Office of Innovation Charter and Magnet Schools Department Renewal...The CMSD has developed this charter renewal application for schools wanting to renew with Albuquerque Public Schools

Albuquerque Public Schools

Office of Innovation

Charter and Magnet Schools Department

2014-2015 Charter Renewal Application

Office of Innovation

Dear Charter School Renewal Applicants:

This document was created to assist you in the creation and submission of your school’s charter renewal

application with Albuquerque Public Schools. The Charter and Magnet Schools Department (CMSD) will review

the renewal application, present it, and make a recommendation for action to the Albuquerque Public Schools

Board of Education. The APS Board of Education will make a final determination on renewal after reading the

renewal application and considering the information provided by the CMSD in the recommendation to renew,

renew with conditions, or deny.

Renewing charter schools have the option to seek renewal from either their local chartering authority (district)

or the PEC as the state chartering authority. All renewal applications must be submitted by October 1, 2014, to

the charter school’s selected chartering authority. In accordance with Subsection A of 6.80.4.13 NMAC, the

chartering authority must then rule in a public meeting on the renewal of the application no later than January

1, 2014.

The CMSD has developed this charter renewal application for schools wanting to renew with Albuquerque Public

Schools. The document attempts to mirror closely the PEC/PED renewal process in the information that is

collected; however, the document form and the process of renewal is specific to Albuquerque Public Schools.

Any questions should be addressed to the CMSD of APS.

The renewal application is divided into three parts: Part A- Summary Data Report; Part B- School Self Report

(performance during the current charter term); Part C- Self Study (proposed charter for the next charter term).

Part A will not require the renewing school to provide any information. This is data collected by the PED or APS

that reflects the performance of the school. In the final presentation Part A data will be considered and may be

included in the recommendation to the APS Board by the CMSD.

Part B offers schools the opportunity to provide information regarding their successes/outcomes over the term

of their most current charter. For instance, the school will have an opportunity to discuss their School Grading

Report and how the school’s performance has evolved over the past four years. The school will use Part B to

capture and report on their unique charter goals and educational outcomes. Finally, Part B requires each school

to provide assurances and some information regarding the organizational successes, adherence to all required

policies and laws, and financial stability of the school over the charter term. The information provided in this

section allows APS to ascertain what level of success was achieved over four years.

Part C offers schools an opportunity to reflect on the work they have done in the past four years, on the

information they summarized in Part B, and to discuss what they envision for the school in the next charter term.

Winston Brooks

Superintendent

Katarina Sandoval

Executive Director

Mark Tolley

Director

Charter/Magnet Schools

Ron Romero

Coordinator

Charter/Magnet Schools

At the end of this section, the school is then asked to write two “mission-specific indicators/goals” as they would

like them to appear in their first annual Performance Framework if approved. The APS CMSD will use what is

written to understand the school’s capacity to continue for another five years. Schools will have the opportunity

to request to negotiate these mission-specific indicators/goals if approved; however, the indicators you present

here will be considered as “first drafts” of the indicators to be negotiated. It is important that you spend some

time creating these mission-specific indicators and that in your Self-Study you provide a general description of

where you want the school to be over the next five years. In Part C, the school will also be asked to identify any

changes to the current charter that they will request of APS as part of their new contract, if approved.

Once the renewal application is complete the CMSD will review it and make a preliminary recommendation. The

school will be contacted and have a chance to respond to any questions.

New Mexico law, in subsection K of Section 22-8B-12 NMSA 1978, includes the four reasons for non-renewal of

a school’s charter. It provides that:

a charter may be suspended, revoked, or not renewed by the chartering authority if the chartering

authority determines that the charter school…committed a material violation of any of the conditions,

standards, or procedures set forth in the charter;


authority determines that the charter school… failed to meet or make substantial progress toward

achievement of the department’s minimum educational standards or student performance standards

identified in the charter application;


authority determines that the charter school…failed to meet generally accepted standards of fiscal

management;


authority determines that the charter school…violated any provision of law from which the charter

school was not specifically exempted.

Please contact Mark Tolley (505)855-9889, [email protected] or Ron Romero (505)855-5268,

[email protected] with any questions regarding renewal.

Good luck and thank you for your quest to provide choice in the City of Albuquerque,

Mark A. Tolley Albuquerque Public Schools Office of Innovation Director Charter and Magnet Schools

mailto:[email protected]


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Albuquerque Public Schools Charter and Magnet School Department Charter Renewal Application 2014-2015

Instructions: 2014 APS Charter Renewal Application Process ................................................................. 2

APS Charter Renewal Application Evaluation Standards .......................................................................... 3

2014 State Charter Renewal Application Process .................................................................................... 4

Part A—School’s Summary Data Report................................................................................................... 5

Part B—Self-Report ................................................................................................................................... 7

I. Self-Report ........................................................................................................................................ 7

A. Academic Performance/Educational Plan ................................................................................... 8

B. Financial Performance ............................................................................................................... 13

C. Organizational Performance ..................................................................................................... 14

D. Petition of Support from Employees .......................................................................................... 18

E. Petition of Support from Households ......................................................................................... 19

F. Facility ......................................................................................................................................... 20

G. Term of Renewal ........................................................................................................................ 20

II. Checklist ......................................................................................................................................... 20

Part C—Self-Study ................................................................................................................................... 22

II. Self-Study ....................................................................................................................................... 23

A. Performance Self Study/Analysis-Key Questions ....................................................................... 23

B. Mission-Specific Indicators/Goals ........................................................................................ 23

C. Amendment Requests .......................................................................................................... 26

Glossary of Terms…………………………………………………………………………………………………………………………………………….28

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2014 Albuquerque Public Schools Charter Renewal Application 2014

Instructions: 2014 APS Charter Renewal Application Form and Point of Contact

All submissions should be prepared utilizing the 2014 APS Charter Renewal Application. Brevity, specificity, and clarity are strongly encouraged. Any questions regarding the application and the review process must be directed to Mark Tolley (505)855-9889 or [email protected] .

Deadlines and Manner of Submission

2014 APS Charter Renewal Application must be submitted to the APS Charter and Magnet School Department Office at 6400 Uptown Blvd. NE, Suite 610E, Albuquerque, New Mexico 87110. The submission must be in the form of two (2) hard copies and two (2) electronic copies on separate USB Flash drives. Files must be submitted no later than 5:00 p.m. (mountain time) Tuesday, October 1, 2014. Note: Submission prior to October 1st, 2014 is welcomed and the goal of the CMSD is to negotiate the charter contract and framework and present them in conjunction with the charter to the APS School Board.

Technical Assistance Workshop

The CMSD will provide a technical assistance workshop for the charter renewal application process and individual assistance will be provided as requested by the applicant. Applicants will be notified of the date, time, and location of the workshop.

Renewal Application Review Period

A CMSD review team will analyze your Renewal Application. The CMSD staff will schedule a Renewal Site Visit prior to the completion of the CSD Renewal Analysis if your school is not currently authorized by APS. This site visit is designed to verify the evidence and documentation supporting the renewal application.

CMSD Preliminary Renewal Analysis

The CMSD will contact each renewal applicant with a Preliminary Renewal Analysis and Recommendation. This analysis will synthesize the strengths and weaknesses of the charter school renewal application as found by the CMSD Review Team in their review of the application or in site visits during the term of the renewal. The charter school will have a time to respond before a final recommendation is made.

CMSD Director’s Recommendation

A recommendation will be made and the renewal presented in an APS Policy and Instruction Committee meeting prior to December 31, 2014. Public comment may be made at this meeting and applicants are required to attend.

Final Authorization

The APS School Board will vote on authorization in a full School Board meeting prior to December 31, 2014. Public comment may be made at this meeting.

Contract and Performance Framework

If approved, the chartering authority shall enter into a contract with the governing body of the applicant charter school within 30 days of approval of the renewal application. (The charter schools and PEC may agree to an extension of the 30-day deadline.)


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Based on the completed renewal application, the charter school Renewal Site Visit(s) (if applicable), the Renewal Analysis from the CMSD staff, status reports provided by APS departments, and, if applicable, the New Mexico Public Education Department, the CMSD will make a recommendation to the APS Board regarding renewal of a school’s charter. The following questions guide the CMSD’s recommendation regarding renewal and are based upon the four reasons that a chartering authority must determine a charter school has violated in order to refuse to renew a charter pursuant to Subsection K of Section 22-8B-12 NMSA 1978.

Has the school committed a material violation of any of the conditions, standards, or procedures set forth in the charter? The school’s charter defines the terms under which it proposes to operate and defines the measurable goals that the school agreed to meet. The CMSD will analyze the evidence presented in the report from the school’s current chartering authority regarding their determination of whether the school has committed a material violation of its charter.

Has the school failed to meet or make substantial progress toward achievement of the PED’s minimum educational standards or student performance standards identified in the charter application? The CMSD will examine student achievement data on required state tests and on other measures set forth in the preliminary renewal analysis.

Has the school failed to meet generally accepted standards of fiscal management? The CMSD will rely on documentary evidence based on the reports from the APS Finance Department and the school’s Audits with regard to whether the school has met generally accepted standards of fiscal management.

Has the school violated any provision of law from which the charter school was not specifically exempted? The CMSD will rely on documentary evidence gathered by the CMSD or, if applicable, NMPED staff during the term of the school’s charter to determine if the school has compiled a record of substantial compliance with applicable state and federal laws and regulations.

APS Charter Renewal Application Evaluation Standards

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The Charter Renewal Application Process includes the following:

Part A—School’s Summary Data Report (Information compiled by the APS CMSD)

Part B—Self-Report (current charter term)

Part C—Self-Study (proposed charter for next charter term)

Please Note:

Read the entire Renewal Application before you begin to prepare your written documents. Please complete the application thoroughly.

Review your current charter, including any approved amendments, prior to completing the Renewal Application.

2014 APS Charter Renewal Application Process

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Part A—School’s Summary Data Report

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This information will be collected by the APS Charter and Magnet School Department and may be presented in the recommendation presented to the APS Board of Education.

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Part B—Self-Report (A Report on the Current Charter Term)

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I. Self-Report The Charter School Act requires that each school seeking to renew its charter must submit a report on the

progress of the charter school in achieving the goals, objectives, student performance outcomes, state

minimum educational standards, and other terms of the current charter, including the accountability

requirements set forth in the Assessment and Accountability Act.

A. Academic Performance/Educational Plan

The Charter School Act provides as follows: A charter may be suspended, revoked, or not renewed by the chartering authority if the chartering authority determines that the charter school… failed to meet or make substantial progress toward achievement of the department’s minimum educational standards or student performance standards identified in the charter contract at Paragraph 2 of Subsection K of 22-8B-12 NMSA 1978.

New Mexico Educational Standards--School Grading Report (As measured by the New Mexico Standards Based Assessment (SBA) results)

Please use your school’s Grading Report to offer insight, explanation, and/or evidence to fully discuss your accomplishments and your School’s unique approach to any progression, stagnancy, and/or regression in the areas of English and Math as measured by the SBA.

Use this section to discuss, explain, and analyze the information provided regarding your School’s Grading Report Card over the past three years. Please feel free to expand the text box below if you need more room for your analysis. School Grading Report Over Three Years

Provide a statement of progress and additional information regarding your School’s Grading Report for the past three years (2011-12, 2012-13, and 2013-14). Mountain Mahogany Community School (MMCS) has had generally high participation and performance rates

on the annual Standards-Based Assessment (SBA) during the past three years when compared with state-wide

averages (see figure 1 below). Attainment of scores beyond the established school growth target (SGT) in each

of the three years is notable. What is not immediately apparent with such “snapshots” is MMCS’s successful

efforts in meeting the needs of an increasingly diverse student body with a myriad of needs (i.e., increased

enrollment of students with disabilities as well as those from economically disadvantaged backgrounds). What

is also not indicated in the school’s grading reports is MMCS’s performance in the science portion of the

SBA—an area in which the school has done well. For example, during 2013-2014 school year MMCS’s school-

wide average in science was 66.5% compared with the state average of 45.5% a 21 point difference. Previous

years were similar.

Sustained achievement beyond state averages and established targets over the course of three years, given the

challenges presented above, not to mention changes in testing requirements (i.e., transition from local state

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standards to Common Core State Standards [CCSS]) is a testament to the faculty’s resilience, dedication, and

willingness to learn as much as they can about their students in order to meet each of their needs. MMCS

continues to meet its mission and focus goals that were set in its first renewal application in 2004.

Figure 1. Three-year School Grading Report 2011-2012 2012-2013 2013-2014

Final Grade: B

Total Points: 68.6

Final Grade: B

Total Points: 61.92

Final Grade: B

Total Points: 64.28

Reading Proficiency: 69%

School Growth Target (SGT):

52.3%

Reading Proficiency: 63.4%

School Growth Target (SGT):

56.7%

Reading Proficiency: 69%

School Growth Target (SGT): 61%

Math Proficiency: 65.6%


Math Proficiency: 55.3%


Math Proficiency: 61%


Current Standing

Provide a statement of progress regarding your “Current Standing” over the past three years and offer any additional information regarding this measure. During the 2013-2014 school year (latest available school grading report) MMCS received a “current standing” grade of A. MMCS students exceeded the state-wide average at all grade levels in both math and reading.

School Growth

Provide a statement of progress regarding your “School Growth” over the past three years and offer any additional information regarding this measure. MMCS received a grade of D in the area of “school growth”

during 2013-2014. The decrease in scaled scores in both reading (-.301) and math (-.584) may have been

impacted by the transition from a focus on NM Content Standards to the now fully implemented Common Core

State Standards (CCSS). We felt this may become a factor prior to test administration, which of course is now

confirmed. Consequently, a number of steps were taken to counter this effect by refining content and practices:

a. Vertically aligning Long-Range Plans [LRP] (i.e., the term we use for scope and sequence) for each

grade program.

b. Adopting a new math curriculum (i.e., Math in Focus) that has greater alignment with CCSS.

c. Revamping the mentorship program for new/novice teachers to ensure curricular and instructional

fidelity.

We believe these efforts, which will continue to be refined during the 2014-2015 and subsequent school years, will yield educational benefits not only for students who achieve proficiency in tested areas, but for all students from one year to the next.

Q3 (Highest Performing 75%) Growth

Provide a statement of progress regarding your “Q3 Growth” over the past three years and offer any additional information regarding this measure. Q3 grade in 2011-2012 = B (12.4 out of 20); Q3 grade in 2012-2013 = C (7.2 out of 20); Q3 grade in 2013-

2014 = C (7.52 out of 20). Performance in the category is slightly better than the 7.2 points state-wide and is

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also a slight improvement from the score received in the previous year. We believe the continued refinement

and vertical alignment of grade-level LRPs (i.e., scope and sequence), implementation of the new teacher

observation protocol with an emphasis on student learning/outcome (not just curriculum and instruction), and

implementation of a targeted course for gifted and talented students positively impacted highest performing

students.

Q1 (Lowest Performing 25%) Growth

Provide a statement of progress regarding your “Q1 Growth” over the past three years and offer any additional information regarding this measure. Q1 grade in 2011-2012 = F (6.6 out of 20); Q1 grade in 2012-2013 = F 9.56.; Q1 grade in 2013-2014 = D (12.48 out of 20). The slight improvement can be attributed to the following (which will continue to be refined further in 2014-2015 such as deploying highly effective resource teacher[s] to provide direct instruction for specific students and revamping of the Response to Intervention [RtI] program specifically at the elementary level):

a. Hiring of additional staff to address the needs of the increased special needs population.

b. Implementation of a multi-sensory Orton-Gillingham based reading program.

c. Implementation of a Tier 3 math program (e.g., Ablenet Equals Math-Pre-Geometry).

Opportunity to Learn

Provide a statement of progress regarding “Opportunity to Learn” over the past three years and offer any additional information regarding this measure. 2011-2012 =B 8.8; 2012-2013 =B 8.71; 2013-2014 =B 8.37. Mountain Mahogany Community School

continues to foster an environment that facilitates learning through nurturing of the whole child. In addition to

teachers and support staff using research-proven instructional strategies and frameworks (e.g., RACE, ACE,

and balanced literacy) approaches such as the use of the Compassionate Campus Model (School-Wide), Second

Step Program (elementary school) and Social Skills Course (middle school) have resulted in students’ increased

desires to come to school. For example, during a recent conversation that a staff member had with a new 6th

grade student who was excited about being a new MMCS middle student the student stated, “I don’t

understand why my parents hated middle school so much.” For other students, it is unfortunate that they, based

on anecdotal parent and student testimonies, have chosen to attend MMCS after experiencing challenges in

achieving a sense of belonging in their previous educational environments. Innovative approaches mentioned

above, we believe, have helped develop social and academic skills of all students who choose to come to

MMCS.

Graduation—as applicable

Provide a statement of progress regarding your “Graduation” over the past three years and offer any additional information regarding this measure. n/a

College and Career Readiness—as applicable

Provide a statement of progress regarding your “College and Career Readiness” over the past three years and offer any additional information regarding this measure. n/a

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Bonus Points

Provide a statement of progress regarding “Bonus Points” over the past three years. 2011-2012 = .3; 2012-2013 = 1.5; and 2013-2014 = .58. Student and parent involvement is extensive and in-fact

mandated through policy (i.e., Collaborative-Decision Making [CDM] process). Accurately and fully

presenting such unique characteristics of the school to outside agencies such as APS and the NMPED will be

focused-upon in the coming year. Program coordinators and teachers who partake in these beneficial and

unique activities will work to provide better descriptors for them during fall 2014 (e.g., for middle-school

robotics, middle-school Global Leadership Odyssey, and LGBTQSA).

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Mission Specific and/or Student Academic Performance Standards/Goals from your Current Charter —as measured by the school’s selected short-cycle assessments and/or other standards-based instruments.

Please provide your goals and/or indicators regarding Academic Student Performance as they are written into your current charter, as appropriate. In the boxes below, include the results of short-cycle assessment(s), or other standards-based instrument(s) used to measure student progress, the average annual data obtained using those assessments, and the school’s statements and analysis of student progress towards the standards. Please copy the box below based on the number of academic/performance goals/indicators you have in your current charter.

Please note: If you have another means of representing the data requested below, you may insert that alternative representation (e.g., charts, graphs etc.).

Student Academic Performance Standard/Goal #1: Each student will demonstrate annual academic growth in Reading, Mathematics, and Science in grades 3 – 8.

Standardized Short-Cycle Assessment or other Standards-based Instrument(s) Used (Identify level of scores that indicate proficiency): See next page.

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Data—Average Scores on Dibels (Reading) and End-of-Year Singapore Math Unit (Math)

Figure 3. Kindergarten (Different Cohort Every Year)

Data—Average Scores on DRA2 (Reading) and Singapore Math Post-Test (Math)

Figure 4. 1st Grade (Different Cohort Every Year)

Figure 5. 2nd Grade (Different Cohort Every Year)

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Data—Average Scores on the SBA Figure 6. 3rd-8th Grades (Same Cohort Across Years)

3rd Grade (Reading and Math)

4th Grade (Reading and Math)





Figure 7. School-Wide (4th & 7th Grades) SBA Science vs. State

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Provide a statement of progress and additional information regarding the above data: Short-Cycle Assessment (SCA) instruments that were used at MMCS differ slightly depending on grade-band. For example, K-6th students were administered the Singapore Math Pre-/Post- tests while 8th grade students were administered Springboard Math assessments. In this application inclusion of SBA data is presented to better gauge MMCS students’ performance (at least those at the 3rd-8th grade levels) against their peers in the state. Over the years MMCS students collectively have performed above state averages on the SBA in reading, math, and science and have surpassed annual school growth targets (SGTs) in reading and math. However, decline in some years were experienced during key transition points (i.e., from 3rd to 4th [ending the first two years of looping with the same teacher from 1st-2nd] and from 5th to 6th [beginning the first year of middle school]) (see figure 6 above). The “bridge” year of transitioning from state standards to the common core state standards (CCSS) appeared to have also contributed to decline in scores particularly in math. Scores of students who have attended MMCS for at least 3-years and have transitioned into upper middle school tend to stabilize and in the case of 7th and 8th grade students during the 2013-2014 school year had actually resulted in an increase in both areas (i.e., 20+ points in reading and 5+ points in math from the previous year for 8th grade students). A similar trend is expected to continue for students in the younger grades who matriculate through our program. Strategies that contributed to the high reading scores will be continued and shared with the rest of the faculty. A new math curriculum (i.e., Math in Focus), which has greater alignment with CCSS and spans K-8th will be implemented during the 2014-2015 school year which should bolster student performance in the area.

Student Academic Performance Standard/Goal #2: Students will demonstrate proficiency in Reading, Mathematics, and Science in grades 3 – 8.

Standardized Short-Cycle Assessment or other Standards-based Instrument(s) Used (Identify level of scores that indicate proficiency):

See figures 6 and 7 and statement of progress above since both academic goals are similar with the distinction being individual student performance focused upon for goal #1.

Data—Average Scores on the SBA

Provide a statement of progress and additional information regarding the above data: See statement of progress above.

