· Web view: We hereby certify that this charter application has been duly authorized by the sponsor listed above. This authorization indicates that the terms of the application

South Carolina Public Charter School Application

For schools planning to open fall 2013

Application Cover Page

FOR SCDE USE ONLY

Date Received: _____

Received By: _____

Application Cover Page

Applicant InformationName of Proposed School Coastal Leadership AcademyMailing Address (if known) 1399 S. Commons Dr. Unit A3 Box 7City, State, Zip Code Myrtle Beach, SC 29588Name of Applicant Group Coastal Leadership Academy, Inc.

Contact InformationContact Person Melinda TavernierTitle/Position Committee ChairOffice Telephone 843-504-8193 FaxOther Phone (cellular) E-mail [email protected] Address 2146 Lake View Cr

City, State, Zip Code Surfside Beach, SC 29575

Additional Information about Proposed Charter SchoolGrade Levels during Opening Year: 9-12Grade Levels at Full Student Matriculation: 9-12Sponsor (local school district board or SCPCSD) Name: SCPCSD

Certification: I hereby certify that, to the best of my knowledge, the information and data contained in this application are true and correct. The applicant’s governing body has approved this document and pledges to comply with the attached assurances.

Signature of Charter School Planning Committee Chair Date

FOR SCDE OFFICE USE ONLY Authorization: We hereby certify that this charter application has been duly authorized by the sponsor listed above. This authorization indicates that the terms of the application constitute a contractual agreement between the two organizations represented below pursuant to Section §59-40-60 of the South Carolina Charter School Act (1996). According to state and federal guidelines, charter schools must provide evidence of improved student academic achievement for all groups of students described in section 1111(b)(2)(C)(v)of the ESEA. Authorizers must use increases in student academic achievement for all groups of students described in section 1111(b)(2)(C)(v)of the ESEA as the most important factor when determining to renew or revoke a school’s charter. Each authorizer and charter school must enter a contractual agreement stating that student performance of all students described in section 1111(b)(2)(C)(v)of the ESEA is the most important factor when determining to renew or revoke a school’s charter.

3-29-12

Charter School Planning Committee Chair Name:

Signature DateSponsor Representative name:

Signature Date

Our mission at Coastal Leadership Academy (CLA) is to engage high school students in

Authentic Project Based Learning that will help improve academic achievement while creating

opportunities for critical and creative thinking. Leadership is our middle name; therefore, we

are also focused on helping students understand their leadership roles within our community and

environment.

Last fall, it came to the attention of our planning committee that the overall concept of

project based learning varies across South Carolina. Many schools are using Project Based

Learning (PBL) but only in a modified form. It is our desire at CLA to implement Authentic

Project Based Learning (APBL) on a schoolwide scale at the high school level. At CLA, APBL

is not an add-on, but the backbone of our program. Solving intricately designed problems allows

students to work toward mastery of the state adopted curriculum standards while taking part in

real-life scenarios.

Our application readily cites educational research that provides evidence that Authentic

Project Based Learning is an effective learning model, thus supporting our belief that APBL is an

effective teaching method. However, during our search for other high schools to possibly model,

we have discovered that there are currently no APBL high schools in the Southeast. The nearest

one we have been able to locate is in New York City. Therefore, we have concluded that CLA

will be the first of its kind in SC and the surrounding states.

The Buck Institute for Learning defines APBL as a method of instruction where,

“students go through an extended process of inquiry in response to a complex question, problem,

or challenge. Rigorous projects help students learn key academic content and practice 21st

Century Skills (such as collaboration, communication & critical thinking).”1

Executive Summary

___________________________________

Buck Institute for Education. 29 January 2012. <http://www.bie.org/about/what_is_pbl/>.

http://www.bie.org/about/what_is_pbl/

CLA plans to move education into the 21st Century and create a school where students are

presented with a problem to solve and are given the opportunity to do so. The teacher is no

longer the one who imparts knowledge, but becomes a facilitator who aids students in their

research and project work. This type of learning mirrors our ever-changing global society and

engages students while allowing them the opportunity to take ownership of their education.

Our committee has spent time, planning, organizing and researching what makes charter

schools successful. It has come to our attention that financial stability is a key factor in long

term success; therefore, we have been diligently working with a financial consulting company

that has repeatedly demonstrated its ability to assist schools in SC with developing financial

plans that lead to long-term sustainability. With their help, we believe we have developed a plan

that will aid us in getting our school off to a solid start and provide for future growth. We have

also cultivated relationships with many businesses within our community who fully support our

efforts and want to help make CLA a permanent part of our area's academic offerings.

CLA is dedicated to creating a 21st Century High School that works to develop the total

person. To successfully implement this program, we realize that we will need teachers and

administrators who fully embrace this concept and are ready to step out of their comfort zone to

forge a new trail. We will also need parents and community leaders who understand their roles

in education and be willing to take part when necessary. The crucial component consists of

students who want to take on the challenge of active learning where they are no longer able to

hide behind the answers in a textbook, but must now step out and express their own thoughts and

display their own knowledge. This is the method by which the people who make up Coastal

Leadership Academy will work together.

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Table of Contents

Purpose and Support…………………………………………………………………………6

a. Charter School Mission Statement………………………………………………..6

b. Admissions Policies and Procedures…………………………………………….11

i. Enrollment Procedures……...……….…..…………………………………..11

ii. Students Outside the District……….….....…………………………………14

iii. Student Appeals Process………….…..….………………………………….14

c. Support for Formation of the Charter School...…………………….………….15

i. Charter Planning Committee……………......................................................15

ii. Evidence and Support…................................................................................17

iii. Conversion Schools.......................................................................................20

Academic Plan …………….……………………………………………………………………20

a. Educational Program…………...........................................................................21

i. Student Population.........................................................................................21

ii. Goals and Objectives ....................................................................................22

iii. Academic Standards…………………………………………………………37

iv. Educational and Curricular Program……………………….…………..……45

v. Virtual Schools………...…………………...……………….………………..79

b. Student Assessment..............................................................................................80

i. Student Achievement and Progress Evaluation.............................................80

ii. Performance Goals Timelines........................................................................86

iii. Academic Assistance……………………………………...…………………98

Operational Plan……………………………………………….……………………………..100

a. Budget and Accounting System…………………………………………………100

i. Annual Budget………………………..………….………………………….100

ii. Annual Audit……..…………………..…………..………………………….102

iii. Pupil Accounting System……..…….…………..………………………......103

iv. Negotiated Services Documentation…..…..……..………………………….104

b. Governance and Operation……………………………………………………...104

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i. Non-Profit Corporation Status……………..……………………………......104

ii. Governing Board……………………..……………………………………...105

iii. Administrative Structure……..…...…………………….………………….111

iv. Parental, Community, and Educator Involvement……………..…………..115

c. Administrative and Teaching Staff………………….……………………….117

i. Administrative Staff……………...………………….....…………………...117

ii. Teachers…..….…………………….………………..………………………122

d. Racial Composition…………..…………………….……..…………………...125

i. Racial Composition……...……..………..………...………………………...125

ii. Policies and Procedures………….………...…….………………………….125

iii. Desegregation Plan or Order……………………………………………….126

e. Transportation………………………..………………..………………………126

i. Transportation Needs…………………..….….……….……………………126

ii. School Bus……………………………..…….………………………….....127

iii. Contracted Services……….…………..…………………………………...127

iv. Special Needs Students…………….……………………..…………….....127

f. Facilities and Equipment………………………………...…………………….128

i. Identified Facility…………..……………….………….………………….128

ii. Facility Not Identified………......……………………….………………..128

iii. Equipment…………………………………………………………………132

g. Employee Relations……………….……………………….…………………..134

i. Employment Process………...……………………….…………………...134

ii. Teacher Evaluations………………………………………………………136

iii. Terms and Conditions of Employment……….…………………………...137

h. Grievance and Termination Procedures…………………..………………….138

i. Teacher Employment and Dismissal Procedures........................................138

ii. Employment and Dismissal Procedures…………………………………..138

i. Student Conduct, Rights and Responsibilities, and Discipline Procedures.…141

i. Student Conduct………………….………………………………………141

ii. Students with Disabilities.………………..……...……………………….141

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iii. Student Rights………………..………….………………………………..141

iv. Parental Notification……….…………..…………………………………141

j. Indemnification………………...……………………………………………….142

k. Insurance…………………………………..……………………………………143

i. Worker’s Compensation Insurance…………...…………………………...143

ii. Liability Insurance………………..…...….….……………………………143

iii. Property Insurance…………………...……………………………………144

iv. Indemnity Insurance……………………………………………………….144

v. Automobile Insurance…………….……...…….………………………….144

vi. Other Insurance……………………….………...…………………………144

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Appendix

Appendix Item 1- Charter Planning Committee………………………………………. A1

Appendix Item 2-Evidence of Support…………………….……………………………A3

2.1. Sample Application ……………………………………………………A3

2.2 Brochure ………….…………………………………………………….A4

2.3 Flyer…………………………………………………………………….A6

2.4 Letter of Intent…………………………………….…………………….A7

2.5 Summary of Submitted Letters of Intent……………………………….A8

Appendix Item 3- Proposed Student Enrollment ………….…………..………… A11

Appendix Item 4- Academic Standards…………………………………….……….A12

4.1 English/Language Arts Common Core Standards……………….…….A12

4.2 Mathematics Common Core Standards………………………………..A22

4.3 Science, Social Studies and Elective Standards……..…..…………….A50

Appendix Item 5- School Calendar and Schedule…………………………………. A64

Appendix Item 6 – Virtual Management Agreement………………………………...NA

Appendix Item 7-Annual Budget ..………………………………………………... A65

7.1 Five Year Budget………………………….………………………….A65

7.2 SDE report of Estimated Revenues………………..…………………A69

Appendix Item 8- Negotiated Services…………………….………..……………...A70

Appendix Item 9- Articles of Incorporation…………………………………………A73

9.1 Articles of Incorporation …………………………………………..A73

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Appendix Contents

9.2 Bylaws………………..………...…...……………………………. A76

9.3 Proof of South Carolina Non-profit Corporation Status ..….…… A92

Appendix Item 10- Administrative Resumes…………………………………….…NA

Appendix Item 11- Desegregation Order……………………………..……………A93

Appendix Item 12- Transportation Contracted Services …………..……..……..…NA

Appendix Item 13- Facilities Compliance………………………………………….NA

Appendix Item 14- District Dismissal Procedure…………………………………..NA

Appendix Item 15- Code of Conduct, Rights and Responsibilities………………..A94

Appendix Item 16- Insurance Documents…………………….………………….A104

Appendix Item 17- Statement of Assurances..…..….……….……..…….….……A106

Additional Supporting Documentation

Authentic Project Based Learning Lesson Plan Sample

Page | 5

a. Charter School Mission Statement

Coastal Leadership Academy’s mission is to engage students in Authentic Project

Based Learning that will improve academic achievement, critical and creative

thinking, and awareness of their leadership roles in our community and environment.

The Grand Strand area of South Carolina is home to an extremely diverse population.

Because of our proximity to the beautiful beaches of the Atlantic, many people from all over the

world choose to make this area their home. This unique and growing population brings with it

many challenges. The 2009 US Census report shows a 34.2% change in the Horry County

population compared to a 13.2% change for the state of South Carolina.1 A sense of community

is very difficult to develop when a large portion of the population has only lived here a few

years. As this area of South Carolina changes and adapts, our educational system needs to

change as well. Where creating a since of civic pride and responsibility was a given in the past,

this upcoming generation needs more deliberate instruction to make this a reality for the 21 st

Century.

In our area, there are many high school students who are searching for a meaningful way

to earn a high school diploma while making a difference in the community. Coastal Leadership

Academy readily recognizes this fact and wants to offer an option to interested high school

students who are looking for a challenge and the opportunity to shine. By offering a stimulating

academic environment through project based learning, students will not only strengthen critical

1 U.S. Census Bureau. 29 March 2011. <http://quickfacts.census.gov/qfd/states/45/45079.html>.

Page | 6

Purpose and SupportPurpose and Support

http://quickfacts.census.gov/qfd/states/45/45079.html

and creative thinking skills, but will also develop a strong sense of civic responsibility. At the

moment, we have interested students who readily show their leadership skills through available

volunteer activities; however, many seek other avenues to further develop these skills. Coastal

Leadership Academy offers another choice for high school for those who want to accept the

challenge and become quality leaders of tomorrow.

The future of a community lies in the hands of the next generation, so how do we prepare

this generation to lead in an ever-changing world? How do we create independent thinkers,

contributing citizens, and leaders of tomorrow? What tools do we need to equip them with so

they will be successful? Coastal Leadership Academy has taken these questions into

consideration and ascertained that Framework of the Partnership for 21st Century Skills and

Authentic Project Based Learning are sources by which we can best prepare our students.

The Partnership for 21st Century Skills has developed a vision for student success

in our global economy. Coastal Leadership’s planning and preparation has been guided by the

Partnership’s following Interdisciplinary Themes:

Global Awareness

Financial, Economic, Business, and Entrepreneurial Literacy

Civic Literacy

Health Literacy

Environmental Literacy.2

These themes are woven throughout our school design and help to form a foundation that helps

make Coastal Leadership Academy a quality charter school.

2Partnership for 21st Century Skills 21 April 2011 <http://www.21stcenturyskills.org>

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http://www.21stcenturyskills.org/

Currently, we believe that the Buck Institute for Education has researched and developed

a program that will best suit our desire to help students master the SC Curriculum Standards and

reach those who are ready to step out and embrace a 21st Century education. Mastery of the SC

Curriculum Standards helps anchor each component of our program as we offer challenging

authentic project based learning that allows students real-life opportunities to connect to the

world around them. Our students will be engaged in intricately constructed project sessions that

readily lend themselves to meet all five of the components of our school program.

These five program component help create an innovative approach to the total high

school experience. Current SC academic standards form the core of our program which is

quickly built upon by our Authentic Project Based Learning model. To enhance student

connections with the community around them, our next component is Leadership Skills and

Community Service. Parent involvement and mentoring programs further enhance our school

concept by providing positive role models. Coastal Leadership Academy cares about the total

student, therefore, we strive to strengthen healthy lifestyle choices as well as make students

aware of environmental sustainability efforts.

1. Curriculum Standard Mastery

Student mastery of the South Carolina adopted curriculum standards readily guides the

educational endeavors that take place within our school. Each project cycle starts out with

teachers and students identifying which standards will be addressed. Students work

toward the mastery of these standards as they complete their projects. This assures that

both teachers and students are accountable for student learning and progress.

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2. Authentic Project Based Learning

An Authentic Project Based Learning cycle at Coastal Leadership Academy begins with a

defining question, problem or challenge. In order to address the learning targets, students

embark on carefully planned and documented project cycles. This challenging process

allows the students to work toward the mastery of selected curriculum standards as well as

practice 21st Century skills like collaboration and critical thinking.

3. Leadership Initiatives and Community Service

Due to the nature of Authentic Project Based Learning, leadership initiatives and

community service opportunities are an integral part of our program. It would not be

uncommon to see a a student making a public service announcement on a community

issue, designing a commercial for a local charity or possibly a group of students building a

bike rack for an area neighborhood center.

4. Mentoring and Parent Involvement Programs

Coastal Leadership Academy recognizes the value in learning from others around us.

Mentors and parents have a great deal to offer students therefore we tap into these unique

resources through our mentoring and volunteer programs.

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5. Healthy Lifestyle Choices and Sustainability Efforts

The day-to-day operations at Coastal Leadership Academy are designed to give students

real-life examples of wise choices that affect the health of our environment as well as the

individual.

Program Components

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Healthy Lifestyle Choices and Sustainability Efforts

Mentoring and Parent InvolvementLeadership and Community

ServiceAuthentic Project Based

LearningSC Adopted Curriculum Standards

b. Admissions Policies and Procedures

i. Enrollment Procedures

1. In accordance with Section 59-40-50 of the South Carolina Code of Laws, Title

59, Chapter 40, the Chartering Committee of Coastal Leadership Academy (CLA) will

ensure equity of access for all students. CLA is not a behavior alternative school and as

such students who have been expelled, who are in the process of being expelled, or who

are in the middle of a behavior hearing are not eligible to attend. CLA will admit

students eligible to attend all regular public schools subject to space limitations and based

on grade levels served. For our first year, we plan to accommodate ninth, tenth and

eleventh grade students with a smaller twelfth grade class of 12 students.

2. Students requesting entrance into CLA must complete and return the approved

CLA Application within published time limits. Applicants provided a space at CLA will

be given an enrollment packet which outlines the open enrollment procedures, program

philosophy, and parental and student expectations. Online Applications for the 2013-

2014 school year, will be accepted from October 1, 2012 through January 9, 2013.

3. A random public lottery (should the school receive more applications than

available student slots) is tentatively scheduled for January 15, 2013.

The lottery process will be conducted as follows:

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The lottery will be conducted in a public location

Parents who have previously submitted an application within the

deadline limits, will receive notification of the time, date and

location of the lottery via USPS.

The lottery will be conducted as a public meeting and

representatives of Coastal Leadership Academy and a SC Notary

Public will conduct and ensure lawful operation of the lottery.

Procedures for each lottery will be as follows:

(a) On the advertised hour, a representative of Coastal Leadership

Academy will verify previously submitted applications.

(b) Parents will be given a blank white index card and asked to

write the child’s name in pencil on the card. The card is then

sealed in a blank white envelope and deposited in a locked box for

the appropriate grade level.

(c) After one hour, submission to the applicant pool will be

considered closed and the number of verified applications will be

compared to the number of open slots per grade level. If it is

determined that there are more applicants than available slots, the

lottery will continue.

(d) The locked boxes containing the lottery cards will be

thoroughly shuffled by a Coastal Leadership Academy

representative.

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(e) The Notary will draw one envelope at a time and read the name

of the applicant as it appears on the card.

(f) The Secretary of the Charter Committee or Board of Directors

will record the order in which the names are called.

(g) This process will continue until all of the envelopes have been

drawn, opened, and recorded.

