Maria Montessori Academy

Maria Montessori Academy

2010-2011 Utah Charter School Application

School Name: Maria Montessori Academy Applicant Name: Maria Montessori Academy, Inc.

I certify all information contained in this application is complete and accurate, realizing that any misrepresentation could result in disqualification from the charter application process or revocation after award. I understand that incomplete applications will not be considered. The charter school applicant acknowledges that it has read all Utah statutes regarding charter schools and that, if approved, it is subject to and will ensure compliance with all relevant federal, state and local laws and requirements. The charter school applicant acknowledges that, if approved to operate a charter school, it must execute a charter contract with the Utah State Charter School Board within twelve months of the date of approval of the charter by the Utah State Charter School Board and must begin providing educational services within the timeframe outlined in the charter. Failure to do so may result in revocation of the charter approval and, if applicable, termination of the contract and revocation of the charter.

Nancy Lindeman 10/06/08 Authorized Agent (please print) Signature of Authorized Agent Date All information presented in this application becomes part of the charter contract and may be used for accountability purposes throughout the term of the charter contract.

Table of Contents

. Title Page ........................................................................................................................................ 4 Target Population ............................................................................................................................ 5 Market Analysis (Section 4) ........................................................................................................... 8 Capital Facility Plan (Section 5) ................................................................................................... 12 Detailed Business Plan (Section 6) ............................................................................................... 15

Revenue Template .................................................................................................................... 15 Budget ....................................................................................................................................... 16 Cash Flow Statement (Year 1) .................................................................................................. 17 Cash Flow Statement (Year 2) .................................................................................................. 18 Cash Flow Statement (Year 3) .................................................................................................. 20

Fiscal Procedures (Section 7) ........................................................................................................ 22 Board Minutes Adopting PP&P ................................................................................................ 25

Organizational Structure & Governing Body (Section 8) ............................................................. 26 Board Members; Governing Body ............................................................................................ 26 Election Process ........................................................................................................................ 27 Board Member Terms ............................................................................................................... 27 Flow of Information .................................................................................................................. 27 Organizational Flow Chart ........................................................................................................ 28

Articles of Incorporation (Section 9) ............................................................................................ 29 Board Minutes Adopting Articles of Incorporation .................................................................. 34

Background Information, Resumes & Affidavits (Section 10) .................................................... 36 Comprehensive Program of Instruction (Section 11) ................................................................... 63

Vision & Emphasis ................................................................................................................... 63 Methods of Instruction .............................................................................................................. 65 Effectiveness Goals ................................................................................................................... 67

Lesson Plans & Assessments ........................................................................................................ 74 Program of Instruction .................................................................................................................. 79

Curriculum Overview ............................................................................................................... 79 Utah State Core Standards: Teaching ....................................................................................... 80 Utah State Core Standards: Mastery & Assessment ................................................................. 81 Tracking Student Progress & Integration of Core Standards .................................................... 82 Ensuring Integration of the Utah Core Standards ..................................................................... 82 2010-2011 Calendar & Master Schedule .................................................................................. 84 Master Schedule ........................................................................................................................ 85 Special Education ...................................................................................................................... 86

Admission & Suspension/Expulsion Procedures (Section 12) ..................................................... 89 Procedures to Review Complaints (Section 13) ........................................................................... 98 Opportunities for Parental Involvement (Section 14) ................................................................. 101 Educator Qualifications (Section 15) .......................................................................................... 102 Administrative Services (Section 16) ......................................................................................... 105 Library Plan (Section 17) ............................................................................................................ 109 Extra-Curricular Activities (Section 18) ..................................................................................... 110 Terms & Conditions of Employment (Section 19) ..................................................................... 111

Employee Evaluation (Section 20) ............................................................................................. 113 Employment of Relatives (Section 21) ....................................................................................... 115 Insurance (Section 22) ................................................................................................................ 116 Conversion Schools (Section 23) ................................................................................................ 117 Assurances (Section 24) .............................................................................................................. 118 Utah State Retirement (Section 25) ............................................................................................ 122

Title Page Name of Proposed Charter School Maria Montessori Academy [ X] New School [ ] Converted School Name of Applicant Applying for the Charter Maria Montessori Academy, Inc. (This may be a public body, private person, or private organization.) Authorized Agent for Applicant Nancy Lindeman (This may be the individual applicant or an authorized member of the corporate board.) Authorize Agent Mailing Address PO Box 66 City Huntsville State Utah Zip 84317 District school will be located Weber School District E-mail [email protected] Daytime Phone (678) 457-6104 Fax (801) 745-3383_____________________ Form of Organization [X] Nonprofit Corporation

[ ] Tribal Entity [ ]________________

The governing body of a charter school is responsible for the policy decisions of the school. Please indicate the makeup of this body below.

Name (if known at time of

application) Phone Number

Type of Member (examples: parent,

business, potential staff) Position on Board

Nancy Lindeman (678) 457-6104 Potential Staff** Chair Amanda Scheuermann

(801) 391-1656 Business Treasurer

Maria Turner (801) 971-1209 Business Secretary Shanna Francis (801) 745-2688 Business Board Member Geradette Banaszak

(801) 388-0478 Parent Board Member

**MMA acknowledges and understands that any board member who may serve as an MMA staff member must resign his/her position on the board prior to employment with the school. Enrollment Preference: Up to 15% of the total population of enrolled students may be eligible for “enrollment preference.” Founding Members: Nancy Lindeman, Amanda Scheuermann, Maria Turner, Shanna Francis, Geradette Banaszak

Maria Montessori Academy - 5 -

Target Population Mission Statement (use only this space): The mission of Maria Montessori Academy is to provide an individualized grade K-9 education that promotes academic excellence founded on the authentic philosophy of Dr. Maria Montessori. MMA will craft each child’s education in partnership with educators and parents to achieve higher levels of academic, personal and social achievement, thereby preparing students to become constructive contributors to their community. GRADES AND SPECIFIC NUMBER OF STUDENTS SERVED BY GRADE

TOTAL NUMBER OF STUDENTS

(Enrollment cap) Year 1 K 1 2 3 4 5 6 7 8 9 10 11 12 2010-2011 50 50 50 50 50 50 50 50 50 0 0 0 0 450

Year 2 K 1 2 3 4 5 6 7 8 9 10 11 12 2011-2012 50 50 50 50 50 60 60 60 60 0 0 0 0 490

Year 3 K 1 2 3 4 5 6 7 8 9 10 11 12 2012-2013 50 50 50 50 50 60 60 60 60 0 0 0 0 490

Year 3 K 1 2 3 4 5 6 7 8 9 10 11 12 2013-2014 75 75 75 75 75 75 75 75 75 0 0 0 0 675

Year 3 K 1 2 3 4 5 6 7 8 9 10 11 12 2014-2015 75 75 75 75 75 75 75 75 75 75 0 0 0 750

Ultimate Enrollment 75 75 75 75 75 75 75 75 75 75 0 0 0 750

(The number of students should be at maximum the enrollment that is being requested. Add rows as necessary to show complete enrollment plan.)

School Calendar

[X] Standard [ ] Extended School Year [ ] Alternative (please describe in 5 words or less)

Instructional Days 180 Start Date August 16, 2010


Seven Purposes of Charter Schools (Section 3) Utah Code Ann. § 53A-1a-508(3)a,b,e 1. Improve student learning. Our individualized differentiated curriculum will encourage each child to perform at his or her best level of performance. The use of specialized didactic materials in combination with the Montessori interdisciplinary curriculum will enhance individual learning styles. Students who are active participants in their own education love to learn, which results in improved student learning. 2. Encourage the use of different and innovative teaching methods. The Montessori philosophy as a whole is very different and innovative when compared to traditional approaches. Multi-age grouping, individualized instruction and programming, research base project work, collaborative work and peace education are just a few of the concepts that are considered innovative. This is further explained in the Curricular Emphasis section. 3. Creating new professional opportunities for educators that allow them to participate in designing and implementing the learning program. Teachers at MMA will not only have the opportunity to implement the Montessori philosophy in their classrooms, they will also collaborate on school- wide programs that will foster a united school mentality. MMA will be a Montessori Accreditation Commission of Teacher Education (MACTE) approved intern site for teacher educators. MACTE is recognized by the United States Department of Education as an umbrella accreditation agency for all Montessori teacher preparation programs. Our lab school model will provide an accredited teacher training and intern site for potential Montessori teachers throughout the state. This distinction will create opportunities for our experienced staff to be involved in ongoing teacher education and master teacher experiences. 4. Increasing choice of learning opportunities for students. MMA will provide local students with the option of a Montessori education, which is currently only available to a small private sector of our community. MMA will provide a substantive choice in education that has a history of 100 years of success. 5. Establishing new models of schools and a new form of accountability that emphasizes measurement of learning outcomes and the creation of innovative measurement tools. Parents, teachers, and students will actively set “Annual Goals” for students. Annual Goals will be established at the first parent-teacher conference and will be reinforced by Weekly Work Plans prepared by each teacher and distributed to parents of MMA students. These goals will be instrumental in guiding student work plans on a weekly basis. An established Montessori computer-tracking program (the MRX system) will report ongoing student progress to parents, teachers and administrators of the school. This record keeping system will also provide correlation between the academic objectives of the Utah Core Standards and our nationally accredited Montessori curriculum. Parent-teacher conferences will provide ongoing updates of the student’s progress being made towards their Annual Goals. A portfolio of the student’s work will be reviewed at these conferences along with variety of public events to display student achievement. These events will not


only provide a source of public accountability but will also assist in building a strong school community. 6. Providing greater opportunities for parental involvement in management decisions at the school level. Parents will have opportunities to serve on many levels that will affect decisions made about the school. Fund raising, community outreach, playground and outdoor classroom planning, PTO, parent education, marketing and public relations are examples of opportunities that will be available for parents to become involved. In addition, parents/guardians will be encouraged to actively participate in their children’s academic life by attending parent-teacher conferences wherein they will have the opportunity to participate in the establishment of Annual Goals and receive weekly progress reports in the form of Weekly Work Plans from teachers.


Market Analysis (Section 4) Proposed Site. Inasmuch as our school will not open its doors until the fall of 2010, and we are currently unable to enter into a written agreement for the purchase of land and it would be very difficult to “tie up” property or find a seller willing to set aside a parcel until construction would begin in the fall of 2009. Therefore, we have established a plan for identifying potential locations within close proximity to the “proposed service area” indicated on the maps below. The aforementioned plan consists of assessing numerous factors when looking for our future location; these factors include the site’s accessibility by public transportation, proximity to arterial thoroughfares, accessibility for parents and staff, traffic concerns, emergency vehicle access, and the general surrounding environment (commercial/residential).

MMA’s facility will be located in North Ogden, Utah (near the crossroads of 2600 North and 400 East [Washington Blvd] – approximately 15-20 minutes north of Da Vinci Academy and Ogden Preparatory Academy). The facility will be situated on approximately 3 to 4 acres and consist of approximately 34,000 square feet. In addition to regular elementary instructional rooms, the facility will contain a music room, a gymnasium with stage, a science room, at least one special education room, administrative suites and faculty rooms, a health suite, multi-purpose rooms, a library, and collaboration/study areas. Given the unique Montessori philosophies, we intend to pursue a less institutional design that captures our program's ideals: hands on learning, independence, creativity and

appreciation for all five senses in the learning process. Our design will utilize the wonders of interior space with warmth, comfort, familiarity, and excitement. Our hope is to design a facility that embraces MMA’s geographic amenities, such as plants, trees, hills or other topographical highlights. MMA will ensure that its school facility is designed and constructed to be accessible to and usable by individuals with disabilities. We acknowledge that compliance with ADA guidelines is mandatory for any new (or remodeled) charter school facility, and we will work


closely with the facility’s architects to make appropriate design decisions for accommodating the needs of disabled individuals. In addition, the facility design will be in accordance with all applicable zoning and building code requirements. Market Context (Educational Landscape) North Ogden is located within the boundaries of Weber County and Weber School District. According to the Utah Governor’s Office of Planning & Budget, Weber County’s population is expected to reach 230,145 residents by 2010. Of the county’s 230,145 residents,

approximately 45% reside in Ogden, and more specifically, 9% of the county’s population resides in North Ogden. According to the most recent Superintendent’s Annual Report, Weber School District anticipates servicing 29,880 students in the 2008-09 school year, making Weber School District the 5th largest school district in the state. As mentioned above, the proposed service area will be near the crossroads of 2600 North 400 East, Ogden. There are six district schools serving over 4,580 elementary and middle

school students within a 1.5 mile radius of this crossroads.1 While there are numerous private (including Montessori) and parochial schools throughout the Ogden/North Ogden area, none of these options are located in North Ogden or within close proximity to our general proposed area. Generally speaking, housing in this area reflects the economic diversity MMA seeks to enroll – with average home prices ranging from $140,000 in some communities, to over $500,000 in other communities. Market Trends Weber School District anticipates servicing 29,880 students in the 2008-09, and in a recent district news release published in February, 2008, the district set forth its current construction activity which consists of making additions to and replacing facilities in an effort to accommodate growth in the district. Of the 4 district renovations/rebuild/add-on projects contained in the news release, 2 of the projects are schools located within a 1.5 mile radius of the proposed service area (North Ogden Elementary and Green Acres Elementary),

1 Nearby public schools include: Lomond View Elementary (738), Bates Elementary (654), North Ogden Junior High (665), North Ogden Elementary (474), Majestic Elementary (723), Orion Junior High (751), and Green Acres Elementary (575)


providing evidence of the district’s efforts to accommodate growth and/or create a better learning environment for students in this area. Currently there are three charter schools located within 15-20 minutes of the proposed service area: Ogden Preparatory Academy (K-8), Da Vinci Academy (9-12), and Venture Academy (K-8). The need for school choice in the Ogden area can be seen in the success and demand for charter schools serving elementary school students. Ogden Preparatory Academy has a current wait list of 300-400 students and recently made an appeal to the Utah State Charter School Board to expand its program, while the State Charter School Board recently approved the opening of Venture Academy for the fall of 2008. In addition to public school choice, there are numerous private schools in Ogden and the surrounding communities. However, all of these private school choices are located in the central and southern region of Ogden and the county. In fact, the closest private school choice for grades K-8 is St. Joseph Catholic Elementary School (550 students), which is located approximately 20-25 minutes south of our proposed area. The need for school choice is further demonstrated by the fact that many students attending Ogden Valley Montessori (located in Huntsville, Utah) commute over 1 hour 20 minutes (40 minutes each way) daily from Ogden to attend a school program offering the Montessori curriculum. In short, the proposed service area is located within one of the largest districts in the state, and while private school options exist in Ogden as a whole, none of the private alternatives are located in the North Ogden area. Competitive Advantage The first competitive advantage of MMA is the unique instructional program offered at the school. While Montessori programs are often associated with private school tuition, MMA will be the first authentic Montessori public charter school north of Utah County. MMA will also benefit from the strategic community relationships already forged by one of its founding members and the current Director of Ogden Valley Montessori School – Amanda Scheuermann. Location is another significant advantage to MMA. While we have not identified a specific site at this time, the proposed service area is devoid of choice in public and private education and sets the stage for a successful launch of our program. Finally, our proposed service area will allow students from various communities and backgrounds to have access to an educational program that otherwise would be unavailable to those who could not afford its tuition. This is perhaps the leading consideration behind our decision to seek approval for a chartered Montessori school. Outreach/Marketing Plan MMA acknowledges the role effective marketing/outreach plays in providing parents with the opportunity to actively participate in the enrollment process. Therefore, we have established a marketing plan designed to inform parents in the North Ogden/Ogden area of the school’s program and provide these parents equal opportunity to participate in its offering. Inasmuch as many schools struggle to meet the needs of various disadvantaged groups, MMA will specifically seek to inform parents of these students of the enrollment opportunities at MMA. Outreach literature/advertising will be in English, Spanish, or both,


depending on the circumstances. The school will utilize its website, local news papers, school-based marketing, flyers, brochures, mailings, radio, and other ads to inform the public. To implement MMA’s outreach plan, committees will be created, application processes will be simplified within the laws of the State of Utah, and marketing materials will be strategically located in studios, shopping areas, grocery stores, gas stations, churches, libraries, community centers and city halls. Additionally, we will seek potential volunteers and students through public service announcements, informational seminars and networking opportunities in the community. Individuals expressing interest will be included on MMA’s mailing list and phone tree in order to keep them connected and informed of the progress and volunteer opportunities at the school.


Capital Facility Plan (Section 5) At MMA, we recognize the importance of finding and preparing a school facility to house our program, and the challenges charter schools face when entering this phase of their development. The purpose of this section is to describe MMA’s comprehensive plan to finance, design, acquire and maintain a school facility that will promote the mission and philosophy of MMA. Intent to Purchase The first step in the process of selecting a site/facility is to determine whether it is in the best interest of MMA to purchase or lease its facility. We feel that purchasing a facility provides the best option for our program; however, we realize that temporarily leasing a facility has benefits and could serve as a back-up plan if necessary. The decision to purchase a facility is based on considering various benefits associated with ownership, namely: (i) it may be more economical than leasing. If MMA owns its facility, it can avoid costs associated with escalating lease payments, payment of property taxes, and if it is a new facility, many costs associated with maintenance may be avoided; (ii) it promotes a sense of permanence and stability to the school, and it allows MMA more control over the facility; and (iii) it would insulate the school from many of the uncertainties associated with leases. Purchasing a facility does have some disadvantages (e.g. up-front capital, additional management responsibility, substantial time investment), and leasing a facility would alleviate many of them; however, we feel that the benefits outweigh the disadvantages. Our plan to acquire and finance a school facility will be based on MMA’s intention to own the site and building, and will address how we plan to meet the challenges associated with ownership. Identification/Acquisition of Site & Facility Facility Construction/Acquisition. In addition to owning its facility, we also believe it is in the school’s best interest to construct a new facility as opposed to retro-fitting an existing structure. We base this decision on our belief that an integrated school design creates the ideal academic setting for learning. By “integrated school design,” we refer to a facility designed around the vision and needs of the school, as opposed to the school designed around the facility’s constraints. We believe this approach will better support our program and promote a better educational environment for our students. Site Selection. Inasmuch as our school will not open its doors until the fall of 2010 and we are currently unable to enter into a written agreement for the purchase of land, it would be very difficult to “tie up” property or find a seller willing to set aside a parcel until construction would begin in the fall of 2009. Therefore, we have established a plan for identifying potential locations upon approval. The aforementioned plan consists of assessing numerous factors when looking for our future location; these factors include the site’s accessibility by public transportation, proximity to major thoroughfares, accessibility for parents and staff, community traffic concerns, emergency vehicle access, and the general surrounding environment (commercial/residential). To ensure adequate space for parking, the building(s), and an outdoor/playground area, our search will focus on lots ranging from 3 to 4 acres. To assist us in our search for a location that meets the foregoing criteria, we will likely engage the services of a real estate agent and task a committee with this job.


Timing is another important factor in our plan to acquire property. We recognize that many charter schools have experienced serious difficulties due to late openings. MMA places the highest priority on securing land and constructing its facility in a timely manner. Because construction would not begin until fall 2009 (to open in fall 2010), we will have more time to locate land and construct our facility than the vast majority of new charter schools in Utah’s charter history – this additional time is a welcomed opportunity, and we intend to take full advantage of it. Financing Site Acquisition and Facility Construction As mentioned above, MMA intends to purchase and own its school facility. We intend to purchase our facility through the issuance of tax-exempt municipal bonds, and we have identified several investors/developers that are willing to finance the construction of our facility and extend us this purchase option within the first years of MMA’s operation. Inasmuch as we are not an approved charter, we have not entered into any agreements to secure financing, however, we will place the highest priority on securing financing for our facility upon approval. After researching this issue and speaking with various schools throughout the state that have secured financing for their facilities, we have identified the general process by which we intend to finance our facility. The financing process begins with the execution of a lease agreement. The board will review and negotiate any lease agreement prior to execution (in addition to the Utah Charter School Board’s review) to ensure, among other things, a fair market value lease rate is established and an option to purchase the facility is clearly set forth in the agreement. The lease agreement will enable our investors to secure construction financing, it will set forth the initial terms of MMA’s occupancy (as a lessee), and it will define both parties’ responsibilities with respect to the facility and grounds. The investors will initially own the facility and lease it to MMA until we exercise our option to purchase. Pursuant to this arrangement, it is within the regular course of business for the lessor/owner to be responsible for securing all permits and approvals required for construction of the school – these responsibilities will be clearly set forth and established in the lease agreement. In addition to the foregoing and in compliance with Utah Admin Code R277-471, MMA will appoint a Charter School Board Building Officer to be responsible for the following: (i) ensuring construction is completed in compliance with building codes; (ii) filing all necessary reports with the Utah State Office of Education and appropriate local government agencies; and (iii) reporting back to MMA’s Board of Directors. In addition to establishing the lessor/lessee duties and responsibilities, the lease will allow MMA to establish a credit history by making lease payments prior to purchasing its facility. Prior to occupying its facility, MMA will engage the services of an attorney specializing in municipal bonds to represent it as bond counsel – this will ensure the appropriate procedures are followed throughout the bonding process. (Note: because attorney’s fees will be paid through the proceeds of the bond issuance, they are not reflected in the Budget section of this application.) During its first year of operation, MMA intends to exercise its option to purchase and own its facility.