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Other Student Performance Standards/Goals from your Current Charter—as applicable Please provide your goals and/or indicators regarding other student performance measures as they are written into your current charter, as appropriate. Please provide the measure(s) used to assess student progress; the average annual data obtained using those measures, and the school’s statements and analysis of student progress towards the standard/goal. Please copy the box below based on the number of other performance goals/indicators you have in your current charter.


Student Performance Standard/Goal #1: K – 8th grade students will demonstrate annual proficiency of Environmental Awareness goals through a comprehensive portfolio, showing 80% mastery as identified through school-based rubrics K- 8th grade.

Measure(s) Used: Standards-Based Assessment (SBA) scores for 4th and 7th grade cohorts are presented because the school had difficulty identifying and implementing an assessment tool that accurately assessed the Environmental Awareness goal. Although environmental awareness itself is critical its link to student performance is just as important. Consequently, a correlational analysis (Pearson’s r) was conducted to determine the relationship between science SBA scores and longevity (i.e., students’ years of experience at MMCS) to help measure this goal in light of student achievement.

Data—Average Annual Data

Grade Level Year 1 School Year 09–10

Year 2 School Year 10–11



4th 86% 57% 83% 75%

7th n/a n/a 75% 58%

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Provide a statement of progress and additional information regarding the above data: Students engaged in learning about Environmental Awareness is accomplished in three ways; approximately 90 minutes per week of hands-on science/gardening curriculum, classroom science curriculum kits from The Center for Hands-on Learning, and up to 12 half-days per year on-location in the Bosque engaging in the Bosque Education Curriculum. At present, the teachers, led by the Curriculum Coaches (one in middle school and another from the elementary level), are working to synthesize the three instructional approaches and identify a more accurate assessment tool. In the meantime the Pearson r correlation analysis of science SBA scores and longevity are presented below to support progress towards this goal.

Description of Correlational Analysis (Science SBA v Longevity): For this analysis, a total of 143 student data pairs for science SBA scores and years at MMCS were used. Data from the 2011-2012, 2012-2013, and 2013-2014 school years, totaling 72 fourth graders and 71 seventh graders, comprised the sample.

When all student data was analyzed for correlation, a small (r=0.209) and notably significant (p=0.012) correlation was found. Figure A, at left, depicts this correlation with a trend line on a scatterplot of all the data points. The correlation appears to account for approximately 4% (R2) of the variability of science scores.

R² = 0.0436

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4

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6

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Years

at

MM

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Comparable SBA Science Scores

Figure A: All Students

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An analysis of each subgroup showed an even higher correlation for just 4th grade data, depicted in Figure B, at right. A moderate correlation of 0.337 (Pearson’s r) with a critical alpha level of significance at 0.01(actual p=0.004). However, a very small correlation with no significance was found for the 7th grade data. This may have several reasons, among them is the length of time most 4th graders versus most 7th graders have spent at MMCS, especially when considered in proportion to the number of years possible. Figures C and D show the number of students in each grade and their years at MMCS.

As one can see, for fourth graders, many students have been at MMCS for 4 or 5 years, the maximum possible without repeating a grade. For these students the years possible to actual years at MMCS ratio is 4:5 (0.8) or 5:5 (1). Whereas for students in 7th grade, many students have only been at MMCS for 2 year out of a possible 8, with a ratio of 2:8 (0.25), and some with the maximum of 8 out of 8 years (1). This trend could be because the three cohorts of 7th grade are the first three cohorts at MMCS. Additionally, the first cohort started at MMCS in 1st grade, so the maximum years could only be 7. Also, there was higher student turnover in the school’s early years in contrast to more recent years. The 4th grade cohorts (the 4th, 5th and 6th) are in from these more stable years, as is reflected in the data depicted in figure C and D. It is likely that with more data and less student turnover the power of the analysis for 7th grade will increase and, as a result, a higher correlation and greater significance may be found. Nevertheless, this data appears to indicate that the number of years at MMCS does impact science SBA scores and further exploration of what

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Figure C: Students in 4th Grade

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Figure D: Students in 7th Grade

R² = 0.1137

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Comparable SBA Science Scores

Figure B: Fourth Grade Students

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curricular components contribute (e.g., hours of gardening and days at the Bosque) to these scores could provide valuable information about curriculum component value and importance. A basic compilation of mean science SBA scores by years at MMCS for fourth and seventh graders also showed some interesting trends. Organizing the years at MMCS into three year ranges provided the best visual picture of student performance as it relates to years at MMCS, as shown by Figure E and F below. These tables indicate that students who have spent more years at MMCS have higher science SBA scores.

It is clear that there is a relationship between Science SBA scores and longevity here at MMCS. The school needs to do a better job, however, of making sure retention of students through the middle school years takes place in order to continue this trend in the upper grades.

Student Performance Standard/Goal #2: K – 8th grade students will demonstrate annual proficiency of the Compassionate Campus goals through a rubric, showing 80% mastery.

Measure(s) Used: Devereux Student Strengths Assessment mini (DESSA mini) a universal screening and

progress monitoring system for social-emotional competencies was used. The DESSA mini provides a Social-

Emotional Total Score for each student. Scores are divided into three categories. Scores below 40 are termed

NEED, scores between 41 and 60 are TYPICAL, and scores above 60 are considered STRENGTH. Any score in the

TYPICAL or STRENGTH range is considered proficient (above 40).

Data—Average Annual Data

Grade Level Year 1 School Year 09–10




Kindergarten na na 100% (Ave 63) 100% (Ave 61)

First Grade na na 82% (Ave 49) 100% (Ave 53)

Second Grade na na 64% (Ave 43) 95% (Ave 47)

Third Grade na na 95% (Ave 49) 100% (Ave 49)

35

40

45

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Figure E: Fourth Grade

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Fourth Grade na na 88% (Ave 54) 83% (Ave 48)

Fifth Grade na na 82% (Ave 52) 96% (Ave 56)

Sixth Grade na na 74% (Ave 44) 88% (Ave 45)

Seventh Grade na na 96% (Ave 56) 83% (Ave 52)

Eighth Grade na na 91% (Ave 55) 95% (Ave 50)

SCHOOL TOTAL na na 85% (Ave 51) 93% (Ave 51)

Provide a statement of progress and additional information regarding the above data: Explanation of Missing Data Throughout the course of this charter, MMCS has been utilizing the Second Step curriculum across campus, in addition to other strategies and interventions. Because Second Step and the other approaches did not include an assessment instrument, MMCS attempted to create standards to assess during the 2010-2011 school year. During the 2011-2012 school year MMCS researched and identified an assessment instrument most aligned with our charter, the DESSA mini, to assess the adopted standards. The DESSA mini was first administered in the 2012-2013 and again the 2013-2014 school year as indicated by the data above. Description of Data Provided The data presented in the table above indicates that at least 80% of K– 8th grade students demonstrated annual proficiency in the 2012-2013 (85%) and 2013-2014 (93%) school years. When divided by grade, 80% of each grade scored proficient each school year with the exception of 2nd (64%) and 6th (74%) grades during the 2012-2013 school year. Other considerations Reliability is a concern due to the following:

1. Scoring biases (e.g. a teacher tendency to score in a stringent or lenient fashion) which impacts

small data sets (e.g., a classroom). This concern is reflected in the variation in both percentage

mastery and average score when looking at one cohort (e.g. 2nd and 3rd grades during the 2012-

2013 and 3rd grade during the 2013-2014 school year). It is possible that student factors (e.g.

student turn over, student learning, and student stress) could have resulted in such

inconsistency. A correlational analysis was conducted to determine if there was any relationship

between years at MMCS and DESSA mini scores. No correlation was found.

Other Organizational Performance Standards/School Goals from your Current Charter—as applicable Please provide your goals and/or indicators regarding organizational performance measures as they are written into your current charter, as appropriate. Please describe the measure(s) used to assess progress; the data obtained using those measures, and the school’s statements of progress towards and analysis of the standard/goal(s). Please copy the box below based on the number of organizational performance goals/indicators you have in your current charter.


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Organizational Performance Standard/School Goal #1: n/a

Measure(s) Used: n/a

Data: n/a

Provide a statement of progress and additional information regarding the above data: n/a

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B. Financial Performance The Charter School Act provides as follows: A charter may be suspended, revoked, or not renewed by the chartering authority if the chartering authority determines that the charter school…failed to meet generally accepted standards of fiscal management at Paragraph 3 of Subsection K of 22-8B-12 NMSA 1978.

Financial Performance Assurances

With respect to findings for Financial Performance, there will be a presumption of compliance unless the five-year record includes evidence to the contrary. The school meets financial reporting and compliance requirements and submits all documentation related to the use of public funds including annual budgets, revised budgets, if any, and periodic financial reports as required.

Yes No Is the school meeting financial reporting and compliance requirements?

Yes No Is the School following generally accepted accounting principles?

For any “no” answers please provide an explanation.

a. Financial Statement

This statement should illustrate how the charter school is budgeting funding that is easily understandable to the general public (e.g., pie graph outlining the distribution of funds related to administration, direct instruction, instructional materials, lease, etc.) Include as an Appendix A.

Our funding is budgeted through open meetings and using an easy to read spreadsheet. Items of discussion include spending of discretionary funds for supplies, custodial services, contract services, etc. A sample of this spreadsheet workbook is found in Appendix A.

b. Audit Findings

The school follows Generally Accepted Accounting Principles by receiving an unqualified audit opinion, and an audit devoid of significant findings and conditions, material weaknesses, or significant internal control weaknesses, and the audits do not include an on-going concern disclosure in the audit report. Complete the following chart by providing any negative findings from independent audits for each fiscal year, and how the school responded.

Audit Report Summary

Identify information from the Component Unit Section of the Annual Audit specific to the Charter School

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Year Total #

of Findings

Nature of Findings School’s Response

Planning Year

2009-2010 3

Condition: During our testing of payroll

for single audit we noted 2 employees

tested had no certification of their level of

effort on the IDEA grant

Condition: During our fieldwork we noted

the following:

• We noted that the EMSI

revenues/expenditures were posted to fund

29102 instead of 26177.

• We noted fund balance did not reconcile

for the operating fund.

Condition: The School has expenditure

functions where actual expenditures

exceeded budgetary authority. The Bar

completed for the EMSI grant was to the

incorrect fund number.

EMSI

Direct Instruction $ 6,536

Support Services $ 929

In the future the school will complete

time Employee Time and Effort

Certifications for all employees paid

under the IDEA-B Grant. In the future

the school will consult the

crosswalk/supplement for correct account

codes. The fund balance for EMSI did

reconcile but was included in the same

fund as private donations.

The school’s governing council and the

PED did approve BARs for the

EMSI Grant before it was expended

however those BARs were approved

under the wrong account number. In the

future the school will consult the

crosswalk/supplement for correct account

codes.

2010-2011 2

Condition: During our audit we noted the

school completed a BAR for SEG Federal

Stimulus causing the budget amount to be

overstated by $1,160.

Condition: During the cash reconciliation

test-work we noted 1) the beginning cash

balance did not agree to the prior year

audited cash for fund 11000 and 29000. 2).

We also noted that the due from other loan

amounts did not include all outstanding

loans to other funds.

The BAR entered into OBMS was

changed by NMPED to reflect the 2%

APS had retained and the NMPED had

not budgeted the prior year. In the future,

the school will question all BARs

requested by outside sources and will do

final budget adjustment requests before

June 30th to ensure that no funds are over

budget.

The finding is being disputed as we feel

it is a problem with the NMPED revised

Cash Report which deleted line items

containing payables and receivables.

2011-2012 2



exceeded budgetary authority: EMSI -

Instruction - $243.

The EMSI expenditures will be spent

according to the grant amount and not to

exceed the grant amount for the FY2012-

2013 school year. The Business

Manager will work closely with the

Director to ensure that the EMSI funds

are spent to the correct amount.

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Condition: During our review of 1 cash

receipt batch, we noted 6 receipts within

the batch that were not deposited within 24

hours of receipt as required.

The Administrator, Business Manager

and Office Manager will follow through

with the segregation of duties and work

closely together to be in compliance with

procurement policy. The Administrator,

Business Manager and Office Manager

will work together to ensure that all cash

received will be deposited within the 24

hour period.

2012-2013

5



exceeded budgetary authority:

Fund 29102 - Instruction - $8,374

Fund 26177 - Support Services - $4,301

Condition: During our audit, we

encountered the following issues:

• During our journal entry review, we noted

1 out of 5 journal entries which lacked

evidence of review by someone

independent of the preparer.

• During our search for unrecorded

liabilities, we noted $4,647 in liabilities that

should have been accrued at June 30, 2013.

• During our review of the school's payroll

accrual at June 30, 2013, we noted

numerous debit balances on various

liability accounts, an indication that

reconciliation at the account level was not

adequately performed at year-end. In

addition, the school did not identify the

year-end payroll accrual for year round

employees, which was determined to be

approximately $3,000.

• We noted that expenses related to the

EMS I funding was incurred in fund 11000

and the cash receipts were recorded in fund

26177. A reclassification of the

expenditures should have been performed

at year-end; as a result, an audit adjustment

was required.

• The school received notification from the

IRS on August 5, 2013 that stated that an

amount of $15A34 was due immediately

related to unpaid taxes from a prior period.

The school failed to disclose this

notification and potential liability to the

auditors during the audit. It was discovered

during our review of the 941 file.

The finance committee will review the

year-end budget and ensure that

necessary budgetary adjustments are

made.

Internal controls are being put in place to

insure segregated duties as regards

finances. This will address the journal

entries concern. We will reconcile all

payroll liability accounts monthly and, in

the future, will supply payroll accrual for

year-round employees. We have no

EMSI grant this year. The IRS notice we

received we did not expect to have to

pay. We actively addressed the situation

and worked to resolve it with no

penalties or payment due. In the future,

our Business Official will assure that 941

totals agree with W2s being submitted.

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C. Organizational Performance

The Charter School Act provides as follows: A charter may be suspended, revoked, or not renewed by the chartering authority if the chartering authority determines that the charter school…committed a material violation of any of the conditions, standards, or procedures set forth in the charter…and/or…violated any provision of law from which the charter school was not specifically exempted at Paragraph 4 of Subsection K of 22-8B-12 NMSA 1978.

Material Terms/Violations Please provide assurances.

Questions School’s Response

Is the school implementing the material terms of the approved charter application as defined in the charter contract? Areas include Mission, Educational Framework (e.g., Montessori, STEM), Educational Learning Model (e.g., blended learning model), grade levels, enrollment, graduation requirements, instructional days/hours, or other terms identified in the charter contract? If “no” please provide details.

Yes

No Measurement of the Environmental Awareness goal was originally to include a portfolio, but was instead measured using correlation data to determine relationship between academic performance (i.e., science SBA) and longevity of students.

(see page 16-20)

Over the past four years were there any material terms of the school’s charter contract with which the chartering authority determined that the school was not in compliance and the chartering authority notified the school of the compliance violation? If “yes” please provide details.

Yes

No

Educational Requirements—Assurances (If not applicable then leave blank.)

1) Yes No The school complies with instructional days/hours requirements.

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2) Yes No The school complies with graduation requirements. 3) Yes No The school complies with Promotion/Retention requirements. 4) Yes No Next-step plans are completed for applicable grades. 5) Yes No The school has an approved EPSS Plan. 6) Yes No The school demonstrates compliance with requirements relating to assessments. 7) Yes No The school provides support and training to mentor beginning teachers (e.g., first-

year mentorship program). 8) Yes No The school’s curriculum is aligned to Common Core Standards.

For any “no” answers please provide an explanation. #2 MMCS serves K-8. Graduation requirements do not apply.

With respect to findings for Organizational Performance, there will be a presumption of compliance unless the five-year record includes evidence to the contrary. Please respond to each of the statements below regarding organizational the current charter term. If any statements result in a “no” response please add an explanation in the box below the appropriate assurance section.

Civil Rights and Special Populations—Assurances

b) Yes No The school demonstrates compliance with applicable laws, rules, and regulations relating to the rights of students by the following:

1) Yes No Development and adherence to legally compliant policies related to admissions, lottery, waiting lists, fair and open recruitment, and enrollment, including rights to enroll or maintain enrollment.

2) Yes No Adherence to due process protections, privacy, civil rights and student liberties requirements, including restrictions prohibiting public schools from engaging in religious instruction.

3) Yes No Development and adherence to legally compliant student discipline policies including discipline hearings, suspension and expulsion policies.

c) Yes No The school protects the rights of students with disabilities and demonstrates compliance with applicable laws, rules and regulations, including the Individuals with Disabilities Education Act, Section 504, relating to identification and referral of those suspected of having a disability and providing services for students with identified disabilities.

d) Yes No The school protects the rights of English language learners and demonstrates compliance with applicable laws, rules, and regulations, including Title III of the the ESEA relating to English language learner requirements.

e) Yes No The school complies with applicable laws, rules, and regulations relating to compulsory school attendance.


Employees—Assurances

a. Yes No The school meets teacher and other staff credentialing requirements.

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b. Yes No The school demonstrates compliance with applicable laws, rules, and regulations relating to employment. Including adhering to legally compliant personnel policies and an employee handbook that outline disciplinary and grievance procedures.

c. Yes No The school demonstrates compliance with applicable laws, rules, and regulations relating to background checks of all individuals associated with the school, including staff and members of the community, where required.


School Environment—Assurances

a. Yes No The school maintained an Educational Occupancy (E-Occupancy) certificate for its facilities over the past four years? Include a copy of the E-Occupancy certificate as an appendix.

b. Yes No The school keeps records of fire inspections and other safety requirements.

c. Yes No The school meets transportation and nutrition requirements, if applicable.

d. Yes No The school complies with health and safety requirements.

e. Yes No The building, grounds, and facilities provide a safe and orderly environment.


Appropriate Handling of Information—Assurances

a. Yes No The school maintains required information in STARS and submits in a timely manner.

b. Yes No The school maintains the security of and provides access to student records under the Family Educational Rights and Privacy Act and other applicable authorities.

c. Yes No The school keeps all records safe from fire and theft and stored in a retrievable manner.

d. Yes No All student records are retained and disposed of pursuant to state requirements.

e. Yes No The school properly and securely maintains testing materials.

For any “no” answers please provide an explanation. Only special education records are kept in a fire proof file

cabinet. Other school records are stored under lock and key. Governance—Assurances

1) Yes No The school complies with governance requirements? Including: 2) Yes No All required School Policies 3) Yes No The Open Meetings Act 4) Yes No Inspection of Public Records Act 5) Yes No Conflict of Interest Policy 6) Yes No Anti-Nepotism Policy 7) Yes No Governing Body Organization and Membership Rules (i.e., Bylaws) 8) Yes No Required Committees (Finance and Audit) and submission of appropriate

documentation 9) Yes No Governing Body Mandated Trainings

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10) Yes No Governing Body Evaluates Itself

Yes No Is the school holding management accountable?

1) Yes No The governing body receives regular written reports from the school leadership in regards to key indicators of the school’s progress.

2) Yes No The governing body provides a written annual evaluation of the head of school that holds the head of school accountable for performance expectations.


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D. Petition of Support from Employees

A certified petition in support of the charter school renewing its charter status signed by not less than 65

percent of the employees in the charter school at Subsection J of 22-8B-12 NMSA 1978.

Include, as Appendix B, a certified affidavit of the Employees’ Support Petition from not less than 65 percent of the employees of the charter school that indicates their support of the renewal of the charter.

Following is a suggested form to certify the petition. This form may be attached to the petition. You MUST have

signatures.

I am the head administrator of the ________________ Charter School and hereby certify that: the attached

petition in support of the ________________ Charter School renewing its charter was circulated to all

employees of the __________________ Charter School. There are ____ persons employed by the

__________________ Charter School. The petition contains the signatures of _______ employees which

represents ___% percent of the employees employed by the _________________ Charter School.

STATE OF NEW MEXICO) ss. COUNTY OF Bernalillo)

I, ______________, being first duly sworn, upon oath state:

That I have read the contents of the attached Petition, and my statements herein are true and accurate to the best of my knowledge and belief.

Subscribed and sworn to before me this day of 2014.

Notary Public

My Commission Expires:

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E. Petition of Support from Households

A certified petition in support of the charter school renewing its charter status signed by not less than 75

percent of the households whose children were enrolled in the charter school at Subsection J of 22-8B-12

NMSA 1978.

Include, as Appendix C, a certified affidavit of the household support petition of the charter school renewing its charter status from not less than 75 percent of the households whose children were enrolled in the charter school.

Following is a suggested form to certify the petition. This form may be attached to the petition. You MUST have

signatures.

I am the head administrator of the ________________ Charter School and certify that: the attached petition in support of the _________________ Charter School renewing its charter was circulated to households whose children were enrolled in our charter school. It contains the signatures of ____ households which represents ___% percent of the households whose children were enrolled in the ___________________ Charter School. STATE OF NEW MEXICO) ss. COUNTY OF Bernalillo)

I, ___________________, being first duly sworn, upon oath state:

That I have read the contents of the attached petition, and my statements herein are true and accurate to the best of my knowledge and belief.

Subscribed and sworn to before me this day of 2014.

Notary Public

My Commission Expires:

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F. Facility

A description of the charter school facilities and assurances that the facilities are in compliance with the

requirements of Section 22-8B-4.2 NMSA 1978.