(h) Students not receiving an enrollment slot will be added to a

waiting list in the order drawn.

(i) Enrollment is for the upcoming school year only.

(j) Enrollment appeals may not be made based on lottery

outcomes.

This system will remain in place unless otherwise changed by The CLA Board of

Directors.

4. CLA will not limit or deny admission or show preference to any individual

group. Priority however will be given to children of the charter school committee,

children of charter school employees and siblings of a pupil already enrolled in this order.

The given priority will not exceed the allowable limits established by the SC law, as

amended.

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ii. Students Outside the District

CLA is sponsored by the SC Public Charter School District. Because SCPCSD represents

all areas of South Carolina, we are not subject to other school district enrollment lines. The

previous district of any student admitted will be notified in a timely manner by our school.

iii. Student Appeals Process

The appeals process will not be necessary because the only reasons for denial will be due

to not being accepted through the lottery, providing they are eligible to attend a regular public

school in grades 9-12. Students who have been expelled or are in the process of being expelled

or who have been sent to the alternative school may be eligible to attend pending a review by

the administrator and the governing board. (per S.C. Code Ann. §59-63-217) . However, should

CLA deny admission for a reason other than the results of a lottery, an appeal to the SC Public

Charter School District may be made within 10 business days. The appeal must be made in

writing and must state the grounds on which the appeal is based. A copy of the appeal should

be sent to the school, as well. Any decision by SCPCSD Board will be binding to the students

and the charter school.

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c. Support for Formation of the Charter School

i. Charter Committee

In December of 2010, Tabby Shelton and Melinda Tavernier met to discuss the need for

an educational choice for high school students in our area. After attending a planning workshop

hosted by the SC Department of Education, these two area leaders decided to submit an

application for a charter high school. By February of that same year, two parents of middle

school students, Dennis Reed and Kim Perl were interested in the idea and wanted to help with

the formation of a charter high school. Vicki King-Skinner, a local educator also heard about the

school and wanted to get involved. Courtney Fancher, the Executive Director of Palmetto

Academy for Learning and Success, agreed to assist in the formation of a charter high school

because she felt having a charter high school would be beneficial to her K-8 students. Lane

Moore, April Saleeby, Laurie Rogers, Shona Rix, Mark Josephs, Stephanie Meredith and Talli

Sailer are all parents who want this option for their children and agreed to use their unique

abilities and contacts to help raise awareness of the school and help get the school opened. See

Appendix Item 1.

Committee Members Experience/QualificationsTabby Shelton BA from Coastal Carolina University

Founder/Director of Fostering Hope, Inc.; ParentMelinda Tavernier BS Elementary Education;

M.Ed. Educational Leadership; Former SC Public School Teacher;Founder of Vine and Branches Home Educators (non-profit);Founder of Pathways for Scholars K-12 academic program;Coastal Carolina University Adjunct Faculty Member; Parent

Dennis Reed BA Radio, Television/ Film CommunicationsMS Radio, Television/Film Communications

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Producer/Director at Coastal Carolina University; ParentKim Perl BS Business Administration;

Community Coordinator; ParentVicki King-Skinner BS Political Science- Minor in History and Geography;

30 hours of undergraduate Business;MBA with a concentration in Economics and Management;High School Economics and Business Teacher at MB Christian Academy;Coastal Carolina Economics Teaching Associate

Courtney Fancher BS Early Childhood Education;M.Ed. Educational Leadership; Former SC Public School Teacher;Founding Member of Palmetto Academy for Learning and Success (PALS);Executive Director of PALS; Parent

B. Lane Moore Ultrasound Technologist-Georgetown Hospital System; ParentApril Saleeby Former Kindergarten Teacher; ParentLaurie Rogers Former Member of the Military ;Community Member; ParentShona Rix Studied Theater and Education at East Carolina University;

Drama Coach; ParentMark Josephs Attorney at Law;

Served on Staff and Board of Barefoot Church; ParentStephanie Meredith Registered Nurse

Georgetown Hospital System;Attended Horry Georgetown Technical College and Coker College;Founding member of PALS; Parent

Talli Sailer Experience Board Member;Community Member; Parent

Wil Bradham Director of Missions at Southeast Baptist Association;Adjunct Professor at Charleston Southern University; Parent

In addition to the aforementioned committee members, we have been working with many

other individuals, who are not on the committee, to make this school a reality. While, these

people are not listed as committee members, it is important to mention the huge role they have

played in organizing the details, adding vital ideas and thoughts, obtaining information,

advertising, lending their expertise in different areas, supporting our mission, and helping in

many other ways. Additional chartering committee members who request to serve on the

charting board after April 15, 2011 will be required to commit to 30 hours of committee service

Page | 16

before the school opens. Not more than 15 members will be allowed to serve on this

committee. During the first school year, the charter planning committee will be dissolved upon

the election of the school’s first governing board.

ii. Evidence of Support

Since January of 2011, Coastal Leadership Academy has worked within the Grand

Strand area to provide our school information to the surrounding community. We have spoken

with numerous leaders in our community to explain our intentions and provide them with

information from our Executive Summary. So far, we have conducted eight parent information

meetings with the community. Five of the meetings were held at the Conway Library, the

Socastee Library, Chapin Library and Georgetown Library. Two were held at two different

local K-8 charter schools and the final meeting was held at a homeschool co-op. These

meetings were advertised through the CLA Facebook page, the CLA Website, Craig’s List for

Myrtle Beach, the Community Calendar of a local paper, Vine and Branches Home Educators

classified ads and weekly update, and flyers posted at local libraries and businesses. Our

committee members also handed out brochures and flyers to people at work, church and

community events. We have also had parents and future students man information booths at

local community events such as the Spring Festival at Palmetto Academy of Learning and

Success, The Holiday Gift Wrapping Station at the Bass Pro Shops and The Blood Drive at the

SC Wellness and Fitness Center.

We currently have two K-8 charters schools operating in Horry County, one K-4 charter

school in the City of Conway and a K-6 Montessori Charter planning to open for the upcoming

school year. Parents of current charter students have expressed a strong desire for a charter High

Page | 17

School as an option for the secondary grades. Several of these parents joined together to form

the Coastal Leadership Academy Chartering Committee and began the chartering process.

These are parents who value innovative choices in education and are working to find other

supporters in the community who want additional choices for high school.

At this time, we have received the following:

Letters of Intent from Parents

12th 11

11th 24

10th 31

9th 47

8th 17

Lower grades 63

Total 193

Community/ Business Support Letters 48

Petition Signatures 72

Teacher Interest 18

Samples of the support forms we have distributed both electronically and manually are

contained in Appendix Item 2a.

Coastal Leadership Academy has received 114 non-binding letters of intent from parents

of current 7th, 8th, 9th and 10th grade students who will be eligible for enrollment our first year.

This accounts for 100% of the projected enrollment for 2013-2014. Another 17 letters have

been submitted from parents whose students will be eligible to enroll for 2014-2015. And 63

letters from parents who would like to enroll their children in future years. Appendix Item 2b is

a detailed list of parents who submitted intent letters. (Completed forms available upon request.)

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A TV interview on WPDE and newspaper articles in two local newspapers on Coastal

Leadership Academy generated interest and resulted in the submission of Letters of Intent

through our website. It is anticipated that Coastal Leadership Academy will continue to

steadily receive Letters of Intent in the months prior to the school opening (actual forms and

signatures furnished upon request). We currently have 70 people following Coastal Leadership

Academy on Facebook as well as a Facebook discussion group. These community awareness

attempts are the beginning efforts of our marketing program. We plan to reach other families

through radio, billboards, community events, newspaper advertisements, etc. Using the above

information and the current charter school trend already within our area, we fully expect to have

collected 114 students our first year.

In a more widespread view, state leaders Nikki Haley and Mick Zais have supported

charter schools by sharing the following viewpoints:

Governor Nikki Haley’s stance on charter schools:

“Expand charter schools: South Carolina's 37 charter schools have successfully

integrated themselves into local communities and successfully supplement current education

options. While still public schools, these unique institutions have enough autonomy and

flexibility to use innovative education techniques, provide outstanding education, and focus on

specialized areas such as technology, math, and science. The answers to expanding charter

school use in South Carolina are similar to the ones for other public schools. These charter

endeavors create totally new schools that have a modern mission and measureable goals in place

before the first student walks through the door. This can mean fresh starts for thousands of

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South Carolina's students every year; this is not an opportunity we can let pass us by.”3

State Superintendent Mick Zais:

“’I believe public charter schools can transform education in South Carolina, because

they are focused entirely on student achievement and the needs of meeting individual

students.’”4

iii. Conversion Schools: Not Applicable

Academic Plan

a. Educational Program

3 Nikki Haley Governor. Nov 2 2010 <http://www. nikkihaley.com/issues.>4 Midlandsconnect.com. Feb 9 2011<http://www.midlandsconnect.com/news/story.aspx?id=578785>

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Academic Plan

http://www.midlandsconnect.com/news/story.aspx?id=578785

i. Student Population

Coastal Leadership Academy will service students in grades nine through twelve.

The initial year, classes in the core curriculum as well as leadership studies are planned to

be offered to students in grades nine, ten and eleven. Classes for seniors will be offered

on a modified basis that will allow them to obtain SC minimums required for graduation.

In year two, our regularly planned senior program will be instated.

During our charter planning year of 2012-2013, we will be preparing our school

for 114 159 high school students to walk through our doors for the 2013-2014 school

year. Enrollment total is estimated to be 252 by 2017 2015. Our proposed student to

teacher ratio will be an average of 21:1. See Appendix Item 3 for proposed Student

Enrollment Projections on State Department of Education Form.

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2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

9th 42 63 63 63 63 6310th 42 63 63 63 63 6311th 18 21 42 63 63 63 6312th 12 21 42 63 63 63Total Enrollment

114 159 189 210 231 252 252 252

ii. Goals and Objectives

In compliance with the SC Charter School Act, the following educational goals of

Coastal Leadership Academy reflect the school’s mission statement. Each corresponding

objective indicates outcomes that are student-centered and can be used to evaluate the success of

each goal and thus the overall mission of Coastal Leadership Academy.

Goal 1: To increase graduation rates for Coastal Leadership Academy students and

provide transitions into successful post-secondary endeavors.

Objective 1.1 91% of seniors who have been enrolled at CLA for at least 2 years,

exempting students whose IEPs indicate otherwise, will graduate on time.

Year 1- Not applicable.

Year 2- 85% of seniors will graduate on time.




Assessment: The graduation rate will be determined by the number of students

who received a State Diploma divided by the number who should have received a

State Diploma.

Possible strategies to reach this objective include:

Students in jeopardy of not graduating will be personally invited by school

staff to revisit their individual graduation plans and discuss choices for the

future.

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Teachers, administrators, guidance counselors, families, and students

themselves will work together to provide the supports, instructional

strategies, and resources needed to ensure individual students can succeed.

Based on the Common Core State Standards, teachers and students will

work together to identify attainable benchmarks and academic goals.

Administrators will make available teacher training and professional

development that supports high student achievement for all students.

Administrators will ensure that teachers have the resources and planning

time to support student achievement.

Objective 1.2 95% of Coastal Leadership Academy seniors will explore prospective

careers and participate in an internship program which will develop relevance between

course work and potential careers.

Year 1- Before graduating, 75% of seniors will have explored three careers

and participate in at least one internship activity.





Year 4- Before graduating, 90% of students will explore three careers and

participate in at least one internship activity.

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Year 5- Before graduating, 95% of students will explore three careers and

participate in at least one internship activity.

Assessment: Student achievement of this objective will be ass essed through but

not limited to portfolio evidence, student self-assessments, and Individual

Graduation Plans.


Coastal Leadership Academy will encourage students to apply aspects of the

Individual Graduation Plans throughout all areas of their academic careers.

By documenting individual benchmarks throughout the school year, students

will gain a sense of ownership, pride, and understanding of the process.

Coastal Leadership Academy will develop partnerships with Grand Strand

business institutions and civic organizations to sponsor internships, provide

volunteers, mentors and speakers for school programs.

Parents, teachers and student will meet to discuss post-secondary options.

Teachers and staff will use an authentic project based learning curriculum

that encourages the connections between classroom tasks and real-life

experiences in the community.

Teachers and/or Guidance Counselors will make available educational

opportunities to students and their families concerning career possibilities,

college financial aid and scholarships.

Coastal Leadership Academy will encourage and sponsor visits to

Universities and Colleges.

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Coastal Leadership Academy will implement best practices identified by

the US Department of Education that support readiness for success in post-

secondary education and in the 21st century workforce.


development to implement internship programs.

Administrators will make available teacher resources and planning time to

plan and provide for the internship programs.

Objective 1.3 90% of Coastal Leadership Academy seniors will apply to attend college

join the military or seek meaningful employment.

Year 1- 70% of seniors will apply to attend college, join the military or seek

meaningful employment.









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Assessment: The above percentages will be calculated based on data collected

through the Individual Graduation Plans.


Coastal Leadership Academy will encourage students to apply aspects of

the Individual Graduation Plans throughout all areas of their academic

careers. Parents, students, teachers and/or guidance counselors will meet

to discuss post-secondary options.


business institutions and civic organizations to sponsor internships; offer

shadowing opportunities; provide volunteers, mentors and speakers for

school programs allowing students experiences in the work force.

Teachers will use an authentic project based learning curriculum that

encourages the connections between classroom work and real-life


Guidance Counselors or staff will make available to families information

on college financial aid and scholarships.

Coastal Leadership Academy will encourage and sponsor visits to

Universities and Colleges.


the US Department of Education that support readiness for success in

post-secondary education and in the 21st century workforce.

Page | 26


development to implement mentoring and community involvement

programs.


plan and provide for the mentoring and community involvement programs.

Goal 2: To support academic excellence for all Coastal Leadership Academy students

using an authentic project based learning curriculum that offers opportunities to achieve

academically, construct knowledge, and think critically and creatively.

Objective 2.1 Using an authentic project based learning curriculum, students will

demonstrate proficiency level or higher in critical and creative thinking.

Year 1- 75% of students will demonstrate proficiency level or higher in

critical and creative thinking.









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Assessment: Using a teacher created rubric similar to the Sample Project Based

Learning Rubric below, teachers will assess and record the achievement level of

students within a project based learning environment.

Sample Critical Thinking RubricCritical

Thinking

ExemplaryLevel 4

Proficient

Level 3

Approaching Proficiency

Level 2

Evidence of AttemptLevel 1

Interpreting Data

Student works to consistently interpret

pertinent data.

Student works to interpret pertinent

data

Student identifies pertinent data but

misinterprets data. Offers biased interpretations of

evidence.

Student was unaware of data needed to

complete assignment

Identifies Pros & Cons of an issue

Student accurately identifies pros and cons of an issue

Student accurately identifies a limited

number of pros and

cons of an issue

Student identifies few pros and cons of an

issue, however, inaccuracies were

present

Student did not attempt to identify

pros and cons of the issue

Analyzes/Evaluates Alternative View Points

Student analyzes and fully evaluates

alternative view points.

Student analyzes alternative view points, however,

evaluation is limited.

Student somewhat analyzes alternative

viewpoints. Evaluations are extremely limited or

non-existent.

Student did not show evidence of analyzing or evaluating alternate

view pts.

Uses Data to Draw Conclusions

Student consistently uses data to draw

reasonable conclusions.

Student consistently uses data to draw

reasonable conclusions.

Regardless of the evidence or reasons,

student draws conclusions based on

preconceptions.

Student fails to draw conclusions.


Teachers will use research based authentic project based learning

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MASTERY

LINE

methods in the classroom where students will understand important

concepts, develop higher-level thinking skills, and engage in meaningful

classroom dialogue.

During authentic project based learning assignments and discussions,

teachers will actively engage students in problem solving exercises that

require critical and creative thinking processes.


development that supports the use of research based authentic project

based learning.

Administrators will ensure teachers have the resources and planning time

to implement authentic project based learning.


demonstrate at proficiency level, the ability construct knowledge using individual

learning strategies and contextually appropriate resources.

Year 1- 75% of students will demonstrate proficiency level or higher, the

ability to construct knowledge using individual learning strategies and

contextually appropriate resources.




Page | 29










Assessment: Using a teacher created rubric similar to sample shown above

(Objective 2.1), teachers will assess and record the achievement level of students

within a project based learning environment.


Teachers will develop project based learning units that provide a core high

school knowledge base that incorporates the current standards adopted by

the South Carolina Department of Education.

Teachers will instruct using a meaningful project based learning

curriculum that will allow students to become independent, engaged

learners as they implement current technology into relevant assignments.

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Teachers will instruct using a meaningful project based learning

curriculum that allow students collaborate with peers and effectively

communicate findings.

Teachers will actively engage students in learning and constructing

knowledge. Constructivism emphasizes the importance of the

knowledge, beliefs, and skills an individual brings to the experience of

learning. It recognizes the construction of new understanding as a

combination of prior learning, new information, and readiness to learn.

Teacher will instruct students in the use of contextually appropriate

resources, including original data, primary sources, scientific instruments,

and interactive technology to make real world connections with the

curriculum standards recognized by the South Carolina Department of

Education.

Teachers will use research based instructional strategies in the classroom

where students will understand important concepts, develop higher-level

thinking skills, and engage in meaningful classroom dialogue.


development that supports the use of research based instructional

strategies.

Administrators will ensure teachers have the resources and planning time

to support high student achievement.

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Objective 2.3 81% of second year students enrolled at CLA will pass the South

Carolina High School Assessment Program (HSAP).

Year 1- 81% of second year students will pass the SC High School

Assessment Program (HSAP).









Assessment: Coastal Leadership Academy second year students scoring 200 on

both sections of the HSAP test will be considered passing.


Teachers, administrators, guidance counselors, families, and students

themselves will work together within the CLA community to identify the

supports, instructional strategies, and resources needed to ensure the

individual student can succeed.

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Students who score below 200 will be offered academic assistance to focus on

skill instruction before and/or afterschool if needed.

Teachers will instruct using authentic project based learning units that allow

students to collaborate with peers and effectively communicate findings.

