School Board Management Software Solution - APPLICATION FOR CERTIFICATION …file... · APPLICATION...

APPLICATION FOR CERTIFICATION OF MULTI-DISTRICT ONLINE SCHOOL

APPLICATION CHECKLIST

Only complete applications will be reviewed. Incomplete applica�ons will not be reviewed. Use this applica�on checklist to ensure that all required components of the applica�on are included.

x Cover Sheet (signature required)

x Applica�on Checklist

x Applica�on Narra�ve x Completed Cer�fica�on Regarding Compliance with Quality Standards

(signature and ini�als required)

x Required Assurances (signature required)

Application Narrative Required Components Page # 1. Authorizer Oversight: Adequacy of Resources and Capacity 9

1.1 Curriculum and Instruc�on

12

1.2 Use of So�ware Applica�ons and Technology

15

1.3 Data Gathering, Analysis and Repor�ng (Management)

17

1.4 Human Resources Management

20

1.5 Financial Management, Facili�es Management and Risk Management

23

1.6 Other Relevant Public Educa�on Administra�ve Func�ons 25

2. Compliance with the Quality Standards for Online Programs 2.1 Wri�en Plan for Compliance with Quality Standards for Online Programs

31

2.2 Descrip�on of Quality Standards Review Process

32

3. School Management Contracts (If Applicable) 3.1 Explana�on of Educa�on Service Provider (ESP) Selec�on

33

3.2 Examples of ESP Efficacy

33

3.3 Detailed Term Sheet

34

3.4 Dra� of the Proposed Management Contract A�achment

34

3.5 Online School’s BOE Rela�onship with ESP 35

HUERFANO SCHOOL DISTRICT RE-1 2


Application Narrative Required Components Page

# 3.6 Explain Which Staff Will Report to or be Paid by the ESP 35

3.7 Evidence Corporate En�ty is Authorized to do Business in Colorado 36

4. Plan for Operating the Online School 36

4.1 Vision, Mission and Goals 39

4.2 Organiza�onal Structure and Governance of the Online School 41

4.3 Equitable Access for all Students 43

4.4 Guidance Counseling for all Students 49

4.5 Student Academic Credit Policies 52

4.6 Student Achievement and A�endance Policies 61

4.7 Student Records Policies 63

4.8 Student Placement Policies and Procedures 65

4.9 Staff Development Plans 66

4.10 Student Services, Including Tutorial Support 69

4.11 Staff, Student and Parent Handbooks 73

4.12 Employment and Contractor Policies and Procedures 75

4.13 Annual Budget and Finance Prac�ces 79

4.14 Facility Plans 80

4.15 Risk Management 81

4.16 Data Development Analysis and Repor�ng 84

4.17 Communica�on Among the Online School, Parents, Community and School Districts in which Students Enrolled in the Mul�-district Online School Reside

86

□ *Learning Centers A�achment (signature required) – page 26 of this document *Only required for those Schools u�lizing Learning Centers as a component of the Online School.



SECTION 1: OVERSIGHT: ADEQUACY OF RESOURCES AND CAPACITY OF AUTHORIZER 1.1 CURRICULUM AND INSTRUCTION 1.2 USE OF SOFTWARE APPLICATIONS AND TECHNOLOGY 1.3 DATA GATHERING, ANALYSIS AND REPORTING 1.4 HUMAN RESOURCES MANAGEMENT 1.5 FINANCIAL MANAGEMENT, FACILITIES MANAGEMENT, AND RISK MANAGEMENT 1.6 OTHER RELEVANT PUBLIC EDUCATION ADMINISTRATIVE FUNCTIONS SECTION 2: COMPLIANCE WITH THE QUALITY STANDARDS FOR ONLINE PROGRAMS 2.1 WRITTEN PLAN FOR COMPLIANCE WITH QUALITY STANDARDS FOR ONLINE PROGRAMS 2.2 DESCRIPTION OF QUALITY STANDARDS REVIEW PROCESS SECTION 3: SCHOOL MANAGEMENT CONTRACTS 3.1 EXPLANATION OF EDUCATION SERVICE PROVIDER 3.2 EXAMPLES OF ESP EFFICACY 3.3 DETAIL TERM SHEET 3.4 DRAFT OF THE PROPOSED MANAGEMENT CONTRACT ATTACHED 3.5 ONLINE SCHOOL’S BOARD OF EDUCATION RELATIONSHIP WITH ESP 3.6 EXPLAIN WHICH STAFF WILL REPORT TO OR BE PAID BY THE ESP 3.7 EVIDENCE CORPORATE ENTITY IS AUTHORIZED TO DO BUSINESS IN COLORADO SECTION 4: PLAN FOR OPERATING THE ONLINE SCHOOL 4.0 EXECUTIVE SUMMARY 4.1 VISION, MISSION, AND GOALS 4.2 ORGANIZATIONAL STRUCTURE AND GOVERNANCE OF THE ONLINE SCHOOL 4.3 EQUITABLE ACCESS FOR ALL STUDENTS 4.4 GUIDANCE COUNSELING FOR ALL STUDENTS 4.5 STUDENT ACADEMIC CREDIT POLICIES, CURRICULUM, AND INSTRUCTION 4.6 STUDENT ACHIEVEMENT AND ATTENDANCE POLICIES 4.7 STUDENT RECORDS POLICY 4.8 STUDENT PLACEMENT POLICIES AND PROCEDURES 4.9 STAFF DEVELOPMENT PLANS 4.10 STUDENT SERVICES, INCLUDING TUTORIAL SUPPORT 4.11 STAFF, STUDENT, AND PARENT HANDBOOK 4.12 EMPLOYMENT AND CONTRACTOR POLICIES AND PROCEDURES 4.13 ANNUAL BUDGET AND FINANCE PRACTICES 4.14 FACILITY PLANS 4.15 RISK MANAGEMENT 4.16 DATA DEVELOPMENT, ANALYSIS, AND REPORTING 4.17 COMMUNICATION AMONG THE ONLINE SCHOOL, PARENTS, COMMUNITY, AND SCHOOL DISTRICTS IN WHICH STUDENTS THAT ARE ENROLLED IN THE MULTI-DISTRICT ONLINE SCHOOL RESIDE

Appendix A : School Calendar Appendix B: High School Graduation Requirements for Student Enrollment Appendix C : Summit Education Group Educational Products and Services Agreement Appendix D : Colorado Secretary of State Authorization of Summit Education Group Appendix E : Board Members Appendix F: Student Engagement and Attendance Appendix G: Enrollment Process Appendix H: List of Courses Appendix I: Curriculum Rubric for Curriculum Evaluation Appendix J : Student Records Management Policies Appendix K : Student Placement Policy



Appendix L: Intervention Process Appendix M : Parent/Student Handbook Appendix N: Employee Handbook



APPLICATION NARRATIVE - REQUIRED COMPONENTS SECTION 1: OVERSIGHT: ADEQUACY OF RESOURCES AND CAPACITY OF AUTHORIZER At the beginning of the narrative, in the first paragraph, describe how the Online School fully meets the statutory and CDE Rule definition of “Online School.” "Online School" means a full-time, education school authorized pursuant to Title 22 of the Colorado Revised Statutes that delivers a sequential program of synchronous or asynchronous instruction directed by a Teacher primarily through online digital learning strategies that provide students choice over time, place, and path and teacher-guided modality of learning. An online school has an assigned school code and operates with its own administrator, a separate budget, and a complete instructional program. An online school is responsible for fulfilling all reporting requirements and will be held to state and federally mandated accountability processes.

Narrative Introduction

Career Academies of America/Colorado P-TECH (hereinafter referred to as just Career Academies of America, or simply, CAA) is a non-religious, non-sectarian full-time online contract school that delivers a complete educational, sequential program of synchronous or asynchronous instruction from a teacher to a student primarily through the use of the internet. Career Academies of America’s teachers interact with students via the internet and other electronic distance media, as well as face-to-face, and are directly responsible for student learning. Huerfano School District Re-1, currently serving the Huerfano County area, has 160 students in the district high school and is committed to the oversight of Career Academies of America and its mission in order to reach a wider population of students in need of support services. The Huerfano School District Superintendent believes in the need for high quality, caring, passion-driven instruction for all students, as well as high quality postsecondary and workforce readiness instruction for all students. Career Academies of America is a charter school authorized by the Huerfano School District and managed by Summit Education Group (SEG). SEG is fully accredited by AdvancEd as an Education Corporation. Career Academies of America (CAA) will contract with Summit Education Group (SEG) to provide a rigorous, high-demand career pathways educational opportunity for students who would like an educational pathway aligned to their passion. SEG will provide comprehensive turnkey services for the operation of CAA in the areas of technology, curriculum, career exploration, career pathways, software licensing, finances, and instructional, administrative, and support services staffing. SEG will be responsible for the recruiting, hiring, training, evaluating, and firing of all school staff.



In addition to teachers, additional instructional and support professionals (e.g.,Tutors, Science/Arts/Technology Specialists), wraparound support staff members (e.g., Enrichment Life Coach Teachers, mental health therapists, social emotional interventionists, academic interventionists, parent coordinators), and other program support staff (e.g., ELL, Title I, ESS, GT) work with CAA students both via the internet, other electronic distance media, and in face-to-face settings. Career Academies of America's (CAA’s) mission is to provide every student the academic preparation, character skills, and experiences in an inspiring, innovative, and integrated environment, allowing students to learn, practice and solve problems in the real world. CAA's Directors, Principal, and administrative staff are fully committed to doing whatever is necessary to best serve all students. Career Academies of America's revolutionary staffing model uses trained Enrichment Life Coach Teachers (ELCT) to ensure student success. Each student will be assigned to a Enrichment Life Coach Teacher who specializes in motivating learners to give their all toward their education and, thus, their life success. Enrichment Life Coach Teachers are people with a passion for helping others in a variety of ways, including academic tracking and life skill coaching. Using Personalized Learning Pathways (PLPs) for every student that have been created by the student, parent/guardian, the student’s Enrichment Life Coach Teacher, and the school counselors, CAA enhances its comprehensive online curricula and supplemental resources (e.g., Edmentum, Reading Plus, Write to Learn) with unique pathways to graduation and postsecondary opportunities for all students through Memoranda of Understanding (MOUs) with Colorado colleges and universities, work-study partnerships, CTE programming, internships, and independent study programs. Career Academies of America's staff members operate from various statewide locations and are led by an executive team whose passion is ensuring all the students’ needs are met. Career Academies of America specializes in providing a unique combination of innovative and engaging online, face-to-face, and other cutting-edge educational tools to serve and support many of Colorado’s high performing college-bound and career-bound students. By offering a combination of several learning approaches and personalized learning strategies, CAA will succeed where many others have struggled. The primary reasons for this are:

1. CAA’s flexible program allows for students to maintain their lifestyles (e.g., work, family, sports, arts, dance, and other career passions) without the traditional limitations of calendar or schedule; 2. CAA will provide a wealth of postsecondary opportunities (e.g., concurrent enrollment, certification courses, work-study, internships, apprenticeships); and



3. CAA's dedicated staff of academic coordinators/teachers, curriculum specialists, Enrichment Life Coach Teachers/Mentors, and additional support staff provide solutions for all aspects of the student’s life that affect his or her learning, even including those outside the academic realm.

For 2018-2019, using a “high tech/high touch” approach which includes customized, flexible, and supportive local learning resources,Career Academies of America expects to serve at least 300 students in grades six through twelve in year 1 and grow to 750 students by year 5, supported through facilities across Colorado. CAA's highly trained and caring staff members will meet with students at CAA sponsored facilities in various locations around Colorado. Students will attend pathway classes onsite, at a local higher education institution, or a local career training center, and complete academic courses online for a well rounded high school experience. Career Academies of America welcomes all Colorado students regardless of race, class, nationality, ethnicity, sex, disability, or past academic performance. As such, CAA will attract students who desire a hands-on, immersive career pathways-based educational experience. CAA will also become a resource for students who have been underserved by their local districts in the areas they are passionate about. For each student, regardless of individual background, CAA's curricular structure is designed to remediate, motivate, and promote both academic and workforce readiness achievement. Career Academies of America supports the needs of diverse learners via an exceptional services department that includes statewide Exceptional Student Services Department, ELL coordinators, GT Coordinators, and a team of wraparound specialists (e.g., Enrichment Life Coach Teachers, therapists, counselors, RtI and program coordinators). The primary aim of Career Academies of America is to provide all students with a flexible, accessible and adjustable educational program in a supportive and challenging learning environment, with an immersive career pathways focus. This primary tenet drives instructional and operational practices. Student performance goals (e.g., academic plans, career pathways) are established with the goal of producing students who will succeed and excel in a rigorous secondary environment and who also possess requisite foundational skills to be competitive in a work setting or postsecondary institution. Career Academies of America will fully meet the statutory and CDE definition of “Online School.”