Provide a copy of the building E Occupancy certificate and/or a letter from the PSFA with your NMCI Score as Appendix D, indicating that the school facility meets the requirements at Subsection C of 22-8B-4.2 NMSA 1978. (If the charter school is relocating or expanding to accommodate more students.)

Subsection C of 22-8B-4.2 NMSA 1978: On or after July 1, 2011, a new charter school shall not open and an existing charter school shall not relocate unless the facilities of the new or relocated charter school, as measured by the New Mexico condition index, receive a condition rating equal to or better than the average condition for all New Mexico public schools for that year or the charter school demonstrates, within 18 months of occupancy or relocation of the charter, the way in which the facilities will achieve a rating equal to or better than the average New Mexico condition index.

G. Term of Renewal A statement of the term of the renewal requested, if less than five years. If a Renewal Application does

not include a statement of the term of the renewal, it will be assumed that renewal is sought for a term of

five years.

State the term of renewal requested if less than five years.

Appendix Number

Appendix Description (* indicates required appendix) Attached (Check if

Yes)

Appendix A Financial Statement

Appendix B Petition of Support from Employees Affidavit

Appendix C Petition of Support from Households Affidavit

Appendix D E-Occupancy Certificate and/or Letter from the PSFA indicating that the school facility meets the requirements of Subsection C of Section 22-8B-4.2 NMSA 1978

Other Attachment(s)

Describe: Mountain Mahogany Community School Charter Details (Appendix E)

II. Checklist

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Part C—Self-Study

(Vision for the Next Five Years)

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A. Performance Self Study/Analysis-Key Questions Directions: The following questions are to help you reflect on the whole of your school as you review the plethora of information provided in Part B above. You have dissected the parts of your School and now it is time to think about what those parts say about your school and learning community over the last four to five years. There is also room to discuss how the past will contribute to how you think about the future of your school if approved. 1. Based on your academic results from the past four years, discuss your School’s academic priorities over the

next five years, if approved.

One of MMCS’s priorities is to improve upon and increase student achievement in math particularly during transition years, (e.g., 4th grade, when students begin a two-year loop with the same teacher, and 6th grade, when transition to middle school occurs). An additional priority is to support deeper implementation of the Common Core State Standards (CCSS) across content areas to bolster student achievement in reading and responding to text across all grades K-8.

2. What main strategies will be implemented to address these priorities?

In fall of 2014 MMCS will be implementing a K-8 adoption of Math in Focus, a CCSS-aligned Singapore

Math-based program, including ongoing staff development and training for the new curriculum. By

continuing to utilize a Singapore Math approach, we will have an opportunity to build on current student

and teacher skills and understandings of this methodology. Consistency across grade levels in program

and implementation will be reached for a full K-8 Scope and Sequence in addressing CCSS. We anticipate

the transition years to progress more smoothly for students who have matriculated through our school

with this program.

Throughout the upcoming school years our curriculum coaches, in collaboration with faculty, will continue professional development around implementation of CCSS in English Language Arts as well as through other content areas (e.g., social studies and science). Potential strategies to facilitate such collaboration include in-services, observed lessons, an instructional coach model, lesson study, and lesson creation collaboration and debriefing with colleagues.

3. How has the data been used to modify systems and structures that the leadership team has put into place to

support student achievement?

Based on our data, specifically in math from year-to-year and across cohorts, the leadership team

facilitated the implementation of Math in Focus as a K-8 mathematics curriculum adoption. We have been

utilizing Singapore Math for 5 years and Springboard for two years and determined that with the adoption

of CCSS we needed a more comprehensive, K-8 program that aligns with the CCSS. Math in Focus

specifically addresses math practice standards using a systematic approach which better aligns with CCSS

than with the previous program. The use of an additional Response to Intervention (RtI) period, which also

II. Self-Report—Looking Forward The Charter School Act requires that each school include two goals in their renewal application.

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serves as a study skills class in grades 6th-8th for mathematics has resulted in improvement in student

achievement at the middle level.

In addition, analysis of the data has led to the determination that the school would benefit from special education support teacher(s) who are able to provide academic instruction and consultation within the general education classroom setting for students with diverse needs. This approach was initiated fall 2014.

4. Reflect on the academic performance of your lowest-performing students (Q1s), students with special

needs, English Language Learners, and students who are economically disadvantaged. What changes to your

program will you make based on your analysis?

Historically our data reflects that students in Quartile 1 have under-performed in comparison to their peers without disabilities in reading, math, and science. Based on this analysis, inclusion facilitation was bolstered (i.e., at least 1.5 FTE). As of fall 2014 the inclusion facilitation is being carried-out by two teachers with credentials (i.e., level II and III as well as National Board Certified) and experience to jump-start the new program. With this new service delivery model (i.e., where students with varying needs are provided supports within their general education classroom settings), it is hoped that faculty will gain a better understanding as well as additional strategies to effectively teach all learners within the typical classroom setting as well as across content areas. Some of the elements of this approach include classroom observation, model lessons, collaboration with lesson creation, suggestions for classroom and individual behavior management, and assessment review. Supporting the lowest-performing students to make greater academic gains has clearly caused us to “shift-gears” and try new approaches in serving such students.

5. Describe how your governing body has reflected on and addressed school performance data. Address both

the school report card, short-cycle assessment data, and school goals. How is the school’s head

administrator held accountable for school performance?

The current strategic plan facilitated and developed by council members specifies that within its mission “student achievement has always remained the ultimate goal.” Consequently, the council holds an annual retreat that evaluates goals and objectives that include student academic performance as well as goals specific to the charter. The directorship is required to update the council on student academic progress through short-cycle (SCA) and state-mandated assessment (i.e., SBA) results as they become available. Updates on related activities such as Family Science Night (FSN), adoption of new curricula, and trainings on Common Core State Standards (CCSS) for staff are also required in such reports to ensure movement towards established goals. Such activities are also scrutinized to ensure they are aligned with the school’s vision. Finally, faculty are required to participate in an end-of-the-year presentation for council members on activities and accomplishments achieved within each grade or program.

B. Mission-Specific Indicators/Goals The Amended Charter School Act requires schools to identify two mission-specific indicators/goals in the

renewal application that set targets for the implementation of the school mission, if approved. Mission-specific

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indicators/goals MUST BE provided within this section of the renewal application. If the renewal application is

approved, these indicators/goals will be used as ”first draft” indicators during the negotiations with the Authorizer.

For the purposes of this renewal application, the indicators/goals will show the capacity of the applicant to identify

appropriate indicators/goals aligned with the mission of the School moving forward. During the later contracting

process after approval, the indicators/goals that are finally negotiated and put into the Performance Framework

allow the school to demonstrate its achievements related to the school mission. The Performance Framework is

assessed on an annual basis and may be revised yearly. Please note: renewing schools are encouraged to use their

history of performance, including baseline data if available, when developing the two mission-specific

indicators/goals and metrics.

Mission-specific indicators/goals put into the application should:

(1) demonstrate the school’s ability to implement the school’s mission;

(2) be in the format set forth below, which is a SMART goal format (specific, measureable, attainable, rigorous,

and time-bound—see below); and finally,

(3) include metrics and measures using the following criteria: “Exceeds standards,” “Meets standards,” “Does not

meet standards,” and “Falls far below standards.”

For instance, if a school’s mission focuses on language acquisition, then a school may choose a mission-specific

indicator/goal that measures student progress and performance in this special area. These indicators/goals are

monitored on an annual basis and then potentially revised yearly.

If you define a cohort of students (i.e. 11th grade students that have attended the school for at least two

semesters), you must identify how many students are in the cohort and how many are the larger category if no

cohort were identified.

Again, please note that these indicators/goals are subject to change through the negotiation process as the

school works with their Authorizer in the contract negotiation process during the planning year.

Please note: The criteria for SMART Format is as follows:

Specific. A well-defined goal must be specific, clearly and concisely stated, and easily understood. Educational goals should be tied to learning standards that specify what students should know and be able to do, for each subject or content area and for each grade, age, or other grouping level.

Measurable. A goal should be tied to measurable results to be achieved. Measurement is then simply an assessment of success or failure in achieving the goal.

Ambitious and Attainable. A goal should be challenging yet attainable and realistic.

Reflective of the School’s Mission. A goal should be a natural outgrowth of the school’s mission, reflecting the school’s values and aspirations.

Time-Specific with Target Dates. A well-conceived goal should specify a timeframe or target date for achievement.

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In the space below, provide at least two mission-specific goals/indicators. Include the following key elements:

First, ensure that the annual goals/indicators provided show the implementation of the school’s mission.

Second, for each indicator provided, use SMART format (specific, measureable, attainable, rigorous, and

time-bound—see glossary). Your indicators should include all of these key SMART elements, be clear,

comprehensive, and cohesive.

Third, include measures and metrics in your mission-specific goals/indicators. Specifically, determine what

percentage constitutes “exceeds standards,” what constitutes “meets standards,” what falls under “does

not meet standards” and what it means to “fall far below standards.

NOTE: PLEASE SEE THE SAMPLE SET FORTH IN THE GLOSSARY (Attached, page 28).

Provide Two Mission-Specific Indicators/Goals.

Provide a detailed rationale for the indicators you have chosen. If there is data to support the goal, please

provide it (i.e. short cycle assessment data supporting the target growth). If there is an applicable state standard

set for your indicator, please provide it (i.e. state graduation standard.)

Goal #1: The percentage of students achieving proficiency in science will increase by

3% per year over the course of the charter as measured annually through the

SBA administered each spring.

One of Mountain Mahogany Community School’s core principles and commitments is to develop Environmental Awareness in students. Acting as stewards of the natural world, in which such students gradually become appreciative and connected to, requires simultaneous development of scientific skills and knowledge. This goal is in keeping with our overall school mission.

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Goal #2: The percentage of students understanding and applying the school’s 6-

core principles and commitments will be at 75% over the course of the charter as

measured annually through the Student Survey administered each spring.

Exceeds Standard:

The school surpasses the target of this indicator if the following rate is met:

90% or more of students surveyed rate each common core commitment construct as present.

Meets Standard:



Does Not Meet Standard:

The school does not surpass the target of this indicator if the following rate is met:


Falls Far Below Standard:

The school falls far below the standard if it fails to meet any of the standards set forth above.

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C. Amendment Requests – Material Changes to the Current Charter Any revision or amendment to the terms of the charter shall be made only with the approval of the chartering

authority and the governing body of the charter school.

In the space below, identify any amendments you need. Recreate the box below if you have more than one

amendment request.

*An approved charter application is a contract between the charter school and the chartering authority. (22-8B-9 [A] NMSA

1978)

*Any revision or amendment to the terms of the charter shall be made only with the approval of the chartering authority

and the governing body of the charter school. (22-8B-9 [E] NMSA 1978)

Name of State-Chartered School: N/A

Date submitted: N/A Contact Name: N/A E-mail: N/A

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Current Charter

Application

Section and Page

Current Charter Statement(s)

Proposed Revision/Amendment

Statement(s)

Rationale for

Revision/Amendment

Date of

Governing

Body Approval

See Appendix E

Original Signature of Governing Council President or Designee: _______________________________________ Date: _______________

Printed Name of Governing Council President or Designee: Delcie Dobrovolny

Thanks to NMPEC and to NACSA for allowing APS CMSD to use their forms/ideas in conjunction with our own to create this document. Below is a

“glossary of terms” that is included in the NMPED/PEC renewal form that you may find helpful.

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Glossary of Terms

Amended Charter School Act: In 2011, the New Mexico Legislature amended the Charter School Act (Act) in several ways. The purpose of the amended Act is to increase accountability of charter schools and authorizers. The primary changes to the Act were the addition of a separate “Performance Contract” (§22-8B-9 NMSA 1978) between the authorizer and the charter school and “Performance Frameworks” (§22-8B-9.1 NMSA 1978).

Assessment: A method, tool, or system used to evaluate and demonstrate student progress toward—or mastery of—a particular learning standard or goal (e.g., a standardized test, short-cycle tests, teacher-developed tests, a portfolio-judging system, etc.).

Current Charter: The current charter is the approved charter (or charter contract) with any amendments and/or changes that have been authorized for the current operational term.

Material Term: The APS CMSD will use the following definition used by the National Association of Charter School Authorizers (NACSA) for Material Terms: The term material means that the authorizer deems the matter relevant to 1. The authorizer’s accountability decisions including but not limited to decisions about whether to renew or

non-renew or revoke a charter; or 2. Information that a family would consider relevant to a decision to attend the charter school.

The material terms will be the provisions that the charter school will need to amend in order for the school to modify any of the terms of the contract. Please note: The material terms are those essential elements with which the charter school agrees to comply. These are not the only terms that could be breached in the contract and do not identify the only terms that could be subject to “material violations.” There could be a material violation of any term in the Performance Contract or as demonstrated by the results of the Performance Framework.

Material Violation: A material violation occurs when one party fails to perform their duties as specified in a contract. A contract may be violated by one or both parties. A material violation may result in the need for corrective action or other action as allowed by law to be taken by the Authorizer. There could be a material violation of any term in the Performance Contract or as demonstrated by the results of the Performance Framework.

Mission-Specific Indicators/Goals: The Amended Charter School Act requires schools to identify at least two

mission-specific indicators/goals in the renewal application that set targets for the implementation of the school

mission. Mission-specific indicators/goals MUST BE provided within the renewal application. If the application is

approved, these indicators/goals will be used as a “first draft” for discussion during the negotiations with the

Authorizer.

For the purposes of this renewal application, the indicators/goals will show the capacity of the applicant to identify

appropriate indicators/goals aligned with the mission of the School moving forward. During the later contracting

process after approval, the indicators/goals that are finally negotiated and put into the Performance Framework

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allow the school to demonstrate its achievements related to the school mission. The Performance Framework is

assessed on an annual basis and the school-specific indicators may be revised yearly. Please note that renewing

schools are encouraged to use their history of performance, including baseline data if available, when developing

the two mission-specific indicators/goals and metrics.

Mission-specific indicators/goals put into the renewal application should:

(1) demonstrate the school’s ability to implement the school’s mission;

(2) be in format set forth below which is a SMART goal format (specific, measureable, attainable, rigorous, and

time-bound—see below); and finally,

(3) include metrics and measures using the following criteria: “Exceeds standards,” “Meets standards,” “Does not

meet standards,” and “Falls far below standards.”

If you define a cohort of students (i.e. 11th grade students that have attended the school for at least two

semesters), you must identify how many students are in the cohort and how many are the larger category if no

cohort were identified.

SAMPLE. The following is a sample of a strong mission-specific indicator. You do NOT need to copy it. It is

intended to give you a sample of what a complete SMART mission-specific indicator looks like.

Sample Mission Specific Indicator: Track and improve graduation rates for two distinct cohorts.

Cohort 1: Students who begin their 9th grade year enrolled at the School and remain for the entirety of their high

school career.

Cohort 2: Students who enrolled for less than their full high school career but are defined as part of a graduation

cohort established by their enrollment into 9th grade.

2.a Did the school meet its mission-specific indicator(s)?

Exceeds Standard: The school surpasses the targets of this indicator if the following rates are met for each Cohort: Cohort 1. 95% or more of Cohort 1 students graduate AND Cohort 2. 95% or more of Cohort 2 students graduate OR if it is less than 95%, there is an increase of 5 percentage points from the

average of the previous three years for Cohort 2 students.

Meets Standard: The school surpasses the targets of this indicator if the following rates are met for each Cohort: Cohort 1. 90% or more of Cohort 1 students graduate AND Cohort 2. 90% or more of Cohort 2 students graduate OR if it is less than 90%, there is an increase of 5 percentage points from the

average of the previous three years for Cohort 2 students.

Does Not Meet Standard: The school does not surpass the targets of this indicator if the following rates are met for each Cohort: Cohort 1. 80% or more of Cohort 1 students graduate AND

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Cohort 2. 80% or more of Cohort 2 students graduate OR if it is less than 80%, there is an increase of 5 percentage points from the average of the previous three years for Cohort 2 students.

Falls Far Below Standard: The school falls far below the standard if it fails to meet any of the standards set forth above.

New Mexico Condition Index (NMCI): The PSFA ranks every school facility condition in the state based upon relative need from the greatest to the least. This metric is used to compare and prioritize schools for capital outlay funding.

Performance Contract: (§22-8B-9 NMSA) The charter authorizer shall enter into a contract with the governing body of the applicant charter school within 30 days of approval of the charter application. The charter contract shall be the final authorization for the charter school and shall be part of the charter. If the chartering authority and the applicant charter school fail to agree upon the terms of or enter into a contract within 30 days of the approval of the charter application, either party may appeal to the secretary to finalize the terms of the contract, provided that such appeal must be provided in writing to the secretary within 45 days of the approval of the charter application. Please note: the charter school and APS may agree to an extension of the 30-day deadline.

Performance Frameworks: [§22-8B-9.1 NMSA] The charter contract will also include a performance framework tied to annual metrics and measures for:

(1) student academic performance; (2) student academic growth; (3) achievement gaps in proficiency and growth between student subgroups; (4) attendance; (5) recurrent enrollment from year to year; (6) if the charter school is a high school, post-secondary readiness; (7) if the charter school is a high school, graduation rate; (8) financial performance and sustainability; and, (9) governing body performance

PSFA: Public Schools Facilities Authority. The PSFA serves as the staff to the Public School Capital Outlay Council (PSCOC) to implement the New Mexico Condition Index (NMCI) as well as to approve and monitor lease assistance applications.

Self-Study: The Self-Study is a procedure where an education program describes, evaluates, and subsequently improves the quality of its efforts. Through the self-study process, a program conducts a systematic and thorough examination of all its components in light of its stated mission. Self study is a process that should be ongoing. Active and continuous involvement in self-study reflects a commitment to the concept of providing students with a quality educational experience.

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Appendix A

Financial Statement

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Appendix B

Petition of Support from Employees Affidavit

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Appendix C

Petition of Support from Parents Affidavit

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Appendix D

E-Occupancy and PSFA Approval of Lease-to-Purchase

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Appendix E

Mountain Mahogany Community School Charter Details Abstract Established in 2004, Mountain Mahogany Community School (MMCS), located at 5014 4th Street NW in Albuquerque, New Mexico, is a charter school in the Albuquerque Public Schools district. MMCS currently serves approximately 206 students from kindergarten through eighth grade within Albuquerque and the surrounding areas. Mission Statement: MMCS provides an innovative and unique educational program for the families and students it serves. Based in the values and philosophy that students can learn in a highly nurturing environment that fosters deep exploration of subjects, MMCS and the faculty provide a well-rounded education for our students. Utilizing a holistic approach to learning, students are presented academics that integrate all subjects (including art) while allowing students the opportunity to explore, cooperate, and discover. For example, in the Kindergarten classroom, students experience the rhythms and cycles of the school day, of nature, and of the world. Multicultural activities and lessons provide students with chances to demonstrate that knowledge through multi-sensory investigation that emphasizes a strong oral language foundation. Although this approach is unique, student achievement has always remained the ultimate goal.

CHARTER SCHOOL MISSION AND STATEMENT OF NEED

The Charter School Mission Statement should communicate the essence of the school to stakeholders and to the public and should provide the focal point to which all other sections of the school’s plans align. In addition, the charter school and its mission must be in the best interest of the students and community that it serves. The mission of the Mountain Mahogany Community School is to provide a rich, well rounded and developmentally and age appropriate learning environment that guides and stimulates thinking in a nonsectarian setting. Our great hope is to educate children, as well as the adults in their school community, to become emotionally and intellectually strong, environmentally aware, compassionate people, so that they may contribute to making the world a more peaceful place. In order to be successful at this enormous task we must be a school that is continually self-evaluating, changing, and growing.

1. Mountain Mahogany Community School will serve all students who submit a complete and timely application and are enrolled through an open lottery procedure.

2. Mountain Mahogany Community School seeks to nurture an educational environment and program that provides every student the opportunity to achieve and demonstrate success.

3. Mountain Mahogany Community School will use a curriculum through which students will engage cultures, religions and ways of life while developing skills in language arts, mathematics, science,

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and social studies. This learning will take place in the form of stories, music, dance, art, cooking, farming, technology, language, and experience in the natural world.

4. Through state-mandated and internal assessments, as well as measurable goals, Mountain Mahogany Community School will demonstrate that the school is succeeding in its mission.

Statement of Need: Mountain Mahogany Community School is in the best interest of the students and community that it serves because we provide students with a safe and secure learning community. The school will give students the opportunity to explore and discover the world around them on their own terms and in a meaningful way, ensuring the development of higher level thinking skills and academic success. Students who enroll in Mountain Mahogany Community School will be in an environment that is responsive to their needs, and that utilizes educational strategies that have been shown to increase self-esteem and academic performance. A classroom and school that is committed to creating a rich and contextualized multicultural environment offers students the opportunity to develop the skills they will need to engage the social responsibilities inherent in a democratic society. The city and state from which we draw students is majority/minority. This community is directly impacted by inequities based on race, ethnicity, class, gender, sexuality, and religion. Our school seeks to re-balance these inequities by teaching the whole child and their complete cultural self. Further, by presenting material from many perspectives, students have the opportunity to collectively and individually explore, discover, think, and make decisions that recognize their individual and cultural learning needs while exposing them to new ways of learning. This allows the classroom teachers to act as facilitators to student learning as well as to apply direct instructional models and techniques as appropriate. The classroom environments, as well as our instructional approaches, will be tailored to suit the variety of abilities, needs, and goals of all students. Mountain Mahogany Community School is committed to addressing the urban community’s concerns with smaller class sizes, student-directed learning, a less-crowded campus, and the highest expectations of student achievement, communication skills, and discipline. Mountain Mahogany Community School is committed to continuing the strong involvement of parents and the surrounding community.

