees, and agents of the affiliated corporation. The ownership by one business
entity of a controlling interest in another business entity or a pooling of equipment or income
among business entities shall be prima facie evidence that one business is affiliated with the other.
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Setting Performance Goals / Selecting Curriculum / Selecting Professional Development programs / Data
Management & Selecting Interim Assessments / Determining Promotion Criteria / Setting a School Culture /
Student Recruitment / School Staff Recruitment & Hiring / Providing Human Resources (HR) services
(payroll, benefits, etc.) / Fundraising / Managing Community Relations / Selecting and Providing Information
Technology / Managing Facilities / Procuring Vendors / Other Operational and Administrative Services, if
Applicable
In order to provide students the best possible educational experience to meet their needs,
Academica, at the direction of the Governing Board, assists the school in various areas including,
but not limited to: Provide back office services including HR coordination, accounting and finance
management, etc.; Work in collaboration with governing boards to identify the most dynamic and
effective leader for the school; Staff development assisting school administration fill its leadership
staff and teaching body; Assemble subject matter experts from network of schools to in possible in
areas of need; Professional Development through Leadership Retreats and Principal Chats to allow
sharing of best practices. The Principal is in charge of setting the tone and culture of the school site,
selecting curriculum, PD programs, and Interim Assessments. The ESP will assist with the items
listed above, at the direction of the Governing Board. The school will abide by State laws and
Sponsor requirements in regards to student promotion and progression. See chart above for ESP
Business Services include. See Attachment EE. Sample ESP Service Agreement
B. Describe the oversight and evaluation methods that the board will use to oversee the ESP. What are the school-
wide and student achievement results that the ESP is responsible for achieving? How often, and in what ways,
will the board review and evaluate the ESP’s progress toward achieving agreed-upon goals (e.g. external evaluator,
surveys, or performance data analyses)? What are the conditions, standards, and procedures for board intervention,
if the ESP’s performance is deemed unsatisfactory?
The ESP is hired by the Board to provide certain services, which support the operations of the
school. The Boards annually evaluates the ESP and determines continuation and renewal of services
based on the ESP’s performance on the services and support it provides to the school. Both the
ESP and the principal report to the Governing Board, which evaluates them. The Governing Board
has the ultimate authority to hire and fire the ESP. Details on the services and agreement between
the board and the ESP may be found in Attachment EE. Sample ESP Service Agreement. SLAM
Academy has hired Academica to provide services and support to its schools since their inception.
The relationship with the ESP allows SLAM Inc. schools to focus on providing the highest quality
educational program at the school site while allowing the ESP to focus on the business and
academic support services the school needs to succeed.
The principal, as the leader, is the individual responsible for the day-to-day operations of the school,
including school-wide and student achievement. The ESP does not sign off on annual performance
evaluations for principals or staff. The ESP does not establish or implement a school’s curriculum.
The ESP does, however, assist the Board and the school in developing their own curriculum by
providing them with the resources and tools for research and development, strategic planning, and
sharing of best practices of other successful charter schools.
C. Describe the payment schedule, including all fees, bonuses, early termination penalties, and any other compensation
to be paid to the ESP.
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Academica charges a flat fee of $450 per student FTE, per year during the term of the agreement.
The service fee may be payable in equal monthly installments. The ESP does not charge a
percentage of revenue or income received by the charter school and does not receive any other
compensation from the school.
D. Describe the types of spending decisions the management organization can make without obtaining board
approval? What reports must the ESP submit to the board on financial performance, and on what schedule?
How will the school governing board provide financial oversight?
All spending decisions are made by the school and/or its governing board. The ESP does not make
any spending decisions for the school. The ESP submits monthly and quarterly financial reports to
the governing board at each board meeting in the state required financial template. Annual audited
financials prepared by the Board’s independent auditor are submitted for review and approval upon
completion to the board.