1.1 CURRICULUM AND INSTRUCTION

(a) Describe the process through which the Authorizer will provide oversight and support the Online School’s delivery of curriculum and instruction. The description of the process should include, but is not limited to:

(a) Evidence of capacity to fully implement the curriculum with fidelity (b) Evidence of Highly Qualified instructional staff (c) A description of the staff evaluation process, with clear links to

curriculum implementation and student performance Provide Oversight and Support for Curriculum and Instruction Implementing Curriculum with Fidelity: Huerfano School District Re-1 District Leadership provides oversight and support in the areas of assessment, curriculum, professional development, data collection and analysis to ensure that the school effectively creates and delivers high quality learning opportunities for every child. Huerfano School District Re-1 will use nationally-recognized standards for implementation and monitoring of teaching best practices and student learning. Included in these national standards are iNACOL’s (International Association for K-12 Online Learning) National Standards for Quality Online Courses, National Standards for Quality Online Teaching, and other authorizer best practices; and rubrics and evaluation tools to guide questions, document information, and recommend actions towards improvement. Additionally, per Huerfano School District Re-1 direction, Summit Education Group will facilitate policy and regulatory guidance related to the Concurrent Enrollment Programs Act. The CAA Principal will ensure compliance of online programs statutory requirements and Huerfano School District Re-1 policy; as well as be responsible for the instructional leadership and curriculum implementation. The District and SEG/CAA Leadership teams will regularly review CAA's curriculum and instruction delivery, analyze results, and work with CAA's leadership to establish the performance standards under which CAA will be evaluated, using objective and verifiable measures of student achievement and growth as a measure of school quality. Huerfano School District Re-1 will also work with SEG and CAA staff to develop plans to address those elements needing improvement. The curriculum will be supported by objective performance reports, to be inclusive of, but not limited to: internal and external curriculum based assessments, electronic gradebook and data dashboards, use of intervention dashboard metrics, Enrichment Life Coach Teachers and Personalized Learning Plans, as well as progress monitoring assessments, such as , Reading Plus, Exact Path, WorkKeys, a student progress monitoring and intervention escalation process, and highly qualified content teachers. Highly Qualified Staff: Career Academies of America will be staffed by licensed, highly



qualified teachers specially trained in online delivery and personalized instruction. Core content teachers will be highly qualified in their content area. Teacher qualifications will be tracked in the human resources information system and will be reviewed annually by the District. Teachers will deliver instruction to an online classroom of students and working one-on-one with students through highly interactive, technology-facilitated communication tools. Additionally, Enrichment Life Coach Teacher mentors will maintain regular face-to-face meetings and provide a one-on-one mentoring relationship with each student. Online learning requires an additional skill set and professional development. A focus on individualizing education for students and a high level of comfort with technology will be included in screening candidates for positions. The school will recruit staff through a variety of channels, including traditional methods for posting job opportunities, plus networking with educational organizations, and special outreach to teachers and administrators who are seeking an alternative environment, but who also have a passion for arts and science. In addition, strategies to attract highly qualified staff will be implemented to include posting on various national websites, recruitment sites, as well as posting on professional and institutional websites which may include iNACOL, National Association of Secondary Principals, and other sites as needed. Additionally, job fairs may be attended throughout the state. All candidates will undergo thorough screening procedures including background checks, comprehensive reference checks, technology skills assessments, as well as any additional checks as required by state law. Teachers are provided ongoing training and support to ensure they stay current in online teaching best practices. The Principal will build consensus and inspire teachers to teach, students to learn, and parents to engage in their child’s learning while following the mission of the school. The Principal will be responsible for the overall school operation working with parents, students, support staff, and teachers who facilitate the instructional programs. Huerfano School District Re-1 will provide oversight through a rigorous accountability monitoring process that reflects Colorado’s School Performance Framework (SPF) requirements as well as financial, organizational and ESP best practices. Staff Evaluation Process: Career Academies of America's formal evaluation processes adhere to statutory requirements of SB-191 and use the CDE-developed State Model for Teacher Evaluation. The Principal and Summit Education Group will work together to develop an effective evaluation metric based on National Standards for Quality Online Teaching. Summit Education Group uses a Performance Evaluation System to create a high performance school by encouraging employees to put forth their best effort, focusing all employees on the school’s main goals, rewarding and retaining employees based on outcomes/results, and providing continuous feedback for employee development. The teacher evaluation process is linked to the teacher’s ability to implement the curriculum with fidelity.



Teachers will be evaluated based on competencies along with state required metrics on student performance as required by law. The professional competencies will align with the core standards for teaching, and may vary by type of teaching position (e.g. Special Education). Competencies will be reviewed with teachers at the beginning of the school year, and will be available to teachers for viewing and comment throughout the school year on the Human Resources Information System’s Performance Management module. Teachers receive a formal mid-year review in December or January, and a formal end-of-year review in May or June. Teachers also receive periodic feedback both formally and informally from their manager throughout the school year. Competencies for teachers will be evaluated in the context of the school’s goals, which evaluate student growth and achievement metrics, and observations of a teacher’s proficiency within each competency will be evaluated using various methods, including parent and student feedback, observations of lessons and interactions, and review of relevant documentation and data. In addition to expectations of proficiencies in Colorado Teacher Effectiveness Standards, teachers are trained, mentored and receive supplemental evaluations aligned to the International Association for K-12 Online Learning (iNACOL) National Standards for Quality Online Teaching.

(b) Describe any services the Authorizer will provide to the Online School related to Curriculum and Instruction.

Huerfano School District Re-1 will utilize the expertise of the ESP, Summit Education Group, to provide continuous updates and identification of deficiencies or needs for Career Academies of America's curriculum to ensure student success. The partnership will ensure students are meeting school and district goals. The authorizer will meet with the school and SEG monthly to discuss data and other current issues. The meetings will focus on: academic progress, finances, operations and ESP management.

(c) Attach a copy of the Online School’s calendar and schedule. While school staff work a modified year-round schedule, the school’s academic calendar reflects a blending of a year-round and more traditional school calendar. The children and siblings of many students attend neighborhood schools. Consequently, CAA’s traditionally aligned semesters and a condensed summer session have been designed to accommodate student/family needs. The 24/7/365 availability of curriculum and student access to staff, and with the opportunity for many students to attend community sites located at studios or meet with staff during weekends means the calendar is designed with student needs in mind. The District will approve the school calendar annually. The school calendar may be



extended to allow families more flexibility in completing the year’s work, or to provide extra learning time for students who have need for flexibility. The anticipated student calendar for the 2018-19 school year is provided in Appendix A . 1.2 USE OF SOFTWARE APPLICATIONS AND TECHNOLOGY

(a) Describe the Authorizer’s plan for developing, implementing and monitoring technological services, equipment, policies and protocols with regards to privacy and the ethical use of technology-related information.

Oversight of the technology required to support the Online Program will be the responsibility of the Information Technology Services provided under contract between CAA and Summit Education Group. (See Appendix) As part of the school’s contract, the responsibility for software applications and technology rests with the school. District teams regularly review the school’s technology plan, technological services, equipment, policies and protocols with regards to privacy and the ethical use of technology-related information. District staff work with the school’s leadership to develop plans to address unsatisfactory elements efficiently. All employees, including teachers, will be trained in child welfare/students-in-distress issues. The school handbook outlines policies related to cyber-bullying, bullying, and harassment. Internet safety training is mandatory for every school employee, student, and contractors with student contact. Students will need access to a computer and Internet service to participate in this program. The school will ensure access is not an issue for students and families.Career Academies of America will loan computers and subsidize Internet usage for students lacking access to a computer and/or Internet services, based on need. All school-provided computers are equipped with heightened Internet security settings and filtering software that can be activated upon request. Families may choose to provide their own computer or laptop and/or Internet service. As part of the quarterly monitoring meetings, Huerfano School District Re-1 will review the school’s implementation and information technology strategies, including technology plans and student online safety. Huerfano School District Re-1 staff use authorizer best practices and evaluation tools to guide questions, document information, and recommend actions towards improvement. Huerfano School District Re-1 ensures that the school has a clear plan for implementing and monitoring technological services, equipment, policies and protocols. The district also ensures that the school’s student and employee handbooks, as well as continuous improvement policies and practices within Summit Education Group’s operations and



technology department, address the ethical use of technology and information. The district reviews the school’s student orientation and Parent/Student Handbook to ensure that the school’s “Internet Acceptable Use Policy” is clear and provides tips for parents to protect students from online dangers. Summit Education Group takes seriously its obligation to protect the privacy of data collected, used, shared and stored. SEG follows state and federal policies, and adheres to data privacy and security procedures, as well as providing guidance and resources for all stakeholders. Summit Education Group will provide technical support services to students, families and school staff to ensure consistency in access. Technical support will address all hardware, software, networking, and connectivity issues. They will help troubleshoot any problems students are having with school issued technology or school required software (3rd party and personal technology is the responsibility of the student and family). The support team members also have remote diagnostic tools that allow them to see a student's computer and correct problems from afar. After hours and on weekends, requests for help are recorded and responded to the next business day. Career Academies of America will protect the confidentiality of personally identifiable information in the education records of children. The school will ensure the privacy rights of eligible children in the collection, maintenance, release, and destruction of records. The school will follow the provisions of the Family Educational Rights and Privacy Act of 1974 (FERPA), the Confidentiality Section of IDEA, and other applicable student data privacy laws. Included is the right to the protection of a student’s education records and Personally Identifiable Information (PII) from unauthorized disclosure. The school will utilize the learning management system (LMS) in conjunction with a student information system (SIS) to collect and house sensitive student data. In the SIS, access to student information and data is be controlled by a central team of administrators, trained in FERPA, using a complex system of roles, permissions, and locations. Only users who have a legitimate educational interest under FERPA are authorized to access student data. Staff will receive training regarding employee responsibilities with regard to protecting personally identifiable student data. Each employee will also sign an Acknowledgement assuring that he/she understands and will comply with the legal requirements for accessing and using legally protected student information. In addition to the FERPA requirements, the school will comply with the Individuals with Education Act of 1974 (“IDEA”) provides additional privacy protections for students with disabilities who receive special education and related services. Part B of IDEA incorporates and cross-references FERPA. The school will also comply with the Protection of Pupil Rights Amendment (“PPRA”) and the Children's Online Privacy Protection Act of 1998 (“COPPA”).



FERPA provisions allow the school to disclose certain student information to third parties, such as other schools, without the prior written consent of the parent/legal guardian or eligible student. This occurs in two situations: directory information (including but not limited to student’s name, address, telephone number, date of birth) and situations in which FERPA permits the school to release educational records without consent to those with a legitimate educational interest under FERPA. As is required by FERPA, parents will be provided noticed about directory information and will have the option to opt-out of being included in the disclosure of directory information without parental consent. All other disclosure of student information to third parties requires the written consent of the caretaker or eligible student.

(b) Describe any technology-related services the Authorizer will provide to the Online School.

As part of the school’s contract, much of the responsibility for technology-related services rests with the school. The District provides training for software related technology as deemed warranted for the purpose of maintaining student records and school data. Huerfano School District Re-1 staff use authorizer best practices and evaluation tools to guide questions, document information, and recommend actions towards improvement. 1.3 DATA GATHERING, ANALYSIS AND REPORTING

(a) Describe the information systems the Authorizer will use to manage student

data related to the Online School. Include the staff positions that will be responsible for warehousing and interpreting the data along with a description of the work flow.