EDUCATIONAL PLAN

The educational plan should describe who the school expects to serve; what the students will achieve; how they will achieve it; and how the school will evaluate performance. It should provide a clear picture of what a student who attends the school will experience in terms of educational climate, structure, materials, schedule, assessment and outcomes. CURRICULAR FRAMEWORK

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Philosophy and Approach to Instruction Mountain Mahogany Community School curriculum is based on serving Kindergarten through eighth grade students by establishing a variety of formats to service our students appropriately. Our curricular format establishes standards at each grade level and this format provides a framework for instructional resources and assessments aligned to mastery-level curriculum mapping. Mountain Mahogany Community School incorporates several educational and social approaches that tie together to form a whole, integrated curriculum that provides more benefits through its synergy. Following are the main aspects of this integrated approach. Integrated Curriculum In order to accurately impart the rationale of our curricular approach, it is critical to understand the interconnected nature of the approaches utilized. Curriculum integration can take several forms; these include interdisciplinary curriculum, which "refers to the linkage of content from different disciplines, integration of skills/processes, integration of school and self, and holistic integration1." Gough contrasts the conventional and integrated approach in the following quote:

"Holistic emphasis are conspicuous by their absence in conventional schools, which reinforce an atomistic world view through virtually every aspect of their design, construction and modes of operation. One of the very few countervailing tendencies is the increasing recognition of the value of 'interdisciplinary' or 'integrated' studies. Such studies are consistent with the shift towards a more holistic world view because, by focusing on interconnections between what were once studied as separate entities, they can be seen to have taken some form of ecological understanding on the matter.2"

Mountain Mahogany Community School employs curriculum integration, in all of its forms, to tie the curriculum together. We offer an interdisciplinary curriculum that is structured around the study of cultures from around the world with the arts, including visual, movement, and auditory, interwoven throughout the school day and school year. Integration of skills and processes occurs through the partaking of projects in both individual and cooperative settings. Integration of school and self occurs in part due to participation in projects within the school community, but is further developed through the participation of students in wider community projects and events as well as the wider community's participation within the school. In this way there is the striving for holistic integration, where every aspect of the curriculum comes together to form a whole functioning system.

1 Martin-Kneip, G.O., Feige, D. M., & Soodak, L. C. (Spring 1995). Curriculum integration: An expanded view of an abused

idea. Journal of Curriculum and Supervision, 10(3), 227-249. 2 Gough, N. (1989). From epistemology to ecopolitics: renewing a paradigm for curriculum. Journal of Curriculum Studies,

21(3), 225-241).

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Interdisciplinary Learning and Art as Process An integrated curriculum gives students an opportunity to experience the interrelated nature of the classroom content, as well as a sense of relevance in relation to their own lives.3 Linking all disciplines to form a comprehensive, interdisciplinary learning model allows students to experience the world around them as a whole and interrelated system.3 Additionally, integrated and interdisciplinary learning, especially utilizing art which actively engages the senses, gives the teacher and student a variety of ways to approach and experience a given subject or project.4 By using curriculum integration to present information in a variety of ways, including verbal/linguistic, mathematical/logical, visual/spatial, body/kinesthetic, musical/rhythmic,5 we ensure that every student has the opportunity to succeed. At Mountain Mahogany Community School, the arts play an important role not only in their own right, but also as a tool for learning, exploring and mastering material and to enliven the entire curriculum. Arts integration results in a curriculum that is interwoven with art to enhance learning, as a form of self-expression for students, and a way to exhibit students’ understanding of material they have already mastered. Art education has been found to provide many benefits for those students participating in it. Through it children, despite their differences, have an opportunity to completely participate in their own education.4 According to Slay and Pendergast, "a strong arts education improves the academic achievement, creates a climate more conductive to learning, and encourages students and teachers to discover unsuspected talents.6" This fosters higher levels of self-confidence.6, 7 Intercultural Education, Cooperative Learning and Projects The core values of Intercultural Education at MMCS are:

Diversity of thought, experience, and culture

Safety

Inclusion, equity, and social justice

Self-identity affirmation

3 Martin-Kneip, G.O., Feige, D. M., & Soodak, L. C. (Spring 1995). Curriculum integration: An expanded view of an abused

idea. Journal of Curriculum and Supervision, 10(3), 227-249. 4 Geoghegan, W. (February 1994). Re-placing the arts in education. Phi Delta Kappan, 75, 456-458. 5 Sutton, B. (1998). Enki Education Teachers Guide. Henniker, NH; BAS. 6 Slay, J. V. & Pendergast, S. A. (May 1993). Infusing the Arts Across the Curriculum; A South Carolina School Lifts

Students’ Self Esteem through Arts Study. The School Administrator, 50(5), 32-35. 7 Fox, J. E. & Diffly, D. (Winter 2000). Integrating the Visual Arts; Building Young Children’s Knowledge, Skills, and

Confidence. Dimensions of Early Childhood, 3-10.

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Institutional alignment through assessment, accountability, and identifying ourselves as change agents working collaboratively

A description of how the values of intercultural education are woven throughout the curriculum can be found in the World of K – 8 Curriculum, below. In a recent publication, the National Council for the Social Studies states, as diversity in the world grows, it becomes increasingly important for students in the United States to acquire the knowledge, skills, and values essential for functioning in cross-racial, cross-ethnic, cross-social, and cross-cultural situations. For democracy to function in a pluralistic nation-state, its citizens must be able to unpack and transcend their racial, ethnic, gender, religious, sexual orientation, age, class, and cultural boundaries in order to participate in public discussion and action in a more authentic manner. In her seminal work McIntosh (1988) points to the need to engage in self-reflection and self-exploration in order to better gain an understanding of one’s position in the society in which she/he lives in.8 An important goal of intercultural education and culturally responsive teaching is to help students from dominant and diverse backgrounds learn how to create equitable opportunities in order to close the achievement gap that is so prevalent in public education resulting in full participation in the democratic political system and way of life for all of its citizens.91011 No goal for education is more important as we approach the threshold of the new century.”12 Cooperative learning also helps to break down barriers by improving social interaction in multicultural and cross-cultural settings, resulting in higher self-esteem.13, 14 Students’ academic performance and social skills increase when they find themselves in a cooperative, supportive, and accepting environment.11, 12 In addition, a school climate full of competition can create a socially uneven playing field and thus undercut academic achievement.12, 13 On the other hand, when cooperation is present and competition is de-emphasized, students will naturally feel they have the support needed to stretch their abilities and approach new and challenging material or skills with confidence.15 Because the school community has compassion for frustration and setbacks, the student will not feel anxiety over 8 McIntosh, P. (1988). White Privilege: Unpacking the Invisible Knapsack. Wellesley, MA; Wellesley

College Center for Research for Women. 9 DiFranco, S. E. (2014). Antiracist Teaching Under Fire in Public Schools: A Case Study. Understanding

and Dismantling Privilege, 4(2), 174-190. 10 Rothenberg, P. (2005). White Privilege: Essential Readings on the Other Side. Of Racism. New York:

Verso. 11 Wise, T. (2005). White Like Me: Reflections on Race from a Privileged Son. Brooklyn, NY: Soft Skull

Press. 12 National Council for Social Studies. Curriculum Guidelines for Multicultural Education. Accessed March 6, 2008, from

NCSS Position Statements: http://www.socialstudies.org/positions/multicultural/ 13 Lucking, R. (September/October 1993). Cooperative learning and Multicultural Classrooms. Clearing House, 67(1), 12-17. 14 Manning, M. L. & Lucking, R. (January/February 1991). The What, Why, And How Of Cooperative Learning. Clearing

House, 64(3), 152-157. 15 Chirichello, M. & Chirichello, C. (Fall 2001). A Standing Ovation for Looping: The Critics Respond. Association for

Childhood Education International, 78, 2.

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those possible outcomes and will instead utilize the support of the community to face challenges and new horizons. Project learning, like interdisciplinary learning, provides real meaning to the students in their own lives, while using the curriculum to form an interconnected world.16,17 Regular engagement in learning projects also provides students with the opportunity to explore a theme or content-related subject in depth. Activities will center on encouraging students to appropriately develop an understanding of the importance and applicability of observation, consideration, and compassion in the place of judgment in current and future learning. Project work allows students to build on academic and social skills such as leadership, cooperation, and choice making, while developing emotional, moral and aesthetic understanding.15, 18 It often requires students to employ creativity and ingenuity in order to solve the problems that present themselves.16 When students can explore information from many perspectives, through project work, they also have the opportunity to develop an abstract understanding of the information.15, 16 Additionally, the project approach gives teachers the flexibility with which to adjust the skills and individualize the curriculum to meet students’ individual needs.17

Immersion and Mastery Immersion, a process where the students completely explore, experience, and observe the materials that are being studied from many angles, is readily employed in conjunction with the interdisciplinary curriculum. Immersion gives students opportunities of discovery and allows them to develop a sense of ownership of the material.19 Students become involved in and surrounded by the material being studied. With immersion, higher level thinking skills are not analyzed, but they are developed through the thorough understanding of the content.19 In this way, students can find what has meaning to them and put it in terms that they can understand and relate to. Immersion is in large part an experiential rather than analytical process that keeps the students involved with the material. This is based on the idea that interrupting the thinking process, in order to analyze it, may hinder the development of effective thinking skills.20 In Mountain Mahogany Community School’s approach, understanding and higher level thinking skills emerge as students experience and explore the subject matter.19 Mastery begins to remove the student from the material because students must step back in order to define and analyze what they have learned. In order for

16 Katz, L. & Chard, S. C. (2000). Engaging Children’s Minds: The Project Approach. Stanford, CT; Ablex Publishing

Corporation. 17 Diffily, D. (Summer 2002). Project-based learning: meting social studies standards and the needs of gifted learners. Gifted

Child Today, 25(3), 40-43. 18 Trepanier-Street, M. (Fall 1993). What’s so new about the project approach? Childhood Education, 70(1), 25-29. 19 Caine, G. & Cain, R. N. (2001). The Brain, Education, and the Competitive Edge. Anham, MC; The Scarecrow Press, Inc. 20 Prawat, R. X. (March 1991). The Value or Ideas: The Immersion Approach to the Development of Thinking. Educational

Researcher, 20(2), 3-10).

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students to embrace the information being learned as though it is their own, it is critical that students have full opportunity for immersion prior to mastery. Mountain Mahogany Community School's immersion and mastery approach to academics utilizes a block or thematic unit schedule that gives each child the time to first discover and then to digest and experiment with newly received information and ideas before the teacher expects any indication of mastery. This approach ensures that every student has a clear, correct, and complete understanding of the material before attaining mastery in the subject area. Upon complete immersion in the subject matter, the student then has the opportunity to master the material with confidence and to thoroughly engrain the critical skills and information of the material through projects, artwork and other demonstrations of master through formal and informal assessment(s). Community and Community Involvement as School Support To provide a safe and familiar environment and increase the teachers' knowledge and understanding of the students they work with, as much as is possible, students will have the opportunity to loop with their teachers, spend two consecutive years with the same teacher, twice during their elementary education and to have the same four teachers for the three years they are in middle school. This provides the students with a long-term community and support system and gives teachers and parents the time to develop stronger lines of communication.21 The class teachers will also have the opportunity to get to know each child more extensively, to observe what approaches work best for each child, giving them the ability to anticipate difficulties, and to create an individualized instruction model for each student that will ensure success in the school.20 Other benefits associated with multi-year teaching include less need for discipline, better academic achievement, more parental interaction, and more time to teach.22 Having the same teacher year after year also allows the teacher to give students learning opportunities throughout the summer, essentially extending instruction time.23 For example, a teacher could suggest summer explorations individualized to the student, based on the teacher’s extensive knowledge of the student, and anticipating the demands of next year’s lesson planning.

Additionally, to provide support and consistency for each student, the student will remain in the same class throughout the grades (as much as possible). Remaining with the same classmates allows the students to establish a familiarity and comfort among one another that encourages greater risk taking and a sense of belonging, which will increase academic performance and achievement.24

21 Lincoln, R. D. (January/February 1997). Multi-Year Instruction: Establishing Student-Teacher Relationships. NASSP

Schools in the Middle, 6(3), 50-52. 22 Lincoln, R. D. (January/February 1997). Multi-Year Instruction: Establishing Student-Teacher Relationships. NASSP

Schools in the Middle, 6(3), 50-52. 23 Hanson, B. J. (November 1995). Getting to Know You; Multiyear teaching. Educational Leadership, 42-43. 24 Chirichello, M. & Chirichello, C. (Fall 2001). A Standing Ovation for Looping: The Critics Respond. Association for

Childhood Education International, 78, 2.

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From a partnership model, the school will also provide support for parents and family members through workshops and other educational activities that are meaningful to them in areas such as media literacy, food and nutrition, health and fitness, and parenting and communication strategies. Family members will also be encouraged to participate in seasonal and cultural festivals, school presentations, community gatherings, and classroom volunteering, making them an essential part of the school community. Just as Mountain Mahogany Community School finds it crucial that all cultures, peoples, and individuals are honored as they are, we also find that everyone is inherently contributing to the community. It is essential that students become aware of the role they play not only in the school community, but also the role they play in the greater community and the impact this community has on them. It becomes evident that the curriculum functions in an interconnected, inter-dependent, interrelated, and synergistic fashion, which produces results far beyond that of utilizing any one of these approaches alone. In order to be successful in this multifaceted approach, the school must be a strong community and be connected to the greater community. In this way, the school has the support necessary to administer such a manifold curriculum, and has the opportunity (which is also necessary for the school's success) to be part of and give back to the greater community. Mountain Mahogany Community School is committed to communicate with and involve the greater community. Through family and community member involvement and contributions of knowledge, skills, time and energy, and by establishing the school’s role in the community, both the school and the community receive support in the form of resources and participation. Partnerships are being established to encourage learning and sharing of information not only for the students, but also for community members. Mountain Mahogany Community School will continue to build a community in the classroom. This circle expands to encompass the school and the greater community. In this way all Mountain Mahogany students will develop an understanding of their role in the community and their responsibility to the community through school-specific (academic/social) as well as community-wide interaction such as festivals and community service activities. The combination of all the above-mentioned foci, in addition to a strong and supportive greater community, will give students the opportunity to develop talents and strengths and provide significant preparation, both academically and socially, for their future in the world. Description of the Curriculum Aligned to New Mexico Standards The MMCS curriculum is intended to ensure that comprehension is attained in all core academic areas outlined by New Mexico Public Education Department. In addition to following the Curriculum Standards Scope and Sequence, Mountain Mahogany Community School includes in its curriculum any and all State of New Mexico, Department of Education Content Standards and Common Core State Standards. Mountain Mahogany Community School’s curriculum will encompass the use of an educational model focusing upon the following components:

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Achievement on the New Mexico Content Standards and Common Core State Standards benchmarks, and performance standards as measured by the state-mandated assessment.

Achievement in the Integrated Curricular and Interdisciplinary models as described below

In addition, MMCS’s curriculum is being developed in an ongoing way through the curriculum committee to align with the school’s mission, vision and philosophical underpinnings. The curriculum is contained in Working Curriculum Documents that contain more details in regards to themes, focus areas, methods and instructional strategies. The current Working Curriculum Documents contain a curriculum description for each grade that includes:

“The World of ___ Grade”- a description of the theme, focus, and general atmosphere unique to that grade

“The MMCS Educational Ecosystem”- a description of the daily routine and content focus for each grade.

Block Outlines – a listing of content to be taught, content emphasis and recommended methods as well as the basic premise on which these are based.

MMCS will provide students with a solid base of knowledge and skills as measured by the scope and sequence of comprehensive instruction and student achievement:

All curricula will align and comply with the Common Core State Standards and New Mexico State’s required content standards, benchmarks, and performance standards.

All students will demonstrate competency over challenging subject matter including, English Language Arts, mathematics using the Singaporean approach, science, civics and government, health and activity, arts, career readiness, history, and geography.

Employing such high levels of curriculum integration, Mountain Mahogany Community School’s educational program is an educational ecosystem in the way that it creates a dynamic synergism from various interrelating features. These programmatic features are highlighted below. The World of K – 8: Developmental Continuum Working Curriculum Document Revised October 2014 Kindergarten

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At Mountain Mahogany Community School, the curriculum is designed so that children experience “work as play”—their learning is intended to be a creative, enjoyable, stimulating exploration. In our kindergarten program, however, the curriculum acknowledges the reverse: for the young child, play is work. Play is the work of the young child, the foundation for learning. For five and six year olds, exploring the world through play, movement, language, immersion in nature, and hands-on activities is essential for healthy development, as research shows strong links between these activities and language, physical, cognitive and social development. In the Mountain Mahogany kindergarten, multiple modalities are encouraged and cultivated; and we believe in every child’s genius (the hallmarks of genius being curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, and flexibility). In our kindergarten, children move! Children are engaged in nature and life! Children dress up, create kingdoms, they are encouraged to imagine and play with a wide variety of adaptive toys and natural materials, following their own initiative. Children sing, paint, and color. Through songs and poems and fairy tales from around the world they learn to enjoy language; they learn to play together; they see and perform puppet shows. There are real-life responsibilities (preparing food, setting the table, washing dishes, gardening), and there is exposure to the domestic arts of sewing, finger crocheting, and simple woodworking. The teaching is oral, dramatic, and creative in an environment that purposefully strives to be simple, practical, and beautiful. With the intention of being a gentle bridge, a gradual transition between the life of the home and the life of the elementary classroom, you will find in our kindergarten:

Imagination permeates our work and play

There is space and time for open-ended exploration

Children’s ideas are used

Conflicts are respected and resolved as a learning process

Manners are taught and practiced

There is room for spontaneity

The Three R’s are Rhythm, Repetition, and Reverence

First Grade The Kindergarten tableau, the world is good, is just as applicable to the world of first grade. In many ways, first graders still have one foot in the world of Kindergarten. This can be understood by noting how they are straddling the stages of cognitive development that Piaget named as preoperational (an intuitive, perceptual stage of learning through sensory and motor interaction with the world) and concrete operations (in which the child develops an ability to think abstractly and to make rational judgments about concrete or observable phenomena, which in the past s/he needed to manipulate physically to understand). Folk and fairy tales, the mainstay in first grade, are intended to replicate the

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dreamy, between-the-worlds feeling the students experience in this straddling; while the active, experiential, discovery-based components of the curriculum provide the children with direct, concrete learning opportunities. This is especially important at this stage as children are subtly shifting from imitation as a primary learning tool to imagination (experiencing the world in living images—in an emotive, pictorial way). In first grade, a sense of individuality is also apparent in the children, and they are ready to accept a different relationship with their teachers. This is why looping (teachers remaining with their class for two years) begins in first grade and not in Kindergarten. In Kindergarten, the children, operating predominantly from the synthesizing right hemisphere of the brain, live in the world of oneness. In first grade, there is a fundamental shift of focus from the environment to the people in it. Therefore, each element of the first grade experience serves to support the overall development task, the child’s sense of wholeness as the interrelatedness of all life. Second Grade Second grade is the world of tricksters and exemplary human beings. Children in second grade still have an impressive capacity for imagination. This imaginative consciousness is beginning to change, however, as they become more aware of themselves and others. Second graders start to recognize that they have their own personalities and emotions, and their energy is directed very intensely towards exploring the play of energy in the world around them: Thus the notorious mischief and teasing of the frisky second grader (how better to stimulate the energy in one’s environment!). To honor and mirror this exploration of energy and relationships, the MMCS second grade curriculum offers the children stories like the fables and biographies of exemplary human beings. In short, while identifying that the key developmental task of the second grader is to passionately explore his/her interest in the play of energy, the fables and biographies serve to bridle this powerful interest. Characters of the fables have desires, likes, dislikes, good qualities, and even some of the negative qualities that get those characters (and the children) into trouble—a poignant point of reflection for the young child who sometimes feels helpless to control strong impulses and emotions. The stories of the exemplary human beings mirrors to the children that the intense passion for life which pulses so deeply in them will, of its own accord, mature and ripen into compassionate action—and that even the most ordinary of us can make extraordinary contributions to humanity. Third Grade Considered to be the most practical year of a child’s MMCS education, children spend third grade exploring the way the world works. In almost every developmental domain, there is a shift occurring at this time, which the child experiences as a solid step into separation, into being in relationship with the

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world. And with this comes a serious stream of interest in everything practical "How is a house built?" "Where does my food come from?" This is the period of concrete operations (Piaget), of being in the earth matrix (Pearce), of the ninth year change (Steiner), of the imagining mind (Montessori), the stage of industry vs. inferiority (Erikson). It is the time when the limbic system, the emotional brain, is extremely active. As the children become acutely aware of relationship at this stage, they also begin to feel the flip side of that coin—their own aloneness. They are ripe for hearing the great legends of humanity’s quest to understand and synchronize with the world. Then they can feel their aloneness with a sense of aspiration, pride and dignity, as a member of the community of great human beings. This is what the MMCS third grade curriculum strives to provide—nourishing opportunities for the child to test her/himself in the context of direct experience, to explore the way the world works. Fourth Grade The focus of the first years at MMCS is on formation, and the curriculum works in concert with the capacity of imitation that is so heightened in young children. Around the age of nine, this power of imitation lessens, accompanied by an attending sense of separation from the world. During this time, which marks the end of early childhood and the transition to a new developmental phase, the inner emotional life of the child begins to develop. (It is not uncommon for children at this age to become very critical and argumentative, or very moody and withdrawn). To honor and mirror this developmental shift, and reflect that, children in fourth grade are becoming profoundly aware of a new sense of separateness between the self and outer world, the MMCS fourth grade curriculum seeks to illustrate the interconnectedness of life and the powers of fate and destiny. In short it identifies the developmental task of fourth grade as such: Children need to understand the real world of everyday life, while at the same time they long for intimations of something beyond ordinary life. Fifth Grade In ideal circumstances, fifth grade is the time when children strike a healthy balance between early childhood and approaching adolescence. This harmonious balance is what many have described as the golden age of childhood, and it is during this period of increasing independence that children long to experience mastery. They also begin to understand peer and adult expectations in a new way due to a continually deepened sense of differentiation from others and the environment. Overall, children in fifth grade exhibit a positive approach to life. They tend to have a genuine interest in the strengths and weaknesses of others, and how they contribute to a vital whole. To support this emphasis on wholeness and finding one’s place, the culminating class play provides students with an opportunity to experience greater class cohesion through collaborating on lines, set building, lighting, and script revisions.