After approval of our charter, we acknowledge the urgency placed on securing financing and constructing school facilities. Therefore, we will make immediate arrangements to begin the process outlined above to secure financing, develop site and floor plans, and obtain the necessary permits and approvals required for construction of the school. Facility Design & Equal Access We anticipate MMA’s facility to be situated on approximately 3 to 4 acres and consisting of approximately 34,000 square feet. In addition to regular elementary instructional rooms, the facility will contain a music room, a gymnasium with stage, a science room, at least one special education room, administrative suites and faculty rooms, a health suite, multi-purpose rooms, a media center/library, and collaboration/study areas. Given the unique Montessori philosophies, we intend to pursue a less institutional design that captures our program's ideals: hands on learning, independence, creativity and appreciation for all five senses in the learning process. Our design will celebrate the wonders of interior space with warmth, comfort, familiarity, and excitement. Our hope is to design a facility that embraces MMA’s geographic amenities, such as plants, trees, hills or other topographical highlights. Sustainability is another important consideration to the design of our facility. By incorporating "green building" aspects, we hope to make our facility one that uses less energy, needs less maintenance and is a healthier place to live and teach. However, we recognize the importance of balancing “wants" and "needs" in the design process, and will make all design decisions in a fiscally responsible manner. In addition, MMA will ensure that its school facility is designed and constructed to be accessible to and usable by individuals with disabilities. We acknowledge that compliance with ADA guidelines is mandatory for any new (or remodeled) charter school facility, and we will work closely with the facility’s architects to make appropriate design decisions for accommodating the needs of disabled individuals as well as meeting all other applicable zoning and building code requirements.


Detailed Business Plan (Section 6) Revenue Template

TEMPLATEAverage Daily Members hip R ating F ac tor WPU Generated

Estimated ADM (K) 50 0.55 27.5Estimated ADM (1-3) 150 0.9 135Estimated ADM (4-6) 150 0.9 135Estimated ADM (7-8) 100 0.99 99Estimated ADM (9-12) 0 1.2 0Special Ed Pre-School 0Special Ed ADM (K) 4Special Ed ADM (1-12) 28Special Ed (Self-Contained) 0Number of Teachers (K-6) 14Number of Teachers (7-12) 4WPU Value $2,514Prior Year Teacher FTE (CACTUS) 0Prior Year WPUs 0ELL Students 0Low Income Students-prior year 0

Program Name RateWPU

GeneratedAmount

GeneratedWPU ProgramsRegular Basic School:Regular WPU - K-12 See above 396.5000 996,801$ Professional Staff 0.03800 15.0670 37,878

Restricted Basic School:Special Ed--Add-on 1.0000 30.2000 75,923 Spec. Ed. Self-Contained 1.0000 0.0000 - Special Ed Pre-School 1.0000 0.0000 - Special Ed-State Programs Based on ProgramsCareer and Technical Ed. Based on ProgramsClass Size Reduction (K-8) $215 per K-8 ADM 96,750 Total WPU Programs 441.7670 1,207,352$ Non-WPU ProgramsRelated to Basic Programs:SS & Retirement $ 478.07 per WPU 211,196$ Quality Teaching Block Grant $944 per CACTUS prior year teacher FTE -

OR, If new, use current teacher FTE 16,992 $76 per total prior year WPUs; OR - If new, $76 X C35 or current WPUs 33,574

Local Discretionary Block Grant $41 16,257 Interventions-Student Success $22 per K-12 WPU 8,723

$90 per ELL student - Special PopulationsAt Risk Regular Program $6 per total prior year WPUs; OR -

If new, $6 X C35 or current WPUs 2,651 Gifted and Talented $4 per K-12 WPU 1,586 OtherSchool Land Trust Program $39 per student 17,550 Reading Achievement Program $19 per total prior year WPUs -

$3 per K-3 student 600 $42 per low income student -

Charter Administrative Costs $62 per student 27,900 Local Replacement Dollars Average $1,021 per student 459,450 Total Non-WPU 796,478$ One TimeTeacher Materials/Supplies $360 or $285 per teacher (K-6)1 14 3,990

$310 or $235 per teacher (7-12)2 4 940

ADM costs (ongoing & one-time) $393 450 176,850 Library Books and Resources $3 per student 450 1,350 Total One Time 183,130$

ESTIMATED Total All State Funding 2,186,960$

MARIA MONTESSORI ACADEMY FUNDING WORKSHEETFY 2010-2013

******PROJECTION ONLY******


Budget Year1-Year 3

Number of Students (ADM): 450 450 450

Revenue Total Total TotalState Funding 2,186,960$ 2,186,960$ 2,186,960$ Federal & State Projects Private Grants & Donations 1,000$ 1,000$ 1,000$ Loans Other (Specify) U-PASS/Parent Org 5,800$ 5,800$ 5,800$ Total Revenue $2,193,760 $2,193,760 $2,193,760

Expenses # of Staff @ Salary Total # of Staff @ Salary Total # of Staff @ Salary TotalSalaries (100) $ $ $ Director (Principal) 1.00 66,000$ $66,000 1.00 67,980$ $67,980 1.00 71,379$ $71,379 Teacher-Regular Ed 18.00 32,000$ $576,000 18.00 32,960$ $593,280 18.00 34,608$ $622,944 Teacher-Special Ed 1.00 32,000$ $32,000 2.00 32,960$ $65,920 2.00 34,608$ $69,216 Instructional Aides 18.00 Hourly $89,100 18.00 Hourly $89,100 18.00 Hourly $89,100 Secretary 1.00 25,000$ $25,000 1.00 25,750$ $25,750 1.00 27,038$ $27,038 Librarian - -$ $ - -$ $ - -$ $ Business Administrator 1.00 50,000$ $50,000 1.00 51,500$ $51,500 1.00 54,075$ $54,075 Substitutes NA NA $12,474 NA NA $12,474 NA NA $12,474 Performance Pay NA NA $29,500 NA NA $30,385 NA NA $29,704Employee Benefits (200) $223,179 235,367$ $242,144Travel (580) 15,700$ 16,400$ $16,400Purchased Professional Services(300) 29,152$ 36,652$ $36,652Purchased Property Services(400) 25,000$ 25,750$ $27,038Instructional Aids/Books/Library(600) 273,650$ 65,400$ $65,400Supplies(600) 62,140$ 69,140$ $63,640Legal (300) 1,500$ 1,500$ $1,500Auditor(300) 1,500$ 1,500$ $1,500Marketing (300) 8,500$ 8,500$ $8,500Other (printing; postage) 2,050$ 2,050$ $2,050Total Instruction, Administration & Support $1,522,445 $1,398,648 $1,440,753

Operations & Maintenance Total Total TotalSupplies 1,350$ 1,350$ 1,350$ Phone/Communications 5,505$ 5,505$ 5,505$ Custodial Services 8,500$ 8,500$ 8,500$ Advertising 1,920$ 1,920$ 1,920$ Property/Casualty Insurance 12,500$ 15,000$ 20,000$ Utilities 81,800$ 82,800$ 82,800$ RentFees/Permits & dues 6,350$ 6,350$ 6,350$ Transportation 1,500$ 1,500$ 1,500$ Food Service 1,600$ 1,600$ 1,600$ Accounting Services 9,550$ 9,550$ 9,550$ Land & Improvements 5,000$ 5,000$ 5,000$ Building & Improvements 2,500$ 2,500$ 2,500$ Computer Equipment 30,000$ 50,000$ 30,000$ Furniture & Other Equipment 65,500$ 87,500$ 35,500$ Upgrades (Connectivity) 2,400$ 2,400$ 2,400$ Leases/Loan Payments 382,326$ 417,083$ 417,083$ Other (security, copier lease) 11,300$ 11,300$ 11,300$ Total Operations & Maintenance 629,601$ 709,858$ 642,858$

Total Expenditures $2,152,046 $2,108,507 $2,083,611

Total Revenues $2,193,760 $2,193,760 $2,193,760

Budget Balance (Revenues-Expenditures) $41,714 $85,254 $110,149

Charter School Name: Maria Montessori Academy

First Year Second Year Third Year


Cash Flow Statement (Year 1).

Maria Montessori AcademyEstimates Only - FY 1

Revenues Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun TotalsWPUStartup State/Fed - Income-K-12 WPU 83,067 83,067 83,067 83,067 83,067 83,067 83,067 83,067 83,067 83,067 83,067 83,067 996,801 Income--Professional Staff 3,157 3,157 3,157 3,157 3,157 3,157 3,157 3,157 3,157 3,157 3,157 3,157 37,878 Income--Special Ed Add-on 44,288 6,327 6,327 6,327 6,327 6,327 75,923 Income--Class Size Reduction 8,063 8,063 8,063 8,063 8,063 8,063 8,063 8,063 8,063 8,063 8,063 8,063 96,750 Non-WPUIncome--Soc Security & Retirem 17,600 17,600 17,600 17,600 17,600 17,600 17,600 17,600 17,600 17,600 17,600 17,600 211,196 Income--Quality Teaching Block 4,214 4,214 4,214 4,214 4,214 4,214 4,214 4,214 4,214 4,214 4,214 4,214 50,566 Income--Local Discretionary Bl 1,355 1,355 1,355 1,355 1,355 1,355 1,355 1,355 1,355 1,355 1,355 1,355 16,257 Income--Interventions for Stud 727 727 727 727 727 727 727 727 727 727 727 727 8,723 Income--At-Risk Student Progra 221 221 221 221 221 221 221 221 221 221 221 221 2,651 Income--Accelerated Learning 132 132 132 132 132 132 132 132 132 132 132 132 1,586 Income--Local School Land Trust 1,463 1,463 1,463 1,463 1,463 1,463 1,463 1,463 1,463 1,463 1,463 1,463 17,550 Income--Reading Achievement 50 50 50 50 50 50 50 50 50 50 50 50 600 Income--Administrative Costs 2,325 2,325 2,325 2,325 2,325 2,325 2,325 2,325 2,325 2,325 2,325 2,325 27,900 Income--Charter Local Replacem 38,288 38,288 38,288 38,288 38,288 38,288 38,288 38,288 38,288 38,288 38,288 38,288 459,450 One TimeIncome--Teachers Mat. & Supp. 4,930 4,930 ADM Costs (ongoing & one-time) 14,738 14,738 14,738 14,738 14,738 14,738 14,738 14,738 14,738 14,738 14,738 14,738 176,850 Library Books & Resources 113 113 113 113 113 113 113 113 113 113 113 113 1,350 OtherIncome--U-PASS 1,500 1,500 Income- Cash Donation 500 500 1,000 Income- Interest Income - - - - - - - - - - - - - Income- Parent Organization 1,200 500 600 2,000 4,300

Total Revenues 182,139 176,009 175,509 175,509 175,509 176,109 219,797 183,336 181,836 181,836 183,836 182,336 2,193,760

ExpensesCurriculum & Materials 60,000 60,000 6,000 6,000 6,000 6,000 6,000 6,000 6,000 6,000 6,000 - 174,000 Montessori Training and Supplies 5,917 5,917 5,917 5,917 5,917 5,917 5,917 5,917 5,917 5,917 5,917 5,917 71,000 Library Books & Supplies - 11,250 5,625 1,875 1,875 1,875 - - - - - - 22,500 Testing & Testing Materials - - 3,000 - - - - - - - - 3,000 Curriculum--Special Education 1,050 1,050 1,050 - - 3,150 Wages- Teachers - - 48,000 48,000 48,000 48,000 48,000 48,000 48,000 48,000 48,000 144,000 576,000 Wages- Classroom Aides - - 9,900 9,900 9,900 6,300 9,900 9,900 9,900 8,100 5,400 9,900 89,100 Wages- Substitute Teacher - - 1,386 1,386 1,386 1,386 1,386 1,386 1,386 1,386 1,386 12,474 Wages- Special Education 3,200 3,200 3,200 3,200 3,200 3,200 3,200 3,200 3,200 3,200 32,000 Performance Pay- Teachers - - - - - - - - - - - 27,000 27,000 Wages- School Director 5,500 5,500 5,500 5,500 5,500 5,500 5,500 5,500 5,500 5,500 5,500 5,500 66,000 Wages- Business Administrator 4,167 4,167 4,167 4,167 4,167 4,167 4,167 4,167 4,167 4,167 4,167 4,167 50,000 Wages- Secretary 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 25,000 Wages- Librarian - - - - - - - - - - - Wages-Maintenance & Operation 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 25,000 Merit Pay- Admin Expense - - - - - - - - - - - 2,500 2,500 Advertising & Promotions 5,000 2,500 - - - 500 500 - - - 8,500 Bank Fees 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Dues & Subscriptions - - - 5,000 - - - - - 5,000 Employee Benefits Expense 600 1,500 6,600 6,600 6,600 6,600 6,600 6,600 6,600 6,600 6,600 61,500 Social Secirity (FICA) Tax 1,058 1,058 5,838 5,838 5,838 5,563 5,838 5,838 5,838 5,701 5,494 15,142 69,047 Worker's Compensation Insuranc 208 208 1,145 1,145 1,145 1,091 1,145 1,145 1,145 1,118 1,077 2,969 13,539 Unemployment Insurance 346 346 1,908 1,908 1,908 1,818 1,908 1,908 1,908 1,863 1,795 4,948 22,564 Retirement & Mgt. Expense 692 692 3,816 3,816 3,816 3,636 3,816 3,816 3,816 3,726 3,591 9,897 45,129 Employee Motivation Expense - 1,000 1,000 5,000 3,000 10,000 Student Motivation Expense - - 100 100 100 100 100 100 100 100 100 500 1,400 Prof. Dev.- Teachers & Instr. - 7,500 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 5,000 21,500 Prof. Dev.- Other 2,551 - - - - - 1,275 - - - - 3,826 7,652 Insurance Expense - 12,500 - - - - - - - - - - 12,500 Legal & Accounting - - 3,000 - - - - - - - 3,000 License & Tax Expense 150 - - - - - - - - - - 150 Meals Expense 100 500 100 100 100 100 100 100 100 100 100 100 1,600 Supplies - Classroom 2,500 2,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 - - 12,500 Supplies - Teacher Class Funds - - 3,990 - - - - - - - - - 3,990 Supplies - Physical Education 1,500 1,500 2,000 100 100 100 100 100 100 100 100 - 5,800 Supplies - Administration 1,500 4,500 1,000 500 500 500 500 500 500 500 500 500 11,500 Supplies - Custodial Equipment - 4,000 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 15,250 Maintenance Equipment - 5,000 2,500 7,500 Supplies- Copier & Printer - 1,100 500 500 500 500 500 500 500 500 500 5,600


Cash Flow Statement (Year 2)

Supplies - Computer & Software 15,000 10,000 5,000 - - - - - - - - - 30,000 Copier Maintenance Expense - 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 11,000 Operational Equipment 15,000 7,500 2,000 24,500 Facility Expense 34,757 34,757 34,757 34,757 34,757 34,757 34,757 34,757 34,757 34,757 34,757 382,326 Lease-Equipment Rental - 1,000 1,000 2,000 Furniture & Other Equipment 15,000 10,000 5,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 39,000 Property Repairs & Maint. - - 500 500 500 500 500 500 500 500 500 500 5,000 Equipment Repairs - - 250 250 250 250 250 250 250 250 250 250 2,500 Postage & Mailing Expense 550 500 500 500 2,050 Management Services - - - - - - - - - - - - - Outside Services - Prof. & Tech - 1,000 200 200 200 200 200 200 200 2,400 Property Services - - 500 500 500 1,000 1,000 1,000 1,000 1,000 1,000 1,000 8,500 Security Expense 30 30 30 30 30 30 30 30 30 30 300 Telephone- Voice 1,000 1,000 500 250 250 250 250 250 250 250 250 250 4,750 Telephone- Data & Technology 128 128 50 50 50 50 50 50 50 50 50 50 755 Travel- Field Trips Expense 4,000 4,000 4,000 12,000 Travel & Lodging Expense 750 750 200 200 200 200 200 200 1,000 3,700 Garbage Expense - - 130 130 130 130 130 130 130 130 130 130 1,300 Utilities Expense - - 8,500 8,500 8,500 8,500 8,500 8,500 8,500 8,500 8,500 4,000 80,500 Supplies - Medical/First Aid - 350 100 100 100 100 100 100 100 100 100 100 1,350 Other Expense - 300 250 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 9,550 Parent Organization Expense 480 200 200 - - 240 - - - - 800 - 1,920

Total Expenses 143,361 203,088 188,625 168,035 167,585 160,076 168,485 162,160 166,460 158,860 155,311 308,499 2,150,546

Net Surplus 38,777 (27,079) (13,116) 7,474 7,924 16,033 51,312 21,176 15,376 22,975 28,525 (126,163) 43,214

Cash Balance 38,777 11,699 (1,417) 6,056 13,980 30,014 81,325 102,501 117,877 140,852 169,377 43,214 43,214



Total Revenues 182,139 176,009 175,509 175,509 175,509 176,109 219,797 183,336 181,836 181,836 183,836 182,336 2,193,760