Huerfano School District Re-1 utilizes Power School for their online monitoring and data warehouse tool. The Compliance Reporting Officer for the District and the Principal will collaborate with the District’s Technology department and Summit Education Group’s Director of Technology on the process to import school level data into the district’s Student Information System (SIS). Since SEG has provided similar data services for several years to schools, we expect CAA’s data integration to go smoothly. The District Administrators will identify key reporting deadlines and work collaboratively with the District’s Reporting Officer to ensure student information is accurate and submitted in a timely manner. SEG will work closely with the District’s Reporting Officer which has the final responsibility to upload the Career Academies of America student data into the state systems.



Career Academies of America will use Maestro as its Student Information System. The student information system will communicate directly with the school’s learning management and curriculum platforms (e.g., Edmentum) ensuring continued effective instructional technology systems to support school operations (and in so doing, ensure that performance and compliance information will be collected with sufficient detail and timelines to protect student and public interests). The student information system will be the central “hub” of the school’s data management system. Student accounts and enrollments will be created in the SIS and students will access the appropriate curriculum platforms through the secured SIS to ensure accuracy. Attendance, communication,grades, intervention and performance data is pulled from these external curriculum platforms into the secured SIS and will be used to populate central grade books stored in the SIS. Students will access curriculum by first logging into the SIS and then linking out to the desired course. Parent / Guardian accounts will be provided and will allow real-time access to student’s progress and grades. More information on the Maestro system can be found at: www.bocavox.com . In addition to the above mentioned cloud-based systems,Career Academies of America maintains its own SQL database. This database collects data from all other platforms in use by the school and will provide a basis for most of the integration components. Daily staff reports and dashboards will be created and updated automatically from the tables stored on the SQL database. A combination of physical and hosted virtual secure servers will be used to ensure that this system is always available and their is no risk of data-loss.

(b) Describe how the Authorizer will work with the Online School to collect, disaggregate, analyze and apply student and school performance data to inform the development and implementation of the unified improvement plan. Note: Compliance with the Family Educational Rights and Privacy Act (FERPA) is addressed in Section 3.7of this application.

Huerfano School District Re-1 staff will work with school administrators and personnel to collect, disaggregate, and analyze student and program performance data each month. District staff will work with school leadership in examining assessment data and ensuring appropriate changes and improvements to address gaps. Huerfano School District Re-1 staff will work closely with the school staff to disaggregate and analyze data to create a SMART action plan that will be revisited throughout the quarter. Career Academies of America will measure and report the academic achievement of all students annually, as well as ongoing progress and performance of cohorts and of the school as a whole. Students will participate in the state assessments, such as PARCC, and other state proficiency tests depending upon grade level. The school will set up in-person, proctored exam locations for state testing in multiple locations throughout Colorado.


http://www.bocavox.com/


Results of these assessments will be reported via CDE’s SchoolView and the District and School Performance Frameworks. In addition, state assessment data will be logged in the Learning Management System and Student Information System to complete a data snapshot of student academic performance. The school will also include the results of the state-mandated testing in the evaluation of the school’s overall performance. School data will be included with the rest of the district’s data for accreditation purposes and local assessment data will be used to examine progress towards overarching district goals as defined in the Uniform Improvement Plan. In addition to these state tests, school-based “formative” or “benchmark” assessments and course-based assessments will be used and teachers will have the responsibility for implementing them within the school’s assessment policies and practices which follow a traditional model. The school will account for its progress against its student performance measures to all stakeholders, including the District administration and Board of Education, parents/guardians, Summit Education Group leadership, and greater community partners periodically. District administrators will receive Monthly School Reports from the student information systems describing student enrollment and withdrawal data, student demographics, student engagement data, and course performance data. In addition, the District may contract with an outside evaluator, such as AdvancEd, Summit Education Group’s accrediting agency, to assess the school’s overall performance against its mission on a longer-term basis. At least once annually, the school will account for its progress against student performance measures and goals to the District for presentation at a public meeting. Communication with parents, students and Life Coaches will be frequent and purposeful throughout the school year. This communication will keep parents “in the loop” with current school happenings and to help Career Academies of America grow and improve from feedback. Unified Improvement Plan: The School’s Unified Improvement Plan process begins with school data teams and Huerfano School District Re-1 staff analyzing data, including assessment results, course completion data,attendance data, and retention rates. Discussion panels will meet to assist in determining root cause analysis and brainstorm improvement strategies. A school committee will write the UIP plan with a Huerfano School District Re-1 staff member included.Career Academies of America will have a designated UIP correspondent who works with Huerfano School District Re-1 staff regarding the school’s annual UIP to ensure alignment with Huerfano School District Re-1 expectations and conformity with the online quality standards established by CDE. Career Academies of America will utilize Summit Education Group and Huerfano School District Re-1 guidance for schools’ UIP planning. As the data becomes available, we will identify trends by analyzing multiple years of data for each performance indicator. Once performance trends are identified, they will be reviewed to determine if any trends are considered “challenges.” Trends and priority



performance challenges will be captured in both the Unified Improvement Planning template, the Data Analysis Worksheet and the Data Narrative. We will analyze root causes, set performance targets, improvement strategies, and interim measures and benchmarks. All of this will take place within a school culture of continuous improvement driven by high expectations for all stakeholders, from students to school leaders. With student performance as the ultimate measure of success, the school will engage in ongoing review and revisions of policies, processes, and systems, with improvements based on evidence analyzed and lessons learned. Monthly School Data Training sessions, and PLCs will be used to process data, review student outcomes, and share and discuss best practices. Periodic after-action reviews will focus on outcomes and lessons learned from major improvement initiatives. At quarterly and annual meetings, school leadership will be provided opportunities to reflect on Quarterly Metrics, School Focus Goals, and School Improvement Plans (aligned to the UIP); reviewing results, efforts related to those results, and ways to improve those continuous improvement processes and tools. Assessment data is the main focus of this work, however numerous other data types from multiple sources will also be used. Enrichment Life Coach Teachers, teachers, and students will have access to an electronic achievement plan that tracks all results and serves as the basis of changes in the student’s learning plan. A key aspect to assessments will be the detailed feedback that will be provided by the teachers beyond the simple right/wrong grading of many traditional assessment vehicles.Career Academies of America will also use a variety of advanced data visualization tools that provide students, parents, teachers, school administrators, institutional education partners, regulators, and researchers with views of how students are performing. 1.4 HUMAN RESOURCES MANAGEMENT

(a) Describe the Authorizer’s system for human resources management as it relates to the Authorizer’s capacity to oversee the Online School. The description may include reference to any personnel handbooks or policies that:

(a) Describe the process through which the Authorizer will provide oversight of any human resources functions administered directly by the Online School.

(b) Describe the recruitment, hiring, termination and standard work rules for all staff; and

(c) Ensure compliance with government regulations (e.g. Fair Labor Standards Act, Equal Employment Opportunity Act, Americans with



Disabilities Act, Occupational Health and Safety Act, Family Leave Act).

Oversight of Human Resources: Huerfano School District Re-1 employs competent personnel at an appropriate staffing level, sufficient to carry out all authorizing responsibilities in accordance with Colorado and national standards. However, as part of the school’s contract, much of the responsibility for human resource functions rests with the school. Huerfano School District Re-1 requires that authorized schools complete criminal background checks as well as author and distribute employee policy handbooks containing policies that comply with all applicable state and federal law, including licensure when required. Huerfano School District Re-1 staff use authorizer best practices rubrics and evaluation tools to guide questions, document information, and recommend actions towards improvement. Huerfano School District Re-1 utilizes its partner relationship with Summit Education Group for Human Resources services for Career Academies of America. The majority of the legwork is done by Summit Education Group staff and the district ensures compliance and support with any necessary Human Resource matters related to the school. Career Academies of America employs sufficient professional, administrative and support staff to carry out the mission and organizational goals.Career Academies of America will utilize the services of the Summit Education Group to ensure compliance with appropriate personnel policies as well as collaborate with District staff to ensure that appropriate human resources policies and procedures are implemented and maintained with fidelity. Recruitment, Hiring, Termination, and Standard Work Rules: Summit Education Group’s responsibilities include:

● Recruiting, employing, training, supervising, monitoring, and supporting school staff, as well as managing the performance evaluation process for school staff;

● Implementing a performance-based compensation program for all school staff designed to attract and retain qualified personnel;

● Providing employee benefit plans as required by law; ● Conducting background checks as specified by law; and ● Developing an employee handbook.

Recruiting & Hiring: Online learning requires an additional skill set and professional development. A focus on individualizing education for students and a high level of comfort with technology will be included in screening candidates for positions. Summit Education Group’s



professional development services will provide staff & teachers with the necessary skills and pedagogy to teach online and maximize their skill set. Ideally, teachers will be hired at least 30 days prior to the start of the school year. In addition, all candidates will undergo thorough screening procedures including background checks, comprehensive reference checks, a technology skills assessment, as well as any additional checks required by state law. The District will require the employment of sufficient professional, administrative, and support staff to carry out the mission and organizational goals of the school. Through the Statement of Agreement with Summit Education Group, staff will receive ongoing training and support to carry out the mission of the school. The professional learning plan for the school is provided in Section 4.9 of this application. Staff and teachers will be evaluated on a regularly scheduled basis. Career Academies of America's Leadership staff, as well as District staff, will review the school Employee Handbook to ensure that it meets the Authorizer’s standards. The review focuses on, but is not limited to: human resources issues, including at-will employment status, employment applications, background checks, standards of conduct and standard work rules. The human resources policies in the attached draft Employee Handbook will comply with applicable federal and state labor laws, regulations, and rules and will be approved by the District prior to the school opening. As part of the school’s contract, much of the responsibility for recruitment, hiring, termination and standard work rules rests with CAA and Summit Education Group Leadership. As part of Career Academies of America's contract with SEG, all employees are hired at-will. CAA’s recruitment efforts are regional (i.e., placed in Jazz) and include postings on related job posting boards as well as the SEG website. The CAA Employee Handbook addresses additional human resources issues, including at-will employment status and standard work rules and is included in the Appendix N for this section. Government Regulation Compliance: Career Academies of America maintains compliance with all relevant federal and state laws and regulations. Please see these relevant sections from CAA’s Employee Handbook in the Appendix N for this section regarding Federal and State Laws on:

● Immigration Compliance ● Harassment ● Sexual Harassment ● Harassment Reporting Procedures ● Anti-Discrimination ● Confidential Student Information



Summit Education Group will ensure that all hiring and dismissal practices comply with government regulations including fingerprint and background checks. The principles of equal employment opportunity are vital to the school’s success and extend to all aspects of employment including recruitment, hiring, assignment, training, compensation, benefits, terminations, educational assistance, social and recreational programs, promotions, and transfers. Career Academies of America is committed to creating and fostering a work environment free from unlawful discrimination and harassment and one in which decisions and terms of employment are not based in any way on race, creed, color, religion or religious affiliation, national origin, citizenship, age, sex, or other category protected by state or federal law. Please see Appendix N for the Summit Education Group Employee Handbook. 1.5 FINANCIAL MANAGEMENT, FACILITIES MANAGEMENT, AND RISK MANAGEMENT

(a) Describe the Authorizer’s financial management system, as it relates to the

Authorizer’s capacity to oversee the Online School. The description may refer to governance, supervisory controls and routine reporting controls, and to business office policies and practices as relevant.

Huerfano School District Re-1 employs a Chief Finance Officer and finance team that collectively oversee all district schools to ensure accurate and efficient financial oversight through regular financial audits, school visits and trainings for administrators and financial agents. Huerfano School District Re-1 utilizes Quickbooks Enterprise. The District's financial management system follows accepted accounting principles (GAAP) and follows the Financial Policies and Procedures guidelines as established by the Colorado Department of Education. The District's financial statements are independently audited annually and a Comprehensive Annual Financial Report (CAFR) is prepared and submitted to the CDE every year. The District is responsible for the oversight and approval of school financial policies and procedures. The District will ensure that the school, through Summit Education Group, will establish systems and controls that will result in the timely completion of financial reporting as required by law and regulation, including a report of budgeted and actual expenses. The District will provide any information required by the CDE. Daily financial services will be provided by Summit Education Group directly but oversight will be provided by the District. Summit Education Group has a Chief Operations Officer as well as a Chief Financial Officer, and a bookkeeper/grants manager whose primary responsibilities are to collaborate with the district,Career Academies of America's auditor, CDE, and other



agencies to ensure that appropriate financial policies and procedures are implemented and maintained. The District’s financial mission is to deliver financial services and support, with efficiency and transparency, to maximize resources and enable all staff to provide the best educational opportunities for our students. The District is committed to fulfilling its oversight responsibilities by reviewing financial information, internal controls, ethics, and assessing business risk. Partnering with Summit Education Group will help fulfill our financial mission to maximize resources and provide the best educational opportunities for Career Academies of America students. Career Academies of America is responsible for its own accounting using the accrual system and must report approved budgets to the district staff and board in June and October of every year as well as quarterly reports on its financial status. Huerfano School District Re-1 staff uses GAAP Standards based software to monitor compliance with financial standards and practices. Moreover, finances are included in the Huerfano School District Re-1 accreditation process and are thus monitored at least quarterly.