Teachers will actively involve students in meaningful and engaging learning

processes during authentic project based learning tasks.

Teachers will use research based instructional strategies in the classroom

where students will understand important concepts, develop higher-level

thinking skills, and engage in meaningful classroom dialogue.


development that supports high student achievement in an authentic project

based learning environment..

Administrators will ensure teachers have the resources and planning time to

support student achievement in an authentic project based learning

environment.

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Goal 3: To immerse students in activities, projects, and experiences that enhance

leadership skills, augment community involvement, encourage environmental stewardship

and promote healthy lifestyle choices.

Objective 3.1 Coastal Leadership Academy will offer opportunities that foster

leadership capabilities and a sense of civic pride among students.

Year 1- 70% of students enrolled by the 45th day of school will participate in

at least one leadership or civic activity.









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Assessment: Evidence of student leadership capabilities and civic pride will be

measured through student portfolio evidence.



business institutions and civic organizations to sponsor internships,

provide volunteers, mentors and speakers for school programs allowing

students experiences as community leaders.

Teachers will use an authentic project based learning curriculum that

encourages the connections between classroom work and real-life



the US Department of Education that support readiness for success in

post-secondary education and in the 21st century workforce.


development to implement mentoring and community involvement

programs.


plan and provide for the mentoring and community involvement programs.

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Objective 3.2 Coastal Leadership Academy will heighten student awareness of

environmental stewardship and healthy lifestyle choices.

Year 1- 70% of student portfolios will demonstrate three ways in which

students were engaged in environmental stewardship and healthy lifestyle

choices.



choices



choices.



choices.



choices

Assessment: Evidence of environmental stewardship and healthy lifestyle choices

will be measured through student portfolio evidence.

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Coastal Leadership Academy will, when possible, use sustainable

elements within its building to model, encourage and instruct students in

green practices that help protect the environment.

Coastal Leadership Academy will seek opportunities to model behaviors

that foster positive student attitudes toward healthy living.

Teachers will offer environmental awareness instruction integrated with

content area topics and encourage student products to include “green”

themes. Environmental responsibility will be an underlying theme

throughout the school.

The school lunch program will offer a variety of healthy lunch choices.

Coastal Leadership Academy will offer access to a physical fitness

program that encourages students to participate in physical activity on a

regular basis.

Parent and community experts will be encouraged to provide information

on nutrition, physical activity, food preparation, and food production.

iii. Academic Standards

1. Summary of what Students will Achieve

Due to the nature of secondary instruction, students will not be assigned courses

according to grade level. Students will select courses based on graduation requirements, pre-

requisites and personal interest. For a list of the SC adopted curriculum standards, please see

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Appendix Item 4.

English and Language Arts

English and Language Arts (ELA) is required for all four high school years. The

Authentic Project Based Learning environment at CLA will focus on state adopted standards that

require students to read, comprehend, analyze, and interpret a variety of literary texts as well as

informational texts in print and non-print formats as they research information and examples to

include in various types of projects.

Authentic Project Based Learning will require students to conduct in-depth research on

teacher-directed projects. As students move through the program and gain experience in a

project based learning environment, they will have an opportunity to initiate student-directed

projects and research. Teachers will require students to use a variety of sources for their research

as well as write for a variety of purposes and audiences. The students will use word analysis and

vocabulary strategies to read fluently as they gather information and read various fiction and

non-fiction materials that are related to the projects.

Writing skills and the writing process will be stressed through writer’s workshops that

incorporate writing strategies used in programs like those from The Institute for Excellence in

Writing. As students are assigned content area writing projects, ELA skills will be utilized to

help students craft quality documents using current technology. With feedback from teachers

and classmates, students will walk through the writing process of editing and crafting a finished

document. Submitted written assignments will be legible, have a clear focus, have sufficient

detail, be coherently organized, use effective voice and correctly use the conventions of written

Standard American English.

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Students will be required to clearly communicate findings using various creative formats.

Oral presentation skills and styles will be practiced on a regular basis as presentations are made

before audiences of mentors, parents, community leaders, fellow students and teachers. In both

formal and informal situations involving fellow students, parents, community leaders and

teachers, students will be required to use listening skills to comprehend and analyze information

he or she receives.

Due to the nature of mathematics, instruction in this area will require students to master

skills before being able to move to higher levels of instruction. Math textbooks that are aligned

with the state adopted standards are being considered. One such book CLA is currently

reviewing is The Carnegie Learning Cognitive Tutor. These PBL math books will encourage

students to utilize math skills through projects, investigations, case studies, and other appropriate

methods. Technological resources that better solidify mathematical concepts will be used on a

regular basis in classroom instruction, individual assignments and community service projects.

Students will also be instructed in data analysis as well as the use of scientific calculators,

graphing calculators and available computer software. Use of these skills within project research

is highly encouraged.

Science

Instruction in the area of life science, earth science and physical science covers the

content addressed by the current state adopted science standards. Authentic Project Based

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learning will allow students the opportunity to experience scientific methods and theories in

action. Because CLA is focused on creating a sustainable environment, students will be

encouraged to research and complete projects that have ecological components. Through data

gathered and presentations prepared, students will be able to go out into the community to share

their findings as well as participate in statewide and/or international scientific communities.

Using scientific inquiry and mathematical analysis, students will pose questions, seek

answers and develop solutions within the projects designed each semester. Student-generated

project work will demonstrate student understanding of basic scientific concepts in the various

realms of science. Students will be encouraged to pursue projects that have relevance to real-life

events within our community.

Social Studies

Students will demonstrate an understanding of the basic historical concepts outlined in

the corresponding standards through project based learning assignments that will include

artifacts such as research papers, presentations, living museums, web-based projects, etc. Our

Social Studies program will include but not be limited to instruction in US History, Government,

Economics, and Geography. Authentic Project Based Learning exposes students to elements of

anthropology, archaeology, philosophy, psychology, religion and sociology through research.

Community members, parents or mentors who have specialized knowledge in the above concepts

will be invited into the school to further increase student awareness and insight. Understanding

how our choices today will affect our world of tomorrow is an underlying theme that will be

woven throughout our Social Studies program.

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Instructional Strategies and Approaches for Courses Required for Graduation

Foreign Language

The state standards set for foreign language will be addressed through our course study,

however, our desire is for our students to realize that the study of foreign language is more than

just graduation credits to fulfill. Through participation in global projects and international fairs,

the value of being able to speak a foreign language will become evident. Students will be

encouraged to use foreign languages in other classes and as part of projects and presentations.

We are currently exploring the possibility of offering instruction in Spanish, Latin,

French and/or Mandarin Chinese. Teacher availability will determine our ability to offer these

subjects. Students may also be able to pursue other languages of interest via distance learning

options.

Physical Education

The Grand Strand area offers tremendous resources when it comes to physical activity.

Currently, we are researching types of activities we will be able to offer. The selection of

available physical activities will depend greatly on the location of our school facility. Following

the state standards for physical education, our plan is to engage students in activities that will

hopefully go beyond the high school career and help students develop healthy active lifestyles as

adults. Students will also have access to afterschool programs that will offer additional

recreational sport activities. At this time, we also plan to take part in programs like the fitness

program, “Let’s Move.” To help further motivate students, our faculty will be encouraged to

become involved in our fitness program as well.

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Computer Applications

This course is designed to introduce students to software applications that are necessary

to live and work in a technologically rich society as well as meet state selected standards.

Mentors within our community will be invited in to demonstrate new uses of technology and

expose students to ideas the future may hold. Keyboarding 5100 or successful completion of

SCDE state keyboarding proficiency exam is a prerequisite for this class. The applications

covered include word processing, database, spreadsheet, and presentation. Other content areas

may include computer hardware, terminology, and concepts. Given the necessary equipment,

supplies, and facilities, the student will be able to successfully complete all of the standards

required by the state of South Carolina.

Leadership Initiatives

Following the annual progression model set up by the English and Language Arts

standards, our four year leadership program will annually address standards found in the

Professional and Leadership Development Course. Each year, as students progress through the

required leadership courses, grade appropriate materials will be introduced which build upon the

assignments and activities from the previous year(s). All standards will be covered at each

grade level, however, the delivery will vary depending on grade level. Using elements of

programs such as the Junior Achievement Leadership Program and the 4H Leadership Program,

students will learn the leadership skills necessary to be productive citizens of our community.

Instructional Strategies and Approaches for Proposed Electives

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Digital Media

This course addresses SC standards that cover multimedia concepts and applications

utilizing text, graphics, animation, sound, video, and various multimedia applications in the

design, development, and creation of multimedia presentations and publications within an

interactive environment. Students will create a digital portfolio and other independent projects.

The prerequisite for this class is Keyboarding 5100 or successful completion of SCDE state

keyboarding proficiency examination and one of the following: Approval of the Digital

Multimedia instructor or successful completion of a Computer Applications course.

Entrepreneurship

This course addresses SC standards designed to provide students with the knowledge and

skills leading to the development of a business plan for small business ownership. An important

element of the course will include aspects of marketing, staffing, and finance.

Environmental and Natural Resources Management

This course addresses SC standards that are a combination of subject matter and planned

learning experiences on the principles involved in the conservation and/or improvement of

natural resources such as air, soil, water, and land for economic and recreational purposes.

Instruction also emphasizes such factors as the establishment, management, and operation of

land for recreational purposes. The sustainability initiatives of our school will be closely tied to

the work completed through this course.

Webpage Design

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Webpage Design and Introduction to Art are some electives that have been selected and

could possibly be part of our curriculum; however, electives will be offered according to student

interest and instructor availability. Students may also receive instruction through virtual classes

and dual credit classes that are offered through the SC Department of Education and higher

institutions of learning such as Horry Georgetown Technical College.

2. Evidence of the Process to Ensure Instruction Meets/Exceeds Standards Coastal Leadership Academy will ensure students have an opportunity to meet or exceed

the standards adopted by the State Board of Education. Teachers will be required to submit long

range plans that include instructional goals, project based learning units of instruction, major

assessment components, and plans for evaluating and adjusting long range plans.

Short term lesson plans will complement long range plans. Teachers will identify the

standards student will focus on with each project cycle. Resources and required materials will be

noted as well as instructional strategies and planned forms of assessments. Teachers will keep a

record of student achievement as well as how this progress was communicated to parents.

These records will be periodically reviewed by a school administrator.

3. Monitoring Progress

Within the CLA Authentic Project Based Learning environment, student progress will be

monitored through teacher observations using rubrics, portfolio checklists, on-going self-

assessments, pre and post benchmark testing, performance based assessment, and/or traditional

testing methods.

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Using planning software specifically designed for a project based learning environment,

students, teachers, administrators and parents can electronically monitor student progress toward

the mastery of state standards. Students with needs for academic assistance or even acceleration

can be addressed by teachers who will adjust instruction to fulfill these needs. If necessary,

administrators and parents may also assist to help provide feedback on additional instructional

changes.

Collaborative efforts between CLA and other Project Based Learning schools across the

nation will bring best practices into our classrooms so students will be able to meet and exceed

the state adopted curriculum standards.

iv. Educational and Curricular Program

1. Proposed Curriculum

After reviewing multiple sources of educational research conducted on the effectiveness

of a Project Based Learning approach to instruction, Coastal Leadership Academy has chosen

to implement an Authentic Project Based Learning Curriculum. The curriculum plans

recommended by the Buck Institute of Education and Experiential Learning most closely align

with our educational philosophy; therefore we will work with these and similar organizations

to implement Authentic Project Based Learning within our school.

Within the education system of the United States, Project Based Learning (PBL) is

quickly becoming one of the more recognized avenues by which core subjects and 21st Century

Skills can best be taught. Skills such as critical thinking; information, communication, and

Page | 45

technology literacy; adaptability; and self-direction are all addressed through the authentic

teaching methods employed within a projected based learning curriculum.5

As educators reevaluate the effectiveness of existing teaching methods, studies have been

conducted over the past several years that support the use of a project based learning

curriculum. In 2008, in conjunction with the University of Washington, the LIFE Center, the

Belleview Schools Foundation and The George Lucas Education Foundation, The Knowledge

in Action Project performed two studies based on the following hypothesis: “New learning

designs embedded in integrations of project‐based learning with traditional Advanced

Placement (AP) will enhance the engagement and learning outcomes of participating

students.”6 Scores on the AP exam as well as scores on a Complex Scenario test were used to

compare the following three groups of students: AP students from a high achieving school

taking a traditional class, AP students from a high achieving school taking a project based

learning class and AP students from a moderately achieving school taking a project based

learning class. Results are as follows:

“Study 1 Result ‘AP+’ students from a high achieving school performed significantly better than traditionally‐taught AP students also from a high achieving school . . . on both tests.

Study 2 Result ‘AP+’students from a moderately‐achieving school were compared to the traditionally‐taught AP students from Study 1. The ‘AP+’ students performed as well on the AP test . . . and better on all 4 dimensions of the Complex Scenario Test.” 7

5 Welcome to Route 21. 18 Oct. 2011. <http://route21.p21.org/?option=com_content>. 6 John Bransford and Susan Mosborg, Knowledge in Action Project: K-12 Education & Learning Innovations with Proven Strategies That Work <http://edutopia.org> 18 Oct. 2011. 7 Bransford (7 Oct. 2011) <http://edutopia.org>.

Page | 46

Surveys conducted after this study showed that students participating in the project based

learning courses showed satisfaction with the course and an understanding of how the material

was relevant to everyday life. 8

In 2008, the Buck Institute for Education conducted a federally-funded study that looked

at the effectiveness of their summer professional development institute and the use of the BIE

Project Based Economics curriculum. This study involved 7,000 seniors and 76 teachers. The

results that were gathered examined student scores on the standardized Test of Economic

Literacy (TEL) and performance assessments that targeted student conceptual understanding. 9

Teacher outcomes were also investigated as researchers looked at teacher confidence in teaching

economics and teacher satisfaction with the curriculum itself. 10 The results for the study include

the following:

Both high school students and their teachers benefit(ted).

Students outscored their peers in the control group who received the more typical textbook- and lecture-driven approach.

Students also scored higher on measures of problem-solving skills and their application to real-world economic challenges

Teachers scored higher in satisfaction with teaching materials and methods than those in the control group 11

Dr. Jason Ravitz, the Director of Research for the Buck Institute of Learning and a

nationally recognized researcher and presenter on PBL , sums up research on PBL by stating

“that when studies use assessments measuring application of knowledge and principles, the

8 Bransford (7 Oct. 2011) <http://edutopia.org>.9 N. Finkelstein et al., “Effects of Problem Based Economics on High School Economics Instruction” NCEE:US Department of Education (2010) : 26.10 Finkelstein, p.59.11 Finkelstein, pp.52-59.

Page | 47

results clearly favor PBL.”12 While studies are available to support the fact that PBL can improve

student learning, it is also noted that the environment must be carefully constructed in order to

achieve success. Director of the Bay Area Research Group, Jane L. David suggests that three

factors fostering this success are “strong school support, access to well-developed projects, and a

collaborative culture for teachers and students.” 13 These are all pillars of a PBL environment

CLA recognizes and readily provides.

Based on our findings in the available educational research, Coastal Leadership Academy

has whole-heartedly chosen to subscribe to the method of instruction characterized through

project based learning. In particularly, the methods developed by the Buck Institute of Learning

will be our primary curriculum source.

A list of additional references supporting Project Based Learning is available upon request.

The state-adopted curriculum standards serve as the backbone for our project based

curriculum. A software package such as The Project Foundry or a similar available product,

will allow Coastal Leadership Academy faculty members and students to easily access the

standards as projects are designed. At the onset of each project cycle, teachers will work with

individual students using the software to select target standards. Students will strive to master

these standards as they work through the intricately developed projects.

Due to the nature of Authentic Project Based Learning, many of the Defining Question,

Scenarios or Related Projects will encompass several standards across the curriculum. The

12 Jason Ravitz, "Introduction: Summarizing Findings and Looking Ahead to a New Generation of PBL Research,"Interdisciplinary Journal of Problem-based Learning 3:1 (2009) : 5.13 Jane David, "Educational Leadership:Teaching Students to Think:Project-Based Learning." Educational Leadership 65.5 (2008): 80-82.

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chart below is intended to give a few isolated examples of how our Authentic Project Based

Learning curriculum directly relates to various areas of the state adopted standards.

Standard Addressed Defining Question, Scenario or Related Project

Correlated Objectives

Reading Standard:Informational Text ( 9-10th)

2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

The teacher will pose as the CEO of TIME He/ she will address the students

and tell them that he/she is in desperate need of an editorial team because the current editorial team for Time Magazine has been detained while doing research outside of the country, and they have not had the opportunity to draft the editorial for this month’s issue focusing on current world conflicts that could potentially turn into World War III. The teacher will provide the students with an Entry Document that details the specifics for the editorial and the presentation.

The student will consider information presented in the text and draw his/her own conclusions from presented information. Student will be required to read and analyze textualInformation, create andsupport inferences andgeneralizations from reading.

Math Standard:Geometry- Similarity, Right Triangles and Trigonometry

8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

In 2005, when discussing the proposed border wall between the United States and Mexico, Arizona governor Janet Napolitano said, “You show me a fifty foot wall. I’ll show you a fifty-one foot ladder.” In this lesson, we’ll use the Pythagorean Theorem or trigonometric ratios to explore the math of ladders, from the home variety to fire trucks. Was Governor Napolitano right? To climb a 50-foot wall, would a 51-foot ladder actually be long enough??

Students will read OSHA recommendation on safe ladder orientation, and interpret it as a ration or angle. Students will draw a diagram of the ladder and use the Pythagorean Theorem or trigonometric ratios to determine how high it will reach up the wall, i.e. calculate missing side in the right triangle. Students will conclude that adding a foot of length to the ladder will not increase climbing height by a foot.

US History Standard4. The student will demonstrate an understanding of the developments in foreign policy and economics that have taken place in the United States since the fall of the Soviet Union and its satellite states in 1992.