ExpensesCurriculum & Materials 7,500 7,500 750 750 750 750 750 750 750 750 750 - 21,750 Montessori Training and Supplies 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 15,000 Library Books & Supplies - 11,250 5,625 1,875 1,875 1,875 - - - - - - 22,500 Testing & Testing Materials - - 3,000 - - - - - - - - 3,000 Curriculum--Special Education 1,050 1,050 1,050 - - 3,150 Wages- Teachers - - 49,440 49,440 49,440 49,440 49,440 49,440 49,440 49,440 49,440 148,320 593,280 Wages- Classroom Aides - - 9,900 9,900 9,900 6,300 9,900 9,900 9,900 8,100 5,400 9,900 89,100 Wages- Substitute Teacher - - 1,386 1,386 1,386 1,386 1,386 1,386 1,386 1,386 1,386 12,474 Wages- Special Education 6,592 6,592 6,592 6,592 6,592 6,592 6,592 6,592 6,592 6,592 65,920 Performance Pay- Teachers - - - - - - - - - - - 27,810 27,810 Wages- School Director 5,665 5,665 5,665 5,665 5,665 5,665 5,665 5,665 5,665 5,665 5,665 5,665 67,980 Wages- Business Administrator 4,292 4,292 4,292 4,292 4,292 4,292 4,292 4,292 4,292 4,292 4,292 4,292 51,500 Wages- Secretary 2,146 2,146 2,146 2,146 2,146 2,146 2,146 2,146 2,146 2,146 2,146 2,146 25,750 Wages- Librarian - - - - - - - - - - - - - Wages- Maintenance & Operation 2,146 2,146 2,146 2,146 2,146 2,146 2,146 2,146 2,146 2,146 2,146 2,146 25,750 Merit Pay- Admin Expense - - - - - - - - - - - 2,575 2,575 Advertising & Promotions 5,000 2,500 - - - 500 500 - - - 8,500 Bank Fees 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Dues & Subscriptions - - - 5,000 - - - - - 5,000 Employee Benefits Expense 600 1,500 6,900 6,900 6,900 6,900 6,900 6,900 6,900 6,900 6,900 64,200 Social Secirity (FICA) Tax 1,090 1,090 6,240 6,240 6,240 5,964 6,240 6,240 6,240 6,102 5,896 15,826 73,407 Worker's Compensation Insuranc 214 214 1,223 1,223 1,223 1,169 1,223 1,223 1,223 1,196 1,156 3,103 14,393 Unemployment Insurance 356 356 2,039 2,039 2,039 1,949 2,039 2,039 2,039 1,994 1,927 5,172 23,989 Retirement & Mgt. Expense 712 712 4,078 4,078 4,078 3,898 4,078 4,078 4,078 3,988 3,853 10,344 47,978 Employee Motivation Expense - 1,000 1,000 5,000 3,000 10,000 Student Motivation Expense - - 100 100 100 100 100 100 100 100 100 500 1,400 Prof. Dev.- Teachers & Instr. - 15,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 5,000 29,000 Prof. Dev.- Other 2,551 - - - - - 1,275 - - - - 3,826 7,652 Insurance Expense - 15,000 - - - - - - - - - - 15,000 Legal & Accounting - - 3,000 - - - - - - - 3,000 License & Tax Expense 150 - - - - - - - - - - 150 Meals Expense 100 500 100 100 100 100 100 100 100 100 100 100 1,600 Supplies - Classroom 2,500 5,000 5,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 - - 19,500 Supplies - Teacher Class Funds - - 3,990 - - - - - - - - - 3,990 Supplies - Physical Education 1,500 1,500 2,000 100 100 100 100 100 100 100 100 - 5,800 Supplies - Administration 1,500 4,500 1,000 500 500 500 500 500 500 500 500 500 11,500 Supplies - Custodial Equipment - 4,000 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 15,250 Maintenance Equipment - 5,000 2,500 7,500 Supplies- Copier & Printer - 1,100 500 500 500 500 500 500 500 500 500 5,600 Supplies - Computer & Software 25,000 15,000 10,000 - - - - - - - - - 50,000 Copier Maintenance Expense - 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 11,000 Operational Equipment 7,500 5,000 5,000 17,500 Facility Expense 34,757 34,757 34,757 34,757 34,757 34,757 34,757 34,757 34,757 34,757 34,757 34,757 417,083 Lease-Equipment Rental - 1,000 1,000 2,000 Furniture & Other Equipment 25,000 15,000 15,000 5,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 68,000 Property Repairs & Maint. - - 500 500 500 500 500 500 500 500 500 500 5,000 Equipment Repairs - - 250 250 250 250 250 250 250 250 250 250 2,500 Postage & Mailing Expense 550 500 500 500 2,050 Management Services - - - - - - - - - - - - - Outside Services - Prof. & Tech - 1,000 200 200 200 200 200 200 200 2,400 Property Services - - 500 500 500 1,000 1,000 1,000 1,000 1,000 1,000 1,000 8,500 Security Expense 30 30 30 30 30 30 30 30 30 30 300 Telephone- Voice 1,000 1,000 500 250 250 250 250 250 250 250 250 250 4,750 Telephone- Data & Technology 128 128 50 50 50 50 50 50 50 50 50 50 755 Travel- Field Trips Expense 4,000 4,000 4,000 12,000 Travel & Lodging Expense 1,100 1,100 200 200 200 200 200 200 1,000 4,400 Garbage Expense - - 130 130 130 130 130 130 130 130 130 130 1,300 Utilities Expense - - 8,500 8,500 8,500 8,500 8,500 8,500 8,500 8,500 8,500 5,000 81,500 Supplies - Medical/First Aid - 350 100 100 100 100 100 100 100 100 100 100 1,350 Other Expense - 300 250 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 9,550 Parent Organization Expense 480 200 200 - - 240 - - - - 800 - 1,920

Total Expenses 134,286 167,255 206,829 168,539 164,089 156,580 164,989 158,664 162,964 155,364 151,815 315,632 2,107,007

Net Surplus 47,853 8,754 (31,320) 6,970 11,420 19,529 54,808 24,672 18,872 26,472 32,021 (133,296) 86,754

Cash Balance 47,853 56,607 25,287 32,257 43,677 63,206 118,014 142,686 161,557 188,029 220,050 86,754 86,754


Cash Flow Statement (Year 3)



Total Revenues 182,139 176,009 175,509 175,509 175,509 176,109 219,797 183,336 181,836 181,836 183,836 182,336 2,193,760

ExpensesCurriculum & Materials 7,500 7,500 750 750 750 750 750 750 750 750 750 - 21,750 Montessori Training and Supplies 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 15,000 Library Books & Supplies - 11,250 5,625 1,875 1,875 1,875 - - - - - - 22,500 Testing & Testing Materials - - 3,000 - - - - - - - - 3,000 Curriculum--Special Education 1,050 1,050 1,050 - - 3,150 Wages- Teachers - - 51,912 51,912 51,912 51,912 51,912 51,912 51,912 51,912 51,912 155,736 622,944 Wages- Classroom Aides - - 9,900 9,900 9,900 6,300 9,900 9,900 9,900 8,100 5,400 9,900 89,100 Wages- Substitute Teacher - - 1,386 1,386 1,386 1,386 1,386 1,386 1,386 1,386 1,386 12,474 Wages- Special Education 6,922 6,922 6,922 6,922 6,922 6,922 6,922 6,922 6,922 6,922 69,216 Performance Pay- Teachers - - - - - - - - - - - 27,000 27,000 Wages- School Director 5,948 5,948 5,948 5,948 5,948 5,948 5,948 5,948 5,948 5,948 5,948 5,948 71,379 Wages- Business Administrator 4,506 4,506 4,506 4,506 4,506 4,506 4,506 4,506 4,506 4,506 4,506 4,506 54,075 Wages- Secretary 2,253 2,253 2,253 2,253 2,253 2,253 2,253 2,253 2,253 2,253 2,253 2,253 27,038 Wages- Librarian - - - - - - - - - - - - - Wages-Maintenance & Operation 2,253 2,253 2,253 2,253 2,253 2,253 2,253 2,253 2,253 2,253 2,253 2,253 27,038 Merit Pay- Admin Expense - - - - - - - - - - - 2,704 2,704 Advertising & Promotions 5,000 2,500 - - - 500 500 - - - 8,500 Bank Fees 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Dues & Subscriptions - - - 5,000 - - - - - 5,000 Employee Benefits Expense 600 1,500 6,900 6,900 6,900 6,900 6,900 6,900 6,900 6,900 6,900 64,200 Social Secirity (FICA) Tax 1,144 1,144 6,509 6,509 6,509 6,233 6,509 6,509 6,509 6,371 6,164 16,411 76,520 Worker's Compensation Insuranc 224 224 1,276 1,276 1,276 1,222 1,276 1,276 1,276 1,249 1,209 3,218 15,004 Unemployment Insurance 374 374 2,127 2,127 2,127 2,037 2,127 2,127 2,127 2,082 2,015 5,363 25,007 Retirement & Mgt. Expense 748 748 4,254 4,254 4,254 4,074 4,254 4,254 4,254 4,164 4,029 10,726 50,013 Employee Motivation Expense - 1,000 1,000 5,000 3,000 10,000 Student Motivation Expense - - 100 100 100 100 100 100 100 100 100 500 1,400 Prof. Dev.- Teachers & Instr. - 15,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 5,000 29,000 Prof. Dev.- Other 2,551 - - - - - 1,275 - - - - 3,826 7,652 Insurance Expense - 20,000 - - - - - - - - - - 20,000 Legal & Accounting - - 3,000 - - - - - - - 3,000 License & Tax Expense 150 - - - - - - - - - - 150 Meals Expense 100 500 100 100 100 100 100 100 100 100 100 100 1,600 Supplies - Classroom 2,500 2,500 2,500 1,000 1,000 1,000 1,000 1,000 1,000 1,000 - - 14,500 Supplies - Teacher Class Funds - - 3,990 - - - - - - - - - 3,990 Supplies - Physical Education 1,500 1,500 1,500 100 100 100 100 100 100 100 100 - 5,300 Supplies - Administration 1,500 4,500 1,000 500 500 500 500 500 500 500 500 500 11,500 Supplies - Custodial Equipment - 4,000 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 15,250 Maintenance Equipment - 5,000 2,500 7,500 Supplies- Copier & Printer - 1,100 500 500 500 500 500 500 500 500 500 5,600 Supplies - Computer & Software 15,000 10,000 5,000 - - - - - - - - - 30,000 Copier Maintenance Expense - 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 11,000


Operational Equipment - 2,500 2,000 4,500 Facility Expense 34,757 34,757 34,757 34,757 34,757 34,757 34,757 34,757 34,757 34,757 34,757 34,757 417,083 Lease-Equipment Rental - 1,000 1,000 2,000 Furniture & Other Equipment 10,000 5,000 5,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 29,000 Property Repairs & Maint. - - 500 500 500 500 500 500 500 500 500 500 5,000 Equipment Repairs - - 250 250 250 250 250 250 250 250 250 250 2,500 Postage & Mailing Expense 550 500 500 500 2,050 Management Services - - - - - - - - - - - - - Outside Services - Prof. & Tech - 1,000 200 200 200 200 200 200 200 2,400 Property Services - - 500 500 500 1,000 1,000 1,000 1,000 1,000 1,000 1,000 8,500 Security Expense 30 30 30 30 30 30 30 30 30 30 300 Telephone- Voice 1,000 1,000 500 250 250 250 250 250 250 250 250 250 4,750 Telephone- Data & Technology 128 128 50 50 50 50 50 50 50 50 50 50 755 Travel- Field Trips Expense 4,000 4,000 4,000 12,000 Travel & Lodging Expense 1,100 1,100 200 200 200 200 200 200 1,000 4,400 Garbage Expense - - 130 130 130 130 130 130 130 130 130 130 1,300 Utilities Expense - - 8,500 8,500 8,500 8,500 8,500 8,500 8,500 8,500 8,500 5,000 81,500 Supplies - Medical/First Aid - 350 100 100 100 100 100 100 100 100 100 100 1,350 Other Expense - 300 250 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 9,550 Parent Organization Expense 480 200 200 - - 240 - - - - 800 - 1,920

Total Expenses 102,617 153,086 189,928 168,638 168,188 160,679 169,088 162,763 167,063 159,463 155,914 324,682 2,082,111

Net Surplus 79,522 22,923 (14,419) 6,871 7,321 15,430 50,709 20,573 14,773 22,372 27,922 (142,347) 111,649

Cash Balance 79,522 102,445 88,026 94,896 102,217 117,647 168,356 188,929 203,702 226,074 253,996 111,649 111,649


Fiscal Procedures (Section 7)

MMA has established various fiscal policies and procedures to provide its program with the foundation to properly safeguard its assets, establish a responsible decision-making process, ensure compliance with state and federal laws and regulations, and produce timely and accurate financial information. MMA will maintain its financial and accounting records using the Utah State Office of Education guidelines for Budgeting, Accounting, and Auditing for Utah School Districts and in accordance with all applicable federal, state, and local laws and regulations. The following policies highlight some of the fiscal procedures that will govern MMA’s operation upon approval. Budget Process MMA will prepare an annual operating budget of revenues and expenses and a cash flow projection. The Director and the Treasurer will be responsible for preparing the annual operating budget and cash flow projections. These budgets and projections will be reviewed and approved by the school’s Board of Directors at the annual meeting and modified as necessary. Financial statements displaying the school’s budget versus actual results will be prepared by the business manager and reviewed by the Board’s Treasurer and presented to the Board at each regularly scheduled board meeting. The budget and cash flow projections will support MMA’s mission and philosophy and must provide the following:

� Sufficient detail to enable reasonably accurate projections of revenues and expenses, separation of capital and operational items, cash flow, and subsequent audit trail;

� A balanced budget – appropriations must be planned such that they equal or are less than anticipated revenue; and

� Budgets must align with school priorities as established by the Board. Expendable Revenue, Appropriation Limitations & Appropriations in Excess of Estimated Revenue MMA’s Board of Directors may not make any appropriation that violates any school policy or exceeds its estimated expendable revenue, including undistributed reserves, in the final budget. Budget Reports MMA’s budget reporting will be in accordance with Generally Accepted Accounting Principles (GAAP), including Generally Accepted Governmental Auditing Standards. MMA’s business manager will maintain supporting records in sufficient detail to prepare the school's financial reports, including: (i) annual financial statements for audits and the annual budget; (ii) monthly reports including budget versus actual financial statements with explanations for significant variances, updates of cash flow projections, and monthly reports to the Utah State Office of Education; and (iii) quarterly preparation of IRS Form 941 and payroll and tax returns (unless outsourced) and other reports upon request. Under the direction of the


board, the Director shall be ultimately responsible for filling out and submitting reports to the state as set forth in the Utah Charter School Act. Undistributed Reserves Any undistributed reserves shall be added to MMA’s operational budget for the following year and will be properly re-allocated at the direction of the Board. Interfund Transfers Subject to any restrictions imposed by law or other rules, MMA’s board of directors reserves the right to reallocate funds from one line item in the budget to another as prescribed by the board if purchasing practices or conservation result in an expenditure different than the budgeted amount. Emergency Expenditures An “emergency purchase” is the purchase of goods or services that are so badly needed that the school will suffer financial or operational damage if they are not secured immediately. If MMA’s Board determines that an emergency exists, they may, by resolutions, amend the budget and authorize an emergency expenditure. In the event an emergency purchase has been properly authorized, “best value” procurement guidelines must be followed. Mandatory Training: Business Administrator MMA will hire or contract for a business administrator and require the business administrator to attend training in School Finance and Statistics regarding the Minimum School Program and financial reporting requirements prior to working with the school. The business manager will provide payroll management services for all school staff. MMA’s payroll services will function similarly to services provided for other state and district employees, including preparation of W-2’s, filing of taxes, and any other reports that are required by state and federal law. Purchasing Policy & Procedure (PP&P) MMA will purchase only those items and services that are required to perform the school’s mission and/or fill a bona fide need. Procurements are made using best value contracting which includes assessing the best value considering quality, performance and price. However, the school will use a competitive procurement process which requires sound business practices for purchases less than $5,000. The school will also select the best value by obtaining three written quotes for items greater than $5,000 and less than $20,000. Finally, a formal bid process will be used for items greater than $20,000, in which three bids will be received and evaluated using a formal evaluation process. The School adheres to the following objectives: (i) Procurements will be completely impartial based strictly on the merits of supplier and contractor proposals and applicable related considerations such as delivery, quantity, etc; (ii) Make all purchases in the best interests of the school and its funding sources; (iii) Obtain quality supplies/services needed for delivery at the time and place required; (iv) Buy from responsible and dependable sources of supply; (v) Obtain maximum value for all expenditures; (vi) Deal fairly and impartially with all vendors; and (vii) Be above suspicion of unethical behavior at all time and avoid any conflict of interest,


dealings with related parties or even the appearance of a conflict of interest in MMA’s supplier relationships. MMA will execute a Purchase Order for all purchases over $1000 and it shall be approved by the Business Manager for purchases less than $5,000 and by the Board of Directors for purchase greater than $5,000. Purchasing Outline: 1) Fill out requisition form. 2) Obtain necessary signature(s) on the requisition and turn it in to the school’s business

office. a) Signature Guidelines: For purchases under $500.00, any one of the following

signatures is required: (i) the chair of MMA’s Board of Directors; (ii) the Business Administrator; or (iii) one of the officers of the Board. For purchases between $500.00 and $2,500.00, two of the above signatures.

b) For purchases over $2,500.00, all three of the above signatures are required. 3) The Business Administrator makes a copy of the requisition and returns it to the

requester (along with a purchase order if necessary) to process the order. 4) When the order is received, the individual must either sign the packing slip or sign the

requisition and mark it “received” before returning it to the business office. 5) If the school is billed directly for the purchase, the job is complete. 6) If the individual paid for the purchase, that individual must fill out a check request, attach

all receipts, and turn it into the business office. All procedures and policies must also conform to MMA’s conflict of interest policy.


Board Minutes Adopting PP&P

Maria Montessori Academy, Inc. Minutes

Meeting of Board of Directors Date: March 26, 2008

A quorum of board members being in attendance, the meeting was called to order.

Chair’s Summary Report The Board Chair gave a summary of the corporation’s activities to the board of directors.

RESOLUTION Adoption of Purchasing Policy and Procedure

Upon a properly made and seconded Motion, it was unanimously RESOLVED to adopt the Purchasing Policy and Procedure as set forth in the Fiscal Procedures section of the corporations 2010 Charter School Application.

Adjournment Upon a properly made and seconded Motion, it was unanimously resolved to adjourn the meeting.

Certification of Secretary I hereby certify that these are a true and correct copy of the “minutes” that were adopted by the board of directors of Maria Montessori Academy on March 26, 2008. / Maria Turner / Maria Turner, Board Secretary


Organizational Structure & Governing Body (Section 8)

Board Members; Governing Body Maria Montessori Academy is a Utah non-profit corporation governed by a board of directors (the “Board”). The Board will consist of five to seven voting members comprised of parents and/or local business/civic leaders. In accordance with Utah Admin Code. MMA will encourage and maintain active involvement of parents of students attending its program. In an effort to promote parental involvement, the Maria Montessori Academy Board will consist of at least 25% parents of students currently attending the charter school. Only one MMA family member may serve on the Board at any given time. No Board member may receive remuneration for Board service. No employee of the Charter School may serve as a voting Board member. Board Member Roles & Responsibilities The MMA Board Members’ roles and responsibilities will be set forth and clearly defined in MMA’s bylaws. In general, it is the Board’s responsibility to manage the property, affairs, and business of the school. These roles and responsibilities will include, among other things, to protect the legal interests of the school, to establish and set forth the vision and mission of MMA and establish its policies and procedures in accordance therewith, to exercise sound legal and ethical practices and policies, to manage liabilities wisely, to advocate good external relations with the community, school districts, media, neighbors, parents, and students, to hire and evaluate the school’s director, to practice strategic planning, to ensure adequate resources and manage them effectively, and to assess MMA’s overall performance. In addition, the Board will perform such other duties as are appropriate and necessary to the safe and effective operation of the school and which promote MMA’s vision, mission, and educational philosophy. Board Officers The officers of the Board will be the President, Vice President, Secretary, and Treasurer. Officers will be chosen by, and from among the members of the Board. President. The President will preside over all regular and other official Board meetings, have general charge of the business of the board, and carry out its policies under direction of the Board. The President has authority to delegate duties and responsibilities to other Board members. The President shall form committees as required, and appoint committee chairs and other committee members, subject to approval of the Board. Vice President. The Vice President shall have all the powers and perform all the duties of the President in the absence or disability of the President. The Vice President shall perform other such duties as from time-to-time may be assigned to him/her by the President or the Board.


Secretary. The Secretary will keep full minutes of all the meetings of the Board. The Secretary will act as a clerk thereof and record all the acts and votes and the minutes of all proceedings in one or more books to be kept for that purpose. The Secretary is responsible for posting notices of upcoming meetings in accordance with the provisions of MMA’s bylaws or as required by law, and performs such other duties as from time-to-time may be assigned to him/her by the President or the Board. Treasurer. The Treasurer is the general supervisor of the financial affairs of the school, subject to Board concurrence, and has power to disburse funds, sign checks, drafts or other payments of money, and make or cause to be made monthly financial statements for the Board in accordance with MMA policy and procedure. The Treasurer also performs such other duties as may from time-to-time be assigned by the President or the Board.

Election Process The Board shall advertise for Board candidates to fill the seats of board members whose terms are expiring during the first week of April. Upon request, the Board will provide interested candidates with Board Member Application forms and Candidate Information forms. Each Board member will be allowed one vote per available position. Those candidates receiving the most votes will fill the available seats on the Board of Directors. In the event of a tie vote for a position, a second ballot will be cast for that position only, with only the tied candidates eligible for the position. Should a second tie occur, a result will be obtained through a random drawing.

Board Member Terms .Initial Board members will serve 2-4 year staggered terms. After establishing staggered terms, Board members will serve 4 year terms. Following each election, the Board of Directors will appoint its own leadership. At the Board’s own discretion, it may also reorganize following the filling of a Board vacancy. In the event of dismissal, resignation, or other vacancy on the Board , the Board will conduct a special election to fill the remaining portion of the vacant member’s term The Board at its sole discretion can determine whether or not the Board will reorganize following the filling of a vacancy.