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Around fifth grade, children begin to undergo maturational changes. The curriculum attempts to mirror and affirm all of these shifts in self-consciousness by bringing the outside world to the child with more concepts of causality and more abstractions. There is also more expectation for mastery. Across the middle grades exist consistencies in vision and curriculum, with developmental and standards-based aspects unique to each grade level. This document outlines curriculum shared among grades 6-8, curriculum differentiated for each grade. Middle School Grades 6-8 are years of discovering and exploring the self when middle level students are actively forging their own identities, and facing the responsibilities that come with their desire for freedom. The middle school curriculum strives to meet the development of the pre-adolescent by continuing to serve the Whole Child to meet middle level students’ multifaceted needs in the areas of social, emotional, physical, and intellectual development. Relationships and relationship-building, therefore, are paramount to the Whole Child development. The curriculum acknowledges four essential relationships that support pre-adolescent development:

Relationships between the learner and the content. Relationships between the learner and the teacher. Relationships among the learners. Relationships within the content itself 25

Further, the curriculum is structured to engage students with content and processes that are academically challenging and exploratory, relevant to students’ concerns, steeped in high expectations for all students to succeed, and that meet the developmental needs of young adolescents. 2 To proactively address these needs, the MMCS Middle School program offers the following:

A team of caring, committed adults that includes classroom teachers, the physical education and health teacher, the school director and administrator, special educators and the social worker.

Integrated Curriculum

Daily Morning Meeting with the middle school students and teachers

Grade Level Cohorts in content area instruction

Multi-age, multi-level, multi-grade learning through electives classes

Student choice of elective classes

25 National Middle School Association

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Family Participation and Support

Mountain Mahogany Community School utilizes a departmentalized approach where students travel from teacher to teacher, class to class, throughout the day. Integration occurs between and within classes in alignment with the Core Principles as well as the missions of the Compassionate Campus, Intercultural Education and Environmental Education Committees. The Core Principles and work of these three committees informs all middle level curriculum enhanced through the use of the Bosque Education Guide for Environmental Education, Second Step for Compassionate Campus and Social Skills for Intercultural Education. Cross-content integration occurs in all classrooms and is detailed for individual content areas below. Sixth Grade The sixth grader is a study in contrasts and dualities. While standing firmly in late childhood, they are poised on the brink of adolescence. While not wanting to be considered a child, they are not yet teenagers. With an increased sense of individualization, children continue to draw distance between themselves and adults, and turn to peers with whom to share their experiences, ideas, and dreams. During the sixth grade year, children are transitioning from concrete operational thinking when a child begins to think abstractly and conceptualize, creating logical structures that explain his or her physical experiences to formal operational thinking when the brain can support deductive reasoning and critical thinking. Sixth grade serves as a bridge from concrete to formal operational thinking by consistently and frequently offering children the opportunity to observe, participate in and to apply phenomena and knowledge. As the sixth grader strives to understand the world around her, there is a longing for order, justice and fairness, and through this developed understanding, the sixth grader is exploring how and where she fits into the world. The role of the teacher, then, changes from a loving authority to a supportive guide who encourages the children to observe the world, gather information and articulate their own arguments. The curriculum serves the development of the sixth grader through an integrated curriculum that focuses on the stories of people throughout time. The stories of how ‘regular people’ shape and create history is mirrored in a collaborative learning model with an emphasis on the unique perspectives and experiences that each individual brings to the group. The children are not only observers of history, they are participants and they are historians who tell their own stories and record the history of the school community during a given school year through a published yearbook. The in-depth experiences to understand how ‘regular people’ coming together make and change history serve to promote a sense of agency sixth graders develop as historians and history makers.

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Sixth grade can be contrasted with the World of Third Grade when children construct meaning through building and making connections. In sixth grade, children are beginning to deconstruct stories – taking the parts from the whole, manipulating those parts, and putting together a new whole. Sixth grade is when children begin to examine phenomena through multi-dimensional and multi-contextual investigations that represent multiple perspectives. In this spirit, the sixth grade child is encouraged to view the world as a laboratory, with hands-on and experiential opportunities being the core of the sixth grade experience. Seventh Grade The seventh grader is in the throes of transition – physical changes are rapidly occurring with the manifestations of puberty leading to pre-adolescents’ heightened awareness of his physicality and physical surroundings. The 12 – 14 year old is deeply connected to peers for exploration and understanding of others and self not only socially and physically, but also intellectually. Seventh graders are intensely curious as they strive to understand the world with the acquisition of abstract thinking. Pre-adolescents are transitioning from concrete operational thinking when a child begins to think abstractly and conceptualize, creating logical structures that explain his or her physical experiences to formal operational thinking when the brain can support deductive reasoning and critical thinking. Seventh grade is a year of discovering and exploring the self when seventh graders are actively forging their own identities, and facing the responsibilities that come with their desire for freedom. The seventh grade curriculum strives to meet the development of the pre-adolescent by continuing to serve the Whole Child to meet middle level students’ multifaceted needs in the areas of social, emotional, physical, and intellectual development. Relationships and relationship building, therefore, are paramount to the Whole Child development. Further, the curriculum is structured to engage students with content and processes that are academically challenging and exploratory, relevant to students’ concerns, steeped in high expectations for all students to succeed, and that meet the developmental needs of young adolescents. Eighth Grade The eighth grader continues to morph and develop rapidly as he moves into middle adolescence. The young teenager is striving for independence that often involves withdrawal from parents and other adult figures. Peer relationships are paramount, and decisions are most influenced by the support of peers. The young teen is turning inward with a great-deal of self-awareness and self-involvement when teens alternate between unrealistically high expectations and poor self-concept. Coupled with this are

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the pronounced physical changes that continue to occur for both boys and girls that leads to attention and concern with appearance and feelings of strangeness about one’s self and body. Intellectually, the eighth grader has been developing capacity for abstract thinking and for setting goals over the course of middle school and is able to better look beyond the present and the near future. Career interests begin to emerge and develop which coincides with the up-coming transition from middle school to high school with career and college opportunities on the horizon. The eighth grade curriculum is structured to support the burgeoning interest in moral reasoning, exploring boundaries, experimenting with rule and limit testing, and issues of social justice. Immersion and Mastery: Pedagogical Approach We embrace the immersion and mastery model in which, “Children are first immersed in the living quality of what they study. Through storytelling, visual arts, movement, music, manipulatives, activities, and projects this alternative education soaks in the qualities and living textures of what they are studying. Then, on this rich base of connection to life, they bring what they have absorbed to mastery through intellectual exploration, discussion, exercises, practice, and concrete application. This process allows the children to absorb, engage with, and retain what they have learned. Neither the immersion in the living nature of the subject, nor the technical mastery is seen as more important. Each is one part of the whole.” 26 The Immersion/ Mastery approach is embedded into our curriculum through our Main Lesson (Immersion), Skills block (Immersion and Mastery), and project-based learning (Immersion and Mastery.) Over the course of several weeks to several months, children are developing competency through varied experiences and learning modalities. This means that concepts are first introduced through story, narrative, or inquiry in Main Lesson, so that students experience immersion in the new concepts within an authentic context that allows them to take the material in deeply. Immersion is followed by a “sleep cycle” or rest cycle, giving students a chance to recall background knowledge, experience cognitive dissonance, and begin to fit the new concepts into a larger frame of understanding. After a rest cycle, the concepts are recalled or “reawakened” in Skills and worked with through exploration, experimentation, problem solving, and skill building. Finally, skills and concepts are applied to open-ended and novel situations in Project-Based Learning, where students can experience and demonstrate mastery. Throughout the Immersion and Mastery journey, students are given many opportunities to make connections across content areas. This can be done through organizing the curriculum with thematic learning, essential questions, and/or an emergent/ inquiry based approach as a guide. Teachers are strongly urged to explore ways to connect learning with overarching themes in mind. 26 Enki – website - http://www.enkieducation.org/html/alternative-education.htm

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Main Lesson Main Lesson, which occurs in the morning, can include a nature walk, with group building games and activities; a greeting circle or a movement circle, which focuses on group building, sensory integration, and block related academic content; speech recitation: the Pledge of Allegiance, poetry, verse, and tongue twisters; Handwriting Without Tears practice; recorder lessons; morning meeting or social circle; Second Step lessons; Environmental/Science content; Intercultural/Social Studies content; and the story cycle that contains the academic skills pertaining to the block. Project-Based Learning offers many opportunities for students to apply what they are learning and engage in more open-ended, experiential explorations. Each teacher is responsible for incorporating the Center for Hands on Learning Science Kits, along with projects that highlight Intercultural, Environmental, and Compassionate Campus education (for more on this see Integration below). Math: Math is taught using the Math in Focus curriculum, following the scope and sequence as published, unless a unit could be taught out of sequence to support specific skills that will be enlisted in Project Based Learning. The End of Year Assessment is used as a beginning of year placement test and an end of year summative assessment. Short cycle, End of Unit Assessments are taken after every unit and a cumulative mid-year assessment is taken. Materials from the Enrichment and Reteach workbooks, as well as supplemental material and activities from Marilyn Burns and Jon Van de Walle resources are used to support and differentiate instruction. As often as is possible, broad math concepts are first introduced in Main Lesson through the story cycle, a problem solving approach, inquiry, or through a project. In this way, an immersion experience is provided before the skills are taught explicitly and practiced in Skills. Balanced Literacy: The Mountain Mahogany Community School (MMCS) Balanced Literacy framework aligns with our integrated, child-centered, developmentally attuned approach to learning that relies on a child’s imagination and direct experience. Immersion through Main Lesson: At the heart of daily Main Lessons is oral storytelling. The teacher engages children’s imagination through rich stories that reflect the theme of study. Oral Storytelling engages children through the activation of the imagination, the authentic use of rich, contextualized vocabulary, and familiarity of narrative patterns. Oral, classroom storytelling promotes reading comprehension – students become

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critical readers and integrate story components and oracy – students recognize listeners’ feelings, develop poise, and use oral expression in meaningful context. Immersion and Mastery through the Skills Block: The Skills Block is a period of time devoted to the explicit teaching and practice of language arts and math skills. Literacy-based Skill Blocks focus on the following practices: Guided reading – an instructional setting that enables the teacher to work with a small group of students to help them learn effective strategies for processing text with understanding. The purpose of guided reading is to meet the varying instructional needs of all the students in the classroom, enabling them to greatly expand their reading powers27 Words Their Way – Explicit instruction of phonetic skills and concepts, and vocabulary including acquisition of automaticity with high frequency words, word-tackling strategies, spelling patterns, and deriving meaning through and from words. Daily 5 – Daily independent literacy practice which includes the following components: Read to Self, Read to Someone, Listening Center, Word Work, and Writing. Students are explicitly taught to follow procedures, set personal goals, stay on task, demonstrate their progress, and demonstrate accountability during independent practice. Writing – A writing workshop model is used in conjunction with 6+1 Traits approach to teaching and assessing writing. Literature-based, focused instruction is followed by independent writing, with peer-peer and adult-peer conferencing. Handwriting – Handwriting without Tears curriculum and tools are used to teach proper printing letter formation in K – 2 grades, followed by cursive in 3rd. Keyboarding is taught starting in 4th grade. Reading Aloud – Rich, interactive read-aloud using high quality children’s literature is a mainstay of the Balanced Literacy approach. Immersion and Mastery through Project Based Learning: Project based learning offers meaningful context for authentic literacy and math learning. Students experience the relevance of the skills and knowledge they are working to acquire when they can apply

27 Fountas, Irene and Gay Pinnell. Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann, 2001.

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them to a project they are excited about. The cooperative aspect of PBL provides frequent opportunities for social learning in language arts and/or math as student apply these skills as a team. Language Arts in the Middle School As in The Grades, a balanced approach to literacy is utilized whereby students are engaged in daily reading, writing, and vocabulary building. The use of “Word of the Day” builds knowledge of linguistic roots as a structure to determining the meaning of unknown words while integrating social studies topics. Using a systems-based approach students engage in reading various text genres (i.e., plays, poetry, expository, literature) to interpret their world on a variety of topics. Immersion to Mastery present in the Language Arts class through the “spiral of learning” approach in which topics are introduced in grade six and then deepened and built upon as a student moves through grades seven and attaining mastery in grade eight. The immersion to mastery model is also utilized through Socratic Seminars. Communication skills are developed in grade six, built upon in grade seven and then mastered in grade eight. Multiple times per semester students engage in Project-Based Learning incorporating reading, writing and the arts. Science All science curricula at MMCS are based on the NM State Standards for Science and incorporate the Common Core State Standards as appropriate. Students are actively engaged in hands-on, minds-on inquiry and science practice activities. Science kits from the Center for Hands-on Learning form the backbone of classroom learning in elementary. Core concepts and topics of middle school science are addressed through the use of Full Option Science Systems (FOSS) or National Science Resource Center (NSRC) kits as well as resources through such publishers as the National Science Teachers Association Press. Science standards are also learned in the Gardening program and through Bosque Education, using the Bosque Education Guide. Social Studies All Social Studies instruction is guided by: Common Core State Standards, New Mexico Social Studies Standards, National Geography Standards, and Global Competencies. In the elementary grades, social studies are often project- or literature- based, in-depth studies of one or more cultures, from historic to modern times. Sixth Grade Social Studies is a yearlong exploration of the history and geography ancient cultures of the world. Seventh Grade Social Studies is a yearlong exploration of the history and geography of New Mexico, the ancient cultures of Central and South America, and World Geography. Eighth Grade Social Studies is a yearlong exploration of United States history and geography. Second Step, a curriculum that teaches skills for learning, empathy, emotion management, and problem

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solving, is also woven into every grade to support the mission and goals of the Compassionate Campus and Intercultural Education Core Values. Specialty Classes Elementary specialty classes include Handwork, Art, and Gardening. In Handwork, the children are focusing on knitting, crochet, embroidery, felting, and weaving. In Gardening, students work in the garden under the instruction of the gardening teacher. Science standards, compassionate campus values, and environmental education are incorporated into the gardening curriculum, with classroom teacher input and collaboration. The Art curriculum is theme based and surveys multiple media, techniques, cultures, and genres. Middle School Physical Education and Electives All seventh grade students participate in a yearlong physical education class aligned to New Mexico Physical Education Standards. To meet the needs of the Whole Child, middle school students are provided the opportunity to choose their own elective. Electives are a semester in duration and can include opportunities such as Art, PE, mentoring in the garden with the gardening instructor and elementary students, robotics, and a global education and leadership class. Electives capitalize on teachers’ unique skill sets and provide multiple choices for students to meet their interests. All electives meet New Mexico and Common Core State Standards. Integration – Core Values Although the school day is segmented into Main Lesson, Skills, and Specialties, we strive to integrate the curriculum across the Rhythm of the Day, and across content areas. We also strive to fully integrate the Mountain Mahogany Core Values of Intercultural, Environmental, and Compassionate Campus education, throughout the curriculum. The core values of Intercultural education at MMCS are: diversity of thought, experience, and socio-cultural perspectives based on the examination of cultures and subcultures, dominant and subordinate group interrelationships, and cross-cultural and cross-social communications and interactions; safety; inclusion, equity, and social justice; self-identity affirmation; and institutional alignment through assessment, accountability, and identifying ourselves as change agents working collaboratively. Intercultural education is a strong theme in the Language Arts and Humanities blocks, where folk and fairy tales from around the world are used to introduce basic math and language arts concepts and in-depth cultural and historic studies are undertaken using primary sources and a critical, social justice lens. Intercultural education must also be brought into math and science. This is done by highlighting

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the contributions of women and marginalized people and by designing math and science learning experiences that offer authentic opportunities for dialog and problem solving with an Intercultural and critical lens. Projects offer a chance for experiential learning that can and should include Intercultural education themes. Classroom culture and management, family engagement, and relationships between students and teachers are consciously infused with the values of Intercultural education. Human activity is endangering the earth and everything that lives on it. Many people are concerned by the increasingly rapid destruction of the healthy air, water and food on which we depend. Therefore, the curriculum includes deep education in the relationship between the human and natural worlds. Students will have the opportunity to experience and enjoy the natural world, experiences that will lend themselves to an interest and understanding of the synergistic relationship between the earth and humans. Environmental education is woven throughout the curriculum in the form of thematic study, classroom practices, and a critical lens through which content is examined. Teachers are expected to teach Bosque Education through frequent visits to the Bosque and through implementation of lessons found in the Bosque Education Guide in the classroom and in the field. Empathy training, one of the goals of Compassionate Campus education, occurs in the Second Step program and utilizes the other Compassionate Campus components to develop and practice these skills. EDUCATIONAL CLIMATE Educational research has consistently demonstrated that a positive school climate is associated with academic achievement, effective risk prevention efforts and positive youth development. MMCS puts a great amount of emphasis on the school climate, as is evidenced by the school’s core principles and commitments: Joy and Security, Universal Empathy, School Life as Real Life, Creativity and Critical Thinking, Environmental Awareness, and Ongoing School Development. These core principles and commitments are intended not only for the students, but also for anyone who interacts or is involved with the school. The school prides itself on embracing everyone in its community and providing a safe and secure place to learn and interact. SCHEDULE Mountain Mahogany Community School considers and adheres to the required instructional hours mandated by law. ASSESSMENT Mountain Mahogany utilizes a variety of in school specific assessments.

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Summary MMCS Educational Plan As a school striving to be a model for peace in the world, Mountain Mahogany Community School's curricular approach is made up of the above-described system, which supports Mountain Mahogany Community School's goals. Additionally, since the intention exists to support the learning of life’s most important lessons, the environment, curriculum, and philosophy of the school must provide individuals the space and security to explore and find their own answers. In order to accomplish these ideals, Mountain Mahogany Community School uses an interdisciplinary curricular approach that encompasses arts integration, interdisciplinary learning, and an intercultural emphasis, using an immersion and mastery approach to academics and providing a school environment based on cooperation, support and compassion. Small school size and extensive family and community involvement will ensure that both Mountain Mahogany Community School and all of its students, teachers and families will have the support of a strong community. This makes it possible to provide each student with the greatest educational preparation possible so that each child has an opportunity to develop her/his talents and strengths. EDUCATIONAL PROGRAM Length of School Day and School Year The official school day at Mountain Mahogany Community School will begin at 8:30 A.M. and end at 3:30 P.M., Monday through Thursday. On Friday, school will begin at 8:30 A.M. and end at 1:30 P.M. There are 7.0 instructional hours per day Monday – Thursday and 5 instructional hours per day on Friday. Start and ending times may be modified with community input so long as it adheres to state minimum instructional hours per school year. The school year is proposed to be 177 days in length, plus ten teacher in-service days and will total 1080 teaching hours for Grades K-8, meeting current state teaching hour requirements. Instructional days may be modified with community input so long as it adheres to state minimum instructional hours per school year. Grade levels, Class Size and Projected Enrollment Mountain Mahogany Community School will enroll grades Kindergarten – Eighth grade with a total projected enrollment of 206. Kindergarten will have a maximum of 20 students per class. Grades 1 – 3 will have no more than 22 students per class. Grades 4-8 will have no more than 24 students per class and each class at MMCS will have at least one certified teacher who will be supported by an educational assistant as needed. Graduation Requirements (if applicable)

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Graduation requirements do not apply to Mountain Mahogany Community School. STUDENT PERFORMANCE EXPECTATIONS

Student Goals: Mountain Mahogany Community School’s primary goal is to educate children to become successful adults. The school holds six core principles and commitments in order to accomplish this task within the bounds of the school’s mission and vision. These core principles and commitments are Joy and Security, Universal Empathy, School Life as Real Life, Differentiated Instruction and Learning, Creative Thinking, Environmental Awareness, Media Literacy, and Ongoing School Development. Goals Academic Success: As a result of the school’s principles and commitments described below, students will demonstrate academic success. Success will be measured by state standards and by school standards that are designed to align with Mountain Mahogany’s unique curriculum. The standards will be modified as the curriculum is developed as outlined in other parts of the charter.