When the United States was formed; President Washington’s first cabinet position in 1789 was the Department of State. When Minister John Quincy Adams went on a tour of Europe, he had to wait outside Berlin’s gates while a guard checked to see if a country called the “United States” really existed. Did countries readily recognize the newly formed country called the United States? The same question remains today for many new and old, countries. Are they formally “recognized” as legitimate countries?

Students will define: foreign policy issues, national interests, values, principles.Students will develop and present a position on a foreign policy issue.

Students will present rationale for reasoning in a prepared seven minute presentation.

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Professional and Leadership Development Standard8. Communication Skills

“Your team has been asked by the President of the United States to evaluate the request from a certain country for formal diplomatic recognition. Your team must decide if the US should grant them recognition. You will have seven minutes to present your findings to the President and the Secretary of State using a technology format of your choice. Your presentation must include a rationale for your reasoning and you must be prepared to answer questions from the President and the Secretary of State.”

Biology Standard2. The student will demonstrate an understanding of the structure and function of cells and their organelles.

Students receive a “Letter From Aunt Sally” asking for help explaining dialysis treatments. Their grandma has been taken to the doctor and told she will need to have these treatments very soon. Unfortunately, neither Aunt Sally nor grandma understands anything about this and their next visit to the doctor isn’t for a few weeks for which she wishes to be prepared. Knowing that you are in Biology and knowledgeable about the process, your mother suggests that you prepare a short descriptive video ready to send to Grandma and Aunt Sally by the end of next week clarifying the aspects associated with this event.

Students will demonstrate how cell membranes will react in ways based upon their environment; hypertonic, hypotonic, and isotonic ways. Students will demonstrate how either a plant or animal cell will react to varying environments such as starch solutions, sugar solutions, or distilled water

Modern Language Standard3. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Professional and Leadership Development Standard2. Employability Skills

As a restaurant owner you will need to develop and create a menu for your restaurant established in a city of your choice in France. Your menu must have at least five categories, and twenty-five items, all authentic dishes of the target culture of the area you choose. You must decide on an appropriate name, create an address, phone number, website and twitter account name, consistent with examples found on-line from authentic restaurants your chosen area. Their menu items must be priced in the local currency. As the restaurant owner, you must prepare a live or recorded

commercial with at least 15 sentences suggesting good dishes, specialty items, etc.

Students will demonstrate stage one fluency when presenting restaurant content.

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Our project based learning curriculum will allow students to construct meaningful

learning through classroom experiences that include collaboration among peers; inquiry,

investigation and research; time management; extended class time; and construction of learning

artifacts. Each student-centered project cycle allows for student mastery to be showcased

through various methods such as the exhibition of learning artifacts; culminating presentations

enriched through technology; the performance of consequential tasks; and student generated

digital portfolios.

The Project Based Learning software package not only assists students with time and

resource management, but ongoing progress toward mastery goals can easily be monitored by

both the teacher and the student. Online access to student work will also add opportunities for

teacher and parent input throughout the project cycles. Finally, student mastery can be

evidenced through digital portfolio submissions.

Teacher training through organizations such as the Buck Institute for Education,

Experiential Learning, or EdVisions is a crucial component in the development of our unique

curriculum. CLA teachers will work collaboratively to select and/or create learning projects

that incorporate the necessary standards, develop student leadership skills, stress environmental

stewardship, incorporate community involvement and model healthy lifestyle choices.

At the beginning of each project cycle, our teachers will help focus learners with a

“defining question.” Teachers very naturally work alongside individual students and groups of

students as they research, explore, interpret and create. Synthesizing talents, skills and

interests into viable projects that incorporate various areas of the curriculum is a task that

generates meaning and ownership for the students. The student-derived solutions are

ultimately presented to audiences of peers, teachers, parents, and community members for

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review. Having completed one cycle, a new cycle begins with new interests and ideas to

develop. Technology is very naturally grafted into the project solutions. Students are

encouraged to use existing technology and research new technology that can be implemented

to better serve the group.

Further developing positive leadership skills within our students is a main focal point of

our program. Local community organizations such as Junior Achievement and 4H allow

students access to quality programming that brings experienced community leaders into the

schools. Teachers will use programs such as these and other existing programs that are aligned

with the standards to allow students to gain community awareness and pride.

At the very heart of our curriculum program is student writing. Using project based

learning software like The Project Foundry, students must continually journal and report on

their progress as they work toward finished projects. Writing assistance is an ongoing process

as they prepare documents to support their research. Writing with a definite purpose keeps

students on track and encourages them as they work with teachers to craft well-written

documents in all areas of the curriculum. Our Writing Center will help students craft their

work as they are editing and proofreading. Struggling writers are given practical strategies that

allow them to accomplish writing goals. Finished products are a prize to be proudly displayed

within student portfolios.

As we continue to research available resources, we have become aware of materials

such as Carnegie Learning's Cognitive Tutor Algebra I. This textbook resource provides

teachers with lessons that readily pull in math concepts through problems and projects that

involve critical thinking, relevant experiences, and real-life application. Using resources such

as this, teachers will help students master standards in all areas of the curriculum.

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The authentic project based learning approach creates an environment at Coastal

Leadership Academy that will result in students obtaining mastery in content areas but also

valuable instruction and practice in the following areas:

• Study and Research Skills • Individual Learning Styles and Preferences• Collaboration and Teamwork• Oral Communication Skills• Time and Project Management Skills• Integrated Uses of Technology• Conflict Resolution • Portfolio Development • Internship and Apprenticeship Experience• College Advisement and/or Career Planning • Health and Safety Education Requirements • Proper Nutrition Habits• Sustainability Practices

Coastal Leadership Academy also recognizes the value of the below listed 21st Century

Learning Skills which have been identified by the Partnership for 21st Century Learning. Our

Authentic Project Based Learning approach addresses the following skills:

• Creativity and Innovation• Critical Thinking and Problem Solving• Communication and Collaboration• Information Literacy• Media Literacy• ICT (Information, Communications and Technology) Literacy• Flexibility and Adaptability• Initiative and Self-Direction• Social and Cross-Cultural Skills• Productivity and Accountability• Leadership and Responsibility14

14 Partnership for 21st Century Learning. (2009). Framework for 21st Century Skills. Retrieved from http://www.p21.org/documents/P21_Framework.pdf.

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A sample of a Project Based Learning unit is included after the required appendices.

2. School Calendar and Schedule

Coastal Leadership Academy’s academic calendar will meet the state required 180

instructional days. Faculty and staff will have additional days for professional development and

teacher workdays. Our calendar will follow closely to the Horry County School District

calendar. We reserve the right to adjust the calendar or schedule to meet our instructional

needs. See Appendix Item 5

3. General Instructional Strategies and Approaches

Instruction in the CLA Authentic Project Based learning environment requires at a minimum

the following key components:

Teacher Training

CLA recognizes that the success of Authentic Project Based Learning goes beyond the

curriculum to the training of the teachers. Teacher training is a key component to making this

form of instruction possible. Most of us have not studied within a PBL environment so making

sure our teachers understand how to implement this learning system to the fullest is vital to

ensuring success. The everyday use of Common Core State Standards is necessary for CLA

teachers to assure students are on target and working toward mastering goals.

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Student Research

Access to current information is vital to an Authentic PBL environment. Being able to conduct

research and access data to evaluate is tantamount. CLA students will first learn what questions

to ask and then where to find the answers. Critical thinking skills will quickly be worked into

this area.

Technology

Technology plays so many roles in our instructional process. Students will first learn to

organize their work and set goals through software such as The Project Foundry. With the help

of a teacher and possibly parents, students will identify standards to address and work toward

mastery. Next students will use research skills to access relevant quality material available

online to support their projects. Finally, technology will be used as a production tool in the

creation of final project presentations.

Instructional Strategies and Approaches for Core Courses

English and Language Arts

English and Language Arts (ELA) is required for all four high school years. The

Authentic Project Based Learning environment at CLA will focus on state adopted standards that

require students to read, comprehend, analyze, and interpret a variety of literary texts as well as

informational texts in print and nonprint formats as they research information and examples to

include in various types of projects.

Authentic Project Based Learning will require students to conduct in-depth research on

teacher-directed projects. Upper level students will have an opportunity to initiate student-

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directed projects and research. Teachers will require students to use a variety of sources for their

research as well as write for a variety of purposes and audiences. The students will use word

analysis and vocabulary strategies to read fluently as they gather information and read various

fiction and non-fiction materials that are related to the projects.

Writing skills and the writing process will be stressed through writer’s workshops that

incorporate writing strategies used in programs like those from The Institute for Excellence in

Writing. As students are assigned content area writing projects, ELA skills will be utilized to

help students craft quality documents using current technology. With feedback from teachers

and classmates, students will walk through the writing process of editing and crafting a finished

document. Submitted written assignments will be legible, have a clear focus, have sufficient

detail, be coherently organized, use effective voice and correctly use the conventions of written

Standard American English.

Students will be required to clearly communicate findings using various creative formats.

Oral presentation skills and styles will be practiced on a regular basis as presentations are made

before audiences of mentors, parents, community leaders, fellow students and teachers. In both

formal and informal situations involving fellow students, parents, community leaders and

teachers, students will be required to use listening skills to comprehend and analyze information

he or she receives.

Student progress will be monitored through teacher observations using rubrics, portfolio

evidence, on-going self-assessments, pre and post benchmark testing, performance based

assessment, traditional testing methods and/or state standardized testing.

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Mathematics

Due to the nature of mathematics, instruction in this area will require students to master

skills before being able to move to higher levels of instruction. Math textbooks that are aligned

with the state adopted standards are being considered. One such book CLA is currently

reviewing is published by Carnegie Learning. These PBL math book will encourage students to

utilize math skills through projects, investigations, case studies, and other appropriate methods.

Technological resources that better solidify mathematical concepts will be used on a regular

basis in classroom instruction, individual assignments and community service projects.

Students will also be instructed in data analysis as well as the use of scientific calculators,

graphing calculators and available computer software. Use of these skills within project research

is highly encouraged.


checklists, on-going self-assessments, pre and post benchmark testing, performance based


Science

Instruction in the area of life science, earth science and physical science covers the

content addressed by the current state adopted science standards. Authentic Project Based

learning will allow students the opportunity to experience scientific methods and theories in

action. Because CLA is focused on creating a sustainable environment, students will be

encouraged to research and complete projects that have ecological components. Through data

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gathered and presentations prepared, students will be able to go out into the community to share

their findings as well as participate in statewide and/or international scientific communities.

Using scientific inquiry and mathematical analysis, students will pose questions, seek

answers and develop solutions within the projects designed each semester. Student-generated

project work will demonstrate student understanding of basic scientific concepts in the various

realms of science. Students will be encouraged to pursue projects that have relevance to real-life

events within our community.




Social Studies

Students will demonstrate an understanding of the basic historical concepts outlined in

the corresponding standards through project based learning assignments that will include

artifacts such as research papers, presentations, living museums, web-based projects, etc. Our

Social Studies program will include but not be limited to instruction in US History, Government,

Economics, and Geography. Authentic Project Based Learning exposes students to elements of

anthropology, archaeology, philosophy, psychology, religion and sociology through research.

Community members, parents or mentors who have specialized knowledge in the above concepts

will be invited into the school to further increase student awareness and insight. Understanding

how our choices today will affect our world of tomorrow is an underlying theme that will be

woven throughout our Social Studies program.

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Instructional Strategies and Approaches for Courses Required for Graduation

Foreign Language

The state standards set for foreign language will be addressed through our course study,

however, our desire is for our students to realize that the study of foreign language is more than

just graduation credits to fulfill. Through participation in global projects and international fairs,

the value of being able to speak a foreign language will become evident. Students will be

encouraged to use foreign languages in other classes and as part of projects and presentations.

We are currently exploring the possibility of offering instruction in Spanish, Latin,

French and/or Mandarin Chinese. Teacher availability will determine our ability to offer these

subjects. Students may also be able to pursue other languages of interest via distance learning

options.



assessment, and/or traditional testing methods.

Physical Education

The Myrtle Beach area offers tremendous resources when it comes to physical activity.

Currently, we are researching types of activities we will be able to offer. The selection of

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available physical activities will depend greatly on the location of our school facility. Following

the state standards for physical education, our plan is to engage students in activities that will

hopefully go beyond the high school career and help students develop healthy active lifestyles as

adults. Students will also have access to afterschool programs that will offer additional

recreational sport activities. At this time, we also plan to take part in programs like the First

Lady’s fitness program, “Let’s Move.” As a small school environment, our faculty’s

involvement in our fitness program is a huge student motivator for this area of the curriculum.




Computer Applications

This course is designed to introduce students to software applications that are necessary

to live and work in a technologically rich society as well as meet state selected standards.

Mentors within our community will be invited in to demonstrate new uses of technology and

expose students to ideas the future may hold. Keyboarding 5100 or successful completion of

SCDE state keyboarding proficiency exam is a prerequisite for this class. The applications

covered include word processing, database, spreadsheet, and presentation. Other content areas

may include computer hardware, terminology, and concepts. Given the necessary equipment,

supplies, and facilities, the student will be able to successfully complete all of the standards

required by the state of South Carolina.


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Leadership Initiatives

Following the annual progression model set up by the English and Language Arts

standards, our four year leadership program will annually address standards found in the

Professional and Leadership Development Course. Each year, as students progress through the

required leadership courses, grade appropriate materials will be introduced which build upon the

assignments and activities from the previous year(s). All standards will be covered at each

grade level, however, the delivery will vary depending on grade level. Using elements of

programs such as the Junior Achievement Leadership Program and the 4H Leadership Program,

students will learn the leadership skills necessary to be productive citizens of our community.




Instructional Strategies and Approaches for Proposed Electives

Digital Media

This course addresses standards that cover multimedia concepts and applications utilizing

text, graphics, animation, sound, video, and various multimedia applications in the design,

development, and creation of multimedia presentations and publications within an interactive

environment. Students will create a digital portfolio and other independent projects. The

prerequisite for this class is Keyboarding 5100 or successful completion of SCDE state

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keyboarding proficiency examination and one of the following: Approval of the Digital

Multimedia instructor or successful completion of a Computer Applications course.




Entrepreneurship

This course addresses standards designed to provide students with the knowledge and

skills leading to the development of a business plan for small business ownership. An important

elements of the course will include aspects of marketing, staffing, and finance.




Environmental and Natural Resources Management

This course addresses standards that are a combination of subject matter and planned

learning experiences on the principles involved in the conservation and/or improvement of

natural resources such as air, soil, water, and land for economic and recreational purposes.

Instruction also emphasizes such factors as the establishment, management, and operation of

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land for recreational purposes. The sustainability initiatives of our school will be closely tied to

the work completed through this course.




Instructional Strategies and Approaches for General Electives

Webpage Design and Introduction to Art are some electives that have been selected and

could possibly be part of our curriculum; however, electives will be offered according to student

interest and instructor availability. Students may also receive instruction through virtual classes

and dual credit classes that are offered through the SC Department of Education and higher

institutions of learning such as Horry Georgetown Technical College.




4. School Uniqueness

Currently, Horry County School District offers parents several choices for students at the

secondary level. These choices provide a huge advantage for the current students enrolled in

these programs. Needs are being met and individual students are realizing their potential.

However, we feel that there is a portion of the student population that does not qualify for many

of these programs and we would like to offer options for the underserved portion of our students.

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Ninth and Tenth grade students have the fewest school options of all the high school students

throughout our area. These students have outgrown the various sectarian, private and charter

school programs offered in our area which leaves parents with limited choices when students

reach 9th grade.

Programs such as The Scholars Academy and the International Baccalaureate Program

(IB) are designed to meet the needs of academically talented students, however, students who do

not score well on standardize testing are not afforded these options. The Early College High

School makes great strides as it attempts to lead the first generation of many families into a

college career. Unfortunately, there are underserved students who have parents who graduated

from college so this option will not be of benefit to them.

Magnet school alternatives are offered through the Academy for Arts Science and

Technology or the Academy for Technology and Academics. These specialized courses of study

provide outlets for students interested in engineering, art, theater, etc., but there are currently no

slots available for 10th grade students. A STEM program for 9th grade students was added in the

fall of 2011, however, slots for 100 students filled quickly thus further confirming the need for

additional school choices.

With an increase from 4.4% to 6.2% in the dropout rate, there are still secondary students

we must work diligently to reach. For example, we would like to take students ranking below

the 92nd percentile and work with their strengths so they too can have a feeling of success and

accomplishment. Studies have shown that many of these students are very bright but bored with

traditional instruction methods. Our school will work to turn this around and help them find

ways to engage students.

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The environment created within Coastal Leadership Academy offers students in our area

a new choice for high school. Our innovative curriculum strives to transform education while we

weave in the value of healthy lifestyles and as well as a responsibility to care for the

environment. A sense of belonging and school pride is further cultivated through school

uniforms and our student “Empower Hour” luncheons. By bringing in motivated community

leaders, having teachers who are given the freedom to craft their skills, and focusing on the

actual thinking and learning processes, we are offering a high school designed for the 21st

Century.

Coastal Leadership Academy recognizes that in the 21st century, all sorts of leaders are

necessary to make a community successful; therefore we will encourage students to hone their

gifts and talents while obtaining skills needed to become leaders of tomorrow. Coastal

Leadership Academy takes a 21st century approach to education that intertwines the Common

Core State Standards and 21st Century Skills with our Eight Key Schoolwide Components.

Eight Key Schoolwide Components

1. Authentic Project Based Learning

As the backbone of our program, Authentic Project Based Learning is a unique type of

instruction that will allow our students to engage in real world situations that require problem

solving, creative and critical thinking as well as application. This method readily reaches kids

who are less successful in strictly performance based learning and encourages creative thinking.

CLA teachers will participate in trainings and/or professional development offered

through the Buck Institute for Learning to ensure teacher designed courses meet programmatic

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requirements, promote high student achievement, and help students master the Common Core

State Standards.

2. Leadership Initiatives

Our high school leadership initiatives encourage students to strengthen their leadership

skills and step out to make a difference. Public speaking, social etiquette, time management

skills, learning styles, group dynamics, etc. all play a part in helping students attain the

confidence needed to not only be productive members of our community, but to become

knowledgeable leaders who exhibit strength, certainty and assurance.