(b) If applicable for the Authorizer to oversee the Online School, describe the Authorizer’s system for facilities management as it relates to the Authorizer’s capacity to oversee the Online School. The description may refer to policies and practices related to building safety and security as well as general maintenance.

Huerfano School District Re-1 staff conducts quarterly reviews of Career Academies of America policies and practices related to building safety and security as well as general maintenance. The majority of student academic time can be spent with their Enrichment Life Coach Teachers and Teachers at the Community Education Zones, public community locations, and/or at home. The ELCT will also meet with students in public facilities such as the public library, coffee shops, and community centers if that is convenient for the student. In addition, the school will set up in-person, proctored locations for state testing throughout the state based on the geographic location of the student population.

(c) Describe the Authorizer’s risk management system as it relates to the Authorizer’s capacity to oversee the Online School. The description may refer to the types and levels of insurance coverage the Authorizer has in force

The District, the Board, administration, and staff are committed to creating a positive and safe learning environment for all students in all District schools including this new blended online school. In addition to the District’s commitment to safety, it is also important to include a risk management plan. Through its contract with Summit Education Group, Career Academies of America will be included under the existing



comprehensive insurance program and able to take advantage of the efficient pricing available due to a competitive pricing package. Insurance: The school will have a comprehensive insurance program in place as dictated by applicable laws. The insurance program will include, but is not limited to the following insurance coverages: A. General Liability B. Non-Owned and Hired Automobile C. Directors and Officers Liability D. Worker’s Compensation Insurance The policies will cover the school's operations, extracurricular activities, and volunteer activities. 1.6 OTHER RELEVANT PUBLIC EDUCATION ADMINISTRATIVE FUNCTIONS

(a) Describe the process through which the Authorizer will monitor and support the Online School’s provision of guidance counseling services for all students.

To provide a robust guidance counseling program, CAA has a team of Licensed school counselors and full-time Enrichment Life Coach Teachers, who are trained, managed, and evaluated by Licensed Counselors. Academic support coordinators and academic directors and advisors are also trained to assist the coaches, providing high quality timely services to students and their families. The Enrichment Life Coach Teacher is responsible for supporting students, families, and academic staff through the successful implementation of students’ Personalized Learning Pathway processes. The Enrichment Life Coach Teacher, in conjunction with the academic team, works to build appropriate school schedules, monitor and build the student’s transcript, and work individually with all students to help the student towards his/her individual postsecondary plan. This position carries a caseload of anywhere from 15 to 40 students depending on the location of the Enrichment Life Coach Teacher. This low Enrichment Life Coach Teacher to student ratio ensures each student is receiving personalized service from a caring individual to ensure goals and services are being set and met.

(b) Describe the process through which the Authorizer will monitor and support the Online School’s implementation of student academic credit policies.

As defined by CDE, “To be meaningful, a high school diploma should guarantee that students are: 1) prepared to enter credit‐bearing courses in postsecondary education



institutions; 2) prepared academically to enter military career training; and 3) prepared to be productive entry‐level employees in the workforce.” Each student who enters CAA develops a personal graduation plan (i.e., Personalized Learning Pathway). This plan will set his/her intended course of study as he/she begins his/her journey toward graduation. The student, his or her Enrichment Life Coach Teacher, the Academic Director, and the parent/guardian (if applicable) review and amend the graduation plan each semester. During District quarterly monitoring meetings, staff reviews school academic progress to ensure that the curriculum, Personalized Learning Pathways, and graduation expectations guidelines are aligned with the Colorado standards. The high school diploma awarded by Career Academies of America represents a high standard of quality in curriculum content, instruction, and student learning, and should be maintained as a document that reflects substantial effort by the student and the school in preparation for the world of work or higher education. A high school diploma from Career Academies of America certifies that a student has fulfilled all graduation requirements. Twenty-two (22) credits of study shall be required in grades 9, 10, 11, and 12 for students to graduate and receive a high school diploma. The content area requirements are listed below. A minimum of six courses per semester will be scheduled for students in grades 6, 7, and 8, with 18 credits of high school preparation courses being completed prior to entry into grade 9. Graduation Requirements:

● Language Arts 4 CR ○ A maximum of 2 remedial language arts credits will count toward the

language arts total in addition to (1 cr) English 9, and (1 cr) English 10 ● Social Studies 3 CR

○ 1 credit in U.S. History, .5 credit in Civics, and .5 credit in Geography and 1 credit of other Social Studies electives are required.

● Science 2 CR ● Mathematics 3 CR

○ Students will be placed in math classes at their appropriate skill level. ○ A maximum of 1 remedial math credit will count toward the math total in

addition to 2 credits of high school level math courses. High school level math courses may include Pre-Algebra, Algebra, or higher level courses.

○ 4 credits are recommended for students planning to enroll in a 4 year college.

● Physical Education/Health 1 CR ○ .5 credit of Health and .5 credit of Physical Education shall be earned or

an equivalent shall exempt the student from the PE requirement. ■ Equivalent shall include: Participation in a full athletic season with

student’s home district school, or well documented participation in a community-based program (dance, martial arts, etc.).



● Elective Coursework 9 CR ○ Recommended 2 CR be completed in a World Language for College

Bound Students

(c) Describe the process through which the Authorizer will monitor and support the Online School’s implementation of student achievement and attendance policies.

The District will monitor and support the school’s implementation of student achievement and attendance policies by annually approving the school handbook (which includes these policies), reviewing and approving the school UIP plan, and reviewing and approving the state-mandated annual assurances for attendance for students in a multi-district online school. Additionally, the District will monitor the implementation of policies through the terms of the charter contract and by having access as an administrator to the student management and learning systems to review student achievement and attendance data. Student Achievement: Huerfano School District Re-1 staff work with school administrators and personnel to collect, disaggregate, and analyze student and program performance data on at least a quarterly basis. Each month school and SEG leaders meet with the district staff to discuss school level data. Huerfano School District Re-1 staff work with school leadership in examining assessment data and ensure appropriate changes and improvements to address gaps. During student orientations, during weekly meeting with coaches, and as part of the CAA Parent/Student Handbook, students are made aware of academic expectations. Specifically: Academic Involvement: Independent expectations that students will:

• Demonstrate proficiency to ensure concept mastery and success in future courses. • Meet all daily goals to ensure course completions are in line with the projected graduation date (set in the Personalized Learning Pathway by student, parent (if student is under 18), Academic Support Team, and Enrichment Life Coach Teacher). • The student is expected to work on all classes throughout his/her 18-week semester block. In some circumstance a Enrichment Life Coach Teacher will set special circumstances where the student is concentrating in one or more classes at a time but still working to complete all classes by the end of the block. • Actively seek assistance when needed by contacting the Academic Support through Live Chat (links are located in the LMS, Curriculum platforms and CAA’s website), or phone.



• Work with Academic Support Teams to ensure understanding and completion of all assignments on each course syllabus.

Attendance: Career Academies of America requires students and parents to sign compacts for attendance that specify specific requirements. Should students not fulfill the attendance requirements, CAA staff members implement an increasingly intense list of interventions designed for early identification of attendance issues and includes a series of interventions. Additionally, CAA’s staff members will collaborate among the academic teams and Enrichment Life Coach Teachers, targeting students with the greatest need for intervention. Career Academies of America is tracking attendance through their SIS, using the following policy: Attendance An electronic record of student/school contacts including but not limited to logins (e.g., SIS, Edmentum, Reading Plus), concurrent enrollment teacher sign off sheets (i.e., during count), staff-student meetings, activity sign in sheets, field trips, work study, internship, etc. Absence A student can work multiple times throughout the week in order to progress adequately. Typically a student will work on a traditional daily schedule; however, if circumstances require the student to work an odd schedule, say four days out of the seven in a week (Wednesday, Thursday, Friday, Saturday) then this student would not be considered absent for the week. An absence will be considered if the student has not engaged anytime within one week (i.e., 7 days) in scholarly activities. Excused absence No recorded attendance with prior notification and legitimate explanation will be considered an excused absence. A student who is not going to be working due to a family trip or planned vacation should notify his/her teacher/coach of upcoming absences. With prior notice, these will be excused absences. However, the student should work to stay current in class or plan to work extra upon return. Unexcused Absence Students who don’t “go to class” and don’t communicate with their teacher/coach will receive an unexcused absence for the week. Students may have the opportunity to convert an unexcused absence to an excused absence if communication with the teacher/coach is restored, and if a legitimate explanation for the absence is provided. Truancy Colorado statute defines a student as “truant” if she/he has four unexcused absences in any one month or ten unexcused absences during a school year. Additionally, “Truancy” is defined as a part of CAA’s Intervention/Engagement policies.



Intervention: Career Academies of America' attendance monitoring and intervention process is known as Every Opportunity to Succeed (EOTS). Like other Response to Intervention (RTI) plans, EOTS requires that staff attempt a series of increasing interventions to ensure student engagement. The process includes three intervention Tiers:

● Intervention 1 ○ Home visit (Tier 1 or Tier 2) ○ If the home visit is unsuccessful and letter has been left, log in to SIS, and

document Intervention 1 efforts in the student’s communication tracker under “type” Tier 1 or 2-Intervention 1.

○ Once the home visit has been conducted and the parent conference has been scheduled or the letter has been left at the home because there was no answer and documentation has been entered into SIS, initial off on Intervention 1 and move on to Intervention 2.

● Intervention 2 ○ Conference on Call Staffing (Tier 1 or Tier 2) ○ If a parent conference was not scheduled during the home visit in

Intervention 1, call the student and parent/guardian to schedule the parent conference.

○ If a parent conference was scheduled in Intervention 1, be prepared for the parent conference

○ Parent Conference Goals - The short-term and long-term goals that are created and set during the parent conference must be measurable and attainable. A second parent conference must be scheduled during the initial parent conference to review the set goals on the form the following week.

● Intervention 3 ○ Tier 1 or Tier 2 Letters

■ If a parent conference was scheduled and the student and parent/guardian did not show to the parent conference, prepare the letter to be mailed out to their address.

■ If a parent conference was scheduled and the student failed to meet their goals prepare the letter to be mailed out to their address.

■ After the Tier 1 or Tier 2 letters have been sent out, log in to the SIS, in the student communication tracker

(d) Describe the process through which the Authorizer will monitor and support the Online School’s implementation of student records policies.

Huerfano School District Re-1 will monitor the school’s implementation of student records policies via quarterly compliance meetings, examination of student records, and best practices rubrics and evaluation tools to guide questions, document information,



and recommend actions towards improvement. As defined in the contract, student records will be maintained by Career Academies of America. Original records will be kept at the school’s administrative office. Virtual files will be maintained by Summit Education Group and will be made available to Huerfano School District Re-1 and CDE as necessary. Career Academies of America has an administrative team who are responsible for maintaining student records as well as the development of policies and procedures regarding the effective collection, storage, and dissemination of student records. Career Academies of America has procedures in place that ensure that student records are obtained in a timely manner. A records request is faxed to the student’s previous school as part of the enrollment process. The Enrichment Life Coach Teacher the student is assigned to tracks the progress to ensure that the school responds, and sends additional follow-up requests, if needed. Once the records are received they are uploaded to school’s electronic records system. The SIS is a secure, password-protected, digital records system, which can be accessed via the web, with appropriate login credentials. A file for each student is also maintained via administration in either digital or paper format, as backup. The paper files (if applicable) are kept in a secure file cabinet at the main school administration office. On occasion, schools do not respond to repeated requests and further steps are necessary. Often a phone call from a registrar will prompt the process. If transcripts are being held due to student fines, CAA will work with the parent/guardian/over 18 student to advise them of their FERPA right to view the transcript, which can provide the school with some direction to schedule courses. Students who owe fines to their previous school are advised to work with the school to pay the fine, or set a payment plan, so that upon completion of the payment plan, the transcript can be released. Career Academies of America will handle record requests from other schools through a centralized records department in order to ensure proper tracking and oversight of FERPA restrictions. Once a records request is received, records will be gathered from the various systems (1. transcript, 2. SPED records, 3. Assessment, immunization, and birth certificate) and faxed, emailed, or mailed to the requesting school. A log of all outgoing records is maintained that tracks what records were sent, date sent, and which school/agency requested them. Response time to record requests will be typically one to two business days.