Flow of Information As indicated below, information to and from MMA’s Board, the stakeholders, and MMA administrators may occur in several ways. Whether information flows to the stakeholders through the PTO, committees, or instructional staff/administrators, our intent is to encourage open communication between and among all individuals and groups organized to promote the mission and philosophy of MMA.


Organizational Flow Chart

Maria Montessori Academy Board of Directors

MMA Director

Assistant Director

Lead Teachers

Parent Organization

Committee Presidents

MMA Committees Parents / Faculty / Board

Members

Utah State Charter School Board

Teacher Assistants


Articles of Incorporation (Section 9)

ARTICLES OF INCORPORATION

OF MARIA MONTESSORI ACADEMY, INC.

We, the undersigned natural persons all being of the age of eighteen years or more, acting as incorporators under the Utah Non-Profit Corporation and Cooperative Association Act, adopt the following Articles of Incorporation for such Corporation:

ARTICLE I. NAME

The name of the Corporation is MARIA MONTESSORI ACADEMY, INC.

ARTICLE II. DURATION

The period of duration of this Corporation is perpetual.

ARTICLE III. PURPOSE

(a) To act and operate exclusively as a nonprofit corporation pursuant to the laws of the State of Utah, and to act and operate as an educational and charitable organization within the meaning of Section 501(c)(3) of the Internal Revenue Code. The specific purpose of the nonprofit corporation is to manage, operate, guide, direct and promote Maria Montessori Academy, and such other educational activities as the Board of Directors may define from time to time.

(b) To engage in any and all activities and pursuits, and to support or assist such other organizations, as may be reasonably related to the foregoing and following purposes.

(c) To engage in any and all other lawful purposes, activities and pursuits, which are substantially similar to the foregoing and which are or may hereafter be authorized by Section 501(c)(3) of the Internal Revenue Code and are consistent with those powers described in the Utah Nonprofit Corporation and Cooperation Association Act, as amended and supplemented.

(d) To solicit and receive contributions, purchase, own and sell real and personal property, to make contracts, to invest corporate funds, to spend corporate funds for corporate purposes, and to engage in any activity "in furtherance of, incidental to, or connected with any of the other purposes."


(e) No part of the net earnings of the Corporation shall inure to the benefit of, or be distributable to, its members, trustees, officers, or other persons, except that the Corporation shall be authorized and empowered to pay reasonable compensation for services rendered to the corporation and to make payments and distributions in furtherance of the purposes set forth herein;

(f) No substantial part of the activities of the Corporation shall be the carrying on of propaganda, or otherwise attempting to influence legislation, and the Corporation shall not participate in, or intervene in (including the publishing or distribution of statements) any political campaign on behalf of any candidate for public office except as authorized under the Internal Revenue Code of 1954, as amended;

(g) The Corporation shall not carry on any other activities not permitted to be carried on by a corporation exempt from Federal income tax under 501(c)(3) of the Internal Revenue Code of 1954, as amended (or the corresponding provision of any future United States Internal Revenue law). Weight

ARTICLE IV. MEMBERS/STOCK

The Corporation shall not have any class of members or stock.

ARTICLE V. BYLAWS

Provisions for the regulation of the internal affairs of the Corporation shall be set forth in the Bylaws.

ARTICLE VI. DIRECTORS

The number of directors of this Corporation shall be three (3), or more than three, as fixed from time to time by the Bylaws of the Corporation. The number of directors constituting the present Board of Directors of the Corporation is three (3), and the names and addresses of the persons who are to serve as directors until their successors are elected and shall qualify are: Nancy Lindeman Amanda Scheuermann P.O. Box 66 4150 Aspen Lane Huntsville, Utah 84317 Eden, Utah 84310 Maria Turner 4645 Midas Park Rd. Herriman, Ut. 84065


ARTICLE VII. INCORPORATORS

The names and addresses of the incorporators are: Nancy Lindeman P.O. Box 66 Huntsville, Utah 84317 Maria Turner 4645 Midas Park Rd. Herriman, Ut. 84065 Amanda Scheuermann 4150 Aspen Lane Eden, Utah 84310

ARTICLE VIII. VOTING MEMBERS

The Corporation will not have voting members.

ARTICLE IX.

REGISTERED OFFICE AND AGENT The address of the Corporation's initial registered office shall be 1437 29th Street, Ogden, Utah 84403. Such office may be changed at any time by the Board of Directors without amendment of these Articles of Incorporation. The Corporation’s initial registered agent at such address shall be NANCY LINDEMAN. I hereby acknowledge and accept appointment as corporate registered agent: / Nancy Lindeman / Nancy Lindeman


ARTICLE X. PRINCIPAL PLACE OF BUSINESS

The principal place of business of this Corporation shall be 1437 29th Street, Ogden, Utah 84403. The business of this Corporation may be conducted in all counties of the State of Utah and in all states of the United States, and in all territories thereof, and in all foreign countries as the Board of Directors shall determine.

ARTICLE XI. DISTRIBUTIONS

No part of the net earnings of the Corporation shall inure to the benefit of, or be distributable to its trustees, officers, or other private persons, except that the Corporation shall be authorized and empowered to pay reasonable compensation for services rendered and to make payments and distributions in furtherance of the purposes set forth in Article III hereof. No substantial part of the activities of the corporation shall be the carrying on of propaganda, or otherwise attempting to influence legislation, and the corporation shall not participate in, or intervene in (including the publishing or distribution of statements) any political campaign on behalf of or in opposition to any candidate for public office. Notwithstanding any other provision of these Articles of Incorporation, the corporation shall not carry on any other activities not permitted to be carried on (a) by a corporation exempt from federal income tax under Section 501(c)(3) of the Internal Revenue Code, as amended or supplemented, or (b) by a corporation, contributions to which are deductible under Section 170(c)(2) of the Internal Revenue Code, as amended or supplemented.

ARTICLE XII. DISSOLUTION

Upon the dissolution of the corporation, assets shall be distributed for one or more exempt purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code, as amended or supplemented, or shall be distributed to the federal government or to a state or local government for a public purpose. Any such assets not so disposed of shall be disposed of by the District Court of the county in which the principal office of the corporation is then located, exclusively for such purposes or to such organization or organizations, as said Court shall determine, which are organized and operated exclusively for such purposes.


IN WITNESS WHEREOF, We, Nancy Lindeman Geradette Banaszak, and Amanda Scheuermann have executed these Articles of Incorporation this 25th day of March, 2008, and say: That we are all incorporators herein; that we have read the above and foregoing Articles of Incorporation; know the contents thereof and that the same is true to the best of our knowledge and belief, excepting as to matters herein alleged upon information and belief and as to those matters we believe to be true. / Nancy Lindeman / / Maria Turner / Nancy Lindeman Maria Turner / Amanda Scheuermann / Amanda Scheuermann


Board Minutes Adopting Articles of Incorporation

Maria Montessori Academy, Inc. Minutes of the Organizational Meeting of Board of Directors

Date: March 25, 2008 The organizational meeting of the Board of Directors of Maria Montessori Academy, Inc., a Utah nonprofit corporation, was held at 5460 East 2200 North, Eden, Utah 84310 on March 25, 2008. The undersigned, being all of the members of the initial Board of Directors of Maria Montessori Academy named in the Corporation's Articles of Incorporation filed with the Secretary of State of Utah were present. Nancy Lindeman was appointed Chairperson of the meeting and Maria Turner was appointed Secretary of the meeting.

ARTICLES OF INCORPORATION

The Secretary then presented and read to the meeting a copy of the Articles of Incorporation and reported that the original thereof was filed in the office of the Secretary of State of the State of Utah on March 25, 2008. The Secretary presented a duplicate of the Articles of Incorporation as filed and it was ordered inserted into the corporate record book.

OFFICERS

The Chairperson of the meeting then called for the election of officers of the Corporation. The following persons were nominated to the office preceding their name: Office Name President, Nancy Lindeman Secretary, Maria Turner Treasurer, Amanda Scheuermann No further nominations being made the nominations were closed and the directors proceeded to vote on the nominees. The Chairperson announced that the foregoing nominees were elected to the offices set before their respective names to serve as such at the pleasure of the Board of Directors or pursuant to the terms of any written employment agreement executed by the Corporation and the respective officer.


ADJOURNMENT

The Chairperson asked whether there was any further business to come before the Directors at this meeting, and there being no response, the meeting was adjourned. DATE: March 25, 2008. APPROVED BY: / Maria Turner / / Nancy Lindeman / Maria Turner, Secretary Nancy Lindeman, President


Comprehensive Program of Instruction (Section 11)

Vision & Emphasis We are a community of families, educators and community leaders dedicated to making a positive and lasting impact on our environment, our state and our nation. Our vision is to educate students that will become citizens whose actions reflect strong character, ethical values, an awareness of their role as stewards of this earth, and a clear understanding of their own and others self-worth and dignity. MMA’s academic program offers a uniquely prepared environment emphasizing the intellectual and humanitarian development of students. Individual attention to educating the whole child will produce self-disciplined, cooperative, responsible and creative thinkers who positively affect their school, neighborhood and the world at large. Philosophy. As noted above, Maria Montessori Academy is committed to preparing students to be constructive contributors in their community by focusing on academic, personal and social development. The learning environment of MMA is based on the Montessori philosophy because of its emphasis on the development of the whole child. Maria Montessori recognized that children have an innate desire to learn and, given the proper environment, they will thrive intellectually, socially, emotionally and physically. This “prepared environment,” as Dr. Montessori termed it, includes not only the classroom with its materials and authentically trained teachers, but also the social setting and atmosphere. Under this philosophy, it is imperative that the learning environment supports the whole child. The Montessori philosophy, which was initially developed for underprivileged and handicapped children, specifically addresses diversity in communities by providing a child-centered, individualized approach to teaching and learning. MMA’s educational approach addresses the community’s diversity to ensure that no child is left behind. The educational tenets of our philosophy and methods of instruction supporting our mission and distinguishing our program are:

� Individualized & Differentiated Learning. Montessori education is built upon the tenet that all learners are individuals in style, pace, and interests. MMA’s individualized curriculum allows children to strive for their own personal best. Teachers, students, and parents at MMA partner and develop Annual Goals that provide measurable, yearly objectives. These Annual Goals will be established within the first 6 to 7 weeks of school at the first parent/teacher/student conference. The Annual Goals will be reviewed three times a year at parent-teacher-student conferences. Teachers will create Weekly Work Plans to support the Annual Goals by listing the specific actions to be taken each week. Parents will receive a copy of their child’s completed Weekly Work Plan on a weekly basis. These goals and plans support the student’s personal development; they allow students to make choices themselves on a daily basis and assess their personal growth, which leads to the development of subsequent plans. Providing students with differentiated instruction (integral to individualized learning


and the Montessori philosophy) has been demonstrated to increase success and satisfaction in school (ERIC ED43572-Carol Ann Tomlinson, 2000).

� Mixed-age Groupings. Authentic Montessori classrooms span three years at the

elementary level and two in the middle school program. These mixed-age settings provide several benefits to the student. They more closely model real-life situations where people of varying ages and experience work and live together. Children in this setting also benefit from peer tutoring opportunities that naturally occur. Older students model and motivate the younger students. The younger students aspire to what the older students can do. Skills are thus reinforced for not only the younger students but also the older students. The benefits of collaborative learning arrangements extend beyond academic achievement. The social climate of these classrooms enhances social relations, discipline and individual well being (Aronson, 2002; Johnson & Johnson, 1983; Maheady, 1998; Wright & Cowen, 1985).

� Integrated Teaching & Learning. Montessori education emphasizes interdisciplinary

teaching to encourage students to make connections across the curriculum and to their own personal lives. Emphasis will be placed on projects that require open-ended research and in-depth study using primary and secondary sources as well as other materials. The Montessori didactic materials were specifically designed to enable students to understand the connections in their learning. When students understand these connections in their learning activities, they become more motivated learners.

� Prepared Environment. Montessori environments are designed to enable instruction

to progress from the concrete, hands-on exploration to concept development to abstract understanding. Elementary classrooms at MMA will have an abundance of carefully sequenced Montessori materials to support this learning progression. As children progress to the Middle School level and develop higher-level thinking skills, research and reference materials, along with information technology will be used to pursue independent research projects that reinforce what has been learned with the Montessori materials.

� Teacher’s Role. Montessori teachers are trained to be scientific observers of their

students and the learning environment. These observations will guide teachers in their lesson presentations and in their evaluation of each student’s progress. Teachers guide students by making changes in the environment, offering invitations for inquiry and direct instruction. Teachers will work to create and sustain a classroom and school culture where demonstrations of respect, initiative, risk-taking and persistence in learning are the norm. In the younger grades, teachers will work with individuals or small groups. At the Middle School level, teachers will provide more whole class instruction, but will challenge and extend the self-directed habits of the elementary years as students begin to direct the development of their own Annual Goals and pursue research and service learning projects.


� Parent Involvement. Communities consist of various types of families and MMA acknowledges that the term “parents,” includes legal guardians. MMA considers all caregivers to be vital partners in the education of their children. Therefore, parents will be welcome at MMA and will be encouraged to participate in and help set the direction of school life. In conjunction with teachers and students, parents will be encouraged to provide input and feedback on the Annual Goals and Weekly Work Plans. MMA is committed to providing frequent parent education opportunities so that the Montessori philosophy is well understood and embraced.

� Character Education. Personal and social education will be integrated into MMA’s

learning program. Classroom life will emphasize the Montessori values of grace, courtesy, respect and responsibility. Dr. Montessori’s Peace Education efforts, which were acknowledged by her being nominated for the Nobel Peace Prize, will be a cornerstone of the Character Education program. Teachers will model these values and expect them from students throughout the school.

� Community Connection. Children grow and learn in an increasingly expansive and

diverse community. Students at MMA will first come to understand the world and their part in it by discovering the community within the classroom, then by contributing to the life of the school and caring for the surrounding plant and animal habitats, and finally by supporting the larger community beyond the school. For example, an elderly mentoring/outreach program will be an important community connection for MMA. This plan, termed the Elderly Partners Program, is an outreach program where students visit the elderly once a month for various activities. This is just one example of how community service and learning will be an important part of the curriculum throughout MMA.

Methods of Instruction Maria Montessori Academy’s curriculum is divided into 4 levels:

Level 1: K (Early Childhood) Level 2: 1-3 (Lower Elementary) Level 3: 4-6 (Upper Elementary) Level 4: 7-8 (Middle School)

MMA will consist of Kindergarten (the Early Childhood program), Lower Elementary (grades 1-3), Upper Elementary (grades 4-6), and Middle School (grades 7-8). A teacher and an assistant will be assigned to each elementary class that consists of approximately 25 students. In the Middle School, there will be a team of teachers trained in their specialties and in the Adolescent Montessori Method. For every 50 students there will be 2 lead teachers with 2 assistants. Each student will stay with the same teacher for the three years in the Elementary levels and two years in the Middle School. This continuity maximizes teaching and learning time


because students do not spend time every year getting to know new teachers, classrooms and entire new peer groups. Research on this approach demonstrates increased student achievement and greater parental involvement (ERIC ED 414098, Daniel L. Burke, 1977) both of which are central to MMA’s mission. The weekly organization of learning time will be based on a Montessori tenet: students must have long uninterrupted daily work periods (3 hours) each day. Therefore, the morning will be dedicated to this core work time. The afternoon will include lunch, recess, time with specialists for physical education, music, art, and Spanish. This design supports the development of a strong collaborative professional environment by providing teachers with time for planning and meeting during the school day, including regular curriculum and assessment meetings. In the Kindergarten and Lower Elementary programs, our program will provide an array of specially developed materials and methods. These allow young children to build concepts from concrete models and experiences through self-directed activity and peer and teacher interaction. These core materials become less evident in the Upper Elementary as students begin to transition to symbolic and abstract conceptual understandings. Our Middle School materials are rooted in active, applied learning. Students connect with larger communities through project- based and service learning activities that require the integration and application of skills in real-world contexts. Interdisciplinary, student-driven projects, such as environmental research, student generated business endeavors, and community contributions are the heart of our Middle School experience, while textbooks will be used to reinforce fluency with basic skills.


Effectiveness Goals Goal Specific Objectives

Measurement Criteria

1. Improve student learning by providing an environment conducive to learning.

1. a. The objective is for the Board and MMA staff to provide an individualized integrated curriculum. 1. b. The objective is to provide individualized instruction in all subject areas. 1. c. The objective is to have all Montessori lessons aligned to the Utah Core Standards.

1. a. Progress will be monitored by determining if students have attained a 90% or better level of mastery on teacher presented lessons and demonstrations. Teachers will record student progress on the web-based tracking system 1. b. Progress will be measured by the teacher at the completion of each lesson. The lessons will be measured by a set criteria based on a variety of measurement tools to include: teacher observation, informal written and oral evaluation, student presentations and portfolio assessments. Students will demonstrate mastery at a 90% success level. Special population students (i.e. ESL and special ed students) mastery level will be determined by an IEP or adapted learning plan. Progress will be monitored and reported on a weekly basis on MRX, and these records will be available to parents, teachers, and administrators on an ongoing basis. 1. c. All Utah core standards will be correlated to the Montessori curriculum. Students will attain a


2. Improve student learning by enabling students to effectively use the tools of learning.

1. d. The objective is that MMA teachers will continue to educate themselves in best practices specific to the subject(s) or level(s) they teach by attending or willingly participating in professional development opportunities. 2.a. The objective is for all students to utilize specially designed hands-on apparatus to internalize mathematics concepts.

minimum of 90% mastery of the core standards. Progress will be measured and recorded on a web-based record keeping system that shows both the state standard and the corresponding Montessori lesson . These records will be reviewed quarterly by the administration to insure instruction aligns with the Utah Core Standards. 1. d. Progress will be measured by teachers attending a minimum of 25 hours professional development training on an annual basis. Teachers will demonstrate knowledge and application of their training by developing applicable lessons for the curriculum. Each teacher will provide the administration with a written follow up and course of action to integrate trainings into daily practice. MMA staff will maintain records of teacher attendance. 2.a. Students will utilize the hands-on mathematics apparatus to demonstrate mastery of mathematics concepts. Teachers will monitor progress through observation. Students must demonstrate 90% mastery before progressing to the next level.


2.b. The objective is for students to demonstrate an understanding of the interrelatedness of the different mathematical subjects. 2.c. The objective is that reading instruction and literacy training will begin in Kindergarten. 2.d. The objective is for students to become proficient writers.

2.b. Progress will be measured as students demonstrate 90% mastery of understanding the interrelated nature of mathematics. Teachers will demonstrate mathematics apparatus that show correlations between the different mathematics subjects. Teachers will utilize scientific observation techniques to record student progress. These observations will be recorded in the comment section of each student’s mathematics curriculum record. 2.c. Students will demonstrate grade-level reading as a minimum competency. Teachers will utilize reading inventories to assess student progress quarterly. This progress will be recorded on the MMA’s MRX system. 2.d. Progress will be measured when students demonstrate a variety of writing styles and genres in their student portfolios. A grade level rubric will be utilized to assess student progress in becoming proficient writers. Student portfolios will be reviewed at parent-teacher conferences. Students will also present their writing in a variety of outlets to include: the school newsletter, festivals, research fairs, and contests.


2.e. The objective is for students to demonstrate comprehension of a variety of literature and resource materials. 2.f. The objective is for students to learn how to use scientific materials to demonstrate knowledge of scientific principles and to understand the scientific method. 2.g. The objective is for students to display higher level thinking skills.