Mission Specific Indicators

Goal #1: The percentage of students achieving proficiency in science will increase by

3% per year over the course of the charter as measured annually through the SBA

administered each spring.

One of Mountain Mahogany Community School’s core principles and commitments is to develop Environmental Awareness in students. Acting as stewards of the natural world, in which such students gradually become appreciative and connected to, requires simultaneous development of scientific skills and knowledge. This goal is in keeping with our overall school mission.

Mission Specific Indicators

Goal #2: The percentage of students understanding and applying the school’s 6-

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core principles and commitments will be at 75% over the course of the charter as

measured annually through the Student Survey administered each spring.

Exceeds Standard:



Meets Standard:



Does Not Meet Standard:

The school does not surpass the target of this indicator if the following rate is met:


Falls Far Below Standard:

The school falls far below the standard if it fails to meet any of the standards set forth above.

Core Principles and Commitments Core Commitments Each of the core commitments, described below, are the primary vehicles to establish the climate and school practices that will result in the primary goal and outcome of school and student academic success that MMCS is out to accomplish. Joy and Security. Children will learn and grow successfully in a safe, accepting and welcoming environment where they can engage in a wide spectrum of experiences that build social and emotional skills (Fantuzzo, Sekino, & Cohen, 2004; Lemberger & Clemens, 2012; Denham et al, 2003; Santesso et al, 2005). Opportunities for students to have shared, unstructured yet supported experiences increases their cognitive and emotional capacities, allowing them to grow into adults capable of promoting peace and joy within and with others, while being able to navigate the challenges of life (Fantuzzo, Sekino, & Cohen, 2004; Immordino-Yang, Shristdoulou, & Sigh, 2012; DeBubeis & Granic, 2012). Social and emotional skills have a significant impact on student success (Denham et al, 2003)). Obstacles to

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development of these skills, such as media use and self-regulation issues can more easily be addressed honestly and with care in a safe and secure environment. The MMCS community supports and accepts the appropriate expression of both positive and negative emotions, which frees up cognitive capacity for learning and makes room for deep joy to emerge (Gross & John, 2003; Richards & Gross, 1999; Gross & Levenson, 1997). Universal Empathy. As our global community faces new opportunities and obstacles, it is more essential than ever that citizens be able to communicate and collaborate across ethnic, cultural, and personal margins with reverence and respect in order to participate productively in contemporary society. To develop universal empathy across ethnic and cultural margins, the curriculum of Mountain Mahogany will include critical study of the world’s people and cultures while honoring the diversity of the school and broader community (Handon, 2006; Okoye-Johnson, 2011; Beelman & Heinemann, 2014). The policies, procedures, materials, and pedagogy of the school offer a deep and authentic intercultural education that embraces the democratic principles of justice, equity and engaged citizenship for all (Handon, 2006; Okoye-Johnson, 2011; Beelman & Heinemann, 2014). To develop universal empathy across personal margins, metacognitive and analytical skills, such as critical media literacy, will be balanced by activities, such as reflective listening, that foster universal empathy and emotional connection to others (Beelmann & Hienemann, 2014). School Life as Real Life. A dynamic and synergistic school and community demonstrate that learning and growing is the essence of human life, not something confined to an educational institution. A school that includes families and the greater community is safe, welcoming, alive, joyous and relevant to the students. Therefore, the curriculum includes community involvement (differentiated for younger and older children). The school welcomes families and strives to partner with families in the process of learning and growing. Our teachers and staff are essential in accomplishing this, and the school will hold their health and well-being of utmost importance. Children who are frequently labeled as “failures” come to inhabit this label and progress more slowly. It is imperative that all children, complete with their gifts and limitations, are respected and honored. Creativity and Critical Thinking. The world is in need of citizens who are capable of solving complex problems in thoughtful ways. Perhaps the most important intellectual skills needed for this sort of problem solving are creativity and critical thinking (Dwyer, Hogan, & Stewart, 2013). The faculty and school community promote critical thinking by teaching effective skills for group work to students, utilizing group work for creative challenge and as a form of active participation, and by facilitating independent group work (Fung, 2014). Additionally, staff promotes metacognitive regulation in the form of reflection and aware interpretation of information and experiences to promote the development of critical thinking (Dwyer, Hogan, & Steward, 2013). Critical thinking can then be applied to group explorations, such as the influence of media and media use or social ails, that feed into creative community based activity, such as legislative action.

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Environmental Awareness. Humans are an integral part of the enormous ecological system of the earth and human activity is endangering the earth and everything that lives on it. Students will have the opportunity to experience and enjoy the natural world, experiences that will increase students’ appreciation and connection to nature, which in turn will increase their natural inclination to act as stewards of the natural world (Pepi, 1994; Ernst &Theimer, 2011; Kibbe, Bogner, & Keiser, 2014). Once this love and connection is established, thoughtful examination of how human activity is endangering the earth and everything that lives on it as well as concern over the increasingly rapid destruction of the healthy air, water and food on which we depend can be done. Students will also explore personal obstacles, obstructions, and impacts related to environmental awareness, such as media use and health issues, so they are empowered to act positively for themselves and the natural world. Ongoing School Development. To be most successful, a school community has to communicate, assess itself, learn and implement change. MMCS does this by intentionally utilizing learning processes to engage in ongoing school development and simultaneously expanding the school’s capacity to flexibly respond to new discoveries (Thomas & Allen, 2006). Through several levels of communicative decision making structures and core commitment specific assessment(s) the school collects information about how well it is fulfilling its mission as they relate to its charter goals in the renewal application (October 2014). In assessment analysis and reporting close attention will be paid to how the system and its interactive parts are perceived by the stakeholder groups: students, parents, faculty and staff, and administration. The information garnered from these assessments will then be used to modify the existing system structures and processes to implant new discoveries and insights (Thomas & Allen, 2006). MMCS’s core principles and commitments are not easily measured. However, it is important for the school to ensure that these principles and commitments are being adhered to by both adults and children of the community and that the school has some mechanism to determine this. The school will design and administer an annual survey to community members in order to gather additional feedback regarding the school’s adherence to these core principles and commitments as they relate to its goals. PLAN FOR EVALUATING STUDENT PERFORMANCE

The Mountain Mahogany Community School Curriculum will align with Common Core State Standards (CCSS) in Language Arts and Mathematics as well as State Content Standards and Benchmarks for other subject areas (e.g., physical education and fine arts). Mountain Mahogany Community School's approach to education ensures that students' needs are met in a variety of ways. In addition to required state mandated assessments that students are required to take on an annual basis, MMCS will also evaluate student performance by utilizing the following measures:

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Developmental Reading Assessment (DRA)

Math in Focus Assessments (Beginning, Middle, End-of-Year as well as weekly and unit assessments for progress monitored students)

Mountain Mahogany Community School uses an immersion and mastery approach to learning that gives students time to discover and explore information at their own pace. The interdisciplinary approach to learning, that includes arts integration, allows students to approach subject matter from many different angles and ensures that all students, no matter what their way of learning is, have an opportunity to learn the information presented. Additionally, through cooperative learning and projects, the students have the opportunity to apply what they have learned in academic lessons to real projects, giving them yet another opportunity to understand the material. Through these many venues the teachers at Mountain Mahogany Community School can creatively use every means they have available to them to reach each student in a meaningful and effective way. CORRECTIVE ACTION: Intervention Through the ongoing assessment procedures, teachers will know which children, if any, are not satisfactorily mastering the basic content and process skills they need to proceed successfully into the next school year. For these children a conference will be held with the parents and the child (at the parents' discretion) to devise a specialized program to both supplement the standard curriculum and provide additional support and practice. Successful completion of this individually designed program will enable the child to be adequately prepared to enter the next grade level. RTI: Response to Intervention The school follows the Response to Invention Model, which is a systematic process to increase learning outcomes for all students. This is the practice of providing high-quality instruction and interventions to meet students’ needs and monitor progress in order to ensure effectiveness of instruction and interventions. RTI is the process that all student assistance teams in New Mexico must follow to ensure that schools meet all students’ needs. SAT: Student Assistance Team The school has an established Student Assistance Team (SAT) which is a school-based group of individuals whose purpose is to provide additional support to students who are experiencing difficulties in the general education setting (NMAC subsections B-C of 6.31.2.). It includes a three tier model and intervention progress monitoring.

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Tier I If a teacher recognizes that a student is either struggling to learn the standard curriculum, working beyond the standard curriculum, or having difficulty maintaining appropriate behavior in the general education classroom, then the teacher will conduct general screening and will implement classroom-based interventions. If the student does not respond to the interventions, then the student will be referred to the Student Assistance Team (SAT). Tier II The Student Assistance Team (SAT), whose purpose is to provide student support, will recommend targeted individual interventions. These interventions must be research-based and be implemented in small groups for at least a half hour per day. Tier II interventions are implemented in addition to the Tier I interventions. Should the student not demonstrate a positive response to intervention, then the student moves to Tier III. Tier III-Special education referral process Students referred to this tier will begin the special education referral process. MMCS will follow the statute that informed parental consent must precede initial evaluation, and the parent's consent to initial evaluation will not be construed as consent for special education services. The initial evaluation will be completed within 60 days from the date of parental consent, as per IDEA 2004 and parents will be furnished with an understanding of their rights. Determination of eligibility and educational need Upon completion of the initial evaluation, a Multidisciplinary Team Meeting (MDT) will be scheduled. A written notice to parents will be sent to inform them of, and invite them to, the meeting. Parents will be afforded sufficient time for response and opportunity to request another time in order to accommodate their schedules. The MDT team is composed of the child’s parents and educational professionals such as general and special education teachers, a diagnostician, and related service providers if they conducted an evaluation, and a school administrator. The purpose of the meeting is to determine that the child has exceptionality and to determine the educational needs of the child. The team develops an Individualized Education Plan (IEP) at that point. The IEP team will meet annually to update and develop the IEP for the succeeding year. Individualized Education Plan

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MMCS will be responsible for developing, implementing, reviewing, and revising an IEP program in compliance with all applicable regulations and standards for each child with exceptionalities served by the school. At an IEP meeting, the individualized education plan for a student is developed by a team who will make informed decisions designed to provide the student with his or her best opportunity for success both in the present and future. The IEP should contain:

A statement of the student’s present levels of educational performance which accurately describes the impact of the student’s exceptionality on his or her performance in the general education curriculum.

A statement of measurable annual goals, both academic and functional, designed to meet the student’s needs that result from his or her exceptionality and which enable the student to be involved in and make progress in the general education curriculum.

A statement of how the student’s progress will be measured and when progress reports will be issued.

A statement of special education and related services and supplementary aids and services, based on peer-reviewed research, if possible.

A statement of program modifications and supports to be provided to the student in the Least Restrictive Environment (LRE), and the extent to which the student will participate in the general education curriculum.

An explanation of the extent, if any, to which the student will not participate with non-disabled students in the regular classroom.

A statement of accommodations the student needs when participating in district-wide or statewide assessments, or in the event the student must take an alternate assessment, a statement as to why the alternate assessment is necessary in accordance with New Mexico law and guidelines. 6.31.2.11 (E) NMAC, students may participate in alternate assessments only if it can be documented that their past and present levels of performance in multiple settings indicate the presence of a significant cognitive disability. These students require intensive, pervasive, or extensive levels of support in home, school and community settings. These students’ current cognitive and adaptive skills and performance levels require direct instruction to accomplish the acquisition, maintenance, and generalization of these skills in multiple settings.

A statement regarding the extent to which the student will be subject to the standard behavioral policies of the school and if individualized behavioral techniques should be used.

The projected date for the beginning of services and the projected frequency, location, and duration of those services.

A statement that the student and parents were informed that the student’s rights under IDEA will transfer to him or her upon the age of majority. The school will place this statement in the IEP no later than one year before the student becomes 18. If the parents follow legal procedures to maintain full or partial guardianship, this information will be included in the student’s file.

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A signature page where each participant present during the IEP meeting will sign, date, and indicate their position.

When the student is 16, a statement of appropriate measurable postsecondary goals related to training, education, employment, and if appropriate, independent living skills. Also included will be a plan to provide transition services, including course of study.

A statement describing restrictive environment. To the maximum extent possible, the students with disabilities will be educated with students without disabilities. The school insures that special classes, separate schooling, or other removal of students with disabilities from the general education environment will occur only when the nature and severity of the exceptionality is such that education in general classes, even when supplementary aides and supports are used, cannot be satisfactorily achieved.

When creating or revising an IEP, the IEP team will consider whether a functional behavioral assessment or other behavioral strategies will be necessary to optimize student learning. If, at any time, a student with exceptionality demonstrates behavior that impedes his or her learning or that of others, the school will convene a meeting to determine strategies to address that behavior or initiate a functional behavioral assessment.

Prior written notice including, in writing, the agreement regarding the student’s services, setting, and resources as agreed upon by the IEP committee.

Student Discipline IDEA 2004 states that school personnel may consider any unique circumstances on a case-by-case basis when determining whether to order a change in placement for a student with a exceptionality who violate a code of student conduct [Section 615(k)(1)(A)]. Therefore, the Administrator will consider each set of unique circumstances in deciding whether to seek a long-term disciplinary removal of a student with exceptionality. A long-term disciplinary removal is 10 or more school days in the same school year and requires a Manifestation Determination Meeting. Manifestation Determination Should the school recommend a change in the student's placement due to a disciplinary offense, the school, parents, and relevant members of the IEP team will review all information in the student's file, including the child's IEP, any teacher observation and any relevant information provided by the parents to determine if the conduct in question was caused by, or had a direct and substantial relationship to the child's exceptionality, or if the conduct in question was the direct result of the school's failure to implement the IEP. Should the manifestation determination conclude that the conduct in question was not caused by the child's exceptionality, the IEP team is charged with determining an interim alternative education setting for the student [Section 615 (k)(2)]. If it was determined that the child's behavior was related to the exceptionality, the IEP team is to return the child to the placement from which the child was

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removed, unless the parent and the school agree to a change of placement as part of the modification of the behavioral intervention plan [Section 615(k)(l)(F)(iii)]. Students with a 504 plan are also included in the Manifestation Determination Process. Functional Behavioral Assessment (FBA) & Behavioral Intervention Plan (BIP) A functional behavioral assessment is done when a student's behavior interferes with his or her learning or the learning of others. MMCS will use the FBA and BIP forms provided by the NM PED Special Education Bureau. If a manifestation determination finding shows that a student's behavior was related to his/her exceptionality, then the IEP team will conduct a functional behavioral assessment and implement a behavioral intervention plan for the child, unless an FBA was already conducted prior to the behavior in question [Section 615(k)(l)(iii)]. If the school already has developed and implemented a BIP for the student, the IEP team will review the plan and modify it to address the behavior in question. Least Restrictive Environment To the maximum extent appropriate, students who qualify for special education services will be educated with children who are not disabled, and special classes, or other removal of children with disabilities from the regular general educational environment, will occur only when the nature or severity of the exceptionality of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. That is, students will be placed in the least restrictive environment consistent with their needs. Depending upon the student's needs this could be inclusion in regular programs, speech and language services, and partial day special education classes specific to the student's needs. It can also extend to local district, regional services or school contracted private providers. Instructional support materials, computer programs, digitized media and other materials will be available to enhance and increase academic learning. Alternative Assessment MMCS understands that Alternate Assessment must be utilized for students with severe cognitive disabilities and that accommodation must be made as determined by an IEP team. In the event that a student enrolled at MMCS has profound cognitive disabilities that preclude him/her from valid and reliable participation in general assessments, an alternate assessment will be used to gather information on the standards based performance and progress of the student. Eligible students will take the New Mexico Alternate Assessment in grades 3-8 as an alternative to state-mandated testing in those grades. Teachers can use the results from each year to identify goals, program needs, and student growth in addition to other assessments. The IEP team will complete the New Mexico Public Education Department Addendum for Determining Eligibility for the New Mexico Alternate Assessment and provide documentation that the student meets participation or eligibility criteria [34 CFR Sec

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300.138(b) (1)]. Compliance with Section 504/American Disabilities Act MMCS agrees to provide the full range of accommodations and services necessary for students with disabilities, as described in Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, to participate in and benefit from public education programs and activities. MMCS further recognizes that all individuals who are disabled under the Individuals with Disabilities Act (IDEA) are also considered to be disabled, and therefore protected, under Section 504/ADA. However, all individuals who are disabled under Section 504 will not meet the eligibility requirements of IDEA. These children do require a response from the regular education staff, and a plan for the provision of accommodations and services may take the form of a written Section 504 Plan. Eligibility Section 504 protects all qualified students with disabilities, defined as those persons having a physical or mental impairment that substantially limits one or more major life activities, has a record of such impairment, or is regarded as having such impairment [29 U.S.C Sec. 706(8)]. Evaluation Process The components of evaluation assessment for Section 504 are determined by the type of exceptionality suspected, data required to define the impact of the exceptionality in the education environment, and the type of services/accommodations that may be needed. There are no evaluation requirements such as those that exist under IDEA. However, the evaluation will be sufficient to accurately and completely assess the nature and extent of the exceptionality and the impact of the exceptionality on the student’s participation in the activity of learning and in school related activities. Services The decisions about 504 eligibility and services will be documented in the student's file, and if services are provided, eligibility and the plan for services will be reviewed periodically, as determined by the committee who developed the plan. Parent Notice The parent or guardian will be provided with notice of actions affecting the identification, evaluation or placement of the student. Parents/guardians will be invited to the meeting and to participate in the decisions made. Parents are entitled to an impartial due process hearing if they disagree with the school's decisions in these areas. A section 504 hearing will be made available by the school if

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requested by the parent. MMCS understands that parents may choose to appeal directly to the Office of Civil Rights without notifying the school of their concerns or requesting a 504 due process hearing. ELL Students MMCS will comply with federal requirements under the Office of Civil Rights and No Child Left Behind regarding English Language Learners. The overall goal is to ensure that all ELL students develop English proficiency and meet the same academic content and academic achievement standards that all New Mexico students are expected to meet. English Language Learners are students who have not yet scored “Advanced” (proficient) on the New Mexico English Language Proficiency Assessment (NMELPA II) . The state recognizes students that qualify as gifted, as defined in 6.31.2.12 NMAC and Sec. 22-1-1(O) NMSA 1978. A “gifted student” is a school-aged person whose intellectual ability paired with subject matter aptitude/achievement, creativity/divergent thinking, or problem-solving/critical thinking, meets the eligibility criteria determined by the state. The same procedures and processes are in place for gifted students as they are for students with disabilities. The school will follow all processes and procedures in the development of the students IEP after the student has been identified as gifted. Access to Other Services but Not Limited to Counseling of Health. MMCS will negotiate with licensed and endorsed professionals to provide social work, nursing services, translating services, and any other related services on a contract or consulting basis based on student need.

FINANCIAL PLAN

The financial plan should provide a description of how the school leadership intends to manage the school’s finances, including assurances that public funds will be used appropriately and in compliance with all applicable federal and state requirements and laws. FISCAL MANAGEMENT Mountain Mahogany Community School operates in compliance with all federal, state and local laws and manages its fiscal responsibilities by having a clear delineation of roles and duties of the Governing Council, the Directorship, and the Business Manager. The Governing Council employs a Directorship who provides accountability and structure to ensure the success and viability of Mountain Mahogany’s current and future financial position. The Governing Council provides for its Administration policies and procedures and is responsibility for ensuring that these are adhered to. The Directorship is responsible for the school’s day-to-day operations, including, but not limited to, the hiring of employees and contractors, payroll, maintenance of attendance records, accounts payable and receivable, procurement, student records, and compliance with reporting to authorizer (APS) and the NMPED. The Directorship hires a licensed Business Manager to operate the fiscal activities of the school. The school uses APTA financial system to record all transactions.

