PI-9600-I Page 3 - River Valley Middle School ACES Full grant.pdf · PI-9600-I Page 3 V. CHARTER SCHOOL INFORMATION 1. Name of Charter School ACES: Arena Community Elem. School 2

PI-9600-I Page 3

V. CHARTER SCHOOL INFORMATION

1. Name of Charter School

ACES: Arena Community Elem. School

2. Public School Conversion

Yes No

3. Will your charter school be a virtual charter school as defined under Section 115.001(16), Wisconsin Statutes? A virtual charter school is a charter school under contract with a school board under s. 118.40 in which all or a portion of the instruction is provided through means of the internet, and the pupils enrolled in and instructional staff employed by the school are geographically remote from each other.

Yes No

4. Type of School

Instrumentality Non-Instrumentality

5. Grade Level(s) to be Served by Charter School

K5-Grade 5

6. Projected Enrollment Upon Opening

125

7. Primary Type of Students Served

All student primary types 8. Primary Educational Model

Inquiry/Problem-based If Other, Specify

9. Primary Curricular Emphasis

Science, Tech., Engr., and Math (STEM) If Other, Specify

10. Secondary Curricular Emphasis

21st Century Skills If Other, Specify

11. School Leadership Model See Instructions

a. Will your charter school share space with another public school?

Yes No Unknown

b. Will your charter school be led by a principal?

Yes No Unknown c. Will your charter school be a teacher-led school?

Yes No Unknown 12. Secondary School Delivery Model See instructions

Choose One If Other, Specify

13. Date Charter to be Granted Mo./Day/Yr.

2/13/2014

14. Date Charter School Will Open Mo./Day/Yr.

9/2/2014

15. Charter School Administrator If known

16. Charter School Administrator Phone Number Area/No.

17. Charter School Administrator Email Address

18. Lead Teacher If known

Karen Wilkinson

19. Lead Teacher Phone Area/No.

(608) 341-7074

20. Lead Teacher Email Address

[email protected]

Page 4 PI-9600-I VI-A. LOCAL PLAN FOR USE OF DISCRETIONARY FUNDS

See Completing the Application Narrative, VI. The Budget, item 2

Instruction Amount Explanation

Salaries and Fringe Benefits $4,500 Teacher leader position in school in addition to funds being utilized by the district for the position of leadership at ACES

Purchased Services $0

Coaches / Consultants $0

Others Specify $0

Non-Capital Objects Supplies and materials $18,000

Academy of Math: Implementation and 50 seats for serving students in RtI model Responsive Classroom® supplies materials Project Lead the Way® supplies and materials LEGO Robotics® supplies and materials

Capital Objects Equipment $0

TOTAL Instruction $22,500

Support Services Amount Explanation

Salaries and Fringe Benefits Extended contracts*, subs $32,470

$9,720. Hire substitute teachers to allow nine charter school teachers to meet and collaborate ($120 x 9 days x 9 teachers). $5,100. Hire substitute teachers to allow nine charter school teachers to be trained in Inquiry-based learning, STEM, and teacher-led inititatives. ($120 x 5 days x 9 teachers) $17,650. Extended contracts to participate in planning with consultants. ($19 per hour x 80 hours x 9 teachers and fringe benefits: $5.51 per hour x 80 hours x 9 teachers)

Purchased Services $10,500

$1,500. Pay conference fees and travel costs for up to 4 teachers to attend the WISN STEM conference in the fall of 2014. $9,000. Pay conference fees and travel costs for up to 12 people (teachers and governance board members) to attend the WISN/DPI Conference on Innovation April 29, 30, May 1, 2015.

Coaches / Consultants $30,880

$21,000. Hire coaches and consultants through the Wisconsin Innovative Schools Network to work with teachers and governance board on the following innovations: STEM education, Responsive Classroom, Inquiry-based learning, teacher-led school, governance and autonomy, legal issues, technology integration, marketing and communications, budgeting and finance. $9,880. Hire a grant coordinator to work up to 10 hours per week from August 2014 to July 2015 to provide leadership, management, and organization in implementing grant goals and action plans and complete reporting. ($19 per hour x 520 hours).

WISN or Other Network $5,100 Collaboration with statewide network (WISN) as required by the grant.

Other Specify $0

Non-Capital Objects Supplies and materials $0

PI-9600-I Page 5

VI-A. LOCAL PLAN FOR USE OF DISCRETIONARY FUNDS (Cont’d.) See Completing the Application Narrative, VI. The Budget, item 2

Capital Objects $67,050

$1,600. Three multi-docks for iPads. $17,600. Thirty iPads (with Apple Care plan) and covers for iPads for classroom and fieldwork. $24,500. 20 Macbook Airs and cases for classroom use with Apple Care plans. $1,600. Storage/charging cart for Macbook Airs. $2,000. Apple iMac for classroom use. $500. Two carts for LEGO Robotics® and Project Lead the Way® materials. $300. Air Printer. $500. Two document cameras. $1,250. Recording studio equipment. $17,200. Furniture to support use of LEGO Robotics® and Project Lead the Way® curricular materials.

TOTAL Support Services $146,000

Support—Administration Amount Explanation

Purchased Services $1,500 Legal services to review contract between ACES and the RVSD Board of Education.

Non-Capital Objects Supplies and materials $0

Capital Objects 0

TOTAL Support—Administration $1,500

TOTAL BUDGET $170,000

* Applies to payments for additional time beyond contract. Cross reference with five-year budget worksheet, line 3.

Page 7 PI-9600-I

VI-B. BUDGET SUMMARY

Authorizer

River Valley School District

Charter School Name

ACES: Arena Community Elem. School

Grant Period Project Number For DPI Use Only

Begin

August 1, 2014

End

July 31, 2015

WUFAR Function WUFAR Object Amount Requested

Instruction (100 000 Series)

Activities dealing directly with the interaction between instructional staff and students.

a. Salaries (100s) $3,840

b. Fringe Benefits (200s) $660

c. Purchased Services (300s) $0

d. Non-Capital Objects (400s) Supplies & Materials $18,000

e. Capital Objects (500s) equipment $0

TOTAL Instruction $22,500

Support Services—Pupil and Instructional Staff Services (in 210 000 and 220 000 Series) Support services are those which facilitate and enhance instructional or other components of the grant. This category includes staff development and supervision.

a. Salaries (100s), extended contracts, subs $27,761

b. Fringe Benefits (200s) $4,709

c. Purchased Services (300s) $41,380

—Purchased Services–Charter School Network (300s) $5,100

d. Non-Capital Objects (400s) Supplies & Materials $0

e. Capital Objects (500s) equipment $67,050

TOTAL Support Services—Pupil/Instructional Staff Services $146,000 Support Services—Administration* (Associated with functions in 230 000 series and above.) Includes general; business; and central service administration.

a. Purchased Services (300s) $1,500

b. Non-Capital Objects (400s) Supplies & Materials $0

c. Capital Objects (500s) equipment $0

TOTAL Support Services—Administration $1,500

TOTAL BUDGET

$170,000

DPI Approval Signature of DPI Reviewer

! Date Signed Mo./Day/Yr.

* No LEA may deduct administrative fees from subgrant funds that are not mutually agreed upon and voluntary. Any administrative fees or expenses reserved from the subgrant are prohibited unless agreed to by the chartering authority and the subgrantee [Section 5204(f)(4)(B), NCLB Act 2001]. USDE staff has indicated that administrative expenses may not exceed 5 percent of the grant award.

Grant recipients may make budget adjustments up to 10 percent higher or lower in any approved category; changes larger than 10 percent require DPI approval.