2.e. Progress will be recorded when students use a variety of classical literature, comprehension materials and primary sources. Student comprehension will be mastered at a 90% level with grade level materials. The use of these materials will be recorded on the web-based tracking system. The student portfolios will include samples of student work from all of these materials. These will be reviewed at parent-teacher conferences. 2.f. Progress will be recorded when each student presents a monthly interest-based research project. These research projects will include visual aids, scientific experiments and demonstrations to reflect the use of the scientific method. A project rubric will be used to evaluate these projects to determine whether the student understand scientific principles and the scientific method. Teachers and students will use this rubric to evaluate the project with a 90% of mastery. 2.g. Teachers will produce lessons using Bloom’s Taxonomy. The focus of these lessons will be the development of higher level thinking skills. Progress will be recorded when students demonstrate higher level thinking skills in fulfilling the


3. Improve student learning by academic testing and measurements.

3.a. The objective is to identify student mastery of the Utah Core Standards and to identify areas where instruction at MMA should be supplemented or modified to meet individual student needs. 3.b. The objective is to identify students with a need for remedial instruction in essential subject areas.

requirements of these lessons. Outcomes will be recorded on the web-based tracking system. 3.a To assess student performance in science and math, in addition to other areas, MMA will administer the IOWA test to third, sixth and eighth grade students on the third and fourth week of September. Performance in science and math will be assessed in grades 3 through 6 through the use of end-of-level tests administered the last month of school. Assessments will be used to prepare students for the tests referenced by UPASS and for End of Level benchmarks. This includes, but is not limited to, norm referenced and criterion referenced tests as required by State and Federal law. A grade level equivalent will be the minimum requirement for student progress – for special education and ESL students, the IEP or an adapted learning plan will provide the basis for assessing adequate student progress. 3.b. It is anticipated that approximately 10% of MMA’s student population will be identified for remedial instruction. MMA staff will receive training to ensure knowledge of IDEA 2004 and the State of Utah’s special education rules and


4. To create an environment of respect and self-discipline.

4.a. The objective is for the Board, MMA’s administration and staff to encourage respect between administration, teachers, parents and students. 4.b. The objective for MMA is to reduce incidences of violence. 4.c. The objective is that students will be self-disciplined. 4.d. The objective is for parents to be encouraged to be partners in their child’s education.

requirements. Past student records, screening methods and teacher observations will be used to help identify students with special needs as set forth pursuant to the child find requirements of Utah law. 4.a. Progress will be measured by annual staff and parent surveys. These surveys will be monitored to assess overall satisfaction with this goal. MMA will strive to maintain 90% satisfaction as indicated on these surveys. 4.b. The school and students will adhere to a strict code of conduct as outlined in the parent-student handbook. MMA will maintain and enforce strict guidelines regarding violence. Although we recognize that “zero” incidents of violence may be unattainable, we will maintain it as a goal we constantly seek to attain. 4.c. Students will be provided with character education and mentoring by their teachers in order to develop self-discipline. Students and teachers will use various tools to assess their own self-discipline abilities. 4.d. Progress will be measured by parent attendance at a 90% participation level at parent


5. Foster second language acquisition by teaching Spanish. 6. To provide opportunities for school-wide community service.

5.a. The objective is for students to be competent in a second language. 6.a. The objective is for students to understand the importance of providing community service.

education events and parent-teacher conferences. School-wide volunteer opportunities will be available to parents so they can become full partners in their child’s education. Furthermore parents will be involved as board members of MMA’s board of directors. 5.a. All grades will learn Spanish as a second language and their progress will be measured by 90% mastery of materials prescribed and recorded on the web-based tracking system. 6.a. Teachers and MMA administrators will provide opportunities for students and families to serve in our community. MMA will seek to encourage relationships with the elderly by our community by offering volunteer and mentoring opportunities at our school. Student satisfaction and positive feelings for these community outreach opportunities will be evaluated by student survey. Survey results will be reported at parent-teacher conferences.


Lesson Plans & Assessments Level 1 & 2 Lesson Plan- Language Arts Lesson Name: Blue Series Phonics-Initial Consonant Blends with the Movable Alphabet Description: The pink, blue and green series phonics materials and activities are standard to the Montessori language arts curriculum. The pink series focuses on cvc words, the blue series focuses on blends in the initial and final position of short vowel words, the green series focuses on long vowels, vowel diphthongs, consonant diagraphs, and r controlled vowels. Materials: 4 blue boxes of objects with initial blend sounds, the movable alphabet, lined paper, blue and red pencils and a work space. Each box has objects with the following blend sounds: Box 1- bl- block, black br- brick, brass cr- craft, crop cl-clog, cliff

Box 2- dr- drill fl- flag fr- frog gr- grass Box 3- pr- press st- stag, stop str- strap, strip Box 4 sw- swim, swan tr- trap, truck tw- twins Teacher Presentation 1:

1. Invite the child to work with the blue series. 2. Show the child where the objects for this lesson are located on the language shelf. 3. Carry the blue box 1 to the table or mat depending on the size of the movable

alphabet. 4. Carry the movable alphabet to the chosen work space. 5. Place the box of objects to the upper left of the work area. 6. Place the box of movable alphabet letters to the right of the box of objects. 7. Remove the lid from the box of movable alphabet letters and place the lid under the

box. 8. Remove one object from box 1 and place it below its box. 9. Name the object.


10. Make the first sounds of the object while systematically pointing to each letter in the movable alphabet box to locate the letters that represents the blend sound.

11. Place the letters to the right of the object. 12. Make the medial sound and follow the procedure in step 10. 13. Place the medial letter to the right of the blend. 14. Make the final sound- follow step 10. 15. Place the letter to the right of the medial letter. 16. Point to the object and name the object. 17. Point and move the finger from left to right under the word and read the word

emphasizing the sounds of the word. 18. Select the next object from box 1 and place it below the first object. 19. Continue with steps 9-17 to complete this object/movable alphabet sequence. 20. Invite the child to continue this exercise with the remaining objects. 21. Invite the child to record the words on lined paper with red and blue pencils. Use

the red pencil to write the blend letters and the blue pencil for the medial and ending sounds.

22. Demonstrate how to properly restore the work and return the materials to their location on the shelf.

Presentation 2: The child follows through the series of boxes of objects as presented in presentation 1. Variations:

1. Encourage the child to form the blue series words with the letters. 2. Encourage the child to select pictures from magazines to make a “Blue Series Blend

Book.” Follow-Up Lessons: Movable alphabet with pictures Objects with word cards (labels) Pictures with labels Word list to read Labeling phrases with pictures Labeling sentences with pictures Sentence booklets (without pictures) Command sentences Reading books that focus on words with blends- Modern Curriculum Press is one example of a series of books. Continue the above activities with blends that occur at the end of words. Objective: To demonstrate an understanding of the relationship between blends - their letters and sounds.


Level 5-7 years old Kindergarten – 1st grade Aim: Order, concentration, coordination, independence and self-esteem

1. Understanding the distinct relationship between the object and word formed from letters that represent the object with focus on the initial blend.

2. Learning to write words 3. Learning to read words 4. Practice sounding out and spelling words 5. Left to right progression of words

Point of Interest: Writing and reading word Evaluation and Mastery:

1. The student will demonstrate to the teacher mastery at 100% accuracy level using the concrete materials (moveable alphabet and objects).

2. The student will read a list of words that contains a sample of all initial blends with 100% accuracy.

3. The student will read words with initial blends in a book or story format with 95-100% accuracy.

Utah State Standards: Grade 1: Language Arts Standard – 1 Objective 1 Language Arts Standard – 2 Objectives 1 and 2 Language Arts Standard – 4 Objectives, 1, 2, 3, and 4 Language Arts Standard – 5 Objectives 1 and 2 Level 2 - Lesson Plan-Mathematics Lesson Name: Introduction to Fractions-Naming Fraction Families Description: The Montessori fraction materials and teacher directed lessons provide a sensorial approach to the understanding of a whole number and ways to divide that number in infinite number of parts. Materials: Fraction labels, Montessori Fraction Insets, Golden unit bead, 2 apples, a cutting board and knife, work mat and a workspace. Teacher Presentation 1:

1. This presentation is usually presented to a group of children who have not had exposure to the concepts of fractions. Gather the children around the work mat with the materials (apples, cutting board, golden unit bead, knife and labels).

2. Place the cutting board and knife on the work mat.


3. Place the golden unit bead on the cutting board and ask, “What does this represent?”

4. Wait for the children to respond. 5. Teacher then asks, “Yes, this represents one unit, one whole unit.” 6. Teacher then asks, “What if I wanted to divide this unit between two or more

students?” “Is this possible?” 7. Bring the apples to the cutting board. 8. Teacher then says, “It would not be easy but there are some whole objects that are

easily divided like these apples.” 9. Teacher then asks, while holding the apple, “What does this represent?” 10. Say, “Yes, one whole apple.” This apple is a whole like this golden unit bead.” Lay

out the label that reads, “whole”. 11. Teacher: “I can divide this apple between tow students.” 12. Cut the apple in two very uneven pieces. 13. Ask: “What does each piece of apple represent?” 14. Teacher: “Yes, this is a larger piece of apple and this is a smaller piece of apple

and that is about all I can say about that!” 15. Teacher asks and does: “What if I cut the apple into two equal pieces like this?” 16. Teacher: “Yes, each piece of apple is one half of the apple.” “These are halves.”

Lay out the label that reads “halves”. 17. Teacher: Cut the apple in fourths and ask, “What are these?” 18. Teacher: “Yes they are fourths.” Lay out a label that reads “fourths.” 19. The teacher will continue cutting the apple into equal pieces until there are enough

for everyone to have a piece. Review the terminology as you do. Have labels to name each fractional part.

20. Teacher: “When we divide a whole into equal parts, the parts are called fractions.” Turn a label over with the word fraction on it. “The word fraction comes from the Latin word “frangere” which means to divide. Turn over the label that says “frangere” as you explain the meaning.

21. Teacher: Point to the uneven apple pieces and ask, “Are these fractions?” “Why or why not?”

22. Teacher: “No these are not fractions because the pieces are not equal.” 23. Teacher: Cut the rest of this apple into smaller but obviously uneven pieces and

ask, “Are these pieces fractions?” 24. Say, “No, these are not fractions because the pieces are not equal.” 25. Pass the apple pieces around for the children to eat and enjoy. 26. If the children need further reinforcement on the concepts of this lesson, present

this process again at a later time using other types of food that can be easily cut into equal portions.

27. Restore the materials to their location and clean the materials. Presentation 2:

1. Teacher: Introduce yourself to the students: “My family name is ________.” 2. Ask each student: “What is your family name?” 3. Allow each child to respond.


4. Bring the Montessori fractional insets to the work mat. Introduce the fraction insets by saying, “Each circle of insets also has a family name.” Point to the fifths inset and say, “For example, this is the family of fifths.” Lay the label that reads “fifths” under the fifths inset.

5. Repeat this by labeling each circle of fractions (eg, “wholes,” “halves,” “thirds,” etc.). 6. Remove the labels and invite each child to work independently to label all the fraction

insets. 7. Return to check the student’s work and release them or review if needed. 8. Encourage the children to continue to practice this presentation prior to the next

lesson presentation. Follow-up Lessons: Naming the denominator and labeling it Naming and labeling the segments of the fraction insets Name fractional parts of each inset family Equivalency to one whole Age or Level: 6-7 year olds – 1st grade and any students who have missed this concept. Aim: concentration, coordination, independence and self-esteem

1. Understanding the concept of fractional parts of a whole. 2. Learning to read nomenclature. 3. Labeling insets-expanding mathematics vocabulary.

Point of interest: Identifying fractional parts of a circle Evaluation and mastery: The student will demonstrate to the teacher 100% mastery of this concept by using the fraction insets and correct labels. Utah Core Standards: Second Grade Mathematics Core Curriculum: Standard 1 Objective 2b and 2c Third Grade Mathematics Core Curriculum: Standard 1 Objective 2a, 2b, 2c


Program of Instruction Curriculum Overview Mathematics, K-6. Students will use a range of Montessori materials to explore concepts extensively in concrete form before abstracting and integrating them. The mathematics curriculum addresses the content areas of enumeration, operational experiences to develop an understanding of the four operations, fact development, fractions, problem solving, measurement, logic and probability, the language of mathematics, geometry, and algebra. Mathematics, 7-8. Students will use a math textbook to guide core content skill development in relation to the Utah Core Standards for Mathematics. Students will engage in skill integration and application through in-depth practical application and project-based experiences. Language Arts, K-6. The Montessori curriculum stresses the interrelatedness of reading and writing and promotes an integrated approach where reading, writing and grammar occur across the curriculum. Phonemic awareness, direct instruction in phonics, grammar, and vocabulary development are essential components of the curriculum, as well as developing fluency and comprehension skills. Students will develop strong competencies in the development of writing skills in all genres and comprehension of diverse types of reading materials. Development and presentations of project work in oral presentations will be a focus of this curriculum. Language Arts, 7-8. The Middle School curriculum will center on the development of effective written communication skills through frequent guided writing and critiquing experiences, in-depth investigations with classic and contemporary literature, development of research skills using text and information technologies, and refinement of effective oral presentation and communication within teamwork and public settings. History and Social Sciences, K-8. The Montessori curriculum in this field of study provides opportunities for students to build an awareness of their global habitat. Students will learn about the natural laws governing our planet, about the vulnerability of the environment and the vast diversities in the life forms and social cultures. These experiences and lessons will help students become more appreciative and responsible global citizens. History in the Montessori curriculum is the subject that unifies the child’s knowledge of the world. This study enables the student to acquire a concept of self in time and space. Montessori teacher-led lessons and demonstrations inspire careful observations of the world around the child. Experimentation provides opportunity for student-driven inquiry and research. A major goal of this curriculum is to assist a child to develop a self-concept that is meaningful. The students will know that he or she is an integral part of our world, important to the process of perfecting that world, and vulnerable to other forces at work in the universe.


Foreign Language, K-6. The Utah Core Knowledge Mission Statement for Foreign Language states, “Language and communication are at the heart of the human experience. This envisions a future in which all students will develop and maintain proficiency in English and at least on other language.” In response, all MMA students will receive two periods of Spanish language instruction per week, integrating oral language games, songs, and activities, bilingual picture books, and introduction to written language. In addition, this instruction will serve to acknowledge the diversity in our community and provide a tool to encourage cultural understanding. Foreign Language, 7-8. Middle School students will receive increased formal Spanish language instruction four times per week. Students will use a foreign language textbook and workbook in addition to ongoing teacher-created activities. Students may also apply foreign language skills within service learning projects in the MMA community. Technology and the Arts, K-8. The visual and performing arts will be an integral part of the curriculum at MMA. Both will provide significant access points for student understanding, opportunities for expression and creativity, and ongoing learning about diverse perspectives on the world. Meaningful arts experiences will be integrated into every classroom as activities of choice and exploration. This curriculum will be enriched through specific instruction and projects once per week with arts specialists. Computers with internet and email access will be integrated into the teaching and learning at MMA. A lab space will be available for student and teacher projects and for group instruction. Educational software, internet access, graphic and publishing capabilities, digital cameras, and scanners will be available for furthering students’ skill development, research, and demonstrations of learning. Health and Conflict Resolution Education, K-8. MMA will be committed to the development of the whole child, therefore physical and health education will be significant components of the curriculum. Students will enjoy at least one full period every day of socially based physical activity in the form of recess. In addition, students will engage in more directed physical play and development each week. In the Lower Elementary, students will also learn about body systems, social pressures, and human health and illness through theme-based studies and self-directed research within the classroom. In the Upper Elementary and Middle School, students will learn about human growth and development, as well as substance abuse. Conflict resolution skills are core to the school’s learning objectives and will be taught and supported explicitly at each grade level.

Utah State Core Standards: Teaching When teachers pursue Montessori certification, they carefully document and sequence comprehensive lessons for each of the core curriculum subjects within a series of Albums. Montessori Albums are comprehensive curriculum manuals utilized by teachers to guide daily instruction. Our teachers will be prepared, through their Montessori training, to develop lessons that provide extensions to the curriculum and enhance student’s individual learning


styles. This experience will allow MMA teachers to develop ongoing lessons to meet not only their students’ needs but also the Utah Core Standards. Each Utah Core Standard and its objectives will be cross-referenced at each level of the Montessori curriculum. MMA’s Director and curriculum subcommittee will identify any standards and objectives that are not covered in the Montessori curriculum. The teachers will develop lessons that will cover standards and objectives that may not be covered by the Montessori curriculum to meet the core standards. These lessons will be added to the annual “curriculum map” that will be developed at the beginning of each year. Curriculum Mapping involves the process by which the school administrators, teaching staff, and the curriculum subcommittee collaborate to create a timeline for the year’s instruction. During this process, MMA will ensure that state core standards and objectives are included in the curriculum map for each level and each subject. MMA’s director will then utilize each teacher’s curriculum map to monitor teacher’s compliance with their curriculum map.

Utah State Core Standards: Mastery & Assessment The curriculum subcommittee will work during the planning year (2009-10) to draft a range of academic, personal and social benchmarks that will serve to indicate readiness for promotion for Level 1 (K) to Level 2 (Lower Elementary, grades 1-3) and Level 3 (Upper Elementary, grades 4-6) and Level 4 (Middle School, grades 7-8). MMA’s benchmarks will be representative of the integrated Montessori/Utah Core Standards curriculum. These benchmarks will specifically align to the Utah Core Standards and will target the essential skills and habits that needed by students to demonstrate success at the subsequent level of the program. Because MMA benchmarks serve primarily as “promotion standards,” most will not be achievable by students until the final year of each program (grades K, 3, 6 and 8). In order to guide students in their development and to build skills and confidence toward these standards, each benchmark will have approximately two other “preparations.” These preparations will help students in the earlier years of each level build readiness for the benchmark work of the third year in their level. Students will work at their own individual pace in order to prepare for benchmark standards. By utilizing the MRX Program (see below, Tracking Student Progress), teachers will be able to maintain current records of the lesson presentations and track student progress towards mastery of these standards. Mastery is achieved when a student achieves 90%. Students who do not demonstrate mastery of the benchmarks will be encouraged to utilize self and teacher assessment rubrics to achieve an acceptable mastery level. Any previous work that was completed to fulfill assignment requirements may be revisited in order for mastery of specific skills to occur. Teachers will present multiple options for students to demonstrate the skills and knowledge required for the benchmark mastery. Teachers will be directed to change the mode of


instruction to meet the child’s level of understanding and learning style. All available resources will be utilized in order for mastery to occur. Dr. Montessori’s council to “follow the child” will be the guiding premise when student success is at stake. In-service training days for teachers and staff are included on the school calendar to ensure an understanding of the benchmarks and how they relate to the Utah Core Standards and the Montessori curriculum. MMA teachers will also engage in collegial observation and collaboration during regular intervals throughout the year. A teacher may request that colleagues observe selected children during work times or observe instructional efforts in order to build stronger classroom practices and build more effective learning experiences for diverse students. In addition, MMA teachers may choose to discuss emerging concerns with individual students by organizing a team of colleagues known as a Colleague Study Team. The Colleague Study Team, consisting of the Director and one or more teachers, will serve as an additional resource to teachers in their efforts to meet the needs of every student. Annual Goals will be established with parents at the first parent-teacher conference, which will occur 6 to 7 weeks into the school year. Annual goals will be reviewed and updated at each of the three yearly conferences. It is the goal of MMA that each student’s Annual Goals directly support progress towards mastery of benchmarks. Weekly student progress will be reported to parents via a copy of the student’s Weekly Work Plan.

Tracking Student Progress & Integration of Core Standards Maria Montessori Academy’s academic curriculum has clear overlay with the Utah Core Standards and objectives, with a shared commitment to the development of core academic skills. All of the required standards for the kindergarten through eighth grade are met in the comprehensive Montessori curriculum. The sequence of some units are presented differently due to the need for unit cohesiveness and the individual child’s needs, learning style, and readiness for learning. MMA will utilize Montessori Records Xpress (“MRX”) to consistently monitor the curriculum scope and sequence to ensure instruction at MMA aligns with Utah Core Standards. MRX is a software program designed specifically for Montessori schools. The MRX program is a web-based student tracking and records system designed to align Montessori programs to state standards, to track student progress towards meeting state standards, to plan lessons, and to produce progress reports. The MRX program also monitors and tracks individual Annual Goals, communications with parents, observations for each student, student attendance, and generates individual student work plans. As mentioned above, Annual Goals will be established with parents at the first parent-teacher conference, which will occur six to seven weeks into the school year. MMA will also use Annual Goals as a form of tracking student progress toward mastery of state core standards.

Ensuring Integration of the Utah Core Standards The nature of the MRX web-based record keeping system will provide the Director with immediate access to each teacher’s progress towards integrating the Utah Core Standards


into the classroom. One of the unique features of this tracking system is that it provides the Director with real-time access to each teacher’s lessons and their students’ progress. It will be the Director and assistant director’s responsibility to closely observe teachers presenting lessons that support the Utah Core Standards. These observations will be documented and monitored to ensure the state standards are being integrated and mastered.