(e) Describe the process through which the Authorizer will monitor and support the Online School’s implementation of student services, including tutorial support.

Summit Education Group Student Support Services team advocates for the success of all children who are challenged by the traditional school curriculum by providing



direction, consultation, problem solving strategies, and alternative options to home, community, and school personnel that will enable them to be compassionate partners in helping children. To achieve Career Academies of America's mission, staff members work on an individual one-on-one basis, and in group settings, with students to ensure academic progress. As such, when students are absent or are falling behind, staff members work diligently to implement strategies and necessary interventions to assist the student. The District will provide oversight for Summit Education Group Student Support Services team by providing oversight, monitoring, and support for Summit Education Group’s implementation of student services including tutorial support through the terms of the charter contract and collaborative support from the District Officers. SECTION 2: COMPLIANCE WITH THE QUALITY STANDARDS FOR ONLINE PROGRAMS 2.1 WRITTEN PLAN FOR COMPLIANCE WITH QUALITY STANDARDS FOR ONLINE PROGRAMS

(a) Attach a written plan (including a specific timeline) that assures the Online

School will meet the Quality Standards for Online Programs by the time the school begins student instruction. For existing Single-district Online Schools and programs applying for Multi-District Certification, provide a description of how the Quality Standards for Online Programs compliance is being currently met. Attach a signed copy of the Certification Regarding Compliance with Quality Standards.

The District chose to open a multi-district online charter school by partnering with Summit Education Group, as they are a provider which operates schools that already meet and/or exceed the Quality Standards of Online Programs, and are fully accredited through AdvancEd. SEG will use the same online curriculum, staffing model, data systems, financial controls, and other structures, systems, and services, that it uses to operate Career Academies of America. CAA, by contracting with SEG to operate the school in the same manner in which it operates its other schools, is assured that the school will meet the Quality Standards for Online Programs when school starts in July. After a thorough review and recognition of the quality programs at AIM Global and Immersion School, the District recognizes that Summit Education Group has experience as a quality provider in Colorado and is already compliant with these requirements for its existing schools. The District will build on this foundation to offer an additional, high quality option for students in Colorado.



A foundational belief of SEG is that of Continuous Improvement. Thus, while the schools they operate currently meet the Quality Standards, SEG believes there is always room for improvement. That continuous improvement process includes an annual cycle of Plan, Do, Study, Act (PDSA) that begins with planning in September, with implementation and analysis continuing through the rest of the school year, ensuring that actions can be taken at the end of the year to assure that the Quality Standards will still be met at the beginning of the next school year. Continuous Improvement PDSA Cycle:

SEPTEMBER OCTOBER JANUARY FEBRUARY MAY

Beginning of the year review

of Quality Standards of

Programs rubric.

Information from QSP used

to develop action plan.

Plan contributes to the school’s

UIP and district’s UIP.

Middle of the year review of

Quality Standards of

Programs rubric.

Huerfano School District Re-1 conducts a site visit and

provides critical

feedback.

End of the year review of Quality

Standards of Programs

rubric.

2.2 DESCRIPTION OF QUALITY STANDARDS REVIEW PROCESS

(a) Describe the development through which the Authorizer and the Online School

developed a process that assures the periodic review of compliance with the Quality Standards for Online Programs (section 3.02, 1CCR301-71) developed by the Online Advisory Board and adopted by the Colorado State Board of Education.

The District is striving to become an innovative educational system committed to excellence and a focus on collaboration. Since the initial origins of this new school, the District and Summit Education Group have agreed that collaboration and excellence are key to any new multi-district online school success. The process of developing a quality online school has occurred through planning meetings, school visits, calls, and will continue through collaboration with the Huerfano School District Re-1 Board of Education. Throughout this authorizer application development and the negotiation of the Statement of Agreement, the District and Summit Education Group reference various aspects of the Quality Standards for Online Programs. SECTION 3: SCHOOL MANAGEMENT CONTRACTS



3.1 EXPLANATION OF EDUCATION SERVICE PROVIDER

(a) Provide an explanation of how and why the education service provider (ESP) was selected.

Huerfano School District Re-1 staff met with Summit Education Group representatives to outline contract details and school quality expectations. During review sessions, SEG and Huerfano School District Re-1 identified the need for a portfolio of career pathways for students to choose from, with varied curricula offerings and support services that would meet the unique needs of the underserved students we are targeting. Career Academies of America is designed to be a college or career preparatory program for students who have a passion for a particular career pathway in the arts, science, medicine, or technology, but who are facing seemingly insurmountable challenges to completing their high school education.. Finding an ESP that has the appropriate financial resources, educational services, managerial experience, and programming flexibility is very difficult. The founders of Career Academies of America found some ESP’s which could provide operational support; however, no ESP, other than SEG, can provide the necessary operational, academic, and wrap-around support necessary for CAA's model for at-promise students. Furthermore, SEG staff and resources have more than fifty cumulative years of experience in online and blended online, alternative education models and school choice within Colorado. Combined with existing community connections, no other ESP has SEG’s expertise and proven track record. Summit Education Group, and thus all schools they manage, are highly accredited by AdvancEd, the largest accrediting body in the nation. It was granted a five year accreditation in 2014 and successfully completed a two year review in 2016. 3.2 EXAMPLES OF ESP EFFICACY

(a) Provide a detailed explanation of the ESP’s success in serving student populations similar to the targeted student population; including demonstrated academic achievement as well as successful management of non-academic school functions (e.g., back-office services, school operations, extracurricular programs).

Collectively Summit Education Group staff members and contractors represent more than fifty years of combined experience in education, with more than twenty five years combined experience operating online, alternative education, and network schools. history of success which includes:



● More high school graduates in 2013 than all other Colorado AEC’s and Colorado Online schools combined.

● 88% concurrent enrollment passing rate (compared with Colorado average of 54%).

● Multiple years of improving academic performance. ● More than ten years of experience serving the same targeted population in

addition to some of Colorado’s highest risk online student population. ● More than tenyears of experience utilizing a postsecondary preparation model

with more than 25 Memos of Understanding (MOU’s) among Colorado’s postsecondary institutions.

● More than ten years of experience providing non-academic school functions (e.g., finance, HR, school operations, community relations, wrap-around services).

● SEG currently operates AIM Global and Immersion School, two Las Animas School District contract schools.

● AIM Global received a Performance Rating of Performance from CDE for the 2016-17 school year, and Immersion earned a Performance rating but was downgraded to Improvement due to a participation rate in the state assessments of below 95%.

3.3 DETAIL TERM SHEET

(a) Include a term sheet setting forth the proposed duration of the management

contract; roles and responsibilities; scope of services and resources to be provided by the ESP; performance evaluation measures and timelines; compensation structure including clear identification of all fees to be paid to the ESP; methods of contract oversight and enforcement; investment disclosure; and conditions for renewal and termination the contract.

The ESP contract will be between the CAA charter school and SEG. The charter contract between the Huerfano School District Re-1 and CAA will be based on the model charter school contract from CDE. Please see the draft Career Academies of America Summit Education Group Educational Products and Services Agreement in the Appendix C. The term sheet includes the duration, roles and responsibilities of both parties, scope of services, resources to be provided, performance evaluation, and compensation. 3.4 DRAFT OF THE PROPOSED MANAGEMENT CONTRACT ATTACHED

(a) Attach a draft of the proposed management contract including all of the above

terms.



Please see the draft Career Academies of America Summit Education Group Educational Products and Services Agreement in the Appendix C. 3.5 ONLINE SCHOOL’S BOARD OF EDUCATION RELATIONSHIP WITH ESP

(a) Explain the relationship between the Online School’s school district board of

education or charter school governing board and the ESP, specifying how the governing board will monitor and evaluate the performance of the service provider, the internal controls that will guide the relationship, and how the board will ensure fulfillment of performance expectations or have the means for severing the contract.

The primary vehicle to ensure accountability in the relationship between Summit Education Group and Career Academies of America board is the contract. The contract ensures a high level of performance through stringent provisions. Through ongoing monitoring and oversight, CAA is responsible to ensure quality academic, financial, organizational performance to ensure a wise use of public funds. Summit Education Group shall reasonably cooperate with such monitoring and oversight. The school’s School Accountability Committee will report school stakeholder satisfaction and other metrics as determined by the SAC. Additionally, as part of the quarterly monitoring process the Huerfano School District Re-1 uses the District Accountability processes and District-conducted site visits at least once a year. At the beginning of the year the school, along with the ESP, the school conducts its self-assessment and ensures school leaders and the SAC are focused on common goals. Near the end of the school year, District staff and contractors conduct a school visit and write a report that is included in the Huerfano School District Re-1 APR. As a part of Accreditation, the ESP is evaluated using an online survey instrument that takes into consideration all Huerfano School District Re-1 staff and contractors that work with the ESP. This evaluation instrument quantifies ESP performance on the full range of services provided to the school. This ESP evaluation instrument was developed based on best practices from the National Association of Charter School Authorizers. The tool can also be used for vendors providing specific services. 3.6 EXPLAIN WHICH STAFF WILL REPORT TO OR BE PAID BY THE ESP

(a) Provide a detailed explanation of which persons or positions are employees of

the ESP, and which persons or positions are employees of the Online School. The Principal and all administrative staff and faculty will be employed by Summit Education Group. Staff will not be employed by CAA except in rare circumstances. Staff



will be held accountable to CAA through the ESP contract with SEG ( Found in Appendix C) . The following school staff members will be employees of SEG:

● Principal ● Creative Arts Director ● Enrichment Life Coach Teachers ● Content Teachers ● Elective Teachers ● Arts Integrated Teachers ● Academic Coordinator ● ESS Academic Support ● ELL Academic Support ● Back Office personnel

(b) If the ESP leases employees to the Online School, describe the ESP agreement for employees leased to the Online School or working on Online School operations and provide evidence of legal confirmation provided to the Online School board that the employment structure qualifies as employee leasing.

Summit Education Group will not lease employees to Career Academies of America. 3.7 EVIDENCE CORPORATE ENTITY IS AUTHORIZED TO DO BUSINESS IN COLORADO

(a) Provide evidence that the corporate entity is authorized to do business in

Colorado. Please see the Appendix D for Colorado Secretary of State Authorization of Summit Education Group. SECTION 4: PLAN FOR OPERATING THE ONLINE SCHOOL 4.0 EXECUTIVE SUMMARY

Career Academies of America (CAA) is non-religious, non-sectarian full-time online charter school that delivers a complete educational, sequential program of synchronous or asynchronous instruction from a teacher to a student primarily through the use of the internet. Career Academies of America’s highly qualified teachers interact with students



via the internet and other electronic distance media, as well as face-to-face, and are directly responsible for student learning. Huerfano School District Re-1 RE-1, currently serving the Huerfano County area, has 160 students in the high school and is committed to the oversight of Career Academies of America and its mission in order to reach a wider population of students in need. The Huerfano School District Re-1 Superintendent believes in the need for high quality, caring, passion driven instruction for all students, as well as quality postsecondary and workforce readiness instruction for all students. Career Academies of America will provide a rigorous, arts, science and technology integrated educational opportunity for students who would like an educational pathway aligned to their post secondary passion. In addition to teachers, additional instructional professionals (e.g., speciality Academic Support Coordinators, Tutors, Science/Arts/Technology Specialists), wraparound support staff members (e.g., Enrichment Life Coach Teachers, mental health therapists, social emotional interventionists, academic interventionists, parent coordinators), and other program support staff (e.g., ELL, Title I, ESS, GT) work with Career Academies of America students both via the internet, other electronic distance media, and in face-to-face settings. Career Academies of America's mission is to graduate college and career bound students who are prepared for success in their chosen career pathway. Career Academies of America's Directors, Principal, and administrative staff are fully committed to doing whatever is necessary to best serve all students. Career Academies of America will utilize a unique staffing opportunity by using trained Life Coaches to ensure student success. Each student will be assigned to a Enrichment Life Coach Teacher who specializes in motivating learners to give all toward their education and, thus, their life success. Enrichment Life Coach Teachers are people with a passion for helping others in a variety of ways, including academic tracking and life skill coaching. Using Personalized Learning Pathways (PLP) for every student that have been created by the student, parent/guardian, and the student’s Enrichment Life Coach Teacher,Career Academies of America enhances its comprehensive online curricula and supplemental resources (e.g., Reading Plus, Write to Learn) with unique pathways to graduation and postsecondary opportunities for all students through Memoranda of Understanding (MOU’s) with Colorado colleges and universities, work-study partnerships, CTE programming, internships, and independent study programs. Career Academies of America is a charter school authorized by the Huerfano School District RE-1. CAA contracts with Summit Education Group (SEG) for all school operations and services. SEG is a fully AdvancEd accredited Education Service Provider.