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The school follows internal control procedures to safeguard assets, segregate purchasing, and ensure accurate check disbursements, payroll and cash receipting, as per generally accepted accounting procedures (GAAP). These procedures are described below. Internal Control Procedures to Safeguard Assets The safeguarding of assets is the number one priority of the school’s financial plan. All policies and procedures utilized by the governing council, directorship and staff are designed to achieve maximum security of assets. The school follows statute by keeping an annual inventory and tagging all assets over $5000. Segregation of Purchasing, Payroll, Accounts Payable, Cash Receipting and Operational Efficiency Duties are segregated in order to ensure fiscal accountability and to eliminate any opportunity for fraud. The process for purchasing requires an approval from the Directorship before a requisition is issued. A requisition is issued by staff #1. The purchase order is issued by staff #2, and staff #3 provides the final approval. Once the signed purchased order is ready, the purchase can then be made. After the item or service is received, the invoice is processed for payment. Payroll and accounts payable disbursements also require participation by separate staff members including two signatures on all checks. The Directorship or authorized Governing Council Member reviews all backup documentation before signing any checks. Cash receipting, deposits and recording into the APTA system or other financial management system are all handled utilizing several staff members. For example, one member receipts the money using a 3-part receipt book. A daily log is kept to keep track of the receipts and to tally up at the end of the day. The log is copied and given to the Business Manager, along with a copy of all of the receipts attached. The total of the receipt is verified by the Business Manager and the deposit is taken to the bank by another staff member. Bank Statements are reconciled monthly and reviewed by the Directorship. Monthly financial reports are presented at the Governing Council Meetings and posted to the school’s website. Compliance with all Statutes and Regulations Relative to Fiscal Procedures The practices of Mountain Mahogany Community School comply with all applicable federal and state statutes, regulations and rules by using state mandated procedures and Governing Council adopted policy. Annual Audits

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Annual audits are conducted according to the New Mexico State Audit Rule. All Charter Schools are considered a component unit of their authorizer and are required to be audited by the same audit firm. The audit is put to bid every three years by the school’s authorizer (APS). Audits must be complete by November 15 of that same year. Below is an overview of the audit process:

a. The audit firm requests required information from the school, including:

Trial Balance

Cash Disbursements and Documentation

Payroll Disbursements and Reports

Cash Receipts and Documentation

General Ledger

Bank Statements/Reconciliations

IRS/ERB/RHC/NMPSIA Reports and Correspondence

Beginning and Year End Budgets

BARS

Fixed Assets Inventory

Vendor Contracts

Journal Entries

Documentation of All Grants Awarded

Governance Council Minutes

NMPED Reports

b. Fieldwork is scheduled on-site and the auditors review the school’s records, documentation and processes, and also interview the school’s staff, Directorship and a GC member.

c. Upon completion of fieldwork, the auditors prepare the financial statements and issue any findings and opinions to the school. The Directorship and Business Manager review the statements and findings, and respond to the findings. An exit interview is conducted and attended by the audit firm, the authorizer, the Directorship, the Business Manager, a Governing Council member, and a Community member.

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GOVERNANCE/MANAGEMENT PLAN

NMPED

APS Board of Education

Governing Council

Committees

Parent Council

Head Parent

Friends of MMCS

Class Lead

Parents

Leadership Team Directorship

Head Teacher Head parent GC Liaison

Instructional Staff Head Teacher

Curriculum Coach(s) Special Education Coordinator

Teachers

EAs

Ancillary staff

Directorship

Business Manager Office Manager

School Committees

Governing Council

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At MMCS communication is held as central to an effective and healthy organization. The lines on the organizational chart represent lines of oversight and accountability. Lines of communication are far more complex and are described in the following narrative. Governing Council (GC) The Governing Council (GC) is the governing and policy-making body of MMCS. The GC upholds the charter and vision of MMCS and thus adopts policies that support the fulfillment of the charter. The GC is responsible for ensuring the sound fiscal management and academic integrity of the school, and that the school is in compliance with local and federal laws that govern charter schools. The GC takes a leadership role in developing the school’s goals and strategic plan. The GC is not responsible for the day-to-day operations of the school. The GC is responsible for hiring and firing the school Directorship and evaluating the Directorship and operations of the school. The GC guides the Directorship through approved policy and directives. The GC President is the liaison with the school Directorship. The GC promotes a collaborative approach to governance and leadership of the school, and encourages staff and community representation on relevant committees. In keeping with this collaborative model, the GC gathers input from stakeholders and allows for an exchange of views in the policy-making process. Parent, staff, and community input is welcome and all GC meetings are open to the public. GC Committees Standing committees of the GC are the Finance Committee and Audit Committee. These committees retain membership and meet as outlined in state statute (i.e., NMSA 22-8-12.3). The GC forms other committees as pertinent to carrying out its responsibilities. Directorship The Directorship is responsible for the day-to-day operations of the school and includes the licensed Administrator and the Director. The Directorship oversees the development and implementation of the curriculum and is responsible for student outcomes. The Directorship is responsible for personnel matters, including hiring, firing and evaluation of staff. The Directorship manages the school’s day-to-day fiscal operations in keeping with the budget as approved by the GC. All organizational decision-making follows the direction set forth by MMCS’s charter and vision, and the policies and strategic plan approved by the GC. The Directorship keeps the GC informed of progress toward the school’s goals and any other matters that require GC attention. The Directorship is in contact with the district administrative offices through timely reporting and maintains open and responsive communication. The Directorship implements the MMCS collaborative model, gathering input from stakeholders and allowing for an exchange of views in decision making processes. The Directorship works in close communication and collaboration with each other and the other members of the Leadership Team. The Directorship is also in close communication with the Head Teacher, Instructional Staff, and

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Administrative Staff through frequent meetings, classroom and other communications. The Directorship fosters school-community relations by keeping the community aware of activities, policies, procedures, and news through overseeing a quality information program: weekly newsletter, reports, community meetings, the website, and other public announcements. The Directorship encourages staff and community representation on relevant committees. The Directorship also fosters the school’s relations with the external community.

As deemed necessary, the Governing Council hires more than one employee to fulfill the duties of the Directorship as specified in the Directorship Policy. Except for duties specified for each under the separate job descriptions, the Directorship requirements apply to each individual employee of the Directorship.

The Governing Council complies with all applicable federal, state and local laws and regulations as well

as the terms and conditions of its charter.

Leadership Team The leadership team consist of representatives from the directorship, governing council, faculty, and parents. The purpose of the leadership team is to engage in collaborative-decision making on important issues pertaining to the operations of the school and its programs. The Office Business Manager

As part of the administration along with the Director and Administrator, the Business Manager (BM) holds a current School Business License and provides financial oversight and expertise. The Business Manager adheres to all rules and regulations set forth by the Public Education Department and the District. The Business Manager reports directly to the Directorship and participates in monthly GC Budget Committee meetings in order to keep the GC informed of the school’s financial status. Below are specific job duties for the position:

● Adhere to the Collaborative Decision Making Process (CDM) and policy of the school.

● Track day to day finances ensuring adherence to the approved budget.

● Collaborate and work closely with the governing council, directorship, and faculty to monitor expenses of ongoing projects and activities related to the budget.

● Manage employee/personnel files ensuring adherence to staffing projections, budget, and compliance with applicable labor laws as well as STARS reporting.

● Continue to look for and/or recommend ways to become more efficient and save the school money while meeting the unique needs of the school.

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● Interface with Finance Committee: Keep committee apprised of unforeseen expenditures or budget overages. Work collaboratively to study feasibility of programs or requested resources, and work collaboratively to evaluate school’s service contracts and other needs.

● Attend required trainings hosted by database system provider (APTA and when applicable STARS), PED and New Mexico Association of School Business Officials, NMASBO.

Payroll- ● Keep all employee payroll files accurate and up to date.

● Responsible for getting pay checks to employees on the designated dates.

● Responsible for all payroll reports (Quarterly, W-2, 1099, payroll taxes, etc.) and timely submission of payroll taxes.

● Annual update of employees on payroll system and record Personal Time Off (PTO) accrual carrying-over allotted amount, if applicable, to the following year.

● Complete W2, W4, NMPSIA, ERB, background checks, worker’s comp, and other requirements for all employees.

● Maintain payroll reports for audit; prepare for audits.

Accounts Payable- ● Responsible for deposits and keeping accurate monthly bank reconciliations.

● Making sure that all budget accounts are in line with NMPED and authorizer requirements.

● Oversight and refinement when needed of segregation of duties procedures.

● Handle accounts payable in a responsible and timely manner.

● Write checks and pay invoices as requested/needed.

● Keep proper documentation for invoices that are paid.

● Keep up to date and accurate vendor files.

State and GC Reports- ● Responsible in conjunction with the directorship, governing council, and faculty in preparing the

annual budget and submission of the budget reports to NMPED.

● Prepare monthly financial statement reports.

● Prepare any Budget Adjustment Revenues, BARs.

● Prepare monthly reconciliation of General Ledger.

● Prepare all financial PED reports in a timely manner and grants management

● Working knowledge of OBMS and Instructional Materials systems.

● Annual Financial Status Report published in the newspaper.

● Solicit community input for development of annual budget as published in the newspaper.

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● Submit Grant Reimbursement Requests RfRs (monthly and/or quarterly).

● Prepare IDEA Part B application.

● Prepare Puente Para Los Ninos application.

● Prepare Fine Arts Program Grant application.

● Prepare and maintain oversight of school inventory and discard items.

Other Reporting- ● Organize donation receipts.

● Monthly financial information posted to school website.

Audit- ● Assist during programmatic audit, as needed.

● Responsible for preparing records needed for annual audit and making audit adjustments prior to audit.

Lottery- ● Assist with the School Lottery, as needed.

Other- ● Tasks pertaining to and affecting the school budget and personnel.

Office Manager As part of the administrative staff, the Office Manager provides support services to the Directorship and the Business Manager. The Office Manager reports to the Directorship and is specifically responsible for the following:

● Coordinator of Student Teacher Accountability System (STARS). ● Coordinator of National School Lunch Program (NSLP). ● Coordinator of Attendance and Records. ● Assist Business Manager. ● Assist Directorship. ● Additional Duties Assigned by Directorship.

Instructional Staff The instructional staff consists of licensed Teachers, Educational Assistants and Special Education Ancillary Service providers. They are responsible for implementing the curriculum and fostering student growth, through a collaborative process. All faculty members report to the Directorship.

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a. Head Teacher The Head Teacher represents the interest and needs of faculty. Specific duties include, but are not limited to:

● Teacher representative at weekly leadership and monthly governing council meetings. ● Faculty liaison.

b. Curriculum Coach The Curriculum Coach preserves the integrity of the existing working documents and works in collaboration with Curriculum Committee members to refine, develop, and provide professional development on the curriculum. The Curriculum Coach will attend Leadership meetings to promote and develop curriculum and instruction.

● Personnel

● Provides leadership in the professional development and implementation of format and content, and process for faculty that best serves the faculty and the school.

● Provides leadership in creating a school and classroom climate conducive to academic excellence and the healthy development of the whole child.

● Works to promote awareness of and sensitivity to diversity in alignment with IEC goals.

● Curriculum and Instructional Program

● Promotes the development and improvement of curriculum and instructional programs, including assisting in the process of identifying outside resources / specialists to this goal.

● Supports faculty in the implementation of curricular standards (e.g., through identification and facilitation of professional development opportunities) and identifies appropriate assessments.

● Receives, reviews, and provide feedback on lesson plans and curricular maps. ● Actively observes implementation of curriculum through classroom observations

to inform Curriculum Committee discussion of alignment with current curriculum requirements.

● Provides leadership to the faculty and the school community in the development of instructional program policies, curriculum and program innovation and implementation.

● Provides input and recommendations for professional development requests to the Leadership Team.

● Supports the integration of charter goals in the curriculum. ● Updates/develops all curricular documents in collaboration with faculty and

Directorship.

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● Oversees curriculum purchases with consultation with finance committee members.

c. Special Education Coordinator The Special Education Coordinator provides leadership for staff in the area of special education. Specific duties include, but are not limited to:

● STARS reporting o Maintain special education roster (extract information from the IEP for STARS) o Update bi-monthly o Send roster to Administrator/Director/Special Education teachers/ STARS

representative ● Re-Evaluation/ IEP coordination o When receiving Review of Existing Evaluation Data (REED) form from the Case

Manager, SEC will contact diagnostician for testing date, prepare necessary forms o demographic form, o parent permission form, o classroom data and o re-evaluation form o vision and hearing

o Room prep o Contact parent and classroom teacher to give testing date o Receive report and

o notify Case Manager o make copies and notify parents

o Copy re-evaluation form for IEP ● Incoming Students with IEP o Request records from office manager o May contact parents to obtain an IEP from a previous school o Notify teachers ● SBA/PARCC o Maintain records of students’ accommodations o Report information to testing coordinator o Provide accommodation materials to testing coordinator o If student is taking alternative assessment

o Review IEP for alternative assessment rationale o Training of staff should be updated o Order assessment o Prepare materials ahead of time

● Site Visit from APS

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o Review files for compliance o Provide most current special education roster to administration ● Compliance – Special Education Coordinator is responsible for supporting

compliance issues with administration

d. Teacher The teacher, which includes general and special educators, serves as the backbone of any school including here at MMCS. Specific duties include, but are not limited to:

● Submit weekly lesson plans electronically to, Directorship and Curriculum Coordinator(s) by 8 am on Monday of the planned week.

● Long-Range Plans:

o General educators including part-time teachers present a draft of Long Range Plan (LRP) to Leadership Team by the last Friday of August (if grade or course has been taught for 3 consecutive years, then LRP is to be updated and re-submitted before commencement of the 4th year).

o Special educators provide classroom teachers Individualized Education Plan (IEP)

summary for individual students by the last Friday of August.

● Distribute at least 2 times per month communications/updates to classroom parents (part-time employees/specialties teachers will utilize venues such as middle-school newsletters, elementary grade-specific newsletters, Leaflet, Classroom/Program web page, etc.).

● Implement and complete all federal, state, district, governing council, and school forms, procedures, and reports prior to deadlines.

● Maintain an “open door” classroom at all times. ● Participate in faculty meetings (part-time employees will have their schedule adjusted to

attend meetings). ● Participate in professional development opportunities provided by the Leadership Team

(part-time employees will have their schedule adjusted to attend PD opportunities). ● Support at least one festival per year. ● Attend 8th grade progression. ● Chair/coordinate or co-chair/co-coordinate charter and/or state required committee(s).

Support chairs/coordinators if not leading committee (e.g., assisting chair by substituting in her/his place, disseminate agenda, etc.).

● Additional duties and responsibilities that may be assigned to Instructor from time to time.

Note: Teaching is a vocation requiring specialized training that demands rigor in standards of

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practice and accountability. MMCS acknowledges that the myriad of skills and effort required of

practitioners in the profession often extend beyond instructional hours. As such a variable-work

schedule or flextime may be instituted with prior approval from the directorship.

e. Educational Assistant (EA) The Educational Assistant assists the teacher in carrying-out the instructional program. Specific duties include, but are not limited to:

● Assisting with smooth transitions ● Escorting students around the grounds ● Filling out tracking forms for students ● Making copies and gathering supplies ● Helping with class assignments ● Providing one on one support for students ● Copying lessons off the board ● Supporting conflict resolution between students ● Care of class pets ● Organizing prep work ● Supporting the class during handwork, gardening, and other specialty classes ● Assisting with morning walk ● Organizing and implementing projects ● Covering when teacher steps out ● Supervising students during parent pick-up ● Cooking projects ● Crisis intervention and preemptive de-escalation (training will be provided as

needed) ● Holding a reading group ● Some planning ● Staffing Calm and Return ● Kindergarten rest time (if working in Kindergarten) ● Playground duty ● Dishes/ chore supervision ● Deposit of cash/checks in bank ● Other duties as assigned

School Committees

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Compassionate Campus (CCC) – Supports the campus-wide program to create a healthy school environment in which social and emotional health is recognized as essential to academic success, positive interactions, and effective communication.

Environmental Education (EEC) – Recognizes that an understanding of the synergistic relation of human and the rest of nature is essential to a planet that sustains life. The committee strives to integrate environmental literacy throughout our curriculum and to provide the environmental lens to all of our practices through education, consultation, and collaboration.

Gardening Committee – Supports the Gardening Program, which is guided by the principles of developmental appropriateness, intercultural education, collaboration, and constructivist theory; environmental values are integrated with hands-on organic gardening and practical knowledge.

Intercultural Education (IEC) – Ensures that MMCS is continually progressing towards its goal of having a socio-culturally competent, socially engaged, diverse curriculum, faculty, and school.

Parent Council The Parent Council (PC) of MMCS consists of all the parents and adults of significance of MMCS. The total PC, open to all adults of significance, meets at the beginning, middle and end of the school year. The Head Parent has a leadership role and chairs the PC meetings. The Head Parent designates PC committees based on input from the parent body. Each classroom has a Lead Parent who assists the teacher with any tasks that require parent volunteers, supplies or general classroom support. Friends of Mountain Mahogany Community School (MMCS) Friends of MMCS is a separate “friends of the charter school” non-profit fundraising group. This non-profit is operated independently from the school for the purpose of raising funds for the school. Friends of MMCS holds open meetings that parents, community and faculty are encouraged to attend. The President or any officer of Friends of MMCS have no authority over the charter school. Friends of MMCS is bound by all regulations set forth for non-profits. Friends of MMCS periodically invites the school leadership to attend their board meetings for discussion of relevant topics, such as the school’s identified funding priorities and strategic plan. The President of Friends of MMCS may be in contact with the Directorship regarding teacher funding requests, or the Head Parent regarding community-funding requests. Friends of MMCS members, which at present, are all parents and guardians of students also attend GC meetings at times to stay abreast of the school’s activities. MMCS Decision-Making Process/Policy

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MMCS strives to achieve the most collaboration possible when making decisions. The following is our Decision-Making Process/Policy.

Purpose: This policy is designed to clarify and guide school decision-making to ensure that decisions are rooted in MMCS charter principles and that all members are aware of their role and how to engage in the process. Background: This policy is a result of a community-wide conversation in the spring of 2011 to discuss how decisions are made at MMCS. A direct result of that meeting was the formation of an ad-hoc Governing Council committee made up of parents, staff and GC members. The Collaborative Decision-Making committee was charged with drafting a MMCS Decision-Making policy and met monthly from May – September 2011. Principled Participatory Decision-Making. Participatory decision-making relies on participation. As such, MMCS’s decision-making process is only as successful as the number of well-informed, committed community members who actively contribute. Each and every decision at MMCS flows in and out of a handful of systems and organizing or decision-making bodies on its way to implementation. When all MMCS systems and processes are engaged and healthy, it is highly unlikely that any MMCS decision would ever be made by any one individual without engaging the decision making process. The success of the MMCS decision-making process relies heavily on two factors:

MMCS roles and organizing or decision-making bodies are operating in a manner consistent with their job description or mission.

Necessary information, input, and feedback is flowing in an efficient and timely manner between and among MMCS community members, participants and organizing or decision-making bodies.

Principled Participatory Decision-Making GUIDELINE

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At MMCS we have learned that decisions reached through collaboration are not only consistent with our charter, but are more comprehensive, longer-lasting and easier to manifest. Therefore we consistently strive for the most participation possible when making any decision. The following distinctions are intended as guidelines to help increase understanding of, and competency in, the decision-making process in order to ensure the greatest participation of community members, participants and organizing or decision-making bodies. Fully Participatory Every member of the community has access to all information, ample opportunity to participate in the process, and equal agency in making the decision. Participatory Feedback A specific decision-making body (GC, Directorship, Leadership Team, Parent Council) makes the final decision having provided information to, requested input from, and carefully considered the needs of, the entire community. Role Specific Day-to-day decisions made by those directly involved and affected (Teacher, Curriculum Directorship, Faculty, Curriculum Committee) Legally Restricted Participation limited to legally-bound individuals, i.e. emergencies, imminent safety issues, personnel issues, confidentiality needs, and HIPA

Currently, our collaborative model includes the following elements: The Administrator and Director meet regularly to exchange information, discuss school issues, and explore the ways that concerns, issues, or ideas will be handled and/or implemented. They actively solicit faculty and staff input on decisions that affect the school’s day-to-day operation and meet with them weekly. To promote collaborative leadership MMCS utilizes a leadership team that consists of the Administrator, Director, Curriculum Coach, GC Liaison, Head Parent and Head Teacher. This team

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meets bi-weekly for approximately two hours to discuss many topics such as policies, curricular implementation, and critical decisions that further assist in supporting Mountain Mahogany. The Council utilizes a collaborative model of governance, requesting participation and considering feedback from all stakeholders. The evolving collaborative model is annually reviewed and specified in the Parent Handbook. Input from the greater community, Directorship, the Parent Council, faculty and students is invited and intentionally solicited when a decision will affect a stakeholder group. Governing Council (GC) meetings are open to the public. The agenda includes time for public comment, which is invited and welcomed. By attending GC meetings and by serving on the GC or various school committees, parents directly participate in school governance. The Head Parent is an ex-officio voting members of the GC. In addition to an open invitation to meetings, the GC actively solicits community-wide input on important decisions through the newsletter, Parent Council meetings and other MMCS community-wide events (e.g., festivals and Welcome Back Night). As per traditional models, the Council may default to following Robert’s Rules of Order, newly revised, with respect to parliamentary procedure in all cases in which the Council by-laws and applicable state laws and regulations are silent. However, to honor our collaborative ideals, as the chair of the Governing Council meetings, the President has the freedom to creatively lead the meetings and to select any method deemed useful to this end. A simple majority vote of the Council quorum present overrides a contested selected method. The Parent Council is open to all adults of significance to MMCS students. Participating adults select the Council’s Head Parent. The Parent Council has a minimum of three meetings a year. Each classroom has a Lead Parent who is selected by the classroom parents. A parent meeting is held regularly for each classroom. There are regular meetings of all the Lead Parents, chaired by the Head Parent, at which time such issues brought by the Lead Parents or Head Parent are discussed. The faculty is committed to a partnership with parents, who they consider the children’s first and most important teachers. To foster this partnership, teachers have regular office hours, parent-teacher conferences, and weekly communications are sent home to inform each parent about his or her child’s school experiences. When concerns arise, teachers make immediate contact with parents.