2010-2011 Calendar & Master Schedule

Tuesday, August 10 MMA Board Meeting Monday-Friday, August 9-13 Professional Development Monday, August 16 First Day of School Monday, September 6 Labor Day Holiday-No School Tuesday, September 14 MMA Board Meeting Friday, September 24 Professional Development Tuesday, October 12 MMA Board Meeting Friday, October 15 End First Quarter Thursday & Friday, October 21-22 Fall Break Wednesday, Thursday & Friday, October 27-29 (½ days) Parent-Teacher Conferences Tuesday, November 9 MMA Board Meeting Tuesday-Friday, November 23-26 (23rd - ½ day) Thanksgiving Holiday Tuesday, December 14 MMA Board Meeting Tuesday, December 21- 31 (21st - ½ day) Winter Vacation Monday, January 3 Teacher Preparation Monday, January 3 End of Second Quarter Tuesday, January 4 School Starts Tuesday, January 11 MMA Board Meeting Monday, January 17 MLK Holiday Tuesday, February 8 MMA Board Meeting Wednesday, Thursday & Friday, February 16-18 (½ days) Parent-Teacher Conferences Monday, February 21 President’s Day Holiday Thursday & Friday, February 24& 25 (24th - ½ day) Professional Development Tuesday, March 8 MMA Board Meeting Tuesday, March 15 End of Third Quarter Monday-Friday, March 21-25 Spring Break Holiday Friday, April 1 Professional Development Tuesday, April 12 MMA Board Meeting Wednesday, Thursday & Friday May 4-6 (½ days) Parent-Teacher Conferences Friday, May 27 End of 4th Quarter (Last Day) Tuesday-Friday, May 31-June 3 Teacher Preparation Tuesday, June 14 MMA Board Meeting Testing Administration Calendar 2010-2011 Vision Screening (K, Pre-K) Prior to first day of school UALPA Monday, March 7 IOWA (Grades 3, 5, 8) Monday, September 27 Direct Writing Assessment (DWA) (Grade 6) Monday, February 14 CRT Math Monday, April 4 CRT Science Tuesday, April 5 CRT ELA Wednesday, April 6


12 Student half-days 8:30-1:00 (4.5 hrs student instruction x 12 half-days = 54 hours) 168 Student full-days 8:30-3:30 (6.0 hrs student instruction x 168 full days = 1008 hours) 13 Teacher Preparation/Professional Days 10 Board Meetings Total Instructional Hours 1062 Total Instructional Days 180 1st quarter: 43 days 3rd quarter: 48 days 2nd quarter: 42 days 4th quarter: 47 days

Master Schedule Levels 1, 2, & 3 8:30 –8:45 Class meeting – student count by teacher 8:45-11:45 Work Cycle- Core subjects 11:45-12:30 Lunch 12:30-1:00 Recess 1:00-2:45 Cultural Subjects, research, fine arts and foreign language lab 3:00 Dismissal Level 4

Monday Tuesday Wednesday Thursday Friday8:30-8:50 Daily Community Meeting 9:00-12:00 Pre-Algebra Composition Pre-Algebra Composition Special Projects

Algebra Language Arts Algebra Language Arts Home EcGeometry Computer Tech Geometry Computer Tech Goal PlanningScience Social Studies Science Social Studies Entrepreneur Training

12:00-12:30 Lunch Lunch Lunch Lunch Lunch12:30-3:15 Fine Arts Workshops to include theater, visual and Performing Arts

Physical Education Rotations Community service and project work

3:30 Dismissal *For all levels, each teacher will have one hour of preparation time between 12:00 and 3:15. The actual time will vary based on the afternoon schedule.


Special Education The Montessori method has its earliest roots in special education. This method stresses the importance of respecting and responding to each student as an individual. Teachers and administrators at MMA will facilitate and create learning experiences, which will be carefully matched to the students’ individual needs, interests and developmental levels. By and through this approach, MMA’s program will be uniquely equipped to meet the special needs students will have through an individualized, hands-on experience focusing on their personal learning style and needed modifications. Consistent with the requirements of Part B of the IDEA and with the Special Education Rules and Regulations, MMA will develop policies and procedures to ensure that all MMA students with disabilities, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and evaluated. MMA will provide an Individualized Education Plan (IEP) for students with special needs, which will be monitored by teachers and the administration of our school. The individualized curriculum in Montessori classrooms is compatible with the individualization required for children with disabilities. Each child is able to move through the material sequence at his or her own pace. While some lessons are presented in small groups, the philosophy stresses individualized demonstrations of each lesson. This is conducive to a highly individualized education and the inclusion of children with special needs. MMA ensures its administrator will understand and adhere to the requirements of IDEA 2004, the Utah Special Education Rule requirements, and the rules and requirements governing records management. To insure knowledge of IDEA 2004 and the Utah Special Education Rules’ requirements, training for the MMA administrator – and teaching staff – will be provided. Individuals with expertise in all areas of Special Education services will conduct training. The goal of this training is to help our entire staff acquire a thorough knowledge of the expectations on a national and state level for successfully serving children with special needs. MMA will employ at least one individual, on a full time basis, who possess the education, skills and credentials as a special educator who can appropriately select, administer and interpret assessments for determining special education eligibility. The MMA administration will have knowledge of the categorical listings of all exceptionalities as listed in IDEA 2004 and the Utah Special Education Rules. The administration will use this knowledge to provide support services to the family of any child who is identified or in the process of identification as a child with disabilities. It will be the responsibility of the administration to manage all student records for these students. These records will include request for identification, quarterly reviews of IEP progress, calendaring of annual IEP review and planning meetings, transfer of student records when necessary and scheduling of recurrent testing as required by IDEA 2004 and the Utah Special Education Rule. The administration will electronically manage all student records on the Montessori Records Express (MRX) web-based tracking system. A hard copy of all student records will be kept in the student’s permanent file. MMA will annually conduct extensive child-find training for our staff. Teachers will be versed in the identification and implementation process for students with special needs and IEPs.


Child-find training will help MMA staff understand and properly implement the processes that must occur in order for children with disabilities to receive the services they need to succeed. Either a parent/guardian or MMA teaching/administrative staff may initiate a request for an initial evaluation to determine if a student has a disability under Part B of the IDEA and the Utah Special Education Rules. MMA will conduct the initial evaluation within forty five (45) school days of receiving parental consent for the evaluation. Our school is committed to providing an appropriate education for all students in the least restrictive environment regardless of their disability and severity. Our building will be designed so that students with disabilities will have opportunities to increase their independence. MMA’s facilities will ensure nondiscrimination of access as set forth in the Americans with Disabilities Act Standards for Accessible Design as described in 28 CFR Part 36, and any other applicable federal, state or local requirements. Students with disabilities will have access to all programs and facilities in keeping with the Montessori philosophy. MMA will have at least one full time trained special education teacher on staff at all times. In the event an additional special education teacher is needed, MMA will make it a budgetary priority to hire an additional teacher on either a full or part time basis depending on the need. MMA will contract with resource persons such as occupational therapist, speech and language pathologist, physical therapist, reading specialist, psychologist, etc. as needed to fulfill the goals of students who have IEP’s that require these types of services. The special education teacher will coordinate all related service and preside at all IEP meetings and initial team staffing meetings. The team who will be involved in initial staffing meetings will be a multi-disciplinary team that will include parents, the special education teacher, the child’s classroom teacher and administrators. Other specialists familiar with the suspected disability or disabilities will be included in the team-staffing meeting as deemed necessary. The results of all testing and evaluations that will be presented to the team will be based on more than a single procedure or assessment. A complete psycho-educational evaluation will include tests that are not culturally or racially biased. The student will be assessed in all areas related to the suspected disability. These areas will include but are not limited to: health, vision, hearing, social and emotional status, motor abilities, academic performance, general intelligence, communication skills, and on-task performance in the classroom setting. In order to determine eligibility for special education related services, the team will review all assessment results and make recommendations. Once eligibility is established, MMA staff along with parents will work together to design the student’s IEP. MMA will use the findings from the assessments to design the Annual Goals for the student’s IEP. This IEP will specifically identify instruction and services the school will provide. The IEP will be reviewed annually by a team consisting of the LEA, teachers, parents and special ed providers. The starting date for services will occur as soon as possible after the IEP meeting. Ongoing progress towards these goals will be reviewed and reported at Parent-Teacher conferences.


The administrator of the school will serve as the MMA’s Local Education Agency (LEA) and will be responsible for communicating to parents, teachers and state agencies as required in IDEA 2004.


Admission & Suspension/Expulsion Procedures (Section 12)

Admission Procedure Admission to Maria Montessori Academy will be in accordance with the admission procedures approved by the Utah State Board of Education. Accordingly, admission at MMA is not limited based upon ethnicity, national origin, religion, gender, income level, disabling condition, proficiency in the English language or athletic ability. There is no tuition or fees charged for attending MMA except those allowed by law. MMA will admit all eligible pupils who submit a timely application. Enrollment preference at MMA shall be given to children of founding members, pupils returning to the charter school in the second or any subsequent year of its operation, to siblings of pupils already enrolled in the charter school, and children of MMA teachers. If, by the application deadline, the number of applications exceeds the capacity of a class, grade level, or building, all applications for that class, grade level or building, students will be selected for the available slots through a lottery, except that preference allowed by law and outlined above shall be given. Selection of students to attend MMA will be conducted through an auditor-certified computer program. After the application deadline, pupils for any remaining slots will be accepted in order of their lottery position. If an opening in the school occurs mid-year and no students remain from the original lottery, a notice for applications will be announced and applicants will be enrolled on the same basis as outlined above. Suspension / Expulsion Policy Inasmuch as MMA emphasizes the value of grace, courtesy, and respect, these principles will guide administrators and faculty in the application of the school’s disciplinary policies and procedures. This begins with teachers addressing disciplinary issues in a respectful and compassionate manner. In most cases, teachers will address and remedy discipline issues in the classroom. If the teacher is unable to remedy the problem generated by the student in the classroom, teachers will work closely with school administrators and parents to coordinate their efforts in the resolution of discipline matters. In the event that suspension/dismissal is required, MMA staff will act pursuant to the following Student Suspension and Expulsion Policy and in accordance with IDEA and all other applicable state and federal laws. Procedure. MMA will establish a Discipline Review Committee (DRC) to assist the Director when a student exhibits ongoing behavioral problems in school. This council will consist of some or all of these individuals: MMA’s Director, a faculty member, and a designated member of the board. In an effort to achieve success for the student, the DRC will make recommendations for a behavior modification plan to be put into place, which may include suspension or expulsion. Efforts will be made to meet with the student and parents in a timely manner to resolve the situation. If a solution cannot be reached, the DRC may make recommendations to the Board of Directors for further action to be taken.


A suspension is the temporary removal of a student from class(es) or school. The major function of suspension is to alert the parent/guardian that there is a serious problem that needs the attention and effort of the student, the parent/guardian, and the school. An expulsion is the process of dismissing a student from school for an extended period of time, up to one year. Expulsion also transfers the primary responsibility of providing educational services for the student during the expulsion period from the school to the home and makes the parent/guardian responsible for compliance with the Compulsory Education Act for the duration of the expulsion. (Utah Code Ann. § 53A-11-907(2).) Only the board of directors can expel a student. The DRC may also be called upon to intervene in the event that an administrative disciplinary decision is being appealed. In such a case, the DRC’s process would be: (i) to determine the reason for the appeal, which must be in writing; (ii) to determine what the offense was, the student’s reaction, any history related to it and any extenuating circumstances; (iii) to determine the administrative action taken and the severity of the consequence; (iv) to determine school policies in this matter and which, if any, apply; (v) to determine whether the consequence was consistent with MMA’s policies and appropriate for the offense; and (vi) make a recommendation to the parent(s) and/or administration (whichever is appropriate) in regard to their conclusions (in written form). Parents will be allowed (but not required) to be a part of the initial meeting with the DRC in order to make their reasoning known. Once they have clarified their points, the DRC will caucus to discuss the information presented. Even if choosing to make an oral presentation, an application for disciplinary appeal form must be in writing and submitted to the Director. (Assistance will be available through the office if requested.) Due to the nature of the positions held within the DRC, it may be necessary for the DRC to choose to have one of their members share their thoughts initially and then exit the remainder of the meeting due to conflict of interest. (This person may be substituted with another person by choice of the committee.) Once an appeal has been filed with the school, the DRC has up to three school-days to convene and make a decision (with the intent to come together as quickly as possible.) The discipline already in place will continue to be carried out until the DRC is able to meet. The Director has the discretion to postpone action pending the decision of the DRC if extenuating circumstances are determined. Once the DRC has come to a final conclusion, the parent(s) will be notified. The Board Chair and Secretary should receive a copy of any appeal to the DRC since there is a potential for it to be appealed beyond the DRC. Discipline Procedures for Students with Disabilities MMA is committed to ensuring that its disciplinary actions are consistent with IDEA, state, and federal law. MMA recognizes that students with disabilities, who enroll in our program, and their parents/guardians, retain all rights under Part B of the IDEA, §§ 53A-15-301 through 53A-15-305 Utah Code Ann., and other rules protecting the rights of students with


disabilities. As a result, MMA has adopted the following provisions regarding discipline procedures for students with disabilities as set forth in the Utah Board of Education’s Special Education Rules, Section V. In the event MMA’s policy does not comply with Part B of the IDEA, Utah Code Ann. §§ 53A-15-301 through 53A-15-305, or other rules protecting the rights of students with disabilities, MMA will adopt a policy to ensure compliance. Utah Department of Education, Special Education Rules, § V. Discipline Procedures V. A. DISCIPLINE PROCEDURES FOR STUDENTS WITH DISABILITIES.

Consistent with the requirements of Part B of the IDEA and these Rules, each LEA shall establish, maintain, and implement policies and procedures for disciplining students with disabilities.

V. B. DEFINITIONS. The following definitions apply to this section only. 1. Controlled substance means a drug or other substance identified under

schedules I, II, III, IV, or V in Section 202(c) of the Controlled Substances Act (21 USC 812(c)).

2. Weapon has the meaning of the term “dangerous weapon” given under paragraph (2) of the first subsection (g) of Section 930 of Title 18, USC. “Dangerous weapon” means a weapon, device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of, causing death or serious bodily injury, except that such term does not include a pocket knife with a blade of less than 2 ½ inches in length.

3. “Illegal drug” means a controlled substance but does not include a substance that is legally possessed or used under the supervision of a licensed health-care professional, or that is legally possessed or used under any other authority under that Act or under any other provision of federal law.

4. “Substantial evidence” means beyond a preponderance of the evidence.

V. C. CHANGE OF PLACEMENT FOR DISCIPLINARY REMOVALS. For purposes of removals of a student with a disability from the student’s current educational placement as described in this section, a change of placement occurs if:

1. The removal is for more than 10 consecutive school days. 2. The student is subjected to a series of removals that constitute a pattern

because they cumulate to more than 10 school days in a school year, and because of factors such as the length of each removal, the total amount of time the student is removed, and the proximity of the removals to one another.

V. D. REMOVALS—TEN (10) SCHOOL DAYS OR LESS. To the extent removal would be applied to students without disabilities, school personnel may order the removal of a student with a disability from the student’s current placement for not more than 10 consecutive school days for any violation of school rules, and additional removals of not more than 10 consecutive school days in that same school year for separate incidents of misconduct, as long as those removals do not constitute a change of placement under Rule V.C. 2.


V. E. REQUIRED SERVICES—NO CHANGE OF PLACEMENT. 1. An LEA need not provide services during periods of removal, under Rule V.D.,

to a student with a disability who has been removed from his or her current placement for 10 school days or less in that school year, if services are not provided to a student without disabilities who has been similarly removed.

2. In the case of a student with a disability who has been removed from his or her current placement for more than 10 school days in the same school year, the LEA, for the remainder of the removals, shall provide services to the extent necessary to enable the student to appropriately progress in the general curriculum and appropriately advance toward achieving the goals set out in the student’s IEP.

3. School personnel, in consultation with the student’s special education teacher, determine the extent to which services are necessary to enable the student to appropriately progress in the general curriculum and appropriately advance toward achieving the goals set out in the student’s IEP.

V. F. REMOVALS FOR WEAPONS OR DRUGS. School personnel may order a change in placement of a student with a disability to an appropriate interim alternative educational setting for the same amount of time that a student without a disability would be subject to discipline, but for not more than 45 calendar days, if:

1. The student carries a weapon to school or to a school function under the jurisdiction of a state or local education agency.

2. The student knowingly possesses or uses illegal drugs or sells or solicits the sale of a controlled substance while at school or a school function under the jurisdiction of a state or local educational agency.

3. The interim alternative educational setting must be determined by the IEP team.

V. G. FUNCTIONAL BEHAVIORAL ASSESSMENT AND INTERVENTION PLAN. Within 10 business days after first removing a student for more than ten (10) school days in a school year, or for weapons violations, drugs violation, or behavior that is substantially likely to result in injury to the student or to others, the following actions shall be taken by the LEA:

1. If the LEA did not conduct a functional behavioral assessment and implement a behavioral intervention plan for the student before the behavior that resulted in the removal occurred, the LEA shall convene an IEP meeting to develop an assessment plan.

2. If the student already has a behavioral intervention plan, the IEP team shall meet to review the plan and its implementation, and modify it, as necessary, to address the behavior.

3. As soon as practicable after developing the assessment plan described in subsection V.G.1. of this section, and completing the assessments required by the plan, the LEA shall convene an IEP meeting to develop appropriate behavioral interventions to address that behavior, and shall implement those interventions.


4. If, subsequently, a student with a disability who has a behavioral intervention plan and who has been removed from the student’s current educational placement for more than 10 school days in a school year, is subjected to a removal that does not constitute a change of placement under Rule V.C., the IEP team members shall review the behavioral intervention plan and its implementation to determine if modifications are necessary. If one or more of the team members believe that modifications are needed, the team shall meet to modify the plan and its implementation to the extent the team determines necessary.

V. H. AUTHORITY OF HEARING OFFICER. A hearing officer under IDEA-B may order a change in the placement of a student with a disability to an appropriate interim alternative educational setting for not more than forty-five (45) calendar days if the hearing officer, in an expedited due process hearing:

1. Determines that the LEA has demonstrated by substantial evidence that maintaining the current placement of the student is substantially likely to result in injury to the student or to others.

2. Considers the appropriateness of the student’s current placement. 3. Considers whether the LEA has made reasonable efforts to minimize the risk

of harm in the student’s current placement, including the use of supplementary aids and services.

4. Determines that the interim alternative educational setting that is proposed by school personnel who have consulted with the student’s special education teacher meets the requirements of Rule V.I.

V. I. DETERMINATION OF INTERIM ALTERNATIVE EDUCATIONAL SETTING. Any interim alternative educational setting in which a student is placed under Rules V.F. and V.H. must:

1. Be selected so as to enable the student to continue to progress in the general curriculum, although in another setting, and to continue to receive those services and modifications, including those described in the student’s current IEP, that will enable the student to meet the goals set out in that IEP.

2. Include services and modification designed to address the behavior described in Rules V.F. and V.G. that are designed to prevent the behavior from recurring. The IEP team must determine the interim alternative educational setting referred to under Rule V.F.

V. J. MANIFESTATION DETERMINATION REVIEW REQUIREMENT. If an LEA removes, or contemplates removing a student for weapons violations, drug violations, behavior that is substantially likely to result in injury to the student or to others, or other behavior that violates any rule or code of conduct that applies to all students which results in a change of placement under Rule V.C., the following actions shall be taken by the LEA:

1. Not later than the date on which the decision to remove the student is made, the parents must be notified of that decision and provided the procedural safeguards notice described under these Rules.


2. Immediately, if possible, but in no case later than 10 school days after the date on which the decision to remove the student is made, a review must be conducted of the relationship between the student’s disability and the behavior subject to the disciplinary action. The review must be conducted by the IEP team and other qualified personnel in a meeting.

V. K. PROCEDURES FOR CONDUCTING A MANIFESTATION DETERMINATION REVIEW. The IEP team and other qualified personnel in a meeting must conduct a manifestation determination review. In carrying out the review, the IEP team and other qualified personnel may determine that the behavior of the student was not a manifestation of the student’s disability only if the team and other qualified personnel:

1. First consider, in terms of the behavior subject to disciplinary action, all relevant information, including: a. Evaluation and diagnostic results, including the results or other relevant information supplied by the parents of the student. b. Observations of the student. c. The student’s IEP and placement.