The board annually adopts and maintains an operating budget, exercises continuing oversight over
charter school operations, reports on its financial and academic progress, provides financial
oversight, guides the school administration. The governing board also hires all school leaders, sets
policies, ensures the schools are operating with a sound budget, meeting their local school district
sponsors requirements, as well as all state and federal guidelines. The leadership at each SLAM
school creates and maintains a balanced budget that supports the vision, purpose, beliefs and values,
educational programs, and action plans for improvement. Each school benefits from the support
and scrutiny of several entities -- including the governing board, sponsoring local school district, and
Academica -- to provide guidance and resources to assist the schools with fiscal responsibility and
accountability. Quarterly financials are reviewed annually by the sponsoring entity. The governing
board contracts with an independent professional accounting firm to complete annual audited
financials, which are submitted to the sponsoring entity and state.
E. What is the term (duration) of the management agreement? Explain the conditions and procedures (including time
frames, notice, and decision-making procedures) for renewal and termination of the contract? Describe the
conditions that both the ESP and the school must satisfy for the management agreement to be renewed. On what
grounds may the ESP or the governing board terminate the management agreement for cause? List any
indemnification provisions in the event of default or breach by either party. If these provisions are addressed in the
management agreement, the applicant may cite the specific sections.
See Attachment EE – Sample ESP Service Agreement:Term of agreement –Attachment EE.
Section 22; Renewal/Termination of agreement –Attachment EE. Sections 23-24;
Conditions/Procedures for renewal/termination – Attachment EE. Sections 23-24; Grounds for
termination – Attachment EE. Section 24D; Indemnification – Attachment EE Section 30
F. Provide as Attachment EE, a draft of the proposed management agreement with the ESP.
See Attachment EE– Sample Service Agreement
IV.
STATEMENT
OF
ASSURANCES
This
form
must
be signed by a
duly authodzed
tepresentative
of the applicant
group and submitted
with the application
fot
a chafier school.
As
the authorized
tepresentative
of
the applicant group,
I
heteby certi$'
that the
information
submitted in this application
for
a chafiei
lor
Spotts
Leaderchip
and
Management,
Inc.
is
^ccurate
and
true
to
the best of my knowledge and
belief;
and
futther,
I certify that, if
awarded a
chattet, the school:
\7ill
be
nonsectarian in its
programs,
admission policies, employment
practices and
operations.
\X/ill
enroll any eligible student who
submits a timely application,
unless the school teceives
a
greater
numbet
of applications
than there are spaces
for
students, in which
case students will
be
admitted through a
random
selection
process.
o
Will
adhere to the antidiscrimination provisions
of
section
1000.05,
F.S.
\)7ill
adhere to all applicable provision
of state and federal law telating
to the education of
students
with disabilities,
including the Individuals with Disabilities
Education Act;
section
504 of the
Rehabilitation Act of
7974; and Title II of the Amedcans
with Dis¿bilities A.ct of
1990.
\Will
adhere to all applicable provisions
of
fedetal
law relating to students
who are limited
English
proficient,
including
Title
VI of
the Civil Rights Act
of
7964
and the Equal
Educational Opportunities
Act of
7974.
Will
participate
in
the statewide
âssessment program created under section 1008.22, F.S.
ï7i11
comply
with Florida statutes
relating to public
tecords
and public meetings, including
Chaptet
119, Florida Statutes,
and section 286.01,1,
F.S.,
which arc apphcable
to applicants
even
pdot
to being
granted a charter
\)fill
obtain and
keep current all
necessary permits,licenses, and certifications related to fte,
health, and safety
within the building
and on school property.
a
\X/ill
provide for an annual
ftnancial audit in accordance with section 218.39, F.S.
The
governing
boatd, at
its
Rene R. Ruiz, Governing Board
Chab, to sign as
the
legal correspondent
for
I
-
3o
-7or
Signatøre
a
a
a
a
o
o
a
Printed Name
Date
r