MMCS is guided by principles and techniques of conducting meetings that are conducive to encouraging fuller engagement of participants. We believe collaboration is maximized when participants feel safe enough to speak their minds in an environment where the boundaries of engagement are clear, modeled and determined by consensus. Among the skills currently being used are nonviolent communication, Appreciative Inquiry, and collaborative values-based approach to decision making. Over the years, the school leadership has learned these skills as part of their

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commitment to collaborative models of governance and will continue to pursue and advance such skills. DESCRIPTION OF THE GOVERNING BODY Description of the Council’s Responsibilities/Obligations as a Whole: The Governing Council is publicly accountable for student academic performance. This accountability is mandated by Federal and State laws, which include the “No Child Left Behind” performance standards. The Governing Council of MMCS only exercises authority when formally convened during Council meetings and other official activities. The Governing Council is not bound by any statement or action on the part of any individual Governing Council member, unless the Governing Council, by majority vote in a properly convened meeting, delegates authority to that individual member to speak on behalf of, or otherwise represent, the entire Council. To keep the Council appropriately informed about the affairs of the school, the Directorship and business manager submit monthly reports and financial statements to the Council during each of its regular meetings. Through these required documents, the Council meets its responsibility of monitoring student progress, school finances, and implementation of the charter. The Council guides the Directorship through approved policy or through directives approved at Council meetings. The Council President or other designated member is the liaison with the Directorship. On at least a yearly basis, the Council shall render a formal written evaluation of the Directorship as per the Directorship Evaluation Policy. All staff and teacher complaints are addressed as described in the school’s grievance process. Up to thirteen members comprise the Governing Council including the officers. At a minimum, officer positions of the Council include the President and Secretary. Approved by-laws describe how the Council governs the school. As needed, the Governing Council creates other officer positions and additional member-at-large seats by a unanimous vote of the existing members as per the by-laws. Description of the Council’s Responsibilities/Obligations as Individual Members: Unless pursuant to said expressly delegated authority from the Council, no Council member will undertake any individual action to implement any plan or action of the Governing Council. In the event a Governing Council member assists the Directorship to implement school policies, programs, or other orders of the Directorship, the Governing Council member is considered a volunteer and has no special authority beyond that of a volunteer. Description of the Council’s Responsibilities/Obligations as Officers of the Council:

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The officers of the school shall be a president, vice-president and a secretary. President: The responsibilities of the President include coordinating all orders and resolutions of the Council. The President executes contracts approved by a majority vote of the Council. The President, along with one other GC member (determined annually) further acts as the liaison between the Council and the School Directorship. The President, with input from all GC members, the Directorship, Head Parent and Head Teacher, creates agendas for Council meetings. Vice President: The responsibilities of the Vice President is to perform the duties of the President if there is a vacancy in the Presidency role, or in case of the President’s absence or inability to act, and other duties imposed upon her/him in accordance with the school’s by-laws. Secretary: The Secretary keeps full meeting minutes of the Council in accordance with the Open Meetings Act. The Secretary acts as the clerk thereof and provides copies of all meeting minutes to the public upon request. The Secretary assures that all meetings are properly noticed and agendas are duly made available to the public in accordance with the Open Meetings Act and the Governing Council’s annually approved policy. Council Recruitment, Selection, Orientation: It is the responsibility of the Council Development Committee to recruit on an ongoing basis other potential members for Council. The Council Development Committee solicits applications, recruits potential candidates, and screens applicants for each of the positions on the Council. The Chair of the Council Development Committee keeps names and resumes of potential Council members on file. When there is a vacancy, the Council Development Committee submits to the Council a slate of recommended candidates, which contains one or more candidates for each position on the Council to be filled, unless the Council Development Committee is unable to identify and recommend any candidate for a particular position. The Council Development Committee's slate indicates which of the positions are to be filled. The Council Development Committee's slate of recommended candidates is submitted to the Council and publicly announced during a regularly scheduled meeting. If there is more than one candidate for any officer position, then the Council votes in an open meeting on a candidate for the vacant position. If there is no candidate recommended by the Council Development Committee for a particular officer position, the Council appoints an individual who meets

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the qualifications of the open seat. The term of the “appointed seat” shall be for the duration of that term. A position on the Governing Council can be made vacant by resignation, removal or death. Each year the Governing Council self-evaluates at which time it would be appropriate to discuss resignation of any members. Upon vacancies or when new applicants present themselves and there are available seats, the Governing Council ratifies new replacement members by a majority vote of all of the members of the existing Governing Council. All members of the Governing Council participate in annual training as required by state law. The cost of the Council trainings is borne by MMCS. In addition, the council participates in internal training at an annual retreat and during Joyful Learning sessions held at each regular GC meeting. As needed, the Governing Council adopts procedures specifying particular skills (example legal, financial) that it deems critical to the current needs of MMCS and provides that positions on the Council will be required to be filled by persons with such skills and/or that persons with such skills be actively recruited. The Council Development Committee of the Council is responsible for developing recruitment materials, protocols and resources as well as verifying eligibility and orientation. The MMCS Governing Council publishes notices of its monthly meeting dates on the school website, at two locations on campus and as otherwise required per the Open Meetings Act. All MMCS public meetings are conducted in accordance with the Open Meetings Act. Members of the Governing Council are trained in the requirements of the Open Meetings Act. A special Governing Council meeting may be called by the Council President, by a quorum of Council members, or by written petition of the Mountain Mahogany Community School Directorship. Advance notice will be given in accordance with the Open Meetings Act (10-15-1). Unless otherwise specified by Council policy, procedure, or resolution, decisions are made by majority of the Council members present provided that a quorum (a simple majority of Council members in office) is present. Staff/Parent and Community Involvement with the Governing Council One of the most important goals of Mountain Mahogany Community School is to involve parents and other community members as partners in the learning process. The school asks for family involvement for all students. Involvement is defined very broadly, yet significantly, so that all families are able to participate in some meaningful capacity. The Parent Handbook specifies the expectations of and

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opportunities for parents of Mountain Mahogany Community School students, including opportunities to participate in school governance. One way parents participate in governance is by serving on the GC or on various school committees. Another very meaningful way for parents to be involved is to have parents come to school and help during the school day. One of the typical obstacles to this is teachers and administrators who are not welcoming enough to parents and not prepared to incorporate parent involvement. These trainings are designed to explain and promote the communication skills and discipline / regulation techniques employed throughout the campus so that maximum consistency in language, attitude, and action is insured in adult-to-adult and adult-to-student interactions. Also there are “lead parents” in each classroom who are given responsibility to help mentor other parents in participating in the classroom. Lead parents also help in increasing parent involvement. Relationship of MMCS’s Governing Council to its Staff The Governing Council hires, oversees, and evaluates the Directorship of the school. The only employees who work and report directly to the Council are the school Directorship. All other employees, consultants and teachers report directly to the school Directorship. The School Directorship hires, fires, evaluates and oversees all employees and teachers. The parents of the school work in tandem with the Council and school Directorship to support the school and assure the school’s success. To keep the Council appropriately informed about the affairs of the school, the school Directorship submits a monthly written report to the Council during each of its regular meetings. The Council will guide the school Directorship through approved policy or through directives approved at Council meetings. The Council President is the liaison with the school Directorship. All communication among the Council with school employees and teachers regarding school matters is conducted only through the school Directorship. All staff and teacher complaints are addressed as described in the school’s grievance process. Policies and Procedures of the Governing Council The Council by-laws and approved policies detail how the Council operates. The Governing Council’s adopted by-laws describe the following actions: general powers and responsibilities; Council membership and qualifications; Council officer positions, length of terms, nomination, and recruitment, Council deliberations; members of the public addressing the Council; Council relationship to the Directorship; nepotism; conflict of interest policy; policy adoption; and Council role in the preparation, approval, and maintenance of the annual budget. The bylaws and Council policies further stipulate the non-interference in the day-to-day operation of MMCS, but also include oversight to assure the ongoing implementation of the mission, goals, objectives, educational policies, academic program and

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budget as outlined in the approved charter. Any section or subsection of the Governing Council by-laws may be altered, suspended or revoked only by two-thirds of a quorum vote of the Governing Council unless specifically addressed otherwise in state law. The Council recognizes that its meetings are subject to public notice and it is the responsibility of the Council to provide notices and agendas to the public per applicable laws. The Council takes all actions and deliberations in accordance with the Open Meetings Act. The Governing Council meets at least monthly according to a posted yearly schedule. The Council may meet for special meetings as specified in the Council by-laws and the NM Open Meetings Act. Emergency meetings will be held in accordance to the Open Meetings Act, NMSA 1978, and Section 10-15-1 et seq. On a yearly basis the Council passes a resolution agreeing to abide by the Open Meetings Act.

Unless otherwise specified by Council policy, procedure, or resolution, decisions are made by majority of the Council members present provided that a quorum (a simple majority of Council members in office) is present. Governance Council Powers and Duties: The primary powers and duties of the Governing Council include, but are not limited to:

1. Serve as fiscal agent for MMCS. Recruit, hire, evaluate and renew or terminate the contract of Directorship of the school.

2. Delegate to the School Directorship the authority to implement the charter, the school’s policies and procedures, facilities plans, budget, and such other directives and policies adopted by the Council from time to time. The Council is not directly involved in the day-to-day operations of the school.

3. Provide for a plan to evaluate the School Directorship on an annual basis. 4. Develop a yearly budget with the input and assistance of the Directorship, Business Manager,

faculty, parents, APS, PED, and community. 5. Approve the final budget and submit it to the PED according to state-approved policies and

procedures. 6. Establish school polices and evaluate their effectiveness. 7. Enter into contracts for goods and services if over $3,000.00 or in accordance with applicable

state laws. 8. Approve any amendments to the school’s charter and submit such amendments to the

authorizer for approval. 9. Initiate lawsuits or take all necessary steps to protect the school’s interests. 10. Authorize the repair and maintenance of all property belonging to MMCS or for which the

school is contractually responsible to maintain and repair if over $3,000.00. 11. Create a plan to assess the effective implementation of the school’s charter.

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12. Create a plan to ensure that public funds are used in compliance with all applicable state and federal law, rules, and regulations.

13. Accept or reject any charitable gift, grant, devise, or bequest to MMCS that is an asset value $200.00 or more. Each particular gift, grant, devise, or bequest accepted is considered an asset of MMCS.

14. Make application to the Public School Capital Outlay Council for capital outlay funds. 15. Acquire and dispose property in accordance with applicable state and federal laws. 16. Promote a cooperative relationship with the charter authorizer. 17. Ensure that the school is operating in accordance with the New Mexico Charter Schools Act. 18. Resolve any dispute, which may arise between the school and its charter authorizer. 19. Reapply for a new charter when the current charter is fulfilled.

Criteria and process used to select the school’s Directorship: The Governing Council recruits, hires, and supervises the activities of the school Directorship. The Council recruits the school Directorship and may retain the services of a search firm. The Council appoints and chairs a committee to oversee the school Directorship recruitment process. A final voting decision regarding the recommendation of a school Directorship is made during a public meeting of the Council.

One of the primary duties of the Council is to monitor the performance of the school Directorship. The Council utilizes its own evaluation process, broadly outlined below and further specified in the Directorship Evaluation Policy. The Governing Council leads the evaluation process of the School Directorship, in addition to any required state evaluation. Evaluations take place on at least an annual basis and take into account the administrator competencies prescribed in 6.62.2.10 NMAC:

The Directorship's performance of the duties contained in the Directorship Job Description(s) and achievement of the goal(s) in the Directorship's Professional Development Plan are the basis for the evaluation.

At least on a quarterly basis, the Directorship meets and confers with the Governing Council about progress made toward the goals contained in the Directorship's Professional Development Plan.

Budgeting and Operation of the School: The Governing Council is responsible for overseeing the establishment of policies, serving as the school’s fiscal agent, and hiring, firing, and overseeing the School Directorship. As delineated in the Directorship Evaluation policy, the Governing Council gathers feedback on the Directorship’s performance from the Directorship, teachers, parents, students, and from their own personal

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observations, and the Governing Council has the right to terminate the Directorship per NM Personnel Policies. The Governing Council is publicly accountable for the expenditure of funds of MMCS. That accountability is demonstrated by their responsibility for the following areas:

1. Implementation of the school charter; 2. Contracts for goods and services as per policies and/or applicable state laws; 3. Budget preparation; 4. Evaluation of the Directorship’s performance; 5. Monitoring school progress; 6. Evaluation of student progress; 7. Comply with applicable state laws regarding annual audit; 8. Lease of facilities for school purposes; 9. Purchase or lease of furniture and equipment over specified amounts according to MMCS policy

limits; 10. Procurement of instructional materials and supplies over specified amounts according to MMCS

policy limits.

PARTNERSHIPS Friends of Mountain Mahogany Community School, Inc. Friends of MMCS is a separate “friends of the charter school” non-profit fundraising group. This non-profit is operated independently from the school for the purpose of raising funds for the school. Friends of MMCS holds open meetings that parents, community and faculty are encouraged to attend. The President or any officer of Friends of MMCS have no authority over the charter school. Friends of MMCS is bound by all regulations set forth for non-profits. Friends of MMCS periodically invites the school leadership to attend their board meetings for discussion of relevant topics, such as the school’s identified funding priorities and strategic plan. The President of Friends of MMCS may be in contact with the Directorship regarding teacher funding requests, or the Head Parent regarding community-funding requests. Friends of MMCS members, which at present, are all parents and guardians of students also attend GC meetings at times to stay abreast of the school’s activities. EMPLOYEE RELATIONS MMCS’ Relationship with its Employees MMCS’s employment policies will incorporate the provisions of the School Personnel Act [NMSA 1978 22-10A-1 (2003)] and will revise said policies as required by any changes in New Mexico law. The

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MMCS Employee Policy Handbook is incorporated as part of this MMCS’s charter and shall govern all aspects of MMCS’s relations with its employees. Proposed Salary Schedule: The Council shall collaborate with the Directorship and faculty to define level qualifications and further develop the salary schedule annually or as required by applicable state law. Evaluation of Staff Directorship: The evaluation of MMCS’s Directorship will be conducted by the MMCS Governing Council in compliance with NMAC 6.69.3.9 [06-14-01]. The Administrator and the council will develop an appraisal process to measure and evaluate the competencies and indicators set forth in the regulation. Teachers: The plan for annual teacher performance evaluations shall be developed in accordance with the requirements of NMAC 6.69.4.10 [9-30-03]. The licensed Administrator is responsible for developing the plan that shall follow the requirements. Employee Discipline Policies: Discipline of school personnel shall be in compliance with the School Personnel Act, specifically at NMSA 1978 22-10A-24 through 22-10-31 (2003). Discipline procedures are more fully described in the Employee Policy Handbook. STUDENT ENROLLMENT PROCEDURES AND DISCIPLINE POLICY Student Enrollment Procedures: MMCS will use rolling registration/enrollment periods. School years are from July 1 through June 30. Mountain Mahogany Community School holds a lottery process each spring to fill the available spaces for the following year. All registration periods for MMCS will be advertised in local publication, as well as on the MMCS website. MMCS does accept applications year-round for the occasional spaces that open up during the school year. MMCS Policy for Admission:

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Admission to MMCS is by lottery. Participation in MMCS’s admission lottery is open to students throughout New Mexico. Current MMCS students are automatically entitled to enroll the following year without participation in the lottery. Siblings of currently enrolled students will have priority for admission in future years, subject to space availability. The Lottery Process: As a public charter school MMCS’s admissions policy is governed by Federal and State laws that stipulate that student admission be determined by lottery. The order of preference is as follows: 1st Preference: Returning Students 2nd Preference: Students Returning from Approved Leave of Absence 3rd Preference: Siblings of Returning Students 4th Preference: Students Who Enter the MMCS Admissions Lottery The lottery does not guarantee admission. The lottery determines preference in filling available spots based upon the order in which names are drawn. Once a grade level is filled, any remaining names are placed on a waiting list for that school year in the order in which their names were drawn in the lottery. Lotteries for the new school year are held in the preceding March – approximately 5 months prior to the start of the new school year. Subsequent lotteries are determined by the Directorship, based upon enrollment needs and taking into account the order of admissions preference listed above. Once a student is accepted by any of the preference criteria listed above, completion of a series of registration forms is required. Failure to comply with this requirement will result in a student’s losing his or her place at MMCS. Student Discipline Policies: Mountain Mahogany Community School Discipline Policy INTENTION The discipline policy at MMCS is intended to:

Instill and promote self-discipline

Provide an environment for every student that is conducive to learning

Promote community building

Uphold the value of safety

Instill and promote empathy for self and others

Improve a child’s capacity for effective decision-making

Provide proactive guidance

Cultivate conflict resolution skills

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BEHAVIORAL AGREEMENT At all times, whether on campus or on an outing, students are expected to behave in a manner that they:

Take care of self

Take care of others

Take care of their environment This includes, but is not limited to the following behaviors:

Comply with above-listed behavioral agreement

Attend classes regularly and on time

Complete assigned homework

Refrain from bringing drugs, alcohol, tobacco, and all weapons on school grounds

Refrain from bringing Walkmans, Discman, cell phones, beepers, and other electronic games and equipment on campus because this distracts from the learning environment between teacher and students

Refrain from bringing chewing gum on campus unless this is approved by the teacher for self-regulation

Adhere to the dress code as described in the parent handbook, including using bike helmets on campus

Refrain from profanity and/or hate language PROCEDURE FOR BREACH OF BEHAVIORAL AGREEMENTS: Teachers will be held accountable for maintaining student discipline in the classroom. The Directorship will support the teacher and student in the following manner if the MMCS Behavioral Agreement is violated: (Order and frequency of steps is left to the discretion of the adult who is in authority, except for those incidents noted below)

Utilize non-punitive classroom strategies that promote responsibility and accountability (i.e. Directing a child to a “Calm Chair” or “Calm Corner” or directing a child to use “Feelings and Needs cards with a peer).

Utilize strategies for restitution if a conflict involves peers (helping children repair relationships that have been damaged by their words or actions).

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Utilize a “parallel send” (sending a child to another classroom to help child internalize expected school behavior)—there is a tracking card for this step, which will be shared with parents by the classroom teacher, if parallel sends are happening frequently.

Utilize the Calm and Return Room (a space designated to support children in conflict or who are emotionally or physically deregulated)—there is a tracking card for this step, which will be shared with parents by the classroom teacher if visits to Calm and Return are happening frequently.

The following behaviors will result immediately in an in-school or out-of-school suspension. The Directorship retains the right to use his/her discretion in the ultimate decision if any ambiguity exists. MMCS follows all APS guidelines for suspension and expulsion of a student. Non-negotiable behavior that results in suspension:

Intentional endangerment to self

Intentional endangerment to others

Intimidating peers or adults

Running or hiding

Destruction of school property Specifically this includes:

A.) Causing intentional bodily harm to self or another person. B.) Bringing a weapon to school. A weapon is defined as any implement designed to cause harm to another living thing.

If a child brings a deadly weapon to school, such as but not limited to, a gun or switchblade, the police will be called and he/she will be suspended.

C.) Running away or hiding from an adult. Running away or hiding from an adult is defined as leaving the proximity of an adult in a way that may put that child and/or other children at risk, such as running off the playground, refusing to come in with the rest of class, and hiding.

This could be but is not limited to something like not being able to find a child for more than five minutes or a child running off campus.

D.) Using profanity at (not to) an adult. Using profanity at an adult is defined as cussing out an adult. It is not using a minor cuss word in front of an adult. While that behavior, and cussing at schoolmates, is not allowed, it is dealt with in the Calm and Return Process. E.) Destruction, harm, or loss of school property. Destruction harm or loss of school property is defined as the child taking some action that causes the destruction, harm or loss of school property, either intentionally or by accident. It could include kicking a soccer ball over the fence into the ditch, scratching the surface of a desk, or breaking glass with a ball.

1E.) The property will be replaced or repaired at the expense and/or labor of the student and student’s family.

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REQUIREMENTS The requirements section of the application addresses the necessary arrangements that school

leaders must make to define the respective legal liability and responsibility of the governing body and the Public Education Department. These requirements include, but are not limited to, securing appropriate insurance coverage and identifying waivers that will be sought by the school from the

Public Education Department.

LEGAL LIABILITY AND INSURANCE COVERAGE Mountain Mahogany Community School assures that the school will participate in coverage by the public school insurance authority and will comply with all applicable rules of that authority. WAIVERS The Governing Council of the Mountain Mahogany Community School has reviewed the Albuquerque Public Schools policies and will adopt those APS Policies that it currently does not have; until a more suitable Policy aligned with the school’s mission and vision has been approved; or the school has the right to opt-out of having certain policies that are not required and/or may not apply.