Budget Revisions: Submit a copy of this page or PI-9600-B with appropriate revisions included, with justification provided. Submit request at least 30 days prior to expenditure of grant monies.

ACES: Arena Community Elementary School Page 1 of 20 Initial Implementation Grant Initial Implementation Grant

Executive Summary

ACES: Arena Community Elementary School River Valley School District

The River Valley area, which includes the Villages of Arena, Lone Rock, Plain, and Spring Green and the surrounding rural townships, is an unusually rich artistic and cultural community, embedded within a pristine natural environment following the hills, valleys, and bluffs of the Wisconsin River. Some of the unique resources that exist in the River Valley area include: arts and culture, organic farming, agriculture, successful companies, industries, and small businesses. The community of Arena alone has over fifty independent contractors and small business owners, many of who take an active role in supporting a variety of functions in collaboration with the local school. Arena Community Elementary School is a public conversion charter school serving Kindergarten through 5th grade incorporating the community’s unique resources with the 21st century need for collaboration and innovation in a school located in a rural setting. Through a teacher-led model of instruction, Arena Community Elementary School will build Responsive Classrooms, utilize Inquiry-Based Learning strategies and incorporate STEM innovations. ACES has been designed to address the many needs that rural schools face today, not only in Arena or the River Valley area, but in Wisconsin and throughout our world. Focusing on the development of 21st century skills and promoting teacher collaboration and community growth, students at ACES accelerate as creative problem solvers who work collaboratively with one another to prepare for a world we cannot predict. The ACES implementation grant will afford an opportunity to the entire rural Arena community to become engaged in making this vision a reality. While Arena Community Elementary School is an instrumentality of the River Valley School District, flexibility and autonomy is preserved through the work of the ACES Governance Board. Arena Community Elementary School will serve approximately 125 students in Kindergarten through grade five beginning with the 2014-2015 school year.


The Charter School Vision for Innovation 1. Vision and philosophy

a. N/A for Initial Implementation Grant b. N/A for Initial Implementation Grant c. N/A for Initial Implementation Grant

2. Provide a description of:

a. The grade levels of children to be served and the projected enrollment numbers; Arena Community Elementary School will serve 125 students in Kindergarten (5) through Grade 5 beginning with the 2014-2015 school year. There will be eight classrooms consisting of students of mixed ages at the primary (K-2) and intermediate (3-5) levels.

b. The primary educational model to be used to meet the charter school vision and how it will be

implemented; The primary educational model to be utilized at ACES is an Inquiry-Based approach infused with STEM technology. Inquiry-based learning is a student-centered and teacher-guided instructional approach that engages students in investigating real world questions that they choose within a broad thematic framework. Inquiry-based instruction complements traditional instruction by providing a vehicle for extending and applying the learning of students in a way that connects with their interests within a broader thematic framework. Students acquire and analyze information, develop and support propositions, provide solutions, and design technology and arts products that demonstrate their thinking and make their learning visible.

Research shows that the amount of student learning that occurs in a classroom is directly proportional to the quality and quantity of student involvement in the educational program (Cooper and Prescott, 1989). Yet research studies indicate that teachers typically dominate classroom conversation, consuming nearly 70% of classroom time. Inquiry-based instructional approaches reverse this trend, placing students at the helm of the learning process and teachers in the role of learning facilitator, coach, and modeler. ACES will focus on STEM (Science, Technology, Engineering and Math) to help students gain the skills required to succeed in today's challenging world. The four parts of STEM have been taught separately and most of the time independent from each other for years. By adopting the STEM philosophy Science, Technology, Engineering and Mathematics all play an integral part in the teaching of the whole. The science, engineering and mathematics fields are made complete by the technology component that provides a creative and innovative way to problem solve and apply what has been learned. Many students learning from STEM educational models are using highly specialized professional applications at very early ages. Programs that are usually reserved for college-level classes such as computer animation and CAD programs are being implemented in high school classrooms across the country as part of the STEM education initiative.

c. The measurable goals of the charter school (these goals must be reflected in the charter). This does

not include student achievement goals (see question 2.e. below);

d. The means of measuring the charter school goals in each year of the charter;


Audience Measurement Year One Goals By the end of the 2014-2015 school year

Year Two Goals By the end of the 2015-2016 school year

Year Three Goals By the end of the 2016-2017 school year

Faculty Professional Development

• Electronic evaluation surveys

• Documentation of attendance at conferences, workshops, trainings

• Attend a minimum of 10 professional development opportunities in which 100% of teachers will participate

• 100% of teachers will become familiar with and be trained in the use of various technologies including SMART boards, iPads, video cameras, and digital technology.


• 100% of teachers implementing strategies from professional development


• 100% of teachers implementing strategies from professional development

Governing Council

• Minutes from Governing Council meetings

• 100% of Governing Council trained in Governance and Charter bylaws

• 100% of Governing

Council trained in management of fiscal matters


• 100% of Governing Council trained in management of fiscal matters


• 100% of Governing Council trained in management of fiscal matters

Parent Involvement

• Log of parent volunteerism

• Sign-in forms

• 60% of families attend school events

• 40% of families

volunteer


• 50% of families volunteer


• 60% of families volunteer

Parent Professional Development


• Documentation of attendance at conferences, workshops, trainings

• 50% of families participating in professional development offerings



Parent Satisfaction


• 80% of families will report “Satisfied” or “Highly Satisfied” with educational model of the school




e. The measurable student achievement goals for each year (these goals must be reflected in the charter);

and f. The means of measuring the student achievement goals.

Student Outcomes Expected

Measurement Year One By the end of the 2014-15 school year

Year Two By the end of the 2015-16 school year

Year Three By the end of the 2016-17 school year

Year Four By the end of the 2017-18 school year

Year Five By the end of the 2018-19 school year

Students will be proficient in reading.

• SMARTER Balanced Assessment

• Reading:

STAR reading (grades 1-5)

• 90% of the students will be proficient or advanced in reading

• 70% of

students will score in the Average or High-Average range for their age level


• 80% of the

students will show an increased score from the 2014-15 school year


• 85% of the


• 100% of the students will be proficient or advanced in reading and show 10% gains from the prior year

• 90% of the


• 100% of the students will be proficient or advanced in reading and show 10% gains from the prior year

• 95% of the


Students will be proficient in mathematics.

• SMARTER Balanced Assessment

• Math: STAR

math (Grades 1-5)

• 80% of the students will be proficient or advanced in math

• 70% of

students will score in the Average or High-Average range for their age level


• 80% of the



• 85% of the



• 90% of the



• 95% of the



Students will be proficient in science.

• Wisconsin Knowledge and Concepts Exam (WKCE) results Grades 3 and 4 and SMARTER Balanced Assessment

• 80% of the students will be proficient or advanced in science





Students will be proficient in integrating STEM resources.

• Data from the use of the national STEM technology rubrics

• Data from EoC

(end of course) assessment from PLTW (Project Lead the Way®) units

• 70% of the students will meet proficiency standard

• 80% of the

students will show proficiency in EoC standards


• 60% of

students will show increased scores in EoC standards


• 70% of



• 80% of



• 90% of


Students will gain a positive perspective and grow a love for school, learning, and selves as learners.