Career Academies of America's staff members operate from various statewide locations and are led by an executive team whose passion is ensuring all the students’ needs are met. Career Academies of America specializes in providing a unique combination of innovative and engaging online, face-to-face, and other cutting-edge educational tools to serve and support many of Colorado’s high performing and college bound students. By offering a combination of several learning approaches and personalized learning strategies, Career Academies of America will succeed where many others have struggled. The primary reasons for this are:

1.Career Academies of America’s flexible program allows for students to maintain their lifestyles (e.g., work, family, sports, arts, dance) without the traditional limitations of calendar or schedule; 2.Career Academies of America will provide a wealth of postsecondary opportunities (e.g., concurrent enrollment, work-study, apprenticeships, internships); and 3.Career Academies of America's dedicated staff of academic coordinators/teachers, curriculum specialists, Enrichment Life Coach Teachers/Mentors, and additional support staff provide solutions for all aspects of the student’s life that affect his or her learning, even those outside the academic realm.

For 2018-2019, using a “high tech / high touch” approach which includes customized, flexible, and supportive local learning resources, Career Academies of America expects to serve at least 300 students in grades six through twelve in year one and grow to 700 students by year five. Career Academies of America's highly trained and caring staff members will meet with students at CAA sponsored facilities in various locations around Colorado, currently primarily serving Colorado Springs and Denver. Students will attend pathway classes onsite and complete academic courses online for a well rounded high school experience. Career Academies of America welcomes all Colorado students regardless of race, class, nationality, ethnicity, sex, disability, or past academic performance. As such, CAA will attract students who desire a hands-on, immersive arts and science based educational experience. CAA will also become a resource for students who have been underserved in the areas they are passionate about by their local districts. For each student, regardless of individual background, CAA’s curricular structure is designed to remediate, motivate, and promote both academic and workforce readiness achievement. Career Academies of America supports the needs of diverse learners via an exceptional services department that includes statewide special education and ELL coordinators,



GT Coordinators, and a team of wraparound specialists (e.g., Enrichment Life Coach Teachers, therapists, counselors, RtI and program coordinators). The primary aim of Career Academies of America is to provide all students with a flexible, accessible and adjustable educational program in a supportive and challenging learning environment, with an immersive arts, sciences, and technological focus. This primary tenet drives instructional and operational practices. Student performance goals (e.g., academic plans, career pathways) are established with the goal of producing students who will succeed and excel in a rigorous secondary environment and who also possess requisite foundational skills to be competitive in a work setting or postsecondary institution. Please see Appendix C for the Educational Products and Services Agreement. 4.1 VISION, MISSION, AND GOALS

(a) State the vision of the Online School, A vision statement describes measurable

aspirations for the future of the Online School. Ensuring every student is prepared with the knowledge, skills, determination and passion to successfully pursue their chosen career path, leading to productive citizenship and self-sufficiency

(b) State the mission of the Online School. A mission statement describes why the school exists and its strategy for achieving its vision

Career Academies of America’s mission is to provide every student the academic preparation, character skills, and experiences in an inspiring, innovative, and integrated environment, allowing students to learn, practice and solve problems in the real world.

(c) List clearly measurable goals for the Online School aligned with relevant Performance Indicators (http://www.cde.state.co.us/Accountability/PerformanceFrameworks.asp ).

CAA’s five school wide goals include:

● Academic Growth ○ 100% of Career Academies of America students will achieve a minimum

of one year’s growth in all assessed content areas. ○ Annually, the UIP will outline focused strategies to ensure progress toward

all accountability categories being at or above the "Exceeds" rating ● Graduation



○ 100% of Career Academies of America students will graduate with a diploma and concurrent enrollment credits or an industry recognized certificate in their chosen career field.

● Effective & Efficient Operations ○ CAA will annually retain 65% of its students ○ CAA will annually retain 85% of staff members ○ CAA will remain compliant with all required reports and deadlines ○ CAA will receive positive ratings from parents surveys with participation

rates of 65% ● Financial Operations

○ CAA will successfully complete annual audits with no exceptions ○ CAA will maintain Financial Transparency Act compliance annually ○ CAA will maintain a financial reserve

● Education Service Provider ○ Fulfillment of contractual obligations ○ Evaluation of management company by Huerfano School District Re-1

and school staff – CAA will collaboratively evaluate SEG annually

(d) Describe how the vision, mission and goals of the Online School align with the

needs of the students and families the Online School intends to serve. Career Academies of America's vision, mission, and goals reflect the needs of the students and families who have not been fully served in more traditional educational environments, and have therefore sought this opportunity out as a viable option for their individualized educational opportunity. As an Alternative Education Campus, CAA serves a large percentage of students who are seeking a unique education model which provides science and art integrated studies, as well as continuing and career & technical education opportunities, which provide students with postsecondary experiences and options.

(e) Discuss how the vision, mission and goals of the Online School support the Authorizer’s vision and mission.

Huerfano School District Re-1 Re-1 mission is to provide a safe learning environment and exceptional educational opportunities for all students to succeed in an ever-changing world. Career Academies of America staff, Huerfano School District Re-1, and Summit Education Group alike are committed to preparing students for successful lives after



high school, and view the school’s mission and vision to be in alignment with the principles of the district. 4.2 ORGANIZATIONAL STRUCTURE AND GOVERNANCE OF THE ONLINE SCHOOL

(a) Describe the organizational structure of the Online School including lines of

decision making and communication within the school (as applicable) and between the school and the Authorizer.

Career Academies of America is a Huerfano School District Re-1 charter school, overseen by the CAA Charter School Board. The charter contract will be between the Charter School Board and the Huerfano School District Re-1 board. The Huerfano School District Re-1 Board employs staff to oversee the operations of the school to ensure accountability measures are taken, just as it does with the other district schools. Additionally, the board utilizes policies and procedures to ensure its wishes are carried out on a daily basis. The Charter School Board plans to contract with Summit Education Group for all aspects of school operation as described in Section 3 above. As a Huerfano Re-1 district charter school, the primary lines of communication will be between the district staff and the school principal, with SEG staff included as appropriate. The school principal will participate in all district principal meetings and other district meetings and trainings as appropriate. In addition, the Huerfano School District Re-1 uses monthly data discussions as a way to ensure good lines of communication between the school and the Huerfano School District Re-1. Further, Huerfano School District Re-1 Board meetings are attended by school and Summit Education Group leaders. Career Academies of America's staff members will operate from multiple statewide locations, led by the CAA school principal. The principal will work directly with Career Academies of America staff members as well as SEG and Huerfano School District Re-1 representatives. Weekly meetings between the school principal and the SEG staff will serve to keep SEG aware of the school’s performance and any issues that need to be addressed. Summit Education Group Summit Education Group is a Colorado Public Benefit Corporation and is an accredited Education Service Provider under Advanced ED. SEG staff members will work with Career Academies of America and Huerfano School District Re-1 staff to ensure that CAA school operations align with online and blended best practices and the contract between the Huerfano School District Re-1 and CAA.



Please see Appendix C for Educational Products and Services Agreement.

(b) Describe the governance of the Online School, including (as relevant) the legal status of the Online School; responsibilities of the governing board; composition of the governing board; qualifications, terms and process for electing members of the governing board; responsibilities of the board; any board member training specific to K-12 online learning.

Career Academies of America has incorporated with the Colorado Secretary of State as a non-profit organization. CAA is a charter school authorized by the Huerfano School District Re-1 Board. CAA is governed by the CAA Charter School Board. Please see Appendix E for CAA Board Memberlist.

(c) Describe the processes through which students enrolled in the Online School and their parents can access the governance structure of the school to share concerns and feedback and contribute suggestions.

Parents and community members are involved in Career Academies of America governance through participation in School Accountability Committee (SAC), site-based and department committees, parent-involvement activities, and can communicate directly with the school leadership. Parents and students also provide input and feedback via surveys and site-level orientations and interviews. Through the School Accountability Committee, community partnerships, parent nights and student council groups, as well as CAA parent coordinators, input and participation from CAA students and families will become an integral element within the school. The Career Academies of America SAC will meet quarterly. Members will include:

● The principal of the school or the principal’s designee; ● At least one teacher who provides instruction in the school; ● At least one teacher who provides speciality instruction; ● At least one school Life Coach; ● At least three parents of students enrolled in the school; ● At least one person who is involved in business in one of the Career Pathways

offered at CAA.. Recruitment efforts among staff will include requests for participation at initial staff orientation, in the school newsletter, and during initial school staff meetings. Recruitment efforts among parents will include requests for participation in the school newsletter, at enrollment/orientation, and during parent events.



Time is dedicated on every Board meeting agenda for public comments. Parents and stakeholders can contact the Board via a CAA Charter School Board email address.

(d) Describe how representatives of the Online School’s community and staff have the opportunity to be involved in developing the school’s vision, mission, goals and results.

Career Academies of America’s inception involved the combined efforts of prospective parents and staff members as well as representatives of SEG. Many of the parents already had students in AIM Global and/or Immersion School, and were excited about the expansion of available career pathways and increased focus on those pathways throughout the curriculum. Once the school is approved by CDE and Huerfano School District Re-1, the founders will work with prospective parents, students, and staff members to identify likely office/ meeting locations, ensuring that the stated vision, mission, and goals, align with their needs and preferences. 4.3 EQUITABLE ACCESS FOR ALL STUDENTS

(a) Describe (or attach) policies and/or practices that define equitable access for

all students to the Online School, including English Language Learners, migrant students, students with disabilities (students with an Individualized Education Program), gifted and talented students and other populations with exceptional needs.

IDEA defines ‘children with disabilities’ as individuals between the ages of 3 and 22 who have one or more of the following disabling conditions: Autism, Specific Learning Disability, Affective Needs, Hearing Impaired, Multiple Disability, Physical Disability, Speech Language Impairment, Significant Limited Intellectual Capacity, Traumatic Brain Injury, Visually Impaired, Other Health Impairment or Preschooler with a Disability. Career Academies of America serves students with many of these identified disabling conditions. Summit Education Group employs a full-time Special Education Director who is properly licensed to fulfill the responsibilities related to ensuring equitable access to education for all students. The Special Education Director will meet regularly with school staff to ensure practices are being conducted in compliance with federal and state law. Career Academies of America will have an open enrollment policy. Prospective students will fill out an application either in-person, by phone, or online. The first means of identification will be self-identification. Second, the transcript will be analyzed by staff for any indication that the prospective student was struggling academically in his/her previous situation. The special education (ESS) teacher and Enrichment Life Coach Teacher will be consulted and a meeting with parents and student will be held.