2. Then determines that: a. In relationship to the behavior subject to disciplinary action, the student’s IEP and placement were appropriate, and the special education services, supplementary aids and services, and behavior intervention strategies were provided consistent with the student’s IEP and placement. b. The student’s disability did not impair the ability of the student to understand the impact and consequences of the behavior subject to disciplinary action. c. The student’s disability did not impair the ability of the student to control the behavior subject to disciplinary action.

3. If the IEP team and other qualified personnel determines that any of the above standards in this section were not met, the behavior must be considered a manifestation of the student’s disability.

4. The manifestation determination review described in this section may be conducted at the same IEP meeting that is convened to address a functional behavioral assessment and behavioral intervention plan.

5. If the review identifies deficiencies in the student’s IEP or placement, or in their implementation, the LEA must take immediate steps to remedy those deficiencies.

V. L. DETERMINATION THAT BEHAVIOR WAS NOT A MANIFESTATION OF DISABILITY.

1. If the results of the manifestation determination review indicate that the behavior of the student with a disability was not a manifestation of the student’s disability, the relevant disciplinary procedures applicable to students without disabilities may be applied to the student in the same manner in which they would be applied to students without disabilities, except that FAPE shall continue to be made available to those students consistent with Rule V.E.2.


2. The student’s IEP team determines the extent to which services are necessary to enable the student to appropriately progress in the general curriculum and appropriately advance toward achieving the goals set out in the student’s IEP if the student is removed because of behavior that has been determined not to be a manifestation of the student’s disability.

3. If the LEA initiates disciplinary procedures applicable to all students, the LEA shall ensure that the special education and disciplinary records of the student with a disability are transmitted for consideration by the person or persons making the final determination regarding the disciplinary action.

4. If a parent requests a hearing to challenge the determination that the behavior of the student was not a manifestation of the student’s disability, then the student shall remain in the student’s current educational placement as described in Rule IV.R., or in an interim alternative educational setting consistent with Rule V.N., whichever applies.

V. M. PARENT APPEAL.

1. If the student’s parent disagrees with a determination that the student’s behavior was not a manifestation of the student’s disability, or with any decision regarding placement, the parent may request a hearing.

2. The USOE shall arrange for an expedited hearing in any case described in this section if requested by the parent.

3. In reviewing a decision with respect to the manifestation determination, the hearing officer shall determine whether the LEA has demonstrated that the student’s behavior was not a manifestation of the student’s disability, consistent with the requirements of Rule V.K.

4. In reviewing a decision to place the student in an interim alternative educational setting, the hearing officer shall apply the standards under Authority of He V.H.

V. N. PLACEMENT DURING APPEALS.

1. If a parent requests a hearing regarding a disciplinary action described in Rule V.F. or Rule V.J., to challenge the interim alternative educational setting or the manifestation determination, the student must remain in the interim alternative educational setting pending the decision of the hearing officer or until the expiration of the forty-five- (45) day time period provided for, whichever occurs first, unless the parent and the local educational agency agree otherwise.

2. If a student is placed in an interim alternative educational setting pursuant to Rule V.F. or Rule V.H., and school personnel propose to change the student’s placement after expiration of the interim alternative placement, during the pendency of any proceeding to challenge the proposed change in placement the student must remain in the current placement (the student’s placement prior to the interim alternative educational setting), except as provided for in this section.

3. If school personnel maintain that it is dangerous for the student to be in the current placement (placement prior to removal to the interim alternative


education setting) during the pendency of the due process proceedings, the LEA may request an expedited due process hearing.

4. In determining whether the student may be placed in the alternative educational setting or in another appropriate placement ordered by the hearing officer, the hearing officer shall apply the standards under “Authority of Hearing Officer”, Rule V. H.

5. A placement ordered pursuant to this section may not be longer than forty-five (45) days. The procedure in V.N.3., above, may be repeated as necessary.

V. O. PROTECTIONS FOR STUDENTS NOT YET ELIGIBLE FOR SPECIAL EDUCATION AND RELATED SERVICES.

1. A student who has not been determined to be eligible for special education and related services under these Rules, and who has engaged in behavior that violated any rule or code of conduct of the LEA, including any behaviors described in this section, may assert any of the protections provided for in this section, if the LEA had knowledge that the student was a student with a disability before the behavior that precipitated the disciplinary action occurred.

2. An LEA must be deemed to have knowledge that a student is a student with a disability if: a. The parent of the student has expressed concern in writing (or orally if the parent does not know how to write or has a disability that prevents a written statement) to personnel of the appropriate LEA that the student is in need of special education and related services. b. The behavior or performance of the student demonstrates the need for these services in accordance with student evaluation/classification procedures, Rules II.D. and II.F. c. The parent of the student has requested an evaluation of the student pursuant to Rule II.D. d. The teacher of the student, or other personnel of the LEA, has expressed concern about the behavior or performance of the student to the director of special education of the LEA or to other personnel of the LEA in accordance with their established Child Find or special education referral system.

3. An LEA would not be deemed to have knowledge under this section, if, as a result of receiving the information, the LEA either: a. Conducted an evaluation consistent with these Rules and determined that the student was not a student with a disability; or b. Determined that an evaluation was not necessary, and provided notice to the student’s parents of its determination consistent with prior notice requirement Rule IV.D.

4. If an LEA does not have knowledge that a student is a student with a disability prior to taking disciplinary measures against the student, the student may be subjected to the same disciplinary measures as measures applied to students without disabilities who engaged in comparable behaviors consistent with this section.


5. If a request is made for an evaluation of a student during the time period in which the student is subjected to disciplinary measures under this section, the evaluation must be conducted in an expedited manner.

6. Until the evaluation is completed, the student remains in the educational placement determined by school authorities, which can include suspension or expulsion without educational services.

7. If the student is determined to be a student with a disability, taking into consideration information from the evaluation conducted by the LEA and information provided by the parents, the LEA shall provide special education and related services in accordance with the provisions of these Rules, including the discipline procedures and FAPE requirements.

V. Q. REFERRAL TO AND ACTION BY LAW ENFORCEMENT AND JUDICIAL AUTHORITIES.

1. Nothing in Part B of the IDEA prohibits an LEA from reporting a crime committed by a student with a disability to appropriate authorities, or to prevent state law enforcement and judicial authorities from exercising their responsibilities with regard to the application of federal and state law to crimes committed by a student with a disability.

2. An LEA reporting a crime committed by a student with a disability shall ensure that copies of the special education and disciplinary records of the student are transmitted for consideration by the appropriate authorities to whom it reports the crime.

3. An LEA reporting a crime under this section may transmit copies of the student’s special education and disciplinary records only to the extent that the transmission is permitted by the Family Educational Rights and Privacy Act.


Procedures to Review Complaints (Section 13) Procedures & Timelines Maria Montessori Academy places high value on grace, courtesy, respect and responsibility. As such, we encourage parents/guardians and staff to develop open and respectful lines of communication with each other for the benefit of MMA students. However, we acknowledge that from time to time, situations may arise that are upsetting. If a parent/guardian, student, staff member or other individuals or groups are not satisfied with a decision, policy or act or believes that MMA has violated or is violating any rule or regulation, they may take the following steps: 1) Discuss the complaint with the staff member that has direct responsibility for the

problem.

a) Within a week, take the complaint directly to the staff member involved (in the case of violation of laws or issues with school-wide policies, the school Director would be the appropriate staff member) to resolve the problem through discussion.

b) MMA is committed to using communication to work out problems, therefore, the two

parties involved may request mediation from the staff member’s immediate supervisor if direct communication fails or would be inappropriate.

c) If the aggrieved person is not satisfied, the person should move to step 2 within one

week. 2) Discuss the complaint with the staff member’s immediate supervisor.

a) If a solution is not found between the two parties involved then it should be taken to the staff member’s immediate supervisor for discussion including use of mediation if necessary. If the original complaint was with the school Director and discussion (as mentioned in step 1) has not worked, move directly to step 3.

b) This should continue through the ranks until the complaint has been discussed with

the school Director.

c) If the complaint has not been satisfactorily addressed after talking with the MMA’s Director, move to step 3. This should occur no later than a month from the original complaint.

3) Submit the complaint in writing to the Director.

a) The Director may speak to all parties involved and will try to resolve the issue through discussions with those people. Otherwise, within two weeks, the Director will give a written decision concerning the complaint, giving the reasons for the decision.


b) If the Director’s written decision is unsatisfactory, move to step 4 within 1 week. 4) Submit the complaint in writing to the Chair of MMA’s Board of Directors.

a) Upon receiving the written complaint, the Chair shall request copies of all written communications from Step 3.

b) The Chair shall convene a complaint review committee consisting of Board members

(with no fewer than 3 board members) that shall meet within 10 working days to discuss the issues. Those involved in the complaint shall have a right to attend the meeting.

c) The complaint review committee shall decide on the matter by majority vote and shall

respond in writing to the person issuing the complaint and the Director no later than 30 days from the receipt of the complaint.

d) If the complaint review committee is unable to reach a decision and/or the complaint

is of such a nature that it might interfere with the normal functions of the school, then the committee shall bring this matter to the full board for consideration. The Board will review the complaint at the next scheduled Board meeting after receipt of the request. The Board’s decision shall be final and shall be made within 10 working days of the hearing.

Exceptions to Procedural Steps MMA recognizes that there may be certain circumstances in which it may be inappropriate to resolve a problem as prescribed above. Therefore, the following exceptions are instances where some of the steps above may be bypassed to seek a resolution by the next higher authority: (i) The complaint or problem involves a known or suspected violation of the law; (ii) The complaint or problem is clearly not within the authority of the staff member’s supervisor to resolve; or (iii) the complaint falls under the scope of IDEA, Utah Code Ann. §§ 53A-15-301 through 53A-15-305, or other rules or regulations protecting disabled individuals. Compliance with Section 504 & IDEA. At MMA, we recognize the importance of addressing complaints of parents of students served under IDEA, Utah Code Ann.§§ 53A-15-301 through 53A-15-305, or other applicable laws protecting disabled individuals. Due to the complexity and importance of these procedural safeguards, MMA has adopted the procedures endorsed by the Utah Board of Education in their handbook entitled Special Education Rules, § IV.G. Complaint Procedures. As part of MMA’s complaint policy, we have established procedures to allow parties the opportunity to resolve disputes through a mediation process that is available whenever a due process hearing or an expedited due process hearing is requested. These procedures are outlined in the Special Education Rules handbook § IV.J. If the application of any provision of our complaint policy to a student with a disability is not permissible, or becomes impermissible, under IDEA or other law, MMA will implement other actions


consistent with the conflicting law or regulation which shall most closely correspond to the requirements of this policy.


Opportunities for Parental Involvement (Section 14)

Working in partnership with parents/guardians to provide an education that meets the needs of the whole child is a central component of MMA’s approach. Parents/Guardians will be encouraged to actively participate in their children’s academic life by attending parent-teacher conferences, participating in the establishment of Annual Goals, receiving Weekly Work Plans from teachers, and attending program meetings and open houses. Classroom observations and discussions with teachers will further involve parents/guardians in their child's experience at school. Parents/guardians will also have ample opportunity to participate and have influence in the management of the school. To promote and maintain active involvement of parents/guardians in the management of the school, MMA will have at least one elected parent representative chosen by and from parents of students attending MMA with additional parents of students attending the charter school totaling a minimum of twenty-five percent of the Board. Required parent/guardian board membership will provide parents/guardians with the ability to be heard and ensure their participation is meaningful. MMA will also appoint a committee member to schedule and coordinate volunteer services for parents who wish to donate their time to the school. This individual will be charged with maintaining parent volunteer information and notifying parents of opportunities at the school. Examples of parent volunteer opportunities include but are not limited to: Recess assistance Musical assistance Playground monitoring Computer support At-home repair of student wear Field trips Daily cleanup Fundraising Classroom aid/support Traffic/Parking assistance At-home work for teachers Baking dishes for special events Library assistance Assemblies School tours Computer lab assistant PTO Home project assistance


Educator Qualifications (Section 15) Maria Montessori Academy is committed to educating the whole child by utilizing Dr. Maria Montessori’s proven educational philosophy and methodology. Teachers at MMA will have received or be in the process of receiving Montessori teacher certification from an accredited Montessori teacher education institution. Teachers will be certified on the level they are teaching and display expertise in all aspects of the curriculum on this level. All teachers will hold appropriate license and endorsements as outlined in Utah rule. We will work with the state board and licensing office to qualify our Montessori teachers for Utah licensing. MMA will employ a special education coordinator to ensure that students with special needs are experiencing success within the inclusion of the Montessori environment. Following are the standards that MMA will require of the educators on staff: Director Qualifications MMA will seek a director with, at minimum, a bachelors degree in a field of study related to education (preferably a masters degreed candidate), Montessori certification from an accredited teacher preparation institute, and Montessori teaching or administration experience (minimum of 3 years). The candidate for this position must display an understanding of school financial matters, the ability to develop positive relationships with parents and staff, knowledge of the Utah Core Curriculum Standards, an understanding of special education programs and the law. We will seek an individual that also has experience working with a non-profit board of directors, has strong communication skills, and is culturally sensitive to the population of the school. Educational Background and Qualifications All teachers will have a bachelors degree or higher and have current Utah credentials and endorsements as outlined in Utah Admin Code R277-520 and must be highly qualified as outlined in Utah Admin Code R277-510. Each teacher will also be Montessori certified or in process of certification from Montessori Accreditation Council for Teacher Education (MACTE) accredited teacher education institute. Teachers who are eligible for the Utah State Office of Education’s Alternative Routes to Licensure (ARL) program will also be eligible for a teaching position at MMA. Instructional Skills MMA teachers will have a clear understanding of how the Utah core curriculum standards align with the Montessori curriculum. Teachers must be able to develop lessons to meet not only the core standards but also lessons in keeping with the individualized, hands-on approach of the Montessori method of education.


Interpersonal Skills The MMA staff will demonstrate their abilities to work and communicate effectively and respectfully with parents or guardians, students, other staff members, administrators and the board of directors in order to develop a cohesive and committed school. Leadership Skills MMA is committed to providing opportunities for all staff members to develop their personal leadership skills. Staff members will be required to attend pertinent staff meetings and training, conferences and workshops which will be applicable to improving their professional competencies and leadership skills. All staff members will model and encourage leadership development of the students at MMA. It is important that all staff members understand their potential to influence the students of our school. Teachers will keep accurate and complete student records that will meet Utah state standards. These records will be updated consistently and will be visual and available to parents and the administration of MMA. Teachers will also assist paraprofessionals in understanding the policies and procedures of the school in support of our mission. Each teacher will work as a partner with his or her paraprofessional to develop a learning environment that reflects the authentic Montessori philosophy. Paraprofessionals will be encouraged to work with the lead teacher to develop their leadership abilities so that in the event of the teacher’s absence the classroom will continue to run smoothly. No Child Left Behind Teachers who do not qualify as “highly qualified” under No Child Left Behind (NCLB) and R-277-510 will be required to achieve that status. MMA will assist each teacher to meet this status by offering individual mentoring from master teachers on staff and by providing further training and assistance to assure this status. Paraprofessionals, Substitute Teachers, and Interns All paraprofessionals will be required to complete the 50-hour Introduction to the Montessori Philosophy and Foundations course prior to the first day of school. The assignments and requirements of this course will be completed in a timely manner as deemed appropriate by the school administrator and course director. All MMA paraprofessionals shall meet the requirements and perform the duties outlined in Utah Admin Rule R277-524 as it applies to employment at MMA. In addition, all paraprofessionals and interns will work under the supervision and direction of a qualified MMA teacher. MMA’s paraprofessionals will not be paid through Title I funds. Interns will be accepted from MACTE accredited Montessori teacher preparation courses that will provide adequate field supervision. Substitute teachers will be required to attend a substitute training and introduction to the Montessori philosophy prior to employment at MMA. Background Check Assurance Any individual who will have unsupervised time with students, including teachers, paraprofessionals, staff members, board members, volunteers etc., will be required to submit to a standard criminal background check. Copies of the background check forms and results will be stored in the school office under the supervision of the office staff. The


building will be designed so that the office staff will be able to monitor all incoming and outgoing visitors. All visitors will wear a prominent visitor’s badge unless they have a background check form on file in the school office. The office staff will review all background checks at the beginning of each year to keep them current. A summary of the status of the background checks will be reported to the Director of the school.


Administrative Services (Section 16) Instructional Leader The instructional leader of Maria Montessori Academy will be its Director. MMA will seek a Director with, at minimum, a bachelors degree in a field of study related to education (preferably a masters degreed candidate), Montessori certification from an accredited teacher preparation institute, and Montessori teaching or administration experience (minimum of 3 years) The candidate for this position must display an understanding of school financial matters, the ability to develop positive relationships with parents and staff, knowledge of the Utah Core Curriculum Standards, an understanding of special education programs and the law. MMA will recruit qualified candidates for Director through various sources, such as national searches of Montessori publications, personal networking, Montessori newsletters, and posting the position on various websites devoted to Montessori schools or state websites where qualified individuals would likely look for such a position. We will seek an individual that also has experience working with a non-profit board of directors, will have strong communication skills, and be culturally sensitive to the population of the school. The Director's primary responsibility will be to set and maintain an environment conducive to learning and establish a positive educational environment for MMA students. The Director's instructional duties will include: maintaining necessary standards required for Montessori intern site status, reading about the methods of instruction, gaining insight into successful strategies, reviewing research that supports the methods of instruction, viewing accounts about practices in successful schools and districts, being familiar with the instructional methods of all teachers, participating in training and in-service to remain current in educational research, providing in-service to teachers and serving as a teacher resource for instructional, as well as curricular help. Additional information regarding MMA’s philosophy and methods of instruction can be found in the Comprehensive Program of Instruction section above. Curriculum Consultant/Specialist MMA intends to hire an assistant director who will be qualified as the curriculum specialist. The assistant director will be Montessori trained and will possess an in-depth understanding of the Montessori philosophy. The assistant director/curriculum specialist will work closely with MMA’s Director to ensure that classroom instruction aligns with the state core and the school’s goals and philosophy. In turn, the Director and assistant director will work closely with teachers to gain practical insight and implement improvements in MMA’s instructional program. The curriculum will be the collective responsibility of all school personnel. Collaborative efforts to continually improve understanding and implementation of the authentic Montessori philosophy will be the responsibility of the entire staff. Special Education Coordinator MMA will have at least one full time trained special education coordinator on staff at all times. The special education teacher will coordinate all special education related services and preside at all IEP meetings and initial team staffing meetings. The special education


coordinator must possess the education, skills and credentials of a special educator who can appropriately select, administer and interpret assessments for determining special education eligibility. In addition, the special education coordinator will provide support and training (or coordinate trainings) for MMA’s Director and staff to insure knowledge of IDEA 2004 and the Utah Special Education Rules’ requirements Supervision and Improvement of Instruction The Director will regularly provide the Board with updates on curriculum and any proposed improvements to MMA’s instructional program. After receiving this information, the Board will determine whether or not to modify the instructional program. Supervision of instruction on a day-to-day basis will be the responsibility of the director. The director will be responsible for interpreting board policy in all instructional and behavioral concerns. Based on instructional methods, test scores, the computerized tracking system (MRX), and student achievement, a collaborative effort will be used to improve supervision and instruction within MMA. Business Administrator Maria Montessori Academy intends to hire or contract for a full time Business Administrator. The board will consider multiple qualified parties before employing a Business Administrator, and will require the Business Administrator to attend training in School Finance and Statistics prior to working with the school. An ideal candidate for this position should have an associates degree or equivalent, education or training in accounting/bookkeeping, at least two years of demonstrated experience in office administration in a public school or small business setting, and demonstrated proficiency with bookkeeping/accounting computer programs. MMA’s business manager will maintain supporting records in sufficient detail to prepare the school's financial reports, including: (i) annual financial statements for audits and the annual budget; (ii) monthly reports including budget versus actual financial statements with explanations for significant variances, updates of cash flow projections, and monthly reports to the Utah State Office of Education; and (iii) quarterly preparation of IRS Form 941 and payroll and tax returns (unless outsourced) and other reports upon request. Interpretation of Student and School Progress and Performance Beginning with the classroom teacher, the Director and assistant director, and the Board, will take a collaborative approach to ensure MMA goals and objectives are achieved. Correction and instructional approaches will be made with the input of all stakeholders with the understanding that the Board will act in the best interests of the students and their families. Community Relations Community relations will be the primary responsibility of the Board of Directors. Staff Development Teachers at MMA will be provided numerous opportunities to improve and develop their teaching skills either in a specific curriculum (e.g. Montessori professional development workshops) or in the general practice. The intent behind staff development is to: (i) provide


professional development and technical assistance to teachers and administrators in their school-wide implementation of MMA's comprehensive program of instruction; (ii) to focus on meaningful learning and understanding for all students in order to raise their level of achievement; and (iii) provide follow-up components for professional development to ensure that implementation of the comprehensive program of instruction results in improved student performance. Counseling In situations of neglect, abuse, or abandonment state agencies will be called upon to assist the school. If situations of ungovernable behavior arise, parents and law enforcement will be called. Employment Issues All hiring and firing of Maria Montessori Academy employees will the responsibility of the Board. The Director, teachers, and other staff members may be selected to serve on hiring committees. The hiring committees will screen applicants and decide whom to interview. Individuals will be selected based on school needs and individual qualifications. All hiring will be approved through the Board, and candidates will be offered positions at MMA only upon Board approval. Discipline Teachers have the primary responsibility of maintaining classroom discipline for the students under their supervision. Each classroom will be required to have the classroom rules posted with the consequences for all inappropriate behaviors. When situations arise that cannot be handled by the classroom teacher, behavioral matters will be addressed by the building Director. See also MMA’s Suspension/Expulsion Policy. Management of School Equipment and Supplies Teachers will be responsible for all materials and supplies within their rooms. Yearly inventories will be used for insurance purposes and to assess replacement needs. Teacher supplies will be allocated on an "as-needed" basis, with the Director determining the "need." Each teacher will receive a budget for supplies and equipment, which may be purchased in accordance with MMA’s Fiscal Policy. Preparation and Completion of Federal and State Reports Under the Board's direction, the Director will provide timely completion and submittal of state and federal reports. Reports will be reviewed for approval by the Board before submission. Assistance and Support to Teachers and Staff MMA fully supports its employees. All teacher concerns/grievances will be addressed to the Director. If satisfaction is not obtained, teachers must adhere to the MMA’s Grievance Policy, which will provide employees the opportunity to reach an equitable solution. In keeping with the Montessori philosophy, it is MMA’s policy that teachers should try to resolve all concerns at the lowest level before bringing issues of grievance to the Director or Board.