• Bi-annual comparative data (beginning and end of year) through the use of an electronic assessment completed by students

• 50% of students will report increased interest in school, learning, and themselves as learners





3. Address the following:

a. Explain how the charter school provides its students’ core academic subjects. While the core academic subjects will be provided at ACES, they will not be taught as separate subjects following a traditional approach. Due to the fact that STEM is multi-disciplinary by nature, all core subject areas—reading, writing, math, science and social studies—will be infused into investigations, lessons and projects, using best instructional and learner practices. Skills will also be taught directly in specific content areas as an avenue to build students’ knowledge base and develop the essential core academic skills needed for more advanced learning. Flexible groupings will be utilized in all curricular areas. Project Lead the Way® will provide a framework for the STEM instruction while infusing Lego Robotics® for a more complete approach to this educational model. Ongoing formative and standardized assessments will be utilized as well. Inquiry-based learning activities and opportunities along with other best practice approaches will ensure all Common Core State Standards are taught and applied in daily learning activities throughout the students’ academic career at ACES.

b. Justify why the charter school is an elementary school and not just a program within an existing school or district.


The community has been supportive of initiatives in the school in the last decade and the overwhelming support of this innovation is not surprising. Community members and parents understand the need for meeting the needs of our rapidly changing world and recognize that our current model is not going to allow for that goal to be accomplished.

A charter school is critical because the model at ACES will provide widespread changes that cannot be implemented solely by adding stand-alone programs to current offerings. The opening of ACES will significantly change how learning takes place in the school. Teachers have been rethinking their approaches throughout this planning year and students will be learning using different methods. Parents and community members are being asked to be active contributors to their children’s learning as well.

To understand the vision, it is necessary to consider the current educational philosophy based on the traditional pedagogy emphasizing formal education delivered by a teacher. In most of the district classrooms, there is a linear approach that focuses on grade-specific delivery of knowledge and content from teacher to children. In this traditional approach, the teacher determines subjects, standards and methods. This emphasizes competency-based learning and stresses that children accomplish the goals set by their teachers. Students in this traditional model may be involved in goal setting and developing their own work but the teacher drives most of the day.

The model at ACES is truly innovative as it is more student-centered than the traditional approach. ACES will use an inquiry-based approach infused with STEM methodology to integrate the many academic areas necessary to prepare students for the 21st century while employing a teacher-led model for true autonomy to implement the model. Each aspect collectively contributes to a visionary methodology.

4. Describe the charter school’s professional development plan by answering the following questions:a. What specific competencies, skills and knowledge do teachers and administrators need in order to

successfully deliver the proposed curriculum and instruction at the charter school?

Teachers at ACES need to be trained in the following pillars of innovation:


In alignment with Wisconsin's Educator Effectiveness Evaluation System, students will be provided with highly qualified and effective educators who positively affect student learning. Teachers at ACES and administrators in the River Valley School District will utilize a professional growth model that:

1. Guides effective educational practice that is aligned with student learning and development.2. Documents evidence of effective educator practice and evidence of student learning.3. Informs appropriate professional development.4. Is credible, valid, and reliable.

b. Provide a two- to three-year professional/curriculum development plan on how you intend to developthe required competencies, skills and knowledge of staff (teachers and administrators) to achieve theinnovations envisioned for the charter school.

Teachers at ACES and administrators within the River Valley School District will first need to be knowledgeable about the Wisconsin Professional Educator Standards. Additionally, teachers will need to have a comprehensive knowledge base and experience with all subject areas since the school will integrate multiple academic content areas through an inquiry-based learning model.

Educators who work at ACES will need to receive education and training on how to implement and facilitate inquiry-based learning. Focus areas for professional learning in the area of inquiry-based learning includes the following: activating prior knowledge, providing background knowledge, defining outcomes for which students will be held accountable, modeling design product outcomes and providing frameworks, how to establish a general topic or inquiry, empowering students to teach one another, reflecting on what worked and what did not, and the process of revision.

Additionally, professionals employed at ACES will be trained in STEM education and the Responsive Classroom® model. Teachers will need to know how to utilize the STAR Reading and STAR Math assessments and learn how to work with administrators in the River Valley School District to explain the results of the assessments. The teachers at ACES will need to know how to teach 21st century skills, and be knowledgeable and experienced in a variety of technology.

Teachers will be expected to possess an understanding of various instructional strategies and be educated and comfortable utilizing multiple strategies for differentiation. This focus will allow for meeting the needs of all students at ACES. Teachers working in ACES will need to be excellent collaborators and be trained on how to work effectively with individuals and members of the local and global community.

The teachers at ACES have been in the process of learning how to become a teacher-led school along with the administrators in the River Valley School District. This learning will be a continued focus for the staff at ACES. They will work toward a shared purpose that will always focus on students as individuals, and use it as the basis of decisions aimed at school improvement. Teachers and administrators will participate in collaboration and leadership for the good of the whole school, not just a classroom, and they will encourage colleagues and students to be active, ongoing learners in an effort to nurture everyone’s engagement and motivation. Through this process, they will work to encourage teacher improvement using 360 degree, peer- and self-evaluation methods as well as peer coaching and mentoring. Teachers in the school will work with the Wisconsin Innovative Schools Network as part of a consortium for the Educator Effectiveness requirements for teacher evaluation in the state.


The specifics of the three-year professional development plan are as follows:

Professional Development

Year One 2014-15 Year Two 2015-16 Year Three 2016-17

Inquiry-Based Learning

• Work 5 days with consultant on implementing inquiry-based learning strategies in the classroom

• 5 days of visiting other charter schools utilizing Inquiry-Based Learning

• 10 days of curriculum development utilizing Inquiry-Based Learning

• Work 2 days with consultant on continued development of inquiry-based learning strategies in the classroom


• 4 days of curriculum development for Inquiry-Based Learning


• 3 days of curriculum development for Inquiry-Based Learning approach

STEM Education

• Work 7 days with WISN consultant on implementing STEM educational approaches

• 5 days of visiting other charter schools utilizing STEM educational approaches

• Attend WISN/DPI conference on school innovation







Responsive Classroom®

• Attend Responsive Classroom® training course

• Collaborate with Responsive Classroom® school utilizing high definition video conferencing

• 3 days of visiting other charter schools utilizing Responsive Classroom strategies


• Attend Responsive Classroom® II training course

• Collaborate with Responsive Classroom school utilizing high definition video conferencing



• Collaborate with Responsive Classroom® school utilizing high definition video conferencing



Teacher-Led School All teachers at ACES and Administrators within the RVSD will participate.

• Work 3 days with consultant on becoming a teacher-led school

• Partner with other teacher-led schools within the WISN


• Work 2 days with consultant on teacher-led schools

• 2 days of visiting teacher-led schools


• Work 2 days with consultant on teacher-led schools

• 2 days of visiting teacher-led schools



Professional Development

Year One 2014-15 Year Two 2015-16 Year Three 2016-17

Governance • 2 days of working with a consultant on a shared leadership model

• 1 day of training on fiscal matters, school policies

• Attend WISN governance trainings throughout the school year


• 1 day of working with a consultant on a shared leadership model

• Half-day review of understanding fiscal matter, school policies



• 1 day review of shared leadership model

• Beginning of school year review of understanding fiscal matters, school policies



Technology • Complete and review one evaluation of staff needs and current technology resources

• Attend quarterly trainings and discussions on implementing current technology in the classroom

• Attend WISN summer technology institute





Sustainability • Review contract specifics and work with legal services to make changes as necessary to support the ongoing growth of ACES.

• Review contract specifics and work with legal services to make changes as necessary to support the ongoing growth of ACES.

• Review contract specifics and work with legal services to make changes as necessary to support the ongoing growth of ACES.

c. Describe how the plan will include training for potential transfers or new hires in subsequent years. As staff members have been trained this year, we have identified staff members to be experts in each pillar area. These staff members will be responsible for training new staff members in their area of expertise. ACES will seek to hire teachers who have received training in the areas listed above and will provide a comprehensive training model for those hired after the initial trainings have occurred. In addition to the aforementioned, trainings will be made into short video clips to assist new employees/transfers in understanding the teaching and learning process being utilized in ACES.

d. When school districts authorize charter schools and receive federal funding, significant resources are

invested in professional development during the initial three years. Please describe efforts that will be undertaken to retain these teachers in the charter school.