Permission to test will be obtained to gather current levels in Reading and Math. If a prospective student is already on an IEP, the latest Annual Review and Triennial will be obtained, either from parent or previous school and a determination meeting will be scheduled. Free, Appropriate, Public Education (FAPE) means specifically designed instruction provided to a student at no cost to the parents to meet the unique needs of a child with a disability. Providing this instruction means adapting and modifying what and how schools teach. The educational program must fit the student’s needs, not the other way around. FAPE also includes providing the related services a child needs to benefit from his or her special education program. Career Academies of America meets the requirements of FAPE (20 U.S.C.S1491(9) AND (29). Students at Career Academies of America are provided with the accommodations and modifications necessary for them to access and succeed in their plan of study. A determination meeting will be held for all prospective students who already have an IEP or who may potentially be eligible for and IEP. Participants will include the parents, student, ESS teacher, Enrichment Life Coach Teacher, regular education teacher and any other specialist with information regarding the program. During this determination meeting the student data will be reviewed. A conversation will be held ensure that an appropriate placement is made. Should the team determine that CAA is not appropriate for the student, the team will discuss options for an alternative placement. If the team determines the placement in CAA is appropriate the student will be accepted, and the teams will move to a transfer staffing to determine appropriate accommodations and modifications, an appropriate Personalized Learning and graduation plan, and an appropriate behavior plan (if necessary). The student will be scheduled into the appropriate courses, which will include an orientation class which will helps students understand what is necessary to ensure success in an online environment. Students at CAA will be provided with the accommodations and modifications necessary for them to access and succeed in their plan of study. To ensure compliance and appropriate interventions, CAA ESS staff members hold Annual Reviews, Re-evaluations, and Initials (when necessary) in addition the team will call special meetings with the IEP team when there are additional areas of concern to adjust the IEP plan. Reasons include, but are not limited to: Annual Goals, Academic Goals, Behavior issues, and Transition Goals. The special educator will administer, or request the administration of the following assessments when appropriate: WJIII, BASC, WISC, Math Screener, or other testing as deemed necessary by IEP team. In addition when making academic decisions the team compiles a of body of evidence, which includes: daily work, engagement, state assessment scores, and internal assessment results.Career Academies of America will have a comprehensive plan to identify and meet the needs of English language learners.



Migrant Students Career Academies of America will participate in the identification and recruitment of migrant students who enroll in the school and who are eligible to receive services provided by the Migrant Education Program (MEP). CAA will collaborate with the District in assuring that staff receives required training via the Colorado MEP curriculum. Gifted and Talented Career Academies of America will also serve students identified as Gifted and Talented (GT). Gifted and Talented students who already have that designation will have their Advanced Learning Plan (ALP) reviewed by CAA staff members. Gifted and Talented students will be encouraged to participate in the following: concurrent enrollment with a local college, job and college shadowing in the area of their giftedness, leadership roles in their community site, special projects designed by student and staff to showcase their talents and community activities. Gifted and Talented CAA students also will have the opportunity to work at an advanced pace, participate in community enrichment activities (e.g., internships), and incorporate enrichment activities in CAA CTE courses. Should an CAA parent, student and/or staff feel that a student is gifted and talented,Career Academies of America follows the process outlined by the State. Formal testing using the CoGat, as well as a body of evidence is collected: including TCAP data, other formal assessment such as Scantron data, and Parent and Teacher Inventories. A determination is made in one or any combination of these five areas: General Intellectual ability, Specific Academic Aptitude (Reading, Writing, Math, Science), Creative or Talent (Visual, Performing Arts, Musical) and Leadership and Human Relations. Career Academies of America knows it is vital for the success of student outcomes that ongoing progress monitoring is required. This practice ensures that interventions and practices are properly implemented with fidelity. Each intervention must be monitored to ensure that the proper procedures, duration, frequency, and intensity of the intervention are adhered to. Should the team decide that either mastery or inadequate progress has been made, a meeting is convened to determine next steps. Changes will need to be made to ensure that the student is progressing toward IEP goals. Parents will be notified at a minimum at the end of each block, but more often if necessary. When considering IDEA, FAPE, IEP, and ALP for students who have not previously been identified, CAA staff will follow all federal and state guidelines for identification. For 504 consideration, additional outside documentation will be required. In all cases, CAA will do the following:



● Response to Intervention meetings will be held at each site on a weekly basis ● Students not making adequate progress will be discussed, intervention plans will

be discussed and implemented ● If interventions are not working, then the student may be referred to special

education ● The team (including the parent, student and special education teacher) will meet

and determine how to proceed, based on the body of evidence ● Should additional information be needed, appropriate testing will be administered

(e.g., WJIII testing, CoGAT) ● Team will meet again to make special education determination

The Huerfano School District Re-1 regularly reviews and monitors school paperwork and its compliance with federal and state laws. Individual student plans are discussed at least quarterly with the school’s designated Special Education contact and the Huerfano School District Re-1’s staff.

(b) Describe the Online School’s plan for ensuring adequate staffing,

technology/software and supplemental curriculum are available to support and provide ongoing monitoring for all students, including English Language Learners, migrant students, students with disabilities (students with an Individualized Education Program), gifted and talented students and other populations with exceptional needs.

Career Academies of America is planning for a statewide ratio of 30 special education students to one ESS and/or ELL teacher.Career Academies of America also will employ highly qualified ESS and ELL paraprofessionals to assist with student needs. Career Academies of America will provide all students with technology (e.g., laptop with wireless internet access, software [available 24/7] and local site tech support) as well as supplemental curricula to support and provide ongoing monitoring for all students. Assistive technologies will be provided on an individual basis according to each student’s assessed need and/or Individual Education Plan (IEP). Assistive technologies will include, but are not limited to:

● Communication boards, dedicated devices and software to enable a nonverbal student to communicate

● Alternative keyboards available that can be positioned or configured to meet the individual needs of students. This can included mini keyboards, on screen keyboards, touch screens and expanded keyboards

● Input devices tailored to individual needs such as keyboard and mouse alternatives, joysticks, voice recognition hardware and software, word prediction software or head pointing devices



● Output devices obtained that will enable the student to receive information from the computer. These could include, but are not limited to: display magnification, speech output, electronic readers, speech synthesizers and text-to-speech software

Career Academies of America will provide reasonable accommodations according to need or IEP including, but not limited to:

● Extended time for test and lessons ● Flexible schedules both daily and over semesters ● Communication between school, student, and parents that is rapid and on-going ● Opportunities to revise and resubmit schoolwork ● Continuous progress monitoring available to students, parents and teachers ● Notes and reviews prepared by teachers ● Placement made according to skill level ● Grade level curriculum adjusted to individual reading level ● Varied formatting utilizing student strengths to address students weaknesses,

(i.e. visual supports for student with strong visual skills and weak verbal skills) Ensuring adequate staff will include ensuring adequately trained and highly competent staff. To this end, Career Academies of America will value professional development as an organization and the special education department will be an integral part of that philosophy. The statewide ESS department, as well as the statewide ELL department, will conduct three two-day trainings annually. Trainings will be scheduled in the fall during which specific special education, and GT informational sessions for general audiences will be included. There will be specific trainings for special education staff during the year as well. ELL staff will have a separate set of training specific toward English Language Learner needs, as well as WIDA assessments. During trainings, staff members will be trained in specific curriculum and IDEA legal issues as topics. Staff will participate in hands-on trainings, including topics such as: Kurzweil 3000, Adaptive Curriculum, IEP writing in Alpine, WIDA Assessment and reporting, current legal issues, Huerfano School District Re-1 Policy and Procedure Manual review. Additionally, staff will review issues that the team may be having and will brainstorm solutions. In addition to formal professional development, special education staff members will receive training conducted by Summit Education Group’s Special Education Coordinators. Special education law and requirements will be a constant focus of training and will be covered at time of hire and orientation. Identical professional development processes will be in place for CAA’s ELL and GT staff members.



(c) Provide a clear description of enrollment policies and procedures, which includes, but is not limited to procedures and criteria for enrollment decisions, withdrawals and transfers.

Career Academies of America SPED teachers will initially hold determination staffings to ensure appropriate placement. Once accepted, student, family, and the IEP team will determine: appropriate accommodations and modifications; an appropriate academic grad plan; an appropriate behavior modification plan, if necessary; and will ensure that the student successfully completes orientation and understands what is necessary to ensure success in an online school. The Huerfano School District Re-1 reviews every placement to ensure it is in compliance with federal and state laws and that it is the best plan for the individual student. When a student and his/her family wish to transfer to another school or withdraw from Career Academies of America, a transfer staffing will be scheduled. The receiving school will be invited along with the current IEP team. Every effort will be made to ensure that the student’s successes and needs are communicated to the receiving facility. When the move is to an out-of-state location, the IEP as well as pertinent records will be sent as soon as possible after the request is received. Please see Appendix K for Student Placement Policies.

(d) Describe the process through which the Authorizer will monitor the Online School’s implementation of policies and practices related to equitable access for all students.

The Huerfano School District Re-1 will oversee Career Academies of America's implementation of policies through regular site visits, audits, and the authorizer accreditation process. In addition, CAA will participate in ongoing authorizer trainings and audits. CAA staff members will work closely with District and CDE staff members to ensure alignment among CAA practices and the expectations of CDE and the Huerfano School District Re-1. As Career Academies of America continues to engage in continuous improvement, the consistent application of a system-wide, team-based planning and problem solving process becomes critically important. With data-based planning and problem-solving as our consistent way of work, educators are both empowered and challenged to become expert data-based decision makers in order to successfully implement a multi-tiered system of supports that meets all students’ academic and behavioral needs. Career Academies of America's RTI process is known as Every Opportunity to Succeed



(EOTS). Like other Response to Intervention (RTI) plans, EOTS requires that staff attempt a series of increasing interventions to ensure student engagement. The process includes three intervention tiers. The three tiers describe the level and intensity of the instruction/interventions provided across the continuum. These tiers are not used to describe categories of students or specific instructional programs, and the three tiers are characterized as follows:

● Tier 1: Core Universal Instruction and Supports – General academic and behavior instruction and support designed and differentiated for all students in all settings.

● Tier 2: Targeted Supplemental Interventions and Supports – More focused, targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum and instruction

● Tier 3: Intensive Individualized Interventions and Supports – The most intense (increased time, narrowed focus, reduced group size) instruction and based upon individual student need provided in addition to and aligned with core and supplemental academic and behavior, curriculum, instruction, and supports

Career Academies of America staff will follow the below-stated exit standards while monitoring identified students:

● The Every Opportunity to Succeed (EOTS) process will be followed for special education students as well as regular education students

● When a student is not participating in their education for periods of time, interventions including parent meetings and IEPs meeting will be scheduled to determine any issues and how to respond to student needs

● Should parent and student not attend and there is no communication, a letter of Refusal of Services will be sent by registered mail. Should it be returned undeliverable it will be kept in the student's file. Additionally, other forms of communication will be attempted when possible.

● For any returning student who receives special education services, a new staffing will be held and the services will resume.

4.4 GUIDANCE COUNSELING FOR ALL STUDENTS

(a) Describe the guidance counseling services that the Online School will provide

to enrolled students in accordance with Authorizer policy, including how the school will staff these services.