Through Business Leadership and Environmental Leadership initiatives students will be

exposed to leadership skills as well as see them in practice through involvement in community

service projects, shadowing experiences and internships.

More Leadership Initiatives will be developed as our school grows and student interests

evolve; however, there has been consideration for an Educational Leadership Initiative and a

Public Servant Leadership Initiative. These initiatives may also be altered to reflect State

changes to the Education and Economic Development Act.

3. Small Campus Environment

Currently, the collegiate system in our state offers a variety of learning environments.

Many students entering college have had the opportunity to visit different campuses and explore

various college settings before making a selection. Some students select smaller schools like

Wofford College and Coastal Carolina University, while others are drawn to the larger

institutions like Clemson University and The University of South Carolina. Students and their

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parents should also be allowed to make a similar type of choice for a high school education.

This type of selection is very limited for high school students in our area, and we aim to change

this fact. Coastal Leadership Academy will offer a smaller environment which allows the faculty

and staff to get to know each student on an individual basis.

4. Community Involvement

Community involvement is another key component of our school atmosphere. When

students get involved with organizations and causes, they become informed of local issues and

develop a sense of caring and community pride. Community service projects are designed to

help cultivate in our students a strong perception of civic and environmental responsibility.

5. Mentoring Program

CLA believes that behind every successful leader is someone who has served as an

inspiration, therefore, the fifth component we want to provide is a mentoring program. By

developing relationships with community leaders through programs such as 4H, Junior

Achievement, and Civil Air Patrol, we will be able to provide these valuable connections.

Special “Empower Hour” luncheons that feature community speakers will allow for even more

interaction, motivation and inspiration. Shadowing experiences and Internships will offer

students the opportunity to work alongside community leaders.

6. Sustainability Efforts

Providing a facility that offers environment friendly elements to incorporate into the

curriculum, allows us to immerse students in a sustainable environment that will have an impact

on how they create their work and living spaces in the future.

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7. Healthy Lifestyle Choices

Looking at the student as a whole, we understand that healthy children make stronger

learners. We are planning to provide healthy lunch choices in our Café Verte and hope to

incorporate local produce through the “Farm to School” or similar program. By also

working with programs like the “Let’s Move” initiative sponsored by First Lady, Michele

Obama, or other health initiatives, we will be better able to meet our goals of having healthy

students.

8. Parental Involvement

Our curriculum readily weaves in opportunities for parents to get involved. Students are

encouraged to work with their parents as they design and develop projects for their coursework.

Parent volunteers are a valuable asset to our program and help us provide extra activities we

would not otherwise be able to offer.

Leadership Symposiums

Leadership is not only our middle name, it is a major focus of our program. Each year

students will take part in Leadership Symposiums that will require them to further advance their

leadership skills.

Freshman Leadership Symposium-Planning for Success

Freshman will be required to participate in the freshman symposium as an elective. This

elective assures that all CLA students will have the basic skills necessary to be successful in high

school. Students will put into practice effective time management skills, note taking and research

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skills, presentation skills, and the use of technology as they first learn how to participate in a

project based learning environment. Students will become adept at identifying good leadership

skills. Community Involvement and Mentoring Programs will give students real life experiences

from which to learn. Healthy Lifestyle choices and Environmental Stewardship will be used as

the content for student projects.

Sophomore Leadership Symposium-Community Awareness

The Sophomore Leadership Symposium will focus on community awareness and

developing community relationships. This elective will focus on the student’s role in the

community. Community leaders, mentors and parents will be brought in to help lead students

through learning modules that focus on civic-minded endeavors and what roles students can play

in ongoing environmental and health-based community projects.

Individual Graduation Plans may be revisited during the sophomore year and adjustments

made where necessary. Advisors will also help students find job shadowing assignments that

will reflect student interests.

Junior Leadership Symposium- Project Research

Juniors will complete a Junior Inquiry Project which reflects interests determined within

the Individual Graduation Plan. In the first semester of this elective, students will be asked to

select a career of interest, community initiative, or sustainability effort and begin recording

research about this particular topic through an annotated bibliography. Second semester, the

students will take part in shadowing exercises that will help them better understand various

careers and civic-minded endeavors. Students will learn to write a professional resume as well

as experience the interview process. At the end of the semester, results from the yearlong study

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will be presented in a presentation and research paper. Juniors who have completed these

prerequisites will be eligible for internships within the community during the senior year.

Senior Leadership Symposium-Focus Project

The culminating Senior Focus Project will pull together learning experiences from the

student’s high school career and exhibit student growth. With the help of an advisor, seniors will

build upon research conducted the junior year to further develop the research process. As part

of class assignments, students will synthesize information and create a final project that will

demonstrate independent study. Students will be required to include an essential question, an

annotated bibliography, a research paper, a senior project/presentation and complete an

internship related to the topic. The student will assemble all mastery documentation into a

portfolio and present it before a panel of teachers, administrators and parents as part of a

graduation exhibition. Each presenter will have evaluators who will assess the student’s

products and presentation. The graduation exhibition will be evidence of the student’s ability to

solve problems, organize time and resources, communicate effectively and reflect on themselves

as learners.

Senior Project Elements Independent Study Mentor Approval and Guidance Essential Question Annotated Bibliography Capstone Paper Internship Final Product/Presentation Portfolio

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5. High School Diploma Requirements

a. One Carnegie Unit of credit will be awarded for the satisfactory completion of an

approved course in which a student accumulates of the equivalency of 120 hours, one-half unit is

granted for 60 hours, and one-fourth unit is granted for 30 hours.

b. CLA faculty and staff will work with state officials and the SC Public Charter School

District to ensure that the school’s instructional program meets or exceeds the student academic

standards adopted by the State Board of Education. CLA teachers will have access to copies of

and will be fully cognizant of the state’s Academic Standards for the applicable grades

(http://ed.sc.gov/agency/offices/cso/).

The standards for each subject area listed within the standards section have been taken

from the Common Core State Standards and subject area standards approved by the SC

Department of Education when available. Updates will be made in the future to correspond to

any changes adopted by the SC Department of Education.

Prior to the beginning of every academic year the CLA Governing Board, Principal,

and/or Staff will review course curriculum and work with the State, if needed, to revise and

update any changes that need to be made to ensure the school is meeting or exceeding the most

recent student academic standards adopted by the State Board of Education.

c. CLA will determine whether all students are achieving and attaining the academic

standards through various assessment strategies extensively outlined under Student Assessment.

Student progress and performance information will be gathered and monitored throughout the

school year. These methods may include, but not be limited to:

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Teacher Observations and Rubrics: Teachers document student mastery of

curriculum standards through classroom observations and rubrics. Students may

reflect on this data as part of their self-assessments.

Student Portfolio with checklist: An evolving collection of student work

documenting individual student progress. A checklist is included to evaluate

contents.

Student Self-Assessment: Students set goals and document progress with authentic

examples and reflect on educational growth. Individual Graduation Plans mandated

in the SC Education and Economic Development Act will be part of this

assessment.

Benchmark Assessments: Pre-testing/ Post-testing will assist teachers in effectively

planning for teaching and providing benchmark data to gauge student advancement.

Students may reflect on this data as part of their self-assessments.

Curriculum Related Tests: Includes traditional classroom tests such as true or false,

multiple choice, short written responses, and essays. Students may reflect on this

data as part of their self-assessments. These assessments will be tied to the

academic standards where applicable.

Performance Assessment: students demonstrate their use of knowledge and skills

which are evaluated using a checklist. Students may reflect on this data as part of

their self-assessments.

State Standardized Testing: When applicable, the High School Assessment

Program (HSAP) will be required along with the State End of Course Tests Exam

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Program (EOCEP) for Algebra 1, English 1, Physical Science, US History and the

Constitution, and Biology 1.

Coastal Leadership Academy will offer a South Carolina State High School Diploma.

All grades will be awarded using the SC Uniform Grading Scale .

The minimum requirements for earning a high school diploma are outlined below. All students

will meet with a faculty advisor at least once a year to assure the necessary credits and classes for

graduation are on track. To receive credit for a course requiring an EOCE, CLA must take and

pass the appropriate tests through the EOCEP. A passing grade on the HSAP test is also

necessary for graduating students. (Additional information on EOCEP testing and HSAP is

available under the assessment section).

Minimum Requirements for Graduation

English 4 UnitsMathematics(Including at least Algebra 1, Algebra 2 and Geometry) 4 Units

Science(Must include Physical Science, Chemistry, Biology) 3 Units

U.S. History 1 UnitAmerican Government 1/2 UnitEconomics 1/2 UnitElective Social Studies 1 UnitPhysical Education or Civil Air Patrol 1 Unit

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Computer Science (at least ½ unit needs to be completed in word processing/keyboarding and ½ unit needs to be in computer science)

1 Unit

Foreign Language(3 units are recommended) 2 Units

Leadership Symposiums 4 UnitsElectives 2 UnitsMinimum Total: 24 UNITS1 unit = 2 semesters or 120 hours ½ units= 1 semester or 60 hours

Honor Graduates

To be named first or second honor graduate, a student must, at a minimum:

- have been enrolled in the school for the entire senior year

-have the highest weighted grade average for junior and senior year

-have the highest GPA in the senior class at the end of the third 9 week grading period

In the event two or more students tie, the students would share the honor.

SC Scholarships

CLA will provide all necessary data to state reporting agencies for eligible students to

receive SC scholarships.

Coursework Levels

Coastal Leadership Academy plans to offer a mix of College Prep, Tech Prep,

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Honors, Advanced Placement and Dual Credit courses. Honors, AP and Dual Credit

courses are more demanding and will receive additional numerical weighting calculating

the students' Grade Point Ratios based on the South Carolina Uniform Grading Scale.

These courses should not encourage a student to graduate early, but should extend course

opportunities at the high school level so that the student is better prepared for advanced

studies. Students must meet prerequisites for enrollment in these courses. In some cases,

students may wish to enroll in a course for which they do not meet the defined

prerequisites. The principal may waive the prerequisites in these exceptional cases after

appropriate conferences have taken place with the student, parent(s), teacher(s) and/or

guidance counselor.

-Honors Courses

Honors courses receive an additional .5 weight on the South Carolina Uniform

Grading Scale. Honors courses are intended for students exhibiting superior abilities in

the course content area. The honors curriculum will place emphasis on critical and

analytical thinking, rational decision-making, and inductive and deductive reasoning.

Independent projects are an integral part of the honors curriculum. An honors course will

have a syllabus and course materials that document rigor that is sufficiently beyond

college prep and tech prep requirements.

-Advanced Placement Courses

Advanced Placement courses are designed for students ready for college level

academic work. This program is operated by the College Board, which defines course

curriculum, provides teacher training, and administers a national standardized

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examination for each course. By South Carolina regulation, students enrolled in an AP

course funded by the state MUST take the AP test administered by the College Board.

Most colleges award college credit to students who earn at least a rating of "3" out of a

possible "5" on the examination while others require a score of "4". Some colleges

require successful completion of AP courses for admission to the college and do not

award credits toward the college degree. Parents and students will be advised to check

with colleges for details. The student's grade for a high school Carnegie unit will be

based on the teacher's course grades and the course grade will receive an additional

weight of 1 on the South Carolina Uniform Grading Scale. Course selection will be

determined by the qualifications of our teachers on staff. Online AP classes may also be

accepted for course credit.

-Dual Credit Courses

CLA plans to work collaboratively with Horry Georgetown Technical College to offer

college courses through their PACE program. Tuition and other college course fees shall

be at the expense of the student or his/her parents or legal guardians. A three-hour college

course shall transfer as 1/2 Carnegie unit at the high school. These courses receive an

additional weight of .5 on the South Carolina Uniform Grading Scale. With the approval

of the principal, students may receive dual credit for online courses if similar

requirements of traditional courses have been met.

6. IDEA Compliance

Coastal Leadership Academy will comply with the Individuals with Disabilities Act,

Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act. Furthermore,

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CLA will demonstrate adherence to the following legal principles, outlined in the above-

mentioned legislation:

zero rejection of students with disabilities;

individualized education program;

free appropriate public education;

least restrictive environment;

due process and parental involvement; and;

nondiscriminatory evaluation.

a. Student Identification, IEPs and Transition Services

CLA will comply with all applicable laws/regulations and the

policies of the SCPCSD as they relate to identifying students with special

needs, developing individualized education programs, and providing

related and transition services. CLA may employ faculty or contracted

service providers of their choice to carry out the above stated

responsibilities. CLA will identify a lead special education liaison who

will maintain contact with the SCPCSD concerning special education

matters. An intervention team will be established to handle any students

who are referred. CLA has acquired a copy of the complete special

education referral process required by the SCPCSD to identify students

and will follow these requirements in the special education identification

process. Complete plan available upon request.

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b. Services and Placement

CLA will provide a continuum of services in order for to meet the

individual needs of its students. In situations when placement is a

concern, the CLA staff will work with the director of special services for

the SCPCSD to ensure that a FAPE is afforded to every child.

c. Transition Services and Assisted Technology

CLA will address and implement transition services and assisted

technology needs by the process described in the Individuals with

Disabilities Education Act and the SC regulation for special education

services. The student’s IEP team will determine the extent of transition

services and/or the need for assisted technology. To comply with the

current regulation of South Carolina, transition services will be addressed

in the IEP when the student turns thirteen years old, or sooner if

determined by the IEP team. Transition services will focus on transitional

needs related to the child’s course of study or functional needs. The IEP

team will recommend and coordinate experiences and opportunities that

will prepare the student for post-school activities. The need for assisted

technology services or devices (e.g. an item, piece of equipment, or

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product used to increase, maintain or improve functional capabilities of

students with disabilities) will be identified by the student’s IEP team. To

carry out the above stated responsibilities, CLA may contract with the

providers of their choice.

v. Virtual Schools (complete only if your proposed charter school is virtual) Not Applicable

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b. Student Assessment

i. Student Achievement and Progress Evaluation

Evaluating Student Achievement

Coastal Leadership Academy will focus on student-centered accountability. This

type of assessment focuses on the achievement of the individual rather than merely

comparing tests scores to other students. Test scores will not be excluded, but rather used

in context. Our focus is to locate areas of poor achievement and to offer strategies to

improve in this area.

CLA teachers will continually monitor student progress based on the current

standards adopted by the SC Department of Education. The curriculum is designed to

effectively align our learning philosophy and the state standards while allowing students

the opportunity to master the standards.

Using software such as The Project Foundry, student progress and performance

information will be collected and analyzed to monitor instructional effectiveness at the

student, classroom, and school levels. Coastal Leadership Academy will utilize a

multitude of instruments to assess student learning and growth. Teachers will also use

previous records; along with new assessments to determine the appropriate placement

within our educational program. Coastal Leadership Academy will assess student

learning and growth by using several types of assessments that may include, but are not

limited to:

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Curriculum Pre- and Post testing: Pre- tests assist the teacher in identifying

what students know and provide benchmark data. Post- tests assist the teacher in

identifying what the students have learned and provide benchmark data. These

test include traditional classroom test formats such as multiple choice, true/false,

short answer, diagrams, and essays.

Oral and written assessment: By using a combination of oral and written

assessments, teachers will ensure that different learning modalities are covered.

Oral assessments can be done very quickly to judge the basic level of

comprehension. Written assessments give feedback that can be revisited to

determine student progress.

Portfolio and work samples: Student portfolios will highlight authentic student

work, demonstrate student growth and competencies over a period of time, and

serve as data for future teachers. The process of developing a student’s portfolio

will involve the teacher, the student, and the parents in the assessment process.

Students work samples may be assessed individually and also included in a

portfolio.

Self- Assessment: The Project Foundry software makes this form of evaluation

an ongoing process. Students track their own progress toward the mastery of

standards as they work on projects. Along with teacher and peer assistance,

students are aware of what they are learning and why they are learning it. Self-

reflection components will also allow students to learn more about how they

learn.

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Rubrics: Teachers assess the performance of students based on specific tasks,

dimensions, and criteria. They list the dimensions of the performance to be

assessed, and the specific criteria used to evaluate each dimension. By describing

what each criterion looks like at various degrees, the teacher not only creates a

framework for fair, objective grading, but also conveys expectations to the

students. Various rubrics are available through the Buck Institute for Education’s

Educator’s Database. Student mastery of the state adopted standards is assessed

with the completion of each project based learning cycle, teachers and students

check for achievement using a 4-tired rubric:

Standards Based Rubric Levels:

Level 4- Exemplary (fully meets criteria)

Level 3- Proficient (adequately meets criteria)

_____________Mastery Line_______________

Level 2- Approaching Proficiency (sometimes meets criteria)

Level 1- Evidence of attempt (seldom meets criteria)

Teacher observations, checklist, and anecdotal records: These simple teacher

assessments can provide a multitude of data on a specific student, a group of

students, or the class as a whole. The benefit is that these assessments are

generally quick and completed frequently. Teachers may redirect learners or

classroom instruction based on data gathered.

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Performance Based Assessment: Student mastery is determined by the student’s

ability to perform an authentic task. Students readily demonstrate their use of

acquired knowledge and learned skills.

State-mandated Assessment

Students will be required to participate in the SC End of Course Examination

Program (EOCEP) and the High School Assessment Program (HSAP) as are required by

other public school students in the state of South Carolina.

End of Course Examinations will be required for students desiring credit for

Algebra 1, English 1, US History and the Constitution, and Biology 1(or as amended by

the state). These examinations will count toward 20% of the students’ grades in these

courses.

HSAP Testing will be administered to eligible students as outlined in the

following SC Department of Education document (or as amended by the state):

Fall

Students beyond the second year after their initial enrollment in the ninth grade take the test(s) needed to meet the requirement for a South Carolina high school diploma.

Spring

Students in the second year after their initial enrollment in the ninth grade take both tests. Students beyond the second year after their initial enrollment in the ninth grade take the test(s) needed to meet the requirement for a South Carolina high school diploma.