ACES is an instrumentality of the River Valley School District (RVSD). Therefore, the charter school staff members are employees of the school district. The district finalized an Employee Handbook that took effect during the 2013-14 school year. The Employee Handbook does not impact teacher employment in ACES. The role of the ACES Governing Board, teachers as leaders, and the RVSD Board of Education in matters related to staffing at ACES has been developed and approved in the contract between ACES and the school district.

ACES: Arena Community Elementary School Page 10 of 20 Initial Implementation Grant

The initial group of teachers at ACES, a conversion charter school, is from the teaching team that has been at Arena Elementary School. As they have been part of the core planning team, they are highly interested in and invested in this school’s model. Any open positions for teachers at ACES in the future will be posted internally before any external posting takes place. The ACES Governing Board, elementary director, and teacher leaders, in conjunction with the district administrator, will interview applicants and come to consensus on the final selection of the faculty.

5. Plans for Opening a Charter School in Fall 2014.

a. Provide the details for the following related to your planning and preparation for opening your charter school in the fall. Indicate types of training, coaching, consultants, trainers, and approximate amount of time each teacher in the charter school will be spending in this type of professional development during the summer.

Type of training

Coaching, consultants, trainers Summer time commitment from each teacher at ACES

Inquiry-Based Learning

• Wisconsin-based trainers, coaches, consultants

• Two day 2014 Summer Institute For Innovative Elementary Schools through the WISN in conjunction with Mead Elementary School in Wisconsin Rapids

STEM Education

• Direct work with Project Lead the Way® trainer from Wisconsin

• Direct work with LEGO Robotics® consultant from KTEC in Kenosha

• Two days of work with Project Lead the Way® trainer

• Two days of work with LEGO Robotics® consultant

Responsive Classroom®

• National Responsive Classroom® training

• One-day refresher and next steps training with Responsive Classroom® trainer from Mead Elementary School in Wisconsin Rapids

• Four day Responsive Classroom® Level 1 Course

• One day follow-up training

Teacher-Led School

• Coaches, consultants, and trainers from Wisconsin schools and beyond

• Three day Project Based Learning UnConference through the WISN in conjunction with Project Foundry and MG21 in Monona Grove

b. If you have staff who are not engaged in the full training regimen described above, explain how they

will receive training.

Staff members at ACES have been identified to be experts in each of the target areas listed in the above table. While it is the intention of the staff and governance board to ensure training occurs for all staff members in the school over the summer, any staff who are unable to attend training, or any new staff that are brought into the school after training occurs will be trained by these staff ‘experts’. In addition to the expert trainings, the professional development occurring over the summer will be recorded to assist new employees/transfers in understanding the teaching and learning process being utilized at ACES.

Governance and Autonomy

The governance board of an implementation grantee must be a non-stock corporation under Wisconsin law. You must provide a copy of your incorporation papers with this grant application, if you have not previously done so.

1. Describe how the charter school will take advantage of the flexibility afforded it under the state law.


ACES will take advantage of the following exemptions in order to maximize the flexibility afforded to charter schools by state law:

118.045 (1): Commencement of School Term: An exemption from this statute will allow us to carry out the mission and vision of ACES by having the opportunity for students to attend and participate in a variety of projects and learning opportunities before the traditional school-year begins and after the traditional school year ends.

118.35(3): Programs for Gifted and Talented Pupils: Due to the fact that ACES is designed to meet the needs of individual learners, a separate gifted and talented program will be unnecessary.

2. If applicable, submit a request and justification for waivers of any federal statutory or regulatory

provisions that the applicant believes are necessary for the successful operation of the charter school.

The ACES Governance Board does not believe there is a need to request any federal statutory or regulatory provisions for the school to operate successfully.

3. Local school board policies will apply to this charter school unless they are waived by the school board.

The waivers must be described in the charter contract. Please identify school board policies that will be waived for this charter school and how the waiver(s) will support the operation of the charter school.

POLICY # POLICY INFORMATION #321 School District Calendar: To allow flexibility in the scheduling of ACES #322 School Day: To allow flexibility in establishing the daily time schedule at ACES #330 Curriculum Development: To allow the ACES Governing Council and staff to establish

a curriculum that is in line with the mission and vision of ACES #341 Basic Instructional Program: To allow the ACES Governing Council and staff to

determine the courses of instruction offered at ACES #345.1 Grading Systems: To allow the ACES Governing Council and staff to develop a grading

policy and report card for ACES #346 Testing Programs: To allow the ACES Governing Council to design and model

successful assessment programs and Response to Intervention (RtI) procedures. These shall be appropriate to the mission/vision of ACES.

#361 Selection of Instructional Materials: To allow the ACES Governing Council and staff to select instructional materials for ACES

#532 Professional Staff Contracts: To allow flexibility in adjusting the non-student contact days for professional staff development

#535 Professional Staff Development Opportunities: To allow the ACES Governing Council and staff to develop a professional development plan and schedule. The professional development plan will include training in Responsive Classroom, Teacher-Led, STEM practices, and Inquiry Based learning and will involve RVSD staff from other schools whenever possible.

#536 Professional Staff Evaluation: To allow the ACES Governing Council and staff to develop staff evaluation.

Employee Handbook, Contracts, and Collective Bargaining Agreements

The RVSD will formally advise ACES of any contractual obligations that may impact ACES' ability to implement the program design. The RVSD may advise and guide the process necessary to obtain waivers from, or modifications to, contracts, collective bargaining agreements, and/or the employee handbook on behalf of ACES. If the RVSD adopts new policies following the execution of the contract between RVSD and ACES, the ACES Governing Council shall have the ability to seek waivers as needed to operate ACES.


4. Charter schools must have a separate governance board that is legally able to contract with the authorizer.

a. Provide a description of the charter school governing board including membership names and roles of the board members, election of members and terms of office and how frequently the board meets throughout the year.

Name Role Background Eric Ferguson President Community member Courtney Norton Vice President Parent Bob Johnson Treasurer Community member Lisa Kjos Secretary Parent Monica Reeve Member Community member

Governing Council meetings occur no less than once per month. The implementation and operational procedures of the governing board are defined within the Bylaws of the ACES Governing Board. Agendas are publically noticed through local newspaper and radio stations and are also sent home with students. All meetings are open to the public. Minutes are sent home with students and posted on the ACES website. Due to the fact that ACES is a now a non-stock corporation, governing board members are appointed at an annual meeting that is held in October. All families and involved community members have the opportunity to be part of the governing board.

b. Describe the authority this governing board has to make decisions regarding the operation of the

charter school including personnel, curriculum, local assessments and policy development. Indicate if the charter board is a non-stock corporation or a non-profit organization.