Head Secretary The head secretary acts as a front-line information resource to students, faculty and staff, and must provide quality customer service to the public, students, parents and other MMA staff. The secretary will also work to assist and support the Director and faculty, and performs a variety of office duties requiring some independent judgment in the application of MMA policies and procedures. The basic requirements for this position will be a high school diploma, a minimum of three years of related experience, proficiency with Microsoft Word and Excel, databases, email and internet, and strong interpersonal and multi-tasking skills.

Education Service Provider: Fees At this time, MMA does not intend to contract with an Education Service Provider.


Library Plan (Section 17) Not Applicable (Secondary Schools Only)


Extra-Curricular Activities (Section 18)

At this time, Maria Montessori Academy has not entered into any agreement nor does it intend to offer extra curricular activities.


Terms & Conditions of Employment (Section 19) It is our belief that treating our teaching staff with professionalism and respect is vital to the success of our program, and we believe the following provisions governing employment at MMA reflect our commitment to our teaching staff as well as our students. It is MMA’s policy to make every effort to attract and retain the best personnel in each and every position available at the school. With the assistance of the Director, MMA’s Board will select the best-qualified applicant for each position at the school or may delegate this responsibility to school’s Director. MMA employees will be qualified by their training, experience and general competence, as determined by the board of directors. Employees must hold all licenses, certificates or special qualifications required by Utah law or school policy. Terms & Conditions of Employment As is the practice in many traditional public schools, teachers at MMA will be “at-will” employees of the school. Accordingly, MMA will have the right to terminate employees at any time so long as the discharge is not unlawful or discriminatory (based on age, sex, race, color, national origin, religion, pregnancy, or disability). Employees at MMA will possess the same right to resign their employment at any time. Employment Agreement The terms of employment at MMA will be set forth in an employment agreement to be executed between MMA and the employee. The employment agreement will specify MMA’s mission, philosophy and emphasis to ensure prospective employees embrace the entire academic program offered at the school. The employment agreement will serve the following functions: (i) it will clearly specify that employment at MMA is “at-will” (MMA’s at-will policy will be reinforced in employee handbooks and policies to avoid creating expectations of continuing employment); (ii) it will clarify the duties and responsibilities of each employee; (iii) it will specify and set forth the specific areas of responsibility and duties the employee is expected to perform including grade level and subjects to be taught, number of work days per year, training responsibilities, parent-teacher conferences expectations, professional development requirements and opportunities, adherence to staff policies, and other responsibilities; and (iv) it will serve to manage employee expectations and ensure compliance with the professional standards and conduct required at the school. Termination of Employment As mentioned above, MMA is committed to attracting and retaining the best personnel to further its mission of providing a comprehensive program in a professional and compassionate environment; however, situations will arise when termination of an employee is in the best interest of the school. Inasmuch as MMA will maintain an at-will employment arrangement with its employees, termination of an employee may be accomplished for any legally permissible reason. We recognize that termination proceedings can sometimes be complicated and often create fertile ground for contention and disaccord. With that in mind,


if the Board is unsure how employment law applies in a particular situation, it will consult an attorney for advice. MMA reserves the right to terminate an employee at any time and for any legally permissible reason. Employees at MMA possess the same right to resign their employment at any time. Because MMA employees are “at-will,” MMA is not legally obligated to provide notice or follow specific criteria prior to terminating an employee. Notwithstanding, MMA’s goal is to retain employees, and therefore, it will generally follow a traditional disciplinary process including: (i) giving notice to the employee of the specific performance problems and the consequences of not improving; (ii) establishing goals for improvement; (iii) setting a reasonable time frame for meeting the goals (normally two weeks to thirty days); (iv) following up to see if there is improvement; and (v) terminating the employee if the goals have not been met. We recognize that an at-will relationship does not provide free reign to terminate employees, and we acknowledge that violations of public policy, anti-retaliation rules, or tortuous conduct, among other things, could limit the school’s ability to terminate an at-will employee. In addition, federal and state anti-discrimination laws (e.g. race, gender) prohibit the use of an at-will employment agreement as a tool to engage in illegal employment discrimination. Notwithstanding MMA’s intent to follow traditional disciplinary processes, nothing contained in this policy is intended to create, or can create, any contractual or other legal rights to such processes. Anti-Discrimination Policy In accordance with Title VII, Civil Rights Act of 1964, the selection and hiring of applicants shall be made without regard to age, race, color, creed, sex, marital status, national origin, religion, ancestry, or place of residence. Additionally, MMA hiring shall be in accordance with the Americans with Disabilities Act of 1990 (“ADA”) which requires candidate selection to be made without regard to disability if an individual is disabled, as defined by the ADA, and is qualified to perform the duties and/or essential functions of the advertised position and can perform these duties and/or functions with or without reasonable accommodation. Finally, employee selection shall be made without regard to age as mandated in the Age Discrimination Act of 1967. (NOTE: The aforementioned federal laws [Title VII of the Civil Rights Act, ADA, and Age Discrimination Act] have provisions that broaden their application beyond hiring to include promotion, discharge, compensation, or terms, conditions or privileges of employment. MMA recognizes their application throughout the employment spectrum and is strictly committed to their provisions and protections in all aspects of employment at MMA.)


Employee Evaluation (Section 20) Evaluations All teachers at MMA will receive at least one formal evaluation per calendar year and several informal evaluations. A formal evaluation is a pre-determined evaluation, wherein the teacher will be informed of the time, methodology, and expectations of the evaluator/Director. This information will be introduced to all teachers at the beginning of the school year so they understand the purpose and methods they will be evaluated against. In a formal evaluation, each employee will meet in a pre-conference with the evaluator prior to the evaluation to review lesson plans and evaluation criteria as set forth below. In addition to formal evaluations, each teacher will receive regular “informal evaluation” every 4 to 8 weeks depending on the circumstances. Formal Evaluation: Pre-Observation Conference & Observation The first step in preparing to observe an employee at MMA is a planning or pre-observation conference. At the conference, the teacher should state lesson objectives, strategies, techniques, materials required, and other preparations. In turn, the Director will clearly communicate the methodology, the expectations, and ask further questions so that the teacher and the Director fully understand the proposed strategies and activities. The teacher and the Director may also contribute information and ideas to develop the focus for the observation, agree on how the information will be collected, and set the time of the observation and the follow-up or post observation conference. During the evaluation, the evaluator should collect data that is objective, accurate, and clear to both parties in order to gather information for an effective post-observation conference. Formal Evaluation: Post-Observation Conference A post conference will be held no longer than one week after the formal evaluation to discuss the strengths and areas where improvement is needed. If an evaluation reveals poor job performance, remediation will be suggested and a mentor teacher provided to help the teacher make the required changes or improvements, such recommendations will be reviewed for progress as necessary. If the problem persists, MMA will generally follow a traditional disciplinary process including: (i) giving notice to the employee of the specific performance problems and the consequences of not improving; (ii) establishing goals for improvement; (iii) setting a reasonable time frame for meeting the goals (normally two weeks to thirty days); (iv) following up to see if there is improvement; and (v) terminating the employee if the goals have not been met. Termination of employment is a decision made by the board of directors after a determination that termination is in the best interest of the school, its vision, and/or its teaching philosophy and shall be done in accordance with the Terms & Conditions of Employment section above. Entry Years Enhancement (EYE) Program MMA is committed to the development of its entry level teachers, and we will provide special attention to these teachers during their first three years of employment to provide them an avenue for success and competence as required by Utah Admin. R277-522. MMA will accomplish this by ensuring its entry level teachers: (i) develop the skills required of capable


teachers; and (ii) complete all enhancements enumerated in R277-522 for Level 1 teachers. The purpose of MMA’s EYE Program is to develop in entry level teachers a successful set of teaching skills and strategies with assistance from experienced colleagues. As part of MMA’s EYE Program, the Director will assign each Level 1 teacher, as defined by law, a mentor-teacher in the first semester of teaching to supervise, support, and act as a resource for the entry level teacher as set forth in R277-522-3(B). Additionally, MMA will provide training, mentoring, testing, assessment, evaluation, and assistance in developing and evaluating each entry level teacher’s professional portfolio.


Employment of Relatives (Section 21) The purpose of our policy and procedures regarding the employment of relatives is to ensure employment at the school is based solely on merit and job availability, and secondly, to avoid the actual or perceived preferential treatment of relatives. Although MMA will not prohibit employment of relatives, it does provide the following safeguards:

(1) Any decision regarding the hiring, termination, job performance review, salary or discipline of an MMA employee shall not be made by a relative; (2) Candidates for employment at MMA must disclose any family relationships prior to employment; and (3) Relatives may not act in a direct supervisory role over one another.

For purposes of this section, “relative” is defined as any MMA board member’s father, mother, husband, wife, son, daughter, sister, brother, aunt, uncle, mother-in-law, father-in-law, brother-in-law, sister-in-law, son-in-law, or daughter-in-law. Further protections against preferential treatment will also be contained in MMA’s conflict of interest policy which will require board members to disclose all financial interests they have in any service provided to the school. The procedures for determining when a conflict of interest exists, for addressing the conflict, and for recording the resolution of the conflict will be included in MMA’s Policy Handbook.


Insurance (Section 22) Prior to its opening date, Maria Montessori Academy assures that it will acquire and maintain a certificate of insurance for all insurances covered under this section and will maintain insurance coverage as a budgetary priority. MMA will secure and maintain in force $2,000,000 per occurrence in liability insurance, property insurance, comprehensive/collision insurance, and its employee dishonesty bond through Utah Division of Risk Management. As of the date of this application, Risk Management has provided us with the following information: General Liability Coverage (Bodily Injury and Property Damage). MMA will acquire and maintain general liability coverage up to $2,000,000 without a deductible through Utah Risk Management. This general liability coverage has a premium of $18 per student with a minimum $1,000 per school. Coverage extends to staff, administration, and the board of directors and includes personal injury and claims based on civil rights violations. Property Coverage (Building and/or Contents). MMA will acquire and maintain property coverage up to the replacement value of the property as estimated by the school at the beginning of the fiscal year. Property coverage will be purchased through Utah Risk Management and will require a $1,000 deductible per occurrence. MMA will pay a minimum premium of $100 for up to $100,000 in replacement value. If the amount is greater than $100,000, the rate is $1 per $1,000 in value. To prove contents, MMA must keep serial numbers, receipts, invoices, and model information, and maintain copies of the same at a separate location. Automobile Liability Coverage (Bodily Injury and Property Damage). In the event that it is required, MMA will acquire and maintain automobile liability coverage up to $2,000,000 per occurrence including PIP coverage. Automobile liability coverage will be purchased through Utah Risk Management for $125 to $200 per year with a $1,000 deductible per occurrence. Workers Compensation Coverage. MMA will acquire and maintain workers compensation insurance covering job related injuries, medical indemnity, rehabilitation, personal injury ($100,000 for bodily injury by accident, $500,000 for bodily injury by disease with a $100,000 limit per employee). MMA will purchase this insurance through the Workers Compensation fund for approximately $4,800 per year (for both professional staff and non-professional employees). Dishonesty Bond and Government Crime Policy. MMA will acquire and maintain a dishonesty bond and government crime policy that covers errors and omissions, employee theft, faithful performance, and coverage for employee and officer bonds. This coverage will be purchased through Utah Risk Management for $250 per year.


Conversion Schools (Section 23) Not Applicable


Assurances (Section 24) Maria Montessori Academy Charter School hereby assures and certifies to the State Superintendent of Public Instruction that:

A. The charter school will make provision for such fiscal control and fund accounting procedures as may be necessary to assure proper disbursement and accounting for all funds.

B. The charter school will maintain a clear, written procedure and process for auditing school finances as per the requirements of the Utah State Office of Education.

C. The charter school gives the Utah State Office of Education or the U.S. Comptroller General, through any authorized representative, the access to, and the right to examine, all records, papers, or other documents related to all funds, including the submission of reports as may be required.

D. The charter school will annually provide written evidence of liability and other appropriate insurance coverages, including a description of the levels of coverage and the relationship of these coverages to local and state agency obligations.

E. The charter school will make such reports, including reports of evaluations, in such form and containing such information as the State Superintendent of Public Instruction may reasonably require to carry out his legislative functions and to determine the extent to which funds have been effective in carrying out legislative purposes and project objectives.

F. The charter school will comply with appropriate rules, regulations, and state guidelines except as specifically waived by the Utah State Board of Education or Legislature, and effective control will be maintained over, and accountability provided, for all funds, property, and other assets. The charter school will also adequately safeguard all public property and shall assure that it is used solely for authorized purposes.

G. After settling any outstanding debt, all physical assets owned by the charter school become the property of the Utah State Board of Education upon the termination of the charter school.

H. The charter school will comply with the requirements of the Family Educational Rights and Privacy Act of 1974.

I. The charter school will not discriminate in program benefits, participation, employment, or treatment on the basis of race, color, religion or national origin, and will comply with the provisions of Title IX of the Education Amendments of 1972 prohibiting discrimination on the basis of gender.

J. The charter school assures that no otherwise qualified person shall, on the basis of a disability, be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity that receives or benefits from local, state, or federal financial assistance.

K. The charter school will not expend program funds for any education program, activity, or service related to sectarian instruction or religious worship.

L. The charter school will function under an open admission policy. If the number of students applying to enroll at any grade level exceeds the capacity of the school or of, classes, or grade levels within the school, then those to be admitted shall be chosen at random from among the applicants, within the allowable mandatory and optional preferences specified in Section 53A-1a-506, Utah Code Annotated.

M. The charter school assures that it will not conduct a program of instruction until such time as:


(1) The requisite health and safety standards for the school building have been met according to the local fire and health department inspectors; (2) Adequate equipment, and materials are available; and (3) Conditions are adequate to provide for the economical operation of the school with an adequate learning environment.

N. The charter school will comply with all applicable federal and state laws, rules, and regulations regarding the recruitment, screening, selection, and evaluation of all school employees.

O. The charter school will only employ educators who hold valid Utah Professional Educator Licenses or who meet State Board requirements for alternative licensing routes or Board authorization.

P. The charter school will employ the use of the Utah State Core Curriculum as the foundation for the instructional program for the school.

Q. The charter school will employ the use of the Iowa Test of Basic Skills and the Utah State Core Course End-of-Level Tests in the grade levels required by U-PASS as a fundamental part of the overall assessment program for the school.

R. The charter school assures that resources will be available and a process established to develop a Student Education Plan/Student Education Occupation Plan (SEP/SEOP) for each student.

S. The charter school will operate with a written procedure for student suspension and dismissal, including appeal procedures.

T. The charter school will maintain an active parent/guardian involvement process including some formal mechanism for meaningful involvement in site-based decision making.

U. The charter school will not charge tuition or fees, except those fees allowed by law. Governing Boards will adopt allowable fees annually in an open board meeting.

V. The charter school will operate under the provisions of the Utah Open Meeting Law and adopt bylaws in an open meeting.

W. A copy of the charter will be supplied to interested individuals or groups on request.

X. The charter school will submit an appropriately amended application prior to any material change affecting the purpose, administration, organization, or operation of the school.

Y. A secondary charter school will be accredited or in the process of seeking accreditation.

Z. The charter school will acquire and maintain nonprofit corporate status.

AA. The charter school will follow all state procurement rules.

BB. The charter school will maintain accurate student transcripts.


The chief administrative officer of the applicant charter school certifies that, to the best of his/her knowledge and belief, the data in this application are true and accurate, and that the applicant will comply with the assurances noted above if this application is approved. Therefore, this application for charter school status and funding is hereby submitted with the full approval and support of the governing body and chief administrative officer of the proposed charter school.

Name (type): Nancy Lindeman

Title (type): Chair/President, Maria Montessori Academy, Inc.

Signature:

Date: October 6, 2008.

Admission Procedures Admission is not limited based upon ethnicity, national origin, religion, gender, income level, disabling condition, proficiency in the English language or athletic ability. There are no tuition or fees charged for attending Maria Montessori Academy Charter School except those allowed by law. Maria Montessori Academy Charter School will admit all eligible pupils who submit a timely application. A charter school shall give enrollment preference to children of founding members, pupils returning to the charter school in the second or any subsequent year of its operation and to siblings of pupils already enrolled in the charter school. If, by the application deadline, the number of applications exceeds the capacity of a class, grade level, or building, all applications for that class, grade level or building will be selected for the available slots through a lottery, except that preference as allowed in law shall be given. After the application deadline, pupils for any remaining slots will be accepted in order of their lottery position. If an opening in the school occurs mid-year and no students remain from the original lottery, a notice for applications will be announced and applicants enrolled on the same basis as outlined above. These admission procedures have been approved in legislation and by the Utah State Board of Education. If you have other administrative details of how you intend to facilitate acceptance of applicants to your school, they should not be in conflict with the language noted above. Proof of Insurance Maria Montessori Academy Charter School will provide to the Board a certificate of insurance before the first day of school in its initial year and annually thereafter.

Electronic Data Submission Maria Montessori Academy Charter School will have the technology and ability to meet all of the electronic data submission requirements for charter schools. Nonsectarian Statement Maria Montessori Academy Charter School is nonsectarian in its programs, admission policies and employment practices and all other operations.


Special Education/Exceptional Student Services Training The applicant/authorized signer for Maria Montessori Academy Charter School will take a one-day Special Education training class sponsored by the Utah Department of Education subsequent to signing the contract, but prior to the first day of instruction and annually thereafter. Nancy Lindeman

Board Chair/President (please print)

Signature Date: October 6, 2008


Utah State Retirement (Section 25) Maria Montessori Academy will not participate in Utah State Retirement

Maria Montessori Academy

Documents

Transcript of Maria Montessori Academy