Summer

Following a remediation program in summer school, a summer administration of the HSAP may be offered to students whohave not passed the exit examination and who are planning to graduate before the beginning of the next school year. All accommodations and modifications for students with disabilitiesand students with limited English proficiency available during the spring administration are available for the summer administration.

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Exceptions Applicable to all Administrations 1. For students with disabilities who have an individualized education program (IEP) and who have taken both parts of the HSAP at least once and who meet all of the conditions listed below, the IEP team will determine on an annual basis the student’s participation in the HSAP.

a) The student failed to pass any part of HSAP during the initial administration. b) The student has not earned any Carnegie units in the core curriculum (English language arts, mathematics, science, and social studies). c) The student is not enrolled in a course in the core curriculum required for high school graduation. Students who miss the initial administration of any part of the HSAP must be scheduled to take that part in the next administration.

2. Students who meet the Participation Guidelines for Alternate Assessment will not take the HSAP tests, but will take the alternate assessment as appropriate to their age.

Additional Testing Programs:

SAT

All students attending CLA will be strongly encouraged to take the Scholastic Aptitude

Test (SAT). Students planning to attend college may be required to take the SAT. SAT

preparation classes may be offered to students as a way of familiarizing students with

SAT testing methods.

PSAT

Juniors may elect to take the PSAT. The PSAT (Preliminary Scholastic Aptitude/National

Merit Scholarship Qualifying Test) has two primary purposes. It introduces a student to

the organization and question types found on the SAT. Students gain test-taking skills

and can use their PSAT scores to predict their scores on SAT. The junior year scores are

also used in selecting semi-finalists for the National Merit Scholarship awards and the

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National Achievement Scholarships. Several colleges use PSAT for determining early

admissions, and programs such as the Governor's School use them in the selection

process.

ii. Performance Goals Timelines

Coastal Leadership Academy will meet or exceed the expectation of Adequate Yearly

Progress as established in the Elementary and Secondary Education Act (ESEA) formerly

known as and more commonly called No Child Left Behind (NCLB). We are aware that the SC

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Department of Education is currently working on a waiver that is designed to slightly alter the

AYP established by ESEA that will keep the expectation of education high yet with a

reasonable amount of attainability. CLA will establish benchmark levels for students according

to the State Adequately Yearly Progress (AYP) requirements from NCLB, in all subgroups

beginning in August of 2013. Coastal Leadership Academy will adopt the same performance

standards and timeline that the South Carolina Department of Education has set forth to make

AYP. Coastal Leadership Academy will work with the SCPCSD to make amendments if

necessary to reflect changes in the current ESEA regulations.

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

0

10

20

30

40

50

60

70

80

90

100

33.3

52.3

71.3

90.3 100

30

50

70

90

Adequate Yearly Progress Objectives for S.C. High Schools

ELA Math

School YearPerc

ent M

eetin

g St

anda

rd

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(South Carolina Accountability Workbook :Revisions as approved by the United States

Department of Education on June 9, 2010)

AYP Calculations

Adequately Yearly Progress (AYP) is met if all of the participation and performance

objectives are met. Prescribed subgroups each have participation and performance objectives

for both the Math test and the English and Language Arts test. The subgroups include: Total

Students; Ethnic Categories- White, African-American, Hispanic, Asian, American Indian;

Disabled Students; LEP Students; Students who receive subsidized meals.

A subgroup must meet the participation objectives if there are at least forty students in

the subgroup. The subgroup must meet the performance objectives if there are at least forty

students in the subgroup (50 for the LEP and disabled subgroups) who have been enrolled the

entire year and have taken the State assessment.

Performance Calculations:

Graduation Rate

South Carolina has identified Graduation Rate for high school students as its second

performance criterion. Graduation rate is the percent of students who enter the ninth grade for

the first time four years earlier and received a State High School Diploma. The state will

identify students who should have received diplomas as:

1. Students enrolled at the school with the appropriate code in the 9GR field in

the SASI/PowerSchool Supplemental Atom.

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2. Students on the previous year’s graduation list published by the Accreditation

Section of the SDE Office of School Quality who appeared as ninth graders four

years earlier and who did not appear as ninth graders five years earlier.

3. Students who appear on a Dropout Report from the school in any of the

previous three years (or listed as a dropout on SASI/PowerSchool during the

current year). Students who appeared as ninth graders four years earlier and who

did not appear as ninth graders five years earlier.

Graduate Reporting

The students who received State High School Diplomas and are reported include:

1. The names of students in this group appearing on the school reports

who received State High School Diplomas in the current year.

2. Students who graduated early are identified from the previous year’s

graduation list published by the Accreditation Section of the SDE Office

of School Quality.

Graduation Rate

The graduation rate is the number of students who received a State

Diploma divided by the number who should have received a State Diploma.

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Federal regulations require that the graduation rate is used whenever a school has

12th graders.

CLA’s expected yearly progress will meet or exceed the AYP as established in ESEA.

The following information depicts CLA’s projected progress toward meeting each objective.

Goal 1: To increase graduation rates for Coastal Leadership Academy students and

provide transitions into successful post-secondary endeavors.

Objective 1.1 91% of seniors who have been enrolled at CLA for at least 2 years,

exempting students whose IEPs indicate otherwise, will graduate on time.

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2013-2014 NA2014-2015

2015-20162016-2017

2017-2018

85 87 89 91

On Time Graduation Rate % of Students Graduating on Time

Assessment: The graduation rate will be determined by the number of students who

received a State Diploma divided by the number who should have received a State

Diploma.

Objective 1.2 95% of Coastal Leadership Academy seniors will explore prospective

careers and participate in an internship program which will develop relevance between

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course work and potential careers.

2013-20142014-2015

2015-20162016-2017

2017-2018

75 80 85 90 95

Senior Career Inquiry and Internships% of Seniors Participating in Career Inquiry and Internships

Assessment: Student achievement of this objective will be assessed through but not

limited to portfolio evidence, student self-assessments, and Individual Graduation Plans.

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Objective 1.3 90% of Coastal Leadership Academy seniors will apply to college, join

the military or seek meaningful employment.

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

7075

8085

90

Post-Graduation Transitions% students with plans for college, military or career

Assessment: The above percentages will be calculated based on data collected through

the Individual Graduation Plans.

Goal 2: To support academic excellence for all Coastal Leadership Academy

students using an authentic project based learning curriculum that offers

opportunities to achieve academically, construct knowledge, and think critically and

creatively.

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Objective 2.1 Objective 2.1 Using an authentic project based learning curriculum,

students will demonstrate proficiency level or higher in critical and creative thinking.

2013-2014 2014-2015

2015-20162016-2017

2017-2018

75 77 79 81 83

Ability to Think Critically and Creatively

% of Students Demonstrating Proficiency Level

Assessment: Using a teacher created rubric similar to the Project Based Learning Rubric

(see page 27), teachers will assess and record the achievement level of students within a

project based learning environment.


demonstrate at proficiency level, the ability construct knowledge using individual

learning strategies and contextually appropriate resources.

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2013-2014 2014-2015

2015-20162016-2017

2017-2018

75 77 7981 83

Ability to Construct Knowledge% of Students Demonstrating Proficiency Level

Assessment: Using a teacher created rubric similar to the Project Based Learning Rubric

(see page 27), teachers will assess and record the achievement level of students within a

project based learning environment.

Objective 2.3 81% of second year students enrolled at CLA will pass the South

Carolina High School Assessment Program (HSAP).

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2013-2014 2014-2015

2015-20162016-2017

2017-2018

81 83 8587 89

Students Passing HSAP□% of second year students passing HSAP test

Assessment: Coastal Leadership Academy second year students scoring 200 on

both sections of the HSAP test will be considered passing.

Goal 3: To immerse students in activities, projects, and experiences that enhance leadership skills,

augment community involvement, encourage environmental stewardship and promote healthy

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lifestyle choices.

Objective 3.1 Coastal Leadership Academy will offer opportunities that foster leadership

capabilities and a sense of civic pride among students.

2013-2014 2014-2015

2015-20162016-2017

2017-2018

70 75 80 85 88

Leadership and Civic Involvement % of Students Participating in Leadership and Civic Activities

Assessment: Evidence of student leadership capabilities and civic pride will be measured through

student portfolio evidence.

Objective 3.2 Coastal Leadership Academy will heighten student awareness of

environmental stewardship and healthy lifestyle choices.

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2013-2014 2014-2015

2015-20162016-2017

2017-2018

70 75 80 85 90

Environmental Stewardship & Healthy Lifestyles

% of Students Participating in Environmental & Healthy Lifestyles Activities

Assessment: Evidence of environmental stewardship and healthy lifestyle choices will be

measured through student portfolio evidence.

iii. Academic Assistance

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CLA seeks to create a learning environment that is capable of accommodating each

student’s individual differences, learning styles, and current academic development. Authentic

Project Based Learning allows teachers to review ongoing student progress and identify areas of

weakness that would inhibit mastery. With each project cycle, student mastery of the standards

is assessed as teachers and students check for achievement using a 4-tired rubric. Intervention

is necessary if the student falls in the bottom two tiers.

Standards Based Rubric Levels:

Level 4- Exemplary (fully meets criteria)

Level 3- Proficient (adequately meets criteria)

_____________Mastery Line_______________

Level 2- Approaching Proficiency (sometimes meets criteria) Needs Intervention

Level 1- Evidence of attempt (seldom meets criteria) Needs Immediate Intervention

In areas where a deficiency is detected, the teacher, student and parent, when applicable,

will together develop a first level intervention plan for the student to receive specific skill

development instruction designed to eliminate the noted skill deficiencies. Constant monitoring

and evaluation will be used to assess if low performance is indeed improving. CLA plans to

offer additional before and/or afterschool tutoring for students failing to meet proficiency

criteria.

If the area of deficiency is not brought to mastery levels within a reasonable amount of

time, an academic intervention plan will be created by an intervention team. The team will

monitor progress and make changes to the intervention plan to assist the student in attaining

mastery level. This team will be comprised of but not limited to CLA staff, student, parents, if

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applicable mentors and tutoring volunteers. Continuous feedback to students and

communication with parents is a critical component in reaching our goals and helping each

student attain his or her potential.

Operational Plan

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a. Budget and Accounting System

i. Annual Budget

The Governing Board will determine the business and financial services protocol for

Coastal Leadership Academy. Currently, the Charter Committee is exploring alternatives for our

financial management (outsourcing, in-house) and will ultimately select the process that best

suites our fiscal needs as well as establishes us as sound stewards of public funds. Our budget

has been prepared in accordance with State Department of Education (SDE) Financial

Accounting Handbook, with reference to the Funding Manual and the Single Audit Guide. The

Governing Board will adopt an Annual Operating Budget during June preceding start of the

Fiscal Year and will receive and approve Monthly Financial Statements during the operational

Fiscal Year.

i. Annual Budget

Our spreadsheet formatted, Five-Year Budget can be found under Appendix Item 7.

1. Revenues

i. Revenue account codes used in the attached budget (Appendix Item 7.1) are in

accordance with the Financial Accounting Handbook for South Carolina school

districts

ii. Documentation from the SDE of estimated revenues in accordance with the

allocations in S.C. Code Ann. § 59-40-140(A)-(D) is attached as Appendix Item 7.2

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iii. Our revenues do include grant revenue; specifically, the Charter School Program

(CSP) Grant, Implementation Phase for both year 1 and year 2. During the 2008,

2009 and 2010 award cycles, 40 applications were submitted and 28 grants were

awarded. This is a 70% award rate and we consider this solid evidence that supports

our assumption. Evidence that the projected funds are likely to be received is found

in actual award data provided by the SC Department of Education.

At the present time, the RFP for the 2012 grant cycle has not been published:

however, our assumption is that those terms will mirror the 2011 RFP. The RFP

document is available through the SC Department of Education website and the

Charter Schools Office.

In accordance with the recommendation from the Charter School Office, we

have reviewed our attached Five Year Budget and we have prepared a contingency

budget that removes CSP Grant revenue. This budget is available upon request.

2. Expenditures

i. Expenditure Account Codes.

Expenditure account codes used in the attached budget are in accordance with the

SDE Financial Accounting Handbook for South Carolina school districts.

ii. Anticipated Expenditures

Anticipated expenditures follow the same budget codes (Fund, Function, Object)

that are required of school districts operating in South Carolina. Costs associated

with planning, implementation, and continued operation are included.

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3. Budget and Accounting Management

The Governing Board will be responsible for the fiscal management of the school.

As stated above, the Charter committee is researching fiscal management options.

Currently we have the assistance of Kelley-Moser Consulting, LLC during the

Application Phase of our charter initiative:

Bill MoserKelley-Moser Consulting, LLC150 Harbor Glen DriveLexington, SC 29072

Office: 803-808-0338Mobile:803-227-9421Fax:[email protected]

ii. Annual Audit

Our annual audit is a statutory requirement; accordingly, we will comply with all

of the aspects of this mandate. We have reviewed the Single Audit Guide in detail, to

include current Highlights, Technical Notes, Audit Requirements, and appropriate

information in the Compliance Supplement. To this end, we are knowledgeable of the

compliance requirements and suggested audit procedures.

We will attempt to solicit at least three bids from independent Certified Public

Accountant firms and we will select the firm that best meets our needs. The audit will

engage our financial and administrative operations and will – in compliance with the law

—be conducted in the same manner as all schools in the South Carolina Public Charter

School District.

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mailto:[email protected]

We will adhere to accounting, reporting, and auditing procedures which are those

for all public schools operating in South Carolina by:

d. Establishing policies and executing the corresponding internal fiscal control

procedure to properly account for all revenue and expenses as directed in the

Financial Account Handbook and Funding Manual.

e. Maintaining appropriate records on a by-transaction basis thereby establishing our

financial management system as “audit ready” at the conclusion of any given

transaction.

f. Making required reports (on-call, monthly, quarterly, annually) to appropriate

agents and agencies.

g. Ensuring that all accounting, reporting, and auditing procedures and requirements

will comply with the published specification of the Office of District Auditing and

the Field Services contained in the (a) Single Audit Guide, (b) Financial

Accounting Handbook, and (c) Funding Manual.

h. The Governing Board receiving, reviewing, and approving the Auditor’s Report

prior to the official reporting.

iii. Pupil Accounting System

In accordance with the guidelines set forth by the South Carolina Accounting Manual and

the South Carolina Student Accountability Manual, we will adhere to the reporting procedures,

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policies, and regulations that apply to all public schools in South Carolina. Reports will be

maintained and filed according to state and federal requirements.

iv. Negotiated Services Documentation

Currently we have not negotiated specific services with outside vendors. The Charter

Committee is currently researching options (in-house, out-sourcing) for fiscal services, food

services, custodial services, maintenance, curriculum, library and media services, pupil

transportation services, and the like. We will thoroughly review all options and proceed with

the protocol that best meets our financial needs and best set us as sound guardians of public

funds. CLA plans to negotiate services for certain special education services, as addressed in

early sections. These services can be obtained through providers of our choice.

As prescribed in the Memorandum of Agreement for 2012-2013 between the SCPCSD

and sponsored charter schools, as needed assistance from the SCPCSD will be offered in the

areas of Assessment, Curriculum and Instruction, Facilities, Federal Programs, Finance,

Human Resources, Public Relations/Grants/Fundraising, Special Services (IDEA and 504), and

Technology. See Appendix Item 8

b. Governance and Operation

i. Non-Profit Corporation Status

Please see Appendix Item 9 for the following documents:

Articles of Incorporation Appendix Item 9.1

Bylaws Appendix Item 9.2

Proof of South Carolina Non-profit Corporation Status Appendix Item 9.3

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ii. Governing Board1. Election

The Governing Board will be elected annually by October 31st of each year. Any

parent/guardian of currently enrolled students of Coastal Leadership Academy may

be nominated to serve, as well as other community members and educators.

Nominations are to be submitted by the deadline set each year. Employees will be

given one vote. Parents or guardians of a student shall have one vote for each student

enrolled in the charter school (Section 59-40-50 of the Charter School Act of 1996).

The deadline for voting will clearly be stated on the ballot form. At the first board

meeting of the newly elected directors, the Board of Directors will elect officers. The

elected governing board will be re-elected annually unless otherwise allowed by SC

Charter School laws.

2. Dissolution The newly elected Governing Board of Directors will convene its first meeting in

compliance with the CLA bylaws. At that time, the authority of the Chartering

Committee will transfer to the Governing Board and the Chartering Committee will

be dissolved. Board terms will run for one year unless otherwise allowed by charter

law.

At a minimum, board members will be required to:

• Attend a Board Training session either in person or via Webinar. Verification of

compliance will be kept on file.

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• Read the chartering document and be familiar with the rules and guidelines set up

to operate the school.

• Read the CLA bylaws.

• Read the SC Charter School Law

• Read the Parent, Student and Teacher Handbooks

• Regularly attend monthly board meetings and when appropriate Standing

Committee meetings.

• Act as a school representative when necessary

• Inform the board of any potential conflicts of interest, whether real or

perceived, and abide by the decision of the Board related to the situation.

3. Board Authority

The Governing Board of Directors is extremely important to the success of

Coastal Leadership Academy. CLA is a non-profit corporation and by law, the board is

the governing entity. The board is responsible for hiring a head administrator to run

the day to day business and will work alongside the administrator to assure that the

school runs according to SC Charter School Act of 1996 as well as the guidelines set up

in the chartering document. Individual members of the Board will be responsible for

actively participating in the work of the board and the life of the school.

Coastal Leadership Academy’s Governing Board of Directors will be responsible

for governing, not managing, the school. Board members will ensure that Coastal

Leadership Academy’s academic programs are consistent with the school’s mission

and are successful in educating all students, and school funds are properly managed

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and accounted for. Board members will also develop and evaluate school policies to

ensure that they are lawful, fair, and provide appropriate protection and opportunity

for everyone involved with the school.