All ACES staff shall be employees of the RVSD. ACES shall be allocated staff based on the enrollment capacities as set forth in the ACES/RVSD contract. RVSD will provide staffing for building maintenance at a similar ratio as other RVSD elementary schools. Instructional assistants and building secretarial assistance will be provided by the RVSD at a similar ratio as other RVSD elementary schools. Open teaching and support staff positions will be posted as per RVSD guidelines. The ACES Governing Council, Elementary Director, and staff representatives will screen and interview candidates and give the names of the candidates who meet District and ACES standards to the RVSD District Administrator. The RVSD District Administrator will then submit the names to the RVSD Board of Education for hiring. The ACES Governing Council shall set clear expectations for employee performance and conduct consistent with Governing Council’s policies. Student progress will be obtained through formative and summative assessments and will be monitored through both formal and informal assessment methods. Students at ACES will participate in state and federally mandated tests including the national standardized assessment required of all charter schools. In addition, ACES staff may administer other assessments as decided upon by the staff and approved by the ACES Governing Council. Student and school performance will be communicated to the parents through a variety of methods to include: parent-teacher conferences, newsletters, and report cards or alternative reporting procedures as determined by the ACES staff and Governing Council. The ACES Governing Council shall have the authority to implement the purposes, the educational program, and the educational methods as defined in the contract between ACES and the RVSD. This includes:


• Setting the educational philosophy of ACES to be consistent with the Mission and Vision of ACES

• Budget expenditures of allocated funds, grant funds, and funds awarded to or specifically granted to ACES

• Curriculum development • General procedures and operations of ACES • Personnel hired as described above • Dissemination of information • Fund raising • Instruction based on the “four pillars” as described in the grant • Calendar and daily schedule. • Policies and procedures unique to the daily operations of ACES that are not addressed in

existing RVSD policies.

The ACES Governing Board is a non-stock corporation. c. Describe how the governance board of the charter school has control over the charter school’s budget

and expenditures.

The RVSD will provide fiscal services to the ACES Governing Council including payroll, bookkeeping, grant claims, and record keeping. The RVSD will determine a per pupil budget for non-capital objects. This amount will be budgeted for ACES during the RVSD budget planning time for the upcoming school year. ACES Governing Council is authorized to apply for grants that support the implementation of the ACES plan. ACES Governing Council shall expend any grant monies it may receive in a manner consistent with the terms of the contract between ACES and the RVSD as well as the grant. RVSD shall not expend any grant funds awarded to ACES without approval from the ACES Governing Council. RVSD may include ACES in grants it applies for (e.g., after school programs). RVSD shall inform the ACES Governing Council of any grant applications that includes ACES. RVSD shall maintain a separate budget in the RVSD's master budget for ACES's five (5) year RVSD funded operating budget, including income and expense account series following the Wisconsin Uniform Financial Accounting Requirements (WUFAR) codes. The budget shall be clearly identified by assigning a project code that distinguishes it from other school funds. ACES Governing Council and staff will follow RVSD fiscal procedures for making requisitions and documenting expenditures. RVSD shall provide monthly budget reports to the Lead Teacher(s) and ACES Governing Council. ACES shall maintain detailed records of all donations to ACES, or its assigns, including capital and non-capital objects (i.e., computers, furniture, materials, food, supplies, etc.) All donations shall be formally accepted by the ACES Governing Council.

d. Include a description of the administrative relationship between the charter school and the authorizer and describe how the charter school will be managed.

Beginning with the 2014-15 school year, the ACES Governing Council shall select one or more lead teacher(s) to serve at ACES. The lead teacher(s) will oversee the day-to-day operation of ACES and will act as liaison to the RVSD and Governing Council to ensure the educational goals of ACES are met. When RVSD policy requires a decision to be made or an action to be taken by a building administrator, the lead teacher(s) and the building administrator for ACES shall determine all


operational and policy decisions not determined by state law or the contract between ACES and the RVSD. The teacher team shall consist of all ACES teachers. The teacher team shall manage the daily operations and curriculum implementation that has been adopted by the ACES Governing Council. The RVSD will provide administrative and record-keeping services in a similar manner to that provided to other RVSD elementary schools. The services include, but are not limited to:

• Business Services: In addition to a monthly printout of expenditures and revenues, the following business services will be provided: Purchasing, Accounting/Bookkeeping, Risk Management, Auditing, Cash Management, Enrollment administration.

• Human Resources: Payroll/Benefits Administration and Labor Relations, postings for positions at ACES, and background checks for staffing purposes.

• District Administrator: Scheduling of building events at ACES that are necessary for district-wide purposes and discipline issues that are not handled within the scope of the teacher-led model.

e. If the charter school shares a principal with a traditional school, indicate how the management of the charter school will be impacted.

As the school’s leaders, the teachers at ACES will be directly in charge of the school and responsible for the staff and students. We recognize that teacher-led environments are not for everyone. While there is a great deal of responsibility and hard work in moving toward a model of this type, it reframes accountability as a gift, a promise, and a solid innovative educational practice for leadership.

f. Describe the specific training that will be provided to the charter board and when it will be delivered, e.g. governing authority, Roberts Rules, by-laws, finances/budgets, fund raising, parent involvement, policies/procedures, etc.

Members of the ACES Governing Board will be trained in effective shared leadership governance models, Robert’s Rules of Order, the charter bylaws, and fiscal matters. This training will occur as follows and will continue in subsequent years as needed and because of changes that may occur on the board.

Year One: 2014-15 Year Two: 2015-16 Year Three: 2016-17 Governance • 2 days of working with a

consultant on a shared leadership model

• 1 day of training on fiscal matters, school policies



• 1 day of working with a consultant on a shared leadership model

• Half-day review of understanding fiscal matter, school policies



• 1 day review of shared leadership model

• Beginning of school year review of understanding fiscal matters, school policies



Training will occur through the connection with the Wisconsin Innovative Schools Network in an ongoing manner. We believe that no other singular variable is more important for the health and vitality of a school than the way it is governed. Teacher competencies, student achievements, parental and community support, adequate facilities and resources are all critical and essential for success. Governance will determine how those characteristics are initiated, managed, supported, and promoted.


5. Describe how parents and community members are involved in the implementation of the charter school.

The discussions held at initial planning meetings focused on the needs of students as described by parents, staff, and community members over time from Arena Elementary School. Parents and community members have a shared vision with Arena staff and commonality for hopes for the future has been developed throughout this planning year. Parents and community members have expressed their excitement in wanting to help ACES move forward with this vision. Upon further developing the pillars of innovation for the proposed charter school, this planning year has focused on reaching out to community members, businesses, and the entire parent body at Arena Elementary School to further establish and develop the plan for the conversion charter school. The mission, vision, and goals of ACES have been shared and modified, and additional innovative ideas have been developed through meetings and feedback sessions.

Many people have come forward who are eager to assist our school in achieving its mission to provide an integrated inquiry-based education steeped in STEM practices to empower learners to meet the opportunities and challenges of the 21st Century.

6. Attach three letters of support for the proposed charter school from parents and community members.

(Letters are attached.) 7. Attach two copies of the charter school contract only if it has been amended since it was submitted to the

DPI as part of the planning grant. (The contract has not been amended.) Equal Access (Admissions and Lottery)

1. Provide a description of how your school assures equal access for all students regardless of gender, race, national origin, color, disability, or age factors. ACES does not deny admission or participation in any program or activity on the basis of a person’s sex, race, religion, national origin, ancestry, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional or learning disability. In accordance with the state law requirement, students who reside within the RVSD attendance area and currently attend Arena Elementary School will be given priority for student assignment. Bussing will be provided for Arena attendance area students who are outside of walking distance to the school.

2. Provide a description of how your school will serve students with disabilities.

Students with special education needs will be admitted to ACES in accordance with their Individualized Education Plan. All IDEA guidelines and state and federal laws will be adhered to. Students will receive needed services from individually defined personnel such as a school psychologist, speech and language clinician, school social worker, physical and occupational therapists, and special education teachers.

3. Provide a description of how students and parents in the community are informed about the charter school

and given an equal opportunity to attend.

ACES has already, and will continue to provide information about the conversion charter school through the local newspaper, on local radio, and on the RVSD website. Handouts and brochures are available in the RVSD District Office. A mailing is provided to all families in the RVSD and open community meetings are held where the charter school’s mission and vision are presented and questions are answered. The students enrolled in ACES during the 2014-15 school year will design, compile, and distribute a school newsletter and a school website to keep the community informed in an ongoing manner.


4. Describe the admissions policy for the school. If applicable, describe any minimum qualifications for admission and how these qualifications are: (a) consistent with the statutory purposes of the federal charter school program; (b) reasonably necessary to achieve the educational mission of the charter school; and (c) consistent with civil rights laws and Part B of IDEA. As an instrumentality of the RVSD, ACES will abide by all District policies and guidelines for student admission and selection. Any child entering grades K-5 in the RVSD may apply to enroll at ACES. ACES is a conversion charter school so students enrolled at Arena Elementary School at the time of the enrollment process have been given first priority for enrollment. Secondary priority has been given to families currently residing in the RVSD but outside the Arena Elementary attendance area. The maximum number of students in Kindergarten through Grade Three will be determined by the maximum numbers as required by the Student Achievement Guarantee in Education (SAGE) grant, so long as the grant is continued, and will be a maximum of 18 students to one teacher. If the SAGE grant is discontinued, the maximum number of students in Kindergarten through Grade Three shall be jointly determined by the ACES Governing Council and RVSD. The maximum number of students in Grades 4 and 5 shall be jointly determined by the ACES Governing Council and RVSD. No student will be required to attend ACES. Placement will be done by mutual consent of the student's parent or legal guardian, ACES and the RVSD. Upon admission, the parent will sign a one-year agreement of commitment. Once a student has been admitted, he/she may remain in attendance through grade five without reapplying for admission. Any pupil, who is a resident of RVSD and does not choose to enroll in and attend ACES, may attend another school operated by the District where transportation by the District is provided or parents/guardian may provide their own transportation.

5. Provide a description of a random lottery process to be implemented if more students apply for admission than can be accommodated in the charter school.

If the maximum enrollment allowed has not been met, students will be allowed to apply and a lottery will be held (with both ACES and RVSD representatives present) to determine enrollment until the maximum capacity of ACES has been reached. Once the maximum capacity of ACES has been reached through the lottery process, a waiting list will be developed in the order in which applicants’ names are drawn during the lottery. Siblings of either RVSD residents or non-residents will be assigned concurrent priority in the lottery draw. Applicants will include, in the following order of priority: • Students who live in the Arena attendance area but are not enrolled at Arena Elementary School at

the time of the enrollment process. • Students from other RVSD attendance areas. • Open enrollment students.

Families that move into the Arena enrollment area after the application/enrollment process has been completed will be allowed to attend ACES provided the maximum capacity of ACES has not been reached.

Assurances

1. As required by section 427 of the General Education Provisions Act (GEPA), describe proposed steps the grantee will take to ensure equitable access to, and participation in, the charter school.

While we believe that we are already implementing effective steps to ensure equity of access and participation in our school, in compliance with Section 427 of the General Education Provisions Act (GEPA), ACES recognizes that research shows that girls are less likely to show a keen interest in the sciences and enroll in extra-curricular activities that may include science and math at their center. ACES will work to encourage their enrollment through the STEM infused model that will be utilized in the school. We believe that being aware of this national issue from the beginning is important to the success for equal access.


2. Provide an assurance that the charter school will not charge tuition. ACES is a public charter school and will not charge admission.

3. Provide an assurance that the charter school will be nonsectarian. ACES is a public charter school and will be nonsectarian.

Budget

Complete the Local Plan For Use of Discretionary Funds provided in the application form (PI-9600-I). This section should align with the outcomes and measurable objectives and activities identified in the application narrative. The budgeted amounts in the local plan should also be consistent with the Budget Summary page of the application form. The following questions must be completed: 1. Describe how planning and/or other funds were used for:

a. Training. b. Consultants.

Planning funds were utilized for the staff members at ACES to attend collaboration days, visitation days, a multitude of trainings, and work with consultants. Following is a chart of activities to date that have been attended by the staff at ACES and plans for the rest of the school year:

Date(s) Event/Training 09-25-2013 02-04-2014 04-10-2014

Collaboration Days in conjunction with the WISN: Wildlands in Augusta Discovery Charter School in Columbus Summit View in Waukesha

10-29-2013 12-11-2013 12-16-2013 01-21-2014 04-03-2014

Visitation Days in conjunction with the WISN: Waukesha STEM Academy in Waukesha KTEC in Kenosha Mead Elementary in Wisconsin Rapids Hartland School of Community Learning in Hartland Lincoln Inquiry Charter School in Whitewater

10-25-2014 02-21-2014 03-26-2014 to 03-28-2014 06-16-2014 to 06-17-2014 07-28-2014 to 07-31-2014 08-04-2014 to 08-05-2014

Conferences Together We’re Better: WISN Fall Conference Technology Conference: UW-LaCrosse WISN/DPI Conference on Innovation Summer Institute for Innovative Elementary Schools Responsive Classroom® Training Project Lead the Way® Training

09-26-2013 10-03-2013 10-04-2013 10-07-2013 10-09-2013 11-13-2013 12-05-2013 and 12-06-2013 01-29-2014 05-04-2014 05-06-2014 Summer Dates TBD

Workshops: How to Utilize the Blue Jeans Network What to Do in Your Planning Year DPI Mandatory Meeting for Planning Grantees How to Market to Your Community Part I Governance Board Training Becoming a Teacher-Led School DPI Mandatory Meeting for Grantees Personal Learning Plans for Students/Staff Creating Powerful Orientations for Students/Staff/Parents Professional Learning Communities Training and implementation planning for:


Date(s) Event/Training Project Lead the Way® LEGO Robotics® Responsive Classroom® Teacher-Led Schools

10-02-2013 11-04-2013 11-15-2013 12-04-2013 12-30-2013 01-20-2014 02-05-2014 04-02-2014 04-02-2014 04-09-2014

Work in Conjunction with Consultants: Teacher-Led Schools with Michael McCabe STEM workshop with Scott Hodges Contract Development with Heather Terrill Stotts Teacher-Led Schools with Michael McCabe SMART Board training with Mike McDermott Responsive Classroom® training with Tina Miller Scheduling with the ACES Vision with Heather Terrill Stotts LEGO Robotics® with Scott Hodges Project Lead the Way® with Greg Quam Vuequest Technology: Video conference training with Dennis Dyer

2. Provide a list of itemized expenditures and a budget narrative which provides a rationale for why the

expenses are necessary. This list should be consistent with the Local Plan for Use of Discretionary Funds, but should offer greater detail including specific items and the cost of items that will be purchased.

Expenditure Budget Category Rationale for necessary expense

TOTAL: $4,500.

4,500.

TOTAL $18,000.

3,000.

3,000.

7,000.

Instruction Salaries and Fringe Benefits Instruction Non-Capital Objects Non-capital Objects (continued)

A portion of the teacher leadership position(s) will be paid for out of grant funds. The remaining portion of the funds to be distributed for the leadership position(s) will be paid from the RVSD. Academy of Math

Funds will provide implementation and 50 seats for this program that utilizes systematic instruction beginning with simple concepts and then moving to more complex skills. Ongoing assessment and progress monitoring provide robust data to inform instruction and show students' progress. This is necessary to provide further assistance to students in our RtI model.

Responsive Classroom® Supplies and Materials This research- and evidence-based approach to elementary education that leads to greater teacher effectiveness, higher student achievement, and improved school climate is a pillar of the ACES model. These funds will provide materials for implementation.

Project Lead the Way® Supplies and Materials Through activity-, project-, and problem-based curriculum, PLTW will give our students a chance to apply what they know, identify problems, find unique solutions, and lead their own learning. PLTW is a pillar of the ACES model. These funds will provide materials for implementation.