The Governing Board will assume the following responsibilities:

i. Employ and contract with teachers and nonteaching employees.

ii. Ensure that teachers, whether certified or noncertified, undergo the background

checks and other investigations required for certified teachers, as provided by law,

before they may teach in the charter school;

iii. Contract for educational services

iv. Develop pay scales, performance criteria, and discharging policies for its

employees;

v. Approve all other matters related to the operation of the charter school, including

budgeting, curriculum, and operating procedures

vi. Ensure that the charter school will adhere to the same health, safety, civil rights,

and disability rights requirements as are applied to all public schools operating within

the South Carolina Public Charter School District.

vii. Within one year of taking office, all persons elected or appointed as members of a

charter school board of trustees shall complete successfully an orientation program on

the powers, duties, and responsibilities of a board member including, but not limited

to, topics on policy development, personnel, instructional programs, school finance,

school law, ethics, and community relations. The orientation must be provided at no

charge by the SC Department of Education or an association approved by the SDE.

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The Board will have the responsibility of:

• Conducting a lottery for admissions, if required

• Ensuring that the administration, faculty and staff are trained in the unique

methods of teaching and assessment of achievement outlined in this

application;

• Developing and implementing a series of fundraising campaigns to ensure

continued financial sustainability for the school;

• Ensuring that CLA meets or exceeds the same minimum student attendance

requirements as are applied to all public schools;

• Adhere to the same financial audits, audit procedures, and audit requirements as

are applied to all public schools;

• Appeal to the Sponsor with regard to any material revisions of the terms of the

charter, with the understanding that the revisions may only be made with the

approval of both parties.

• Establish or dissolve ad-hoc committees to deal with specific issues or tasks

outside of the Standing Committee responsibilities, as deemed necessary.

In addition, Board members are expected to:

• Be trustees of the values, principles and monies of Coastal Leadership

Academy, with an unwavering belief in the Mission;

• Have a clear understanding of the charter promises and other lawful obligations;

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• Have clarity with regard to the roles and responsibilities of the Board,

individual Board members, Standing Committees, the school Principal, the

faculty, and the Sponsor;

• Recruit, hire, support, and evaluate the performance of the school’s Principal;

• Ensure effective planning and policy-making;

• Ensure adequate resources;

• Effectively govern the school’s resources;

• Determine, monitor, and strengthen the school’s programs and services;

• Enhance Coastal Leadership Academy’s public standing;

• Ensure legal and ethical integrity;

• Maintain accountability to the students, parents, faculty, community, and

Sponsor;

• Be results oriented.

• Believe in and be an active advocate and ambassador for the values and

mission of Coastal Leadership Academy

• Work with fellow Board members to fulfill the obligations of the Board;

• Behave in a way that clearly contributes to the effective operation of the Board;

• Keep informed about the school and its issues;

• Actively participate in the majority of fundraising events annually;

• Serve as the Chair for a Standing Committee if needed

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4. Freedom of Information Act

Coastal Leadership Academy will comply fully with Title 30, Chapter 4 of the South

Carolina Freedom of Information Act (hereafter sometimes referred to as FOIA).

Meetings of the Board of Directors will be held at least eleven (11) times a year and

conducted by the Board of Directors in accordance with all provisions of the current law

and any amendments as they may be enacted. Only those matters prescribed in

Section 30-4-70 of FOIA will be discussed in executive session.

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Service Consultants

Charter School Executive Director(Principal)

School Staff Service Vendors

Students

School Organizations

Coastal Leadership Academy, Inc.

EducationCommittee

BusinessCommittee

GovernanceCommittee

FacilitiesCommittee

Faculty

iii. Administrative Structure

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Principal

Responsibilities may include, but not limited to:

Will ensure compliances with all school policies

Carry out the mission and create the culture for the charter school.

Direct the institutional focus on student achievement with a school culture that

maintains a relentless focus on motivating students to achieve academic results

and encourages collaboration to meet the full range of student needs.

Develop, refine, and provide input into the implementation of the school’s

academic program.

Recruit competent, team-centered teachers who possess the requisite subject-area

expertise, understand and can implement project based learning curriculum and

have demonstrated success in working with high school age students to prepare

them to be highly competitive future academic endeavors.

Develop a system for ongoing evaluation of teacher performance and professional

development that is linked with measurable results.

Collaborate closely with other school leaders to plan and prepare for academic,

social, fiscal, and other transition issues.

Work with the board and the community to create a sustainable charter school that

utilizes all available resources.

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Contribute to the creation of the school’s extracurricular, intervention, service

learning, and enrichment programs.

Ensure that all grant and funding requirements of the school are met with goals

and objectives appropriately measured and assessed.

Build and maintain systems for managing information and communications such

as scheduling and student management; developing the budget and tracking

expenditures.

Ensure that accurate and current student records are maintained according to the

established recordkeeping format.

Assistant Principal:

In year 2, a part-time Assistant Principal will most likely be hired depending on

available finances. Duties and responsibilities will be assigned as deemed necessary

by the Principal to improve student achievement to the help meet the school’s

educational goals.

Administrative Assistant:

The Principal will assign appropriate administrative tasks to the Administrative

Assistant to ensure the proper management of the student achievement data and fiscal

reporting records. The Administrative Assistant will help run the day to day

operations of the school, allowing operations to run smoothly throughout the day.

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Guidance Counselor

The Principal will assign appropriate responsibilities to the Guidance Counselor, including

those mandated by state laws, to promote student achievement.


Promotion of mission and vision of the school through positive interactions with

students, parents, staff, and community.

Support of the charter and philosophy of the school in all work activities.

Use of technology and equipment provided to assist and support student learning.

Contributions to IEPs as required

Help implementing IEPs for each student evaluated and identified as requiring

Special Education services.

Provides individual and group counseling as appropriate

Provides referrals to outside agencies as appropriate

Assists with lesson planning to accommodate IEP curriculum.

Monitors student progress

Enforces rules, regulations, and policies approved by the Governing Board and

required by law.

Works collaboratively with the teachers, psychologist, students, parents, and

administrators to assist in meeting the diverse needs of the students.

Implements directives and all other duties as assigned by the Education Service

Provider.

Attends meetings and professional development activities as requested or

required.

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**As growth and finances permit, these functions may be broken into separate roles for additional positions

iv. Parental, Community, and Educator Involvement

The CLA governing board of parents and/or guardians and the hired professional

educators will work together as a team to effectively run the school. Each group has a role to

play in how the school is governed and operated. The governing board forms policies that help

make the day to day operations possible. The professional educators are encouraged to give

input on school needs that are determined during daily operations. CLA plans to foster the

development of a parent support group or club that will be in place to assure the students have

extras that are not already provided for within the normal school day or budget. We hope to

engage all parents. These groups work to meet the needs of our students thus creating a

successful system that allows input from all parties and is a benefit to all involved.

Parents and teachers will be represented in the governance of the school through their

votes for board members, and given freedom to have input into the board decisions. Elected

parents will serve on the Coastal Leadership Academy governing board. Under the guidance of

the board, parents and teachers will serve together on committees to effectively run the school.

Each group has a role to play in how the school is governed and operated. The governing board

forms policies that help make the day to day operations possible. Parents, as members of the

board, will be active decision makers in the education of their children. As professional

educators, teachers are encouraged to give input on school needs that are determined during

daily operations.

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The parent support group or club will help make all parents aware of opportunities to get

involved. Parents may contribute in numerous ways including but not limited to: classroom

support, administrative tasks, tutoring, mentoring, community outreach, fundraising,

coordinating extracurricular activities and providing support for their children at home.

Our intense commitment to community involvement will open additional opportunities

for community members to be involved as well. Professionals within our community will be

sought out for opinions and suggestions to help undergird board members and school personnel.

Partnerships will be established with local universities and colleges, where professional

educators will be invited to share their passions and expertise.

We desire to engage all parents and teachers as well as many community leaders in this

process. These groups will work to meet the needs of our students; creating a successful system

that allows input from all parties and is a benefit to all involved.

Possible Parent Involvement Activities:

o Attending and Participating in Empower Hour Luncheons

o School Beautification Projects

o Student Project Enhancement

o Carpooling

o Gardening (Vegetable Garden)

o Afterschool Clubs and Activities

o Recycling Projects

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c. Administrative and Teaching Staff

CLA will employ administrators and teachers in a manner consistent with the South

Carolina Charter Schools Act of 1996 and the Elementary and Secondary Education Act.

(see details below.)

i. Administrative Staff

The administrative positions for the first year are anticipated to include a principal, an

administrative assistant and a guidance counselor based on initial enrollment of 114 159

students. In year two, a part-time assistant principal position is projected (as enrollment

increases to full capacity). The Governing Board will evaluate the operational management of

the school at regular intervals to determine if modifications to the administrative structure

(increasing staffing, outsourcing services, etc.) should be considered in order to successfully

manage day-to-day operations. At least one administrator will hold a current South Carolina

certification in administration or at least one year of experience in the field of school based

administration. If CLA hires an administrator that holds certification from another state and

does not have a current South Carolina certification, the administrator will complete all

requirements for South Carolina certification within ninety days of accepting employment. At

this time, CLA has not identified or promised employment to any future administrative or staff

members. The Charter School Committee will select an administrator prior to hiring teachers,

so that the newly selected administrator may be part of the interview process for all other

employees.

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Principal:

The CLA Governing Board of Directors will delegate to the principal authority for

the management and execution of the day-to-day school activities, including

management of the personnel and instructional leadership. The principal serves as

the liaison between the Governing Board and the school. The principal will be an

experienced leader, committed to excellence in learning and academic innovation.

The successful candidate for this position will possess the following experience,

skills, and qualities:

Ability to lead highly energized teams characterized by honest and open

communication, mutual respect, and commitment to the organization as a whole.

Experience in small, progressive, learning communities.

Great rapport with students, families, staff, and community members.

Creative problem solving and entrepreneurial capacity to manage change and be

responsive to community needs.


Will ensure compliances with all school policies

Carry out the mission and create the culture for the charter school.

Direct the institutional focus on student achievement with a school culture that

maintains a relentless focus on motivating students to achieve academic results

and encourages collaboration to meet the full range of student needs.

Develop, refine, and provide input into the implementation of the school’s

academic program.

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Recruit competent, team-centered teachers who possess the requisite subject-area

expertise, understand and can implement a project based learning curriculum and

have demonstrated success in working with high school age students to prepare

them to be highly competitive future academic endeavors.

Develop a system for ongoing evaluation of teacher performance and professional

development that is linked with measurable results.

Collaborate closely with other school leaders to plan and prepare for academic,

social, fiscal, and other transition issues.

Work with the board and the community to create a sustainable charter school that

utilizes all available resources.

Contribute to the creation of the school’s extracurricular, intervention, service

learning, and enrichment programs.

Ensure that all grant and funding requirements of the school are met with goals

and objectives appropriately measured and assessed.

Build and maintain systems for managing information and communications such

as scheduling and student management; developing the budget and tracking

expenditures.

Ensure that accurate and current student records are maintained according to the

established recordkeeping format.

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Assistant Principal:

In year two, it is anticipated that a part-time Assistant Principal will be hired

depending on available finances. Duties and responsibilities will be assigned as

deemed necessary by the Principal to improve student achievement to help meet the

school’s goals.

Administrative Assistant:

CLA intends to employ one full-time Administrative Assistant/School Secretary for

the first year of operation. The degree requirements for this position will be at least a

high school diploma. Previous work in a school system is desirable. Duties and

responsibilities will be assigned as deemed necessary by the Principal to ensure the

proper management of the student achievement data and fiscal reporting records.

Guidance Counselor

The Principal will assign appropriate responsibilities to the Guidance Counselor,

including those mandated by state laws, to promote student achievement.


Promotion of mission and vision of the school through positive interactions with


Support of the charter and philosophy of the school in all work activities.

Use of technology and equipment provided to assist and support student learning.

Contributions to IEPs as required

Help implementing IEPs for each student evaluated and identified as requiring

Special Education services.

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Provides individual and group counseling as appropriate

Provides referrals to outside agencies as appropriate

Assists with lesson planning to accommodate IEP curriculum.

Monitors student progress

Enforces rules, regulations, and policies approved by the Governing Board and

required by law.

Works collaboratively with the teachers, psychologist, students, parents, and

administrators to assist in meeting the diverse needs of the students.


Provider.


required.

Qualifications:

Masters Degree is required as well as completion of an advanced program

approved by the State Board of Education for the preparation of school

counselors.

Counselor must have earned the minimum qualifying score(s) on the area

examination(s) required by the State Board of Education. Certification code and

88, 89, or 90 for grades 9-12.

Proven organizational skills and abilities to perform multiple tasks effectively and

efficiently

Satisfactory completion of all State and Federal pre-employment checks to

include State and Federal background checks.

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ii. Teachers

CLA will employ teachers in accordance to the South Carolina Charter Schools Act of 1996 and

the Elementary and Secondary Education Act. Coastal Leadership Academy will meet or

exceed the requirements and will comply with South Carolina laws requiring that a minimum of

75% of teachers be certified. Teachers of core academic areas will either be certified in their

subject area or hold a baccalaureate or graduate degree in that subject. Certified teachers must

hold current certification by the State of South Carolina. Each noncertified teacher will be

appropriately qualified for the subject matter taught, having completed at least one year of an

accredited college or university and meeting the qualifications outlined in S.C. Code Ann. § 59-

25-115.

Anticipated Teaching Positions by Subject Area:

Teaching Position Year 1 Year 2 Year 3 Year 4 Year 5

ELA* 2 2.5 3 3 3Math* 2 2.5 3 3 3

Science* 1.5 2.5 3 3 3Social Studies* 1 2 2.5 2.5 2.5

Technology/Business .5 1 1 1 1Foreign Language .5 2 2 2 2

Elective/PE .5 .5 1 1 1Totals 8 13 15.5 15.5 15.5

*Requires either Corresponding South Carolina Certification or a College Degree in subject area

Special Education, Foreign Language and Physical Education services may be contracted out to

individual service providers.

Teacher Responsibilities may include but not limited to:

Promotes mission and vision of the school through positive interactions with

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Supports the charter and philosophy of the school in all work activities.

Uses technology and equipment provided to assist and support student learning.

Develops and implements project based learning instruction.

Administers all State and charter required assessments, and ensures timely

reporting of results to the Administrator.

Monitors student progress and provides timely feedback to student, parents, and

Administrator as requested.

Maintains accurate records on each student such as grade books, report cards,

lesson plans, attendance records, discipline records, and other required records.

Enforces rules, regulations, and policies approved by the school board and

required by law.

Works collaboratively to assist in meeting the diverse needs of the students.


Provider.


required.

Special Education Service Providers

If a special education teacher is employed by CLA, he/she will be certified, highly qualified and

have:

training and information necessary to address the full range of needs of children with

disabilities across disability categories

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the necessary subject matter knowledge and teaching skills in the academic subjects that

the teachers teach

the subject matter knowledge and teaching skills, including technology literacy,

necessary to help students with disabilities meet challenging State student academic

achievement and functional standards.

Student needs and the staffing required to serve special education students’ needs will be

reviewed on a continuous basis and will at all times be in compliance with all federal and

state laws. CLA may contract with other agencies in order to provide the full range of

services needed for any child with special needs.

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d. Racial Composition

i. Racial Composition

All students will be accepted, regardless of disability, race, creed, color, gender, national origin,

religion, or ancestry, subject to the lottery. In accordance with state law, every effort will be

made to ensure the racial makeup at CLA will reflect that of surrounding Horry County within a

20% variance.

ii. Policies and Procedures

Coastal Leadership Academy will strive to recruit a cross-section of Horry students by

conducting activities such as:

1. Displaying CLA flyers and brochures at branches of the Horry County

Library, Chapin Memorial Library, Georgetown County Library and

local community centers.

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Horry County Ethnic Distribution -2010USCensus

White 79.9%

Black 13.4%

Hispanic 6.2%

Other 0.5%

2. Conducting Parent Information Sessions at local libraries and civic

meetings.

3. Placing information bulletins in local publication including but not

limited to the Sun News, The Herald and Parent Magazine.

4. Initiating a Coastal Leadership Academy Facebook page and Twitter

presence.

5. Initiating a Coastal Leadership Academy website.

iii. Desegregation Plan or Order

SCPCSD nor CLA are subject to a desegregation plan or order. Appendix Item 11

e. Transportation

i. Transportation Needs

Coastal Leadership Academy planning committee is currently investigating all

possible transportation options. CLA does not intend to provide transportation services

to students; however, transportation will not be the sole a barrier for a student to not

attend CLA. Funds are allocated in our budget to relieve transportation hardships for

any student who may otherwise be prevented from attending our school solely for this

reason.

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ii. School Bus

At this time, we do not plan to use a school bus system for daily transportation.

If, in the future, the Board of Directors decides that transportation by school bus is best

for CLA, a plan will be developed that complies with the state requirements for drivers

and training and the state safety requirements for school buses.

iii. Contracted Services

CLA has not contracted with the school district or any third party transportation

services at this time.

iv. Special Needs Students

Our special needs students will be given access to a Free and Appropriate Public

Education and related educational services – including transportation when appropriate.

Federal Public Law 94-142, as amended, and Chapter 33 of Code of Law of South

Carolina 1976: Title 59 (Sections 59-33-10 through 59-33-110) will govern the provision

of Special Education services at CLA. Each student’s IEP will be adhered to in its

entirety.

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f. Facilities and Equipment

i. Identified Facility If a facility is identified at the time of application, include:

Not applicable

ii. Facility Not Identified 1. A description of facility needs,2. An indication of current options for a facility, and3. A schedule for completing or obtaining a suitable facility.

Facility Needs

Coastal Leadership Academy will begin operation with limited enrollment. The limited

enrollment will require the use of 6-7 classrooms (approximately 400 sq ft each), 2-3 offices,

bathrooms, a lunchroom and a kitchen. A facility with space for future growth is necessary. A

building with 10,000-12,000 sq ft is our target for start-up.

At this time, the charter committee plans to remodel an existing facility to accommodate

the needs of the school. Currently, we have a licensed architect who has volunteered to evaluate

buildings available in the area to find one that will best suit our needs. Once a location is

deemed suitable, a full evaluation of the proposed site will be conducted to determine any

renovations that are required to house CLA. This evaluation will be completed in accordance

with all applicable South Carolina laws pertaining to facilities for education (in particular for a

charter school). Should the architect and the evaluation determine that the proposed site is not

adequate; an alternative site will be identified.