Expenditure Budget Category Rationale for necessary expense 5,000. LEGO Robotics®

Stimulating, hands-on learning experience to help student engage their minds for STEM activities, which is one of the pillars of the ACES model. These funds will provide materials for implementation.

TOTAL: $146,000.

32,470.

10,500.

21,000.

9,880.

5,100.

1,600. 17,600.

24,500.

1,600. 2,000.

500. 300. 500.

1,250. 17,200.

Support Services Salaries and Fringe Benefits Extended contracts, subs Support Services (continued) Purchased Services Coaches/ Consultants Grant coordinator WISN or Other Network Capital Objects

Substitute teachers will be hired to allow the teachers at ACES to meet and collaborate, be trained in inquiry-based learning, teacher-led initiatives, STEM practices, and Responsive Classroom®. Additionally, funds will be utilized to provide extended contracts to the teachers at ACES to participate in planning with consultants throughout the grant year. Research shows that an inspiring and informed teacher is the most important school-related factor influencing student achievement, so we believe it is absolutely critical to denote these funds for training and support the educators at ACES. Teachers and governance board members will attend the WISN STEM conference in the fall of 2014 and the WISN/DPI Conference on Innovation. This collaborative learning time is essential for continued forward progress of the model at ACES. Coaches and consultants will be hired in conjunction with the WISN to work with teachers and governance board members on: STEM education, Responsive Classroom®, Inquiry-Based Learning, Project Lead the Way®, LEGO Robotics®, teacher-led schools, governance and autonomy, legal issues, technology integration, marketing and communications, and budgeting/finance. A grant coordinator will continue to work with ACES up to 10 hours/week from August 2014 to July 2015 to provide leadership, management, and organization in implementing grant goals, action plans, and to complete necessary reporting. We appreciate and deeply utilize our partnership with the WISN. This allocation is required by the DPI. Specific needs to implement our integrated approach to STEM technology: Three multi-docks for iPads Thirty iPads (with Apple Care plan) and covers for classroom & fieldwork 20 Macbook Airs and cases for classroom use with Apple Care plan Storage/charging cart for Macbook Airs Apple iMac for classroom use Two carts for LEGO Robotics® and PLTW® materials Air printer Two document cameras Recording studio equipment Furniture to support use of LEGO Robotics® and PLTW® curricula

TOTAL: $1,500.

1,500.

Support - Administration Purchased Services

We will utilize the law firm of Boardman and Clark once again this year to review the contract between ACES and the RVSD Board of Education. This is necessary to ensure that our contract provides for the mission and vision of ACES.


3. Describe how other federal program funds available to the charter school; e.g., Title I and IDEA funds,

will be used.

The RVSD shall allocate applicable federal funding for Title I, Part A; Title I, Part C; Title II, Part A; and Title IV, Part A on a prorated student basis. These funds will be utilized to provide support services and technological equipment/supplies for students that need such support to be successful at ACES.

4. Describe the method by which controls over expenditures and records of expenditures will be maintained.

The RVSD shall maintain a separate budget in the RVSD's master budget for ACES's five (5) year RVSD funded operating budget, including income and expense account series following the Wisconsin Uniform Financial Accounting Requirements (WUFAR) codes. The budget shall be clearly identified by assigning a project code that distinguishes it from other school funds. The ACES Governing Council and staff will follow RVSD fiscal procedures for making requisitions and documenting expenditures. The RVSD shall provide monthly budget reports to the Lead Teacher(s) and ACES Governing Council.

ACES shall maintain detailed records of all donations to ACES, or its assigns, including capital and non-capital objects (i.e., computers, furniture, materials, food, supplies, etc.) All donations shall be formally accepted by the ACES Governing Council. The RVSD will provide administrative and record-keeping services in a similar manner to that provided to other RVSD elementary schools. The services include, but are not limited to: • Business Services: In addition to a monthly printout of expenditures and revenues, the following

business services will be provided: Purchasing, Accounting/Bookkeeping, Risk Management, Auditing, Cash Management, Enrollment administration.

• Human Resources: Payroll/Benefits Administration and Labor Relations, postings for positions at ACES, and background checks for staffing purposes.

• District Administrator: Scheduling of building events at ACES that are necessary for district-wide purposes and discipline issues that are not handled within the scope of the teacher-led model.

5. Please use the budget worksheets you’ll find under each grant type on the charter school grant

information page to indicate the total projected cost of operating the charter school for each of the first five years.

Budget worksheets are included in the application.

6. Provide a plan on how the school’s innovative offerings and professional development will be sustained and continued after the charter school grant expires. This should include fundraising activities by the charter board, maintenance of current staff, governance board development, community involvement, etc.

ACES will continue to move forward through the utilization of fundraising activities through the governance board, per pupil allocations from the RVSD, and support from local businesses and organizations. Discussions have already begun around how to support the ongoing professional development needs of the staff at ACES; an often overlooked need for innovative, forward-thinking school professionals. Additionally, plans for future curricular needs are under discussion. The governance board will be developing a plan to include local businesses and organizations to support the mission and vision of ACES. The history of the community has shown over and over that they believe in sustaining the school through a variety of means including financial and in-kind contributions.

7. Complete the VI-B Budget Summary form provided in the PI-9600-I grant application form.

Budget summary form is included in the application.

Appendix ACharter School Expenses

Annual Five Year Projections

Line ITEM TOTAL COST Year 1

TOTAL COST Year 2

TOTAL COST Year 3

TOTAL COST Year 4

TOTAL COST Year 5

SALARIES AND WAGES1 ADMINISTRATIVE STAFF SALARIES AND WAGES 25,916$ 26,434$ 26,963$ 27,502$ 28,052$ 2 CLASSROOM STAFF SALARIES & WAGES 530,783$ 541,399$ 552,227$ 563,272$ 574,537$ 3 EXTENDED CONTRACT-STAFF SALARY AND WAGES -$ -$ -$ -$ 4 BUILDING MAINTENANCE STAFF SALARIES AND 34,563$ 35,254$ 35,959$ 36,679$ 37,412$ 5 SECURITY STAFF SALARIES AND WAGES -$ -$ -$ -$ 6 FOOD SERVICES STAFF SALARIES AND WAGES 22,122$ 22,564$ 23,016$ 23,476$ 23,945$ 7 PUPIL TRANSPORTATION STAFF SALARIES AND 8 TOTAL SALARIES AND WAGES 613,384$ 625,652$ 638,165$ 650,928$ 663,947$

FICA AND MEDICARE TAXES9 ADMINISTRATIVE STAFF FICA & MEDICARE TAXES 1,983$ 2,022$ 2,063$ 2,104$ 2,146$ 10 CLASSROOM STAFF FICA & MEDICARE TAXES 40,605$ 41,417$ 42,245$ 43,090$ 43,952$ 3 EXTENDED CONTRACT-STAFF FICA & MEDICARE -$ -$ -$ -$ -$ 11 BUILDING MAINTENANCE STAFF FICA & MEDICARE 2,644$ 2,697$ 2,751$ 2,806$ 2,862$ 12 SECURITY STAFF FICA & MEDICARE TAXES -$ -$ -$ -$ -$ 13 FOOD SERVICES STAFF FICA & MEDICARE TAXES 1,692$ 1,726$ 1,761$ 1,796$ 1,832$ 14 PUPIL TRANSPORTATION STAFF FICA & MEDICARE -$ 15 OTHER STAFF FICA & MEDICARE TAXES16 TOTAL FICA AND MEDICARE TAXES 46,924$ 47,862$ 48,820$ 49,796$ 50,792$