Current Options

There are many vacant, underused, and available facilities across Horry and Georgetown

Counties. All of South Carolina laws and codes related to charter school facilities will be

followed as our architect inspects the buildings we are considering. The referenced facilities

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below do not represent any specific plans of CLA, but instead are an attempt to demonstrate the

viability of locating facilities that will meet our needs in this economy.

One possible facility has approximately 10,000 sf that houses 7 classrooms, a kitchen

area, a common area and office spaces as well as commercial grade bathrooms. This property

has recently been purchased by another organization that is interested in entering into a sublease

agreement with our school.

A second location is a 12,761 sf ± two level facility originally constructed as a church.

The first floor houses the auditorium with a small stage, 6 classrooms and 3 offices, plus a

kitchen which opens through to the Fellowship Hall, restrooms, and storage. The second floor is

partially finished and contains an additional classroom, cafe/recreation room, and additional

bathrooms, storage, plus a large unfinished area that could house 3-4 more classrooms. A small,

unfinished loft is available for additional storage. The building sits on an 8 acre site that is

located at 9526 Highway 707, Myrtle Beach, SC 29588.

We are currently working with interested members of the community who may be

willing to purchase this property and sublease it to our school. Our goal is to enter into a rental

agreement for the first several years of the charter, with a long-term goal of exploring purchasing

options. One local entity has offered to let us use their facility free of charge for the first year.

We are also exploring partnership arrangements with local agencies, organizations or

entities that could result in use of a facility or a donation from an organization. We are also

researching surplus property owned by Horry County and the City of Myrtle Beach.

The CLA Planning Committee will ensure that its students are educated in a safe and

healthy building accessible to those with disabilities. The building to be used as the charter

school facility will comply with health, disability, and safety standards. Before the charter school

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invests time and money in building construction, acquiring land, buying a facility, or moving

portable classrooms; our licensed architect will ensure compliance with building codes and local

ordinances.

The South Carolina Charter Schools Act of 1996 exempts charter schools from many

provisions that apply to other public schools, unless the charter school elects to come under those

provisions (S.C. Code Ann. § 59-40-50(A) (2004)). Coastal Leadership Academy will comply

with all the health, disability, and safety requirements.

Regular public school buildings must comply with the latest applicable standards and

specifications in the South Carolina School Facilities Planning and Construction Guide (Guide)

published by the South Carolina of Education (SCDE, (S.C. Code Ann. § 59-23-210 (Supp.

2004)). We recognize that the reviews required under this Guide often require several months of

work for the school’s architect, planners, and the South Carolina Education’s Office of School

Facilities (OSF). School buildings must also have a certificate of occupancy from the State

Superintendent of Education or his designee before the building is occupied. (S.C. Code Ann. §

59-23-220 (Supp. 2004)).

The following table includes estimated dates for completion that will be reviewed by the

architect once hired. At this time, Mr. Michael Guthrie of inFocus Studios has agreed to work

with our organization. He has reviewed our proposed schedule and feels that it is both

reasonable and complies with state laws. The following schedule includes events and estimated

dates with assumptions that specific responses will occur from state agencies, local jurisdictions,

contractor availability, and real estate transactions are completed within the estimated time

frames.

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Facilities Proposed Timeline:

Facility Pre-Planning StageSpring 2012-July 2012 -Facility Committee meets regularly

-Board Members tour possible locations-Location Identified

Facility Planning PhaseJuly 2012-August 2012 -Contract with architect to complete drawings for

OSF and BiddingOctober 2012 -Ensure compliance with all local ordinances and

regulations -Submit Plans to OSF and Obtain Construction Permits

November 2012 -Advertise for RFPs -Issue drawing and specifications to Qualified Bidders- Receive Construction Bids

December 2012 - Review Proposals and Select ContractorsConstruction PhaseJanuary 2013-July 2013 -Before construction begins, all waiver request

issues must be resolved with OSF, architect and school. Any items from OSF construction documents review must be resolved prior to receiving building permit.-Construction/renovation can begin as early as receipt of building permit from OSF and shall be complete by July 31, 2013.

July 31, 2013 -Inspection by OSF -Certificate of Occupancy

August 1, 2013 Begin receiving all instructional materials, furniture and equipment

August 14-20, 2013 Teachers set up classroomsAugust 21, 2013 Teacher’s first dayAugust 26, 2013 (Estimated) Students’ first day of school

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iii. Equipment

Funds for equipment purchases are listed in the CLA budget included in this application.

CLA will purchase or rent standard office equipment including office furniture, cubicle

walls/dividers, computers, fax and copy machine, mail-room equipment, fireproof, secure file

storage for student records, phone system and high speed internet access. Standard office

furniture includes desk, chair, lighting, phone, file cabinets, white-boards, bookshelf, and office

supplies. The principal and teachers will be provided with a computer and monitor (see

specification below) all connected to an array of printers, scanners, webcam/multimedia stations

and other technology that supports a project based learning environment.

A number of student-use computers and printers are included in the equipment plan meeting

the following minimum specifications. The rapidly changing technology industry may prove that

a more efficient less expensive option is available that meets the technology needs of students,

which will be taken into consideration if available. These student computers will be available for

use in the classroom and computer labs:

Custom PC, Windows 7 Professional Edition

Microsoft Office Standard Version, Blue Coat K9 Web Protection Software

Microsoft Security Essentials Anti-Virus Software, 2.8GHZ AMD

Phenom II x4 Quad-Core Processor

4GB RAM, 1TB Hard Drive, Onboard 10/100/1000Mbps Ethernet Adapter

DVD/CD Combo Drive, Keyboard and Mouse, 21.5” Flat Panel LCD Monitor

Headset with integrated microphone and web cam

Samsung All-in-printer 1 per classroom

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Instructional equipment will be obtained by priority of need. Equipment needs will be

assessed to determine the best use of the school’s financial resources and will be either direct

purchase, leased, or donated. Items will be properly coded and accounted for according to state

and federal law.

Furniture, fixtures, and equipment will include tables, chairs, bookcases, computers,

servers, computer/video projectors, screens, printers, audio/visual equipment, white boards, and

smart boards. Equipment particular to the technology center will be obtained over the course of

the first five years and will include: computers, printers, software, tables, chairs, desks, and

bookcases.

If CLA receives a Charter School Planning and Implementation Grant, a portion of the

funds will be budgeted for classroom equipment to enhance student achievement and reach the

school’s educational goals. The school will augment purchasing with surplus available from the

State as well as pursue donations from local businesses. We will also identify alternative sources

of equipment that will have surplus for sale or take-away including businesses, federal agencies,

and colleges.

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g. Employee Relations

i. Employment Process

The Principal/Administrator shall conduct the recruitment and hiring process. The recruitment

and employment process is as follows:

a. Recruiting resources that may be utilized to locate and secure highly qualified

applicants:

i. Advertisements on the Coastal Leadership Academy website

ii. Advertisements on the SC Public Charter School District Website

iii. Advertisements on the Public Charter School Alliance of SC website

iv. Classified advertisements in newspapers

v. Classified advertisements in other publications

vi. On-line college or university job postings

vii. Teacher job fairs at colleges and universities

viii. Past interviewees that have re-entered the job market

ix. Employee referrals

x. Social service agency referrals

xi. Candidate walk-ins

xii. Promotions from within the organization

b. All advertisements placed in newspapers and other publications will require

the display of the acronym “EOE” to demonstrate that the organization is an

equal opportunity employer.

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c. Recruiting efforts for all school vacancies will be coordinated through the

Principal /Administrator.

d. Interview Policies

i. All applicants will be pre-screened to determine employment

eligibility.--The Board shall give preference to those candidates

holding certification through the South Carolina Educator Quality and

Leadership – Educator Certification.

ii. The Principal/Administrator is responsible to schedule and conduct

interviews of applicants, however, at the Principal’s discretion and

depending on the nature of the job vacancy, additional staff may be

called upon to assist with a candidate’s interview.

iii. Interview policies for all positions remain the same regardless of

position. However, there are separate interview questions and observed

tasks for each position that allow the building Principal/Administrator

the ability to determine the education, qualifications, and experience of

the candidate that will best match the open position or vacancy.

iv. Position content questions vary depending on the position

requirements and job description, but there are similar questions asked

of all applicants such as misdemeanor/felony convictions, salary

requirements, availability, and credentials.

The Administration will verify that all steps in the interview process were

completed correctly as outlined above. If all steps have been completed appropriately

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and correctly, the Principal shall extend an offer of employment to the candidate,

conditioned on the final approval of the governing school board.

ii. Teacher Evaluations

At this time, CLA has elected to implement the Assisting, Developing, and Evaluation

Professional Teaching (ADEPT) system and will comply with all provisions of the amended

ADEPT statute (S.C. Code Ann. § 59-26-30 and 59-26-40) and the State Board of Education’s

ADEPT guidelines. All certified teachers will be placed under an induction, annual or goals

based evaluation system as appropriate and will be assisted and evaluated in a manner consistent

with the SC Public Charter School District’s State Board of Education-approved ADEPT plan.

The administration of CLA will ensure the fidelity of the implementation of the ADEPT system

and be responsible for performing the required ADEPT evaluations. Regarding teacher

evaluations, the SC Public Charter School District will, at a minimum, fulfill their

responsibilities as the sponsoring agency as outlined in all applicable laws, statutes, and

regulations. At the present time, the SCPCSD has agreed to offer Coastal Leadership Academy

assistance with Teacher Evaluation in the following areas related to ADEPT:

SAFE-T Training Teacher Mentor Training Tracking of Teacher Evaluation Status Filing and Maintaining Teacher Evaluation Results Entering of Teacher Data into the State ADS Data System Teacher Mentor Payments

The submission of any information regarding the ADEPT process on behalf of CLA does not

imply any review by the District or certification to the State Department of Education as to

CLA’s compliance with the requirements of the ADEPT evaluations. In the event a legal

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alternative means of submitting ADEPT information is established, the District shall discontinue

this service upon reasonable notice to CLA and relinquish this responsibility to the

representatives of CLA. Changes in submission responsibilities shall not be considered a

material change to this charter. Further, any decision by CLA to discontinue use of ADEPT shall

not be considered a material change to this Charter. CLA has chosen to use the ADEPT system

because it is used by the state department of education to substantiate teachers’ years of

experience and will update school policies to reflect a new program for teacher evaluations

whenever a new program is adopted by the state department of education.

iii. Terms and Conditions of Employment

Coastal Leadership Academy’s Board of Directors will approve the terms and conditions

of employment for all employees. The employees will then serve “at will.” The terms and

conditions in the employment agreement will include but not be limited to: salary and payment

schedule, length of work day, length of work year, vacation/holiday/leave policy, benefits, and

notification policy for absence. Employees will be informed of terms and conditions upon offer

of employment. Employees will receive a handbook with all established personnel policies and

procedures, including the Grievance and Termination procedures. For any issue that CLA does

not have a specific policy on, we will refer to Horry County School Division’s policy and

implement such policy, until the Board of Directors for CLA can adopt an acceptable policy.

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h. Grievance and Termination Procedures

1. Coastal Leadership Academy does not adopt the procedures outline in SC Code

Ann. § 59-25-410 et seq. (1990) concerning the Employment and Dismissal of

Teachers.

2. Dismissal procedures are included in Appendix Item 14

Dismissal Procedures

Coastal Leadership Academy will use the following employment and dismissal

procedures:

a. All employees of the School are considered employees at will, as defined by the laws

of the State of South Carolina unless modified in writing by contract and approved by the

Board.

b. Coastal Leadership Academy has currently adopted the following Grievance and

Hearing Procedure for professional and non-professional employees of the school. This

policy may be updated as deemed appropriate by the CLA governing board. The

Procedure is as follows:

i. School employees are encouraged to discuss any concerns regarding his

or her employer with the employer’s immediate supervisor. This discussion

should occur within ten working days after the event/action which results in the

grievance.

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ii. Should any issue arise between an employee and the immediate

supervisor that cannot be resolved, including, but not limited to performance

evaluations and decisions to terminate the employee’s services, then the employee

may share his or her concerns in writing and submit this writing to the school’s

Principal or the Principal’s designee.

iii. The Principal or the Principal’s designee will meet with the employee

within a reasonable amount of time to attempt to resolve the issue. A summary of

the discussion and the proposed resolution shall be given to the employee by the

Principal or the Principal’s designee within a period not to exceed ten working

days after the meeting. The employee shall sign an acknowledgement of the

receipt of the proposed resolution.

iv. If the employee is not satisfied with the proposed resolution, then he or

she may appeal the proposed resolution to the school’s Governing Board (“the

Board”). Such an appeal must be filed with the Board in writing within five

working days of receipt of the proposed resolution. This appeal must contain the

following documents: 1) a copy of the original writing stating the dispute, 2) a

copy of the meeting summary and the proposed resolution, and 3) a written

statement prepared and signed by the employee stating the specific reasons why

the proposed resolution is unacceptable. The appeal must be delivered to the

Board’s legal counsel. The employee shall be given the name of the Board’s

current legal counsel upon request.

v. The Board’s Chair shall select three members of the School’s Personnel

Committee to review the appeal. This panel, at its sole discretion, may conduct

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any additional investigation that it deems necessary, including, but not limited to,

interviews of the Principal, the employee, or any other potential school

employees.

vi. The panel shall complete its investigation and submit its findings and

conclusions to the Board’s legal counsel within thirty days of appointment to the

panel.

vii. The Board’s legal counsel shall present the panel’s findings of facts and

conclusions to the full Board at the next scheduled board meeting. The Board

shall then decide what action, if any, that it will take concerning this appeal. The

employee shall receive the Board’s decision in writing, and a summary of any

actions that will be taken by the Board, the Principal, or the Principal’s designee.

The Board shall also provide a copy of the decision to the Principal.

viii. If the Board decides to hold a hearing to hear the appeal, then the

employee shall be given written notice of the time, date, and place of the hearing.

ix. The Board will attempt to respond to any appeal filed within thirty days

upon receipt of any appeal. However, the Board shall respond to all appeals

within forty-five days of receipt. To comply with this time limitation, the Board

may call a special meeting for the limited purpose of issuing its decision

concerning the appeal.

x. This procedure shall be kept as informal and confidential as reasonably

possible.

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xi. No person associated with a grievance shall be the object of administrative

reprisal, sanction, or penalty of any kind for either activating or participating in

the grievance procedure.

xii. The procedure prescribed herein shall be adhered to in processing employee

complaints under Title I of the Education Amendment of 1972 (Sex

Discrimination).

c. The Board’s desire is to resolve grievances and appeals as quickly as possible;

therefore, there will be no extension of the prescribed time contained in this procedure

without a compelling showing of good cause. The purpose of this procedure is to settle

personnel grievances and complaints at a level as close as possible to the points of their

origin. Proceedings will be informal and confidential whenever possible. All appeals for

such extension of time will be submitted to the Chairperson of the School’s Personnel

Committee.

i. Student Conduct, Rights and Responsibilities, and Discipline Procedures

i. Student Conduct

ii. Students with Disabilities

iii. Student Rights

iv. Parental Notification

Coastal Leadership Academy has researched several successful discipline policies within

other high schools across the country. The currently accepted document that includes our policy

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on Student Conduct, Students with Disabilities , Student Rights and Parental Notification can be

found in Appendix Item 15. An explanation of CLA’s discipline policies will be given to parents

and students at the beginning of the year. More defined policies governing student code of

conduct, student rights and responsibilities, and student discipline standards and procedures will

be developed by the charter committee and subsequent Boards of Directors as deemed necessary.

j. Indemnification

Coastal Leadership Academy assumes the liability for the activities of the charter school and

agrees to indemnify and hold harmless the school district, its servants, agents and employees

from any and all liability, damage, expense, cause of action, suits, claims or judgments arising

from injury to persons or property or otherwise that arises out of the act, failure to act, or

negligence of the charter school, its agents and employees, in connection with or arising out of

the activity of the charter school.

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k. Insurance

Describe the types and amounts of insurance coverage to be obtained.

CLA will maintain insurance at or exceeding the state minimums at all times. SC Public

Charter School District will be listed as an additional insured on our insurance policy. Once

the charter is approved, the committee will be submitting finalized plans for employment,

facilities, equipment, etc. to the insurance company to set up our policies.

i. Worker’s Compensation Insurance

The South Carolina Workers’ Compensation Law is designed to provide medical and

monetary benefits for an employee who sustains an accidental injury arising out of and in the

course of his/her employment. The law provides medical care to bring about the earliest

possible recovery from the injury, a percentage of wages and salary lost during the injured

employee’s disability, and, in case of death, compensation for the deceased employee’s

dependents. We will purchase worker’s compensation insurance in the appropriate amounts. A

statement indicating our ability to secure this insurance and an estimate of the cost of this

insurance is included in Appendix Item 16.

ii. Liability Insurance

We will purchase liability insurance, and the policy will cover at a minimum the limits of

the South Carolina Tort Claims Act (S.C. Code Ann § 15-78-120 (Supp. 2008)). Statements

setting out our ability to secure this insurance and estimates of the cost of this insurance are

included in Appendix Item 16.

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iii. Property Insurance

We will provide sufficient insurance to cover loss to the school building (if owned) and

contents for fire and theft. Statements of our ability to secure this insurance and estimates of the

cost of this insurance are included in Appendix Item 16.

iv. Indemnity Insurance

We will provide indemnity insurance against civil and criminal liability for the charter

school to protect our sponsor, the members of the board of our sponsor, and the employees of our

sponsor acting in their official capacity with respect to all activities related to the charter school.

A statement setting out our ability to secure this insurance and an estimate of the cost of this

insurance is included in Appendix Item 16.

v. Automobile Insurance

We will purchase automobile insurance, both property and liability insurance, to cover

the cost of vehicles and transportation for charter school students. Statements setting out our

ability to secure this insurance and estimates of the cost of this insurance are included in

Appendix Item 16.

vi. Other Insurance

No other insurance coverage is anticipated at this time, but may be added as a need arises.

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