UNEMPLOYMENT TAXES17 ADMINISTRATIVE STAFF UNEMPLOYMENT TAXES18 CLASSROOM STAFF UNEMPLOYMENT TAXES19 BUILDING MAINTENANCE STAFF UNEMPLOYMENT 20 SECURITY STAFF UNEMPLOYMENT TAXES21 FOOD SERVICES STAFF UNEMPLOYMENT TAX & 22 PUPIL TRANSPORTATION STAFF UNEMPLOYMENT 23 OTHER STAFF UNEMPLOYMENT TAXES24 TOTAL UNEMPLOYMENT TAXES -$ -$ -$ -$ -$

EMPLOYER PAID BENEFITS25 ADMINISTRATIVE STAFF EMPLOYER PAID BENEFITS 19,625$ 20,017$ 20,417$ 20,826$ 21,242$ 26 CLASSROOM STAFF EMPLOYER PAID BENEFITS 215,569$ 219,881$ 224,278$ 228,764$ 233,339$ 27 BUILDING MAINTENANCE EMPLOYER PAID BENEFITS 10,292$ 10,498$ 10,708$ 10,922$ 11,141$ 28 SECURITY STAFF EMPLOYER PAID BENEFITS -$ -$ -$ -$



29 FOOD SERVICES STAFF EMPLOYER PAID BENEFITS 14,500$ 14,790$ 15,086$ 15,388$ 15,696$ 30 PUPIL TRANSPORTATION STAFF EMPLOYER PAID 31 OTHER STAFF EMPLOYER PAID BENEFITS32 TOTAL EMPLOYER PAID BENEFITS 259,986$ 265,186$ 270,490$ 275,900$ 281,418$

CONTRACTED PROFESSIONAL SERVICES33 ACCOUNTING SERVICES

IDENTIFY NAME OF ACCOUNTING SERVICES 33a34 INDEPENDENT AUDITING SERVICES 1,000$ 1,100$ 1,200$ 1,300$ 1,400$

IDENTIFY NAME OF INDEPENDENT AUDITING SERVICES PROVIDER BELOW

34a Johnson Block CPA's35 EDUCATIONAL CONSULTANT SERVICES36 LEGAL SERVICES37 OTHER PROFESSIONAL SERVICES38 TOTAL CONTRACTED PROFESSIONAL SERVICES 1,000$ 1,100$ 1,200$ 1,300$ 1,400$

Line ITEMPURCHASED OPERATIONAL SERVICES

39 TELEPHONE 800$ 816$ 832$ 849$ 866$ 40 INTERNET ACCESS 7,500$ 7,650$ 7,803$ 7,959$ 8,118$ 41 ELECTRICITY 8,800$ 8,976$ 9,156$ 9,339$ 9,525$ 42 GAS FOR FACILITY OPERATION 5,000$ 5,100$ 5,202$ 5,306$ 5,412$ 43 EQUIPMENT MAINTAINANCE AND REPAIR -$ -$ -$ -$ 44 BUILDING MAINTENANCE 10,000$ 10,200$ 10,404$ 10,612$ 10,824$ 45 BUILDING REPAIR 3,000$ 3,060$ 3,121$ 3,184$ 3,247$ 46 OTHER BUILDING OPERATION EXPENSE -$ -$ -$ -$ 47 FOOD SERVICE PREPARATION AND MEALS -$ -$ -$ -$ 48 SECURITY SERVICES -$ -$ -$ -$ 49 CONTRACTOR OPERATED PUPIL TRANSPORTATION 80,000$ 81,600$ 83,232$ 84,897$ 86,595$ 50 PUPIL TRANSPORTATION VEHICLE MAINTENANCE 51 OTHER VEHICLE MAINTENANCE AND REPAIR52 OTHER PURCHASED OPERATIONAL SERVICES53 TOTAL PURCHASED OPERATIONAL SERVICES 115,100$ 117,402$ 119,750$ 122,145$ 124,588$



FACILTY OCCUPANCY CHARGE54 FACILITY RENT

IDENTIFY TO WHOM RENT IS PAID (Enter on line below)

55 TOTAL FACILITY OCCUPANCY CHARGE -$ -$ -$ -$ -$

SUPPLIES56 ADMINISTRATIVE SUPPLIES57 CLASSROOM SUPPLIES 3,300$ 3,366$ 3,433$ 3,502$ 3,572$ 58 BUILDING MAINTENANCE SUPPLIES 5,000$ 5,100$ 5,202$ 5,306$ 5,412$ 59 SECURITY OPERATIONS SUPPLIES -$ -$ -$ -$ 60 FOOD SERVICE SUPPLIES 2,000$ 2,040$ 2,081$ 2,122$ 2,165$ 61 PUPIL TRANSPORTATION SUPPLIES62 OTHER SUPPLIES63 TOTAL SUPPLIES 10,300$ 10,506$ 10,716$ 10,930$ 11,149$

INSURANCE64 INSURANCE 5,000$ 5,100$ 5,202$ 5,306$ 5,412$ 65 TOTAL INSURANCE 5,000.00$ 5,100.00$ 5,202.00$ 5,306.04$ 5,412.16$

OTHER66 OTHER EXPENSES (ATTACH ITEMIZATION IF AMOUNT ON LINE IS OVER $500)

67 TOTAL OTHER -$ -$ -$ -$ -$ 68 INTEREST EXPENSE CURRENT CASH FLOW DEBT69 TOTAL OPERATING EXPENSES 1,051,695$ 1,072,809$ 1,094,343$ 1,116,306$ 1,138,706$

Appendix BCharter School Revenues


REVENUE ITEMS TOTAL REVENUES Year 1

TOTAL REVENUES Year 2




CONTRACT AMOUNT & CONTRIBUTIONSCONTRACT AMOUNT 170,000$ 170,000$ -$ OPERATORS' SUBSIDY or CONTRIBUTION 312,907$ 299,329$ 453,910$ 428,963$ 406,307$ FUND RAISING OR EXTERNAL CONTRIBUTIONS 1,000$ 1,500$ 2,000$ 5,000$ 8,000$ TOTAL TUTION & CONTRIBUTIONS 483,907$ 470,829$ 455,910$ 433,963$ 414,307$ SCHOOL FEESBOOK & SUPPLY FEESPERSONAL USE ITEMSSOCIAL AND EXTRA-CURRICULAR FEES 5,000$ 5,500$ TOTAL SCHOOL FEES -$ -$ -$ 5,000$ 5,500$ FOOD SERVICE REVENUESMEAL AND OTHER FOOD SERVICE CHARGES 23,804$ 26,184$ 28,802$ 31,682$ 34,850$ GOVERNMENT FUNDED FOOD SERVICE ASSISTANCE 21,940$ 24,134$ 26,547$ 29,201$ 32,121$ TOTAL FOOD SERVICE REVENUES 45,744$ 50,318$ 55,349$ 60,883$ 66,971$ OTHER GOVERNMENT PAYMENTS: List BelowSAGE 65,470$ 72,044$ 79,248$ 87,172$ 95,889$ General Aid 451,336$ 473,902$ 497,597$ 522,476$ 548,599$ Common School Funds 4,113$ 4,524$ 4,976$ 5,473$ 6,020$ TOTAL OTHER GOVERNMENT PAYMENTS 520,919$ 550,470$ 581,821$ 615,121$ 650,508$ INVESTMENT INCOME 425$ 467$ 513$ 564$ 620$ RENTAL OF FACILTIES TO OTHERS 700$ 725$ 750$ 775$ 800$ OTHER: Describe Below

TOTAL OTHER 1,125$ 1,192$ 1,263$ 1,339$ 1,420$ TOTAL REVENUES 1,051,695$ 1,072,809$ 1,094,343$ 1,116,306$ 1,138,706$