Career Academies of America will utilize Enrichment Life Coach Teachers around the state who work to ensure that every student is on track to graduate and has a personal postsecondary plan. The typical caseload for an Enrichment Life Coach Teacher is 1 to



30. In addition to providing traditional mentoring/coaching services,Career Academies of America's Enrichment Life Coach Teachers work with each student to complete an Individual Academic and Career Plan early in the enrollment process with the help of the student’s family and Academic Support Team. This plan is a step-by-step process, which guides each student through the academic progression that leads to school graduation and beyond. Working with Enrichment Life Coach Teachers, Academic Support and Teachers, each student builds upon the previous semester to enhance each progressive level of the student’s achievement toward postsecondary options. As part of developing the ICAP, students examine traits of successful life skills, academic skill building, financial literacy, and develop career plans utilizing Colorado’s Career Cluster Modeling. Extensive development of a postsecondary education pathway plan is created utilizing exploration tools such as College in Colorado, College Board, and Career and Technical Education tools. The Enrichment Life Coach Teacher monitors the student’s progress throughout this process. The counseling department utilizes a “Primer” that is utilized to develop the transcript through a work of understanding in compiling a variety of school transcripts and other evidence of competencies submitted to the school on behalf of students. As staff contribute to the transcript process, they inherit the responsibility and accountability for historical transcripts accurately reflecting what the student has achieved. Therefore, continuous review of all historical transcripts by all staff and students is necessary to ensure complete accuracy. Hereafter, this document will use the title of “Transcribing Agent” to identify the staff member with the primary responsibility for transcript review, development, and monitoring. The “Transcribing Agent” will periodically review transcripts to ensure fidelity in the transcription process. Each student’s grade level is calculated on a high school “eligibility” basis: beginning with the first semester of attendance, being the first semester of 9th Grade, or the first semester they were eligible to attend 9th grade. For example, a student who began high school in the Fall of 2007 and dropped out Spring of 2008. If that student returned in Fall of 2009, that student would be calculated as an 11th grader, that is, in that student’s third year of eligibility in high school. Most schools divide their year into Fall (1st) Semester, Spring (2nd) Semester and Summer Session (SS). Each Semester is approximately 18 weeks long, each made up



of two 9 week quarters. However, some districts have two 18 week terms, comparable to semester. Still others have four 9 week terms comparable to quarters. Also, some are based on trimesters, that is, a school year divided into three sessions. It is imperative that Transcribers specifically attribute each historical credit to the proper year and semester during which it was earned. The Carnegie Credit is traditionally awarded for the 72-90 hours of seat time/class time resulting in a graded level of proficiency. Summit awards one-half (0.50) credit for each semester class successfully completed.

(b) Describe how these planned services are appropriate to the grade level and needs of the target population of students who will be served through the Online School.

By developing middle school completion and high school graduation plans early, students are better prepared to know what the requirements are for each grade level in order to lead to successful graduation, defined as being prepared to successfully pursue their desired post-secondary career pathway. This “no-surprises atmosphere” allows the student to develop buy-in into his/her own successful road map in which they can exercise personal choice and responsibility. For middle school students, although high school graduation plans are essential, goals oriented towards the current year are also essential. As such, CAA/SEG Enrichment Life Coach Teachers work one-on-one with each student on his/her caseload to ensure that the student has a clear plan for the future. This is achieved through historical records or transcript reviews, class schedules, college and FAFSA applications, and career planning meetings and activity nights for postsecondary CAA planning. Career Academies of America's Academic Advising team also utilizes career development classes that all students must complete before graduation. These classes help each student take the correct steps, while in high school, to ensure he/she can reach his/her postsecondary goal. The career development classes guarantee that every student is actively working each semester on his/her Individual Career and Academic Plan. As a bonus, this class also has lessons on soft skills for the workplace and financial planning. CAA utilizes the following nationally normed education platforms; Edmentum ’s online programs provide instruction, practice, formative assessment, and real-time reporting to guide instruction based on state and Common Core standards. Edmentum’s suite of solutions helps educators pinpoint academic strengths and



weaknesses, differentiate their instruction, and target individual student needs through rigorous, standards-based content. The programs provide focused instruction and support, with platforms uniquely designed to help educators as they implement the standards in their classrooms.

Reading Plus builds students’ breadth and depth of vocabulary, automaticity, and stamina required to meet the higher expectations of the Common Core Standard Standards. It also prepares students to successfully comprehend rigorous, grade-level text. Components and Supports for Common Core: Integrated writing portal, Embedded scaffolds and vocabulary supports, Non-fiction (informational) texts, Authentic text complexity measures, Motivational components to ensure ongoing interest and engagement. ACT KeyTrain is a complete interactive training system. Its courses; help users reach foundational career readiness, enhance users’ cognitive skills, offer introductory models based on the National career Clusters Framework, and provide the management and support needed to keep the program running smoothly. These courses are based on the same skill progressions found in the ACT WorkKeys assessment system. Three of the ACT KeyTrain courses; Applied Mathematics, Locating Information, and Reading for Information prepares users for the ACT National Career readiness Certificate, the national standard in certifying workplace skills. 4.5 STUDENT ACADEMIC CREDIT POLICIES, CURRICULUM, AND INSTRUCTION

(a) Give the name of the curriculum used for student instruction if provided by a

third party, or if self-developed, describe the process of development. Detail how the curriculum is aligned to Colorado Academic Standards.

The primary curriculum choices offered by CAA include: Edmentum ( http://www.edmentum.com ) WorkKeys ( https://www.act.org ) KeyTrain ( http://www.keytrain.com ) Career Academies of America additionally recognizes the necessity for supplemental curricular resources to support students in a variety of areas. As such, CAA will use the following supplemental instructional resources including, but not limited to: Reading Plus ( https://student.readingplus.com ) Write to Learn ( https://www.writetolearn.net ) Coursea ( www.coursera.com ) Exact Path/Edmentum ( http://www.edmentum.com )


http://www.edmentum.com/

https://www.act.org/

http://www.keytrain.com/

https://student.readingplus.com/

https://www.writetolearn.net/

http://www.coursera.com/

http://www.edmentum.com/


Central to its mission are the Immersion and CTE courses in the student’s particular career pathway or area of specialty. For students interested in the arts, Immersion courses in Dance, Theater, Visual Arts, Film, and Circus Arts will be offered, with the possibility of adding a music track as well.. The face-to-face courses have been developed by professional dance, theater, visual arts, and film instructors and aligned to the appropriate Colorado Content Standards.The Film courses are aligned to the national Film content standards, as Colorado has not adopted standards in that content area. They are taught in person at the physical site (a dance studio or appropriate space in one of the Education Zones) by instructors hired and vetted by Summit Education Group. Some of these courses, such as Anatomy and Physiology for dance students and Film, Dance, and Art History, are also aligned to Science and Social Studies standards, and count as core credits in those subject for graduation. Additional sequences of CTE courses in Certified Nurse Assistant, will be added for the 2018-19 school year.. Career Academies of America recognizes the necessity for a variety of student curricular needs. As such, CAA will use a variety of curricula for students in grades 6 through 12 to create a menu of options from which students, parents, and Enrichment Life Coach Teachers will build a truly individualized educational opportunity. In each of the courses offered by CAA, the standards are mapped to the lessons in each segment of the course. These lessons can be modified by highly qualified, licensed content teachers to address any gaps found. Please see Appendix H for Curriculum List.

(b) Describe the process for review, update, and refresh of the curriculum used for instruction (the online portion and the off-line portion) in order to ensure that it maintains alignment with Colorado Academic Standards and how this process allows teachers to differentiate instruction and assessment for individual students.

The instructional program and curriculum proposed will regularly undergo specific audit and revision by Summit Education Groups’ curriculum department. The curriculum is updated based on a rigorous analysis of student performance on state testing results and school-based assessments, including individual course assessments for specific units and lessons. The curriculum will be regularly evaluated, upgraded, and enhanced based on the needs of students and schools supported by Summit Education Group. Annual updates will be communicated in the Program Guide as well as the website. Teacher Liaisons, who are experts in their curricular areas, will gather feedback from other teachers across all schools supported by Summit Education Group and work with SEG’s



curriculum department to make updates and revisions to the curriculum based on this input. Career Academies of America's management company, SEG, utilizes a committee approach to review and update curriculum and to ensure that it is aligned to the Colorado Academic Standards as well as Common Core Standards. SEG’s Academic committee is chaired by SEGs principal or a designee. The committee has representation from all positions that interact with the curriculum in the organization, including but not limited to the Content Teachers, Technology Department, the Information Systems Department, the Instructional Department, the Support Services Department, as well as the Finance Department. This committee meets regularly and reviews information pertaining to student success in the curriculum, effective use of the curriculum to guide instruction and review of alignment to Colorado State Standards and Common Core Standards when appropriate. In negotiations with curriculum providing vendors, it is a non-negotiable that the curriculum provided is aligned to both Colorado State Standards and Common Core Standards. In addition to the CAA/SEG Academic Support Team, SEG’s contract with Edmentum includes requirements that Edmentum’s Academic team regularly review the curriculum for alignment with Colorado Content Standards, and respond to any alignment issues raised by the SEG Academic Support Team. This additional continuous review loop ensures that all Edmentum courses will be regularly reviewed and updated to stay aligned with Colorado Content Standards. Within the curriculum, across various software programs, CAA/SEG Academic Support Team and Coordinators can adjust at the lesson, unit, module, and course level to accommodate the individual needs of all students. Annually, CAA will coordinate with Huerfano School District Re-1 leadership to ensure effective programmatic implementation. Please see Appendix I for Curriculum Rubric for Curriculum Evaluation.

(c) Describe fully the process of interaction between the student and the teacher in the delivery of instruction and how this process is consistent with the statutory definition of an “Online School.”

An individualized and supported educational program facilitates the development of self direction and personal responsibility among its students. In these ways, Career Academies of America will develop students who are self-motivated, competent, lifelong learners. The school will implement the instructional model which incorporates key facets such as 1) the Learning Triad (Teachers, Enrichment Life Coach Teachers, and curriculum), 2) Administrative Support Team, and 3) student motivation.



1. The Learning Triad: The instructional model relies on the support of a) highly qualified teachers, b) supportive Life Coaches, and c) a high quality, standards-aligned curriculum. Members of each student’s learning team include a face-to-face Life Coach, one or more Colorado-licensed teachers, and trained curriculum specialists. In effect, each student will have a staff of experts working together to leverage the school’s myriad resources - technological, instructional, and interpersonal - for success.

2. Administrative Support Team: Each student in grades 6-12 will be assigned a

Enrichment Life Coach Teacher who provides an extra layer of monitoring for the whole student, as well as be provided with direct contact information for the Principal and administrative team. These educators, in collaboration with the Enrichment Life Coach Teacher, will develop a Personalized Learning Plan (PLP) for each student and closely track their overall academic progress. Administrative Support Team members will work directly with students via the phone, email, and Video sessions. Student academic progress will be tracked on a daily basis via online discussions, quizzes, tests, science labs, and portfolio items to ascertain mastery of the material. Administrative Support Team members will also track other parameters of student success, such as attendance and participation and monitor students who need intervention.

3. Student Motivation: As part of the services Summit Education Group provides

through the Statement of Agreement, SEG will train teachers and Enrichment Life Coach Teachers to apply three basic classroom engagement strategies to their instruction to create a motivational online learning environment. Teachers will include active learning, application of skills, problem-solving, and interaction that result in high levels of student engagement and achievement.

Student Expectations At Career Academies of America, we believe that each student should be given every opportunity to succeed and have the following expectations that all our students will be academically engaged, and will work toward course completion every week. Career Academies of America is committed to every student’s success and expects students to be actively involved in their education in the following ways: Standards for Success: Standard 1 - Tools Students will:

● Communicate with their Enrichment Life Coach Teacher and Teachers.



● Follow daily checklist and course syllabus to ensure that they master the material in each lesson before they move on to the next.

● Have materials (computer, checklist/goals, pencil, paper, book, binder, notebook, etc.) ready for use every day.

● Update their communication information with their Enrichment Life Coach Teacher/Academic Support Team when appropriate.

● Learn how to access and communicate with Academic Support Teams through Chat, tickets and web-conferencing to support academic success through meetings, study groups and individual tutoring sessions.

Standard 2 - Academic Involvement—Classroom Participation Students will:

● Make effective use of time as coordinated with your Enrichment Life Coach Teacher, (staying focused, reviewing daily notes, studying, asking for assistance when needed, etc.).

● Attend weekly meetings via webinar and face-to-face appointments to ensure academic goals are monitored, assisted with, and reviewed. This is critical to ensure that students remain on pace for the graduation date that they determined together with their Enrichment Life Coach Teacher at the start of the year.

● Remain in regular contact with their Enrichment Life Coach Teachers and Teachers and show up for in-person meetings or call in advance if something comes up that prevents them from attending.

Standard 3 - Academic Involvement—Independent Expectations Students will:

● Demonstrate proficiency to ensure concept mastery and success in future courses.

● Meet all daily goals to ensure course completions are in line with projected graduation date (set in orientation by student, parent (if student is under 18), Enrichment Life Coach Teacher, and Academic Support Team).

● The students are expected to work on all three core classes throughout the quarter. In some circumstance a coach will set special circumstances where the students is working in one or more classes at a time but still working to complete all three classes core by the end of the quarter.

● Actively seek assistance when needed by contacting the Academic Support Team through Chat (links are located in Maestro and CAA’s website), phone or tech tickets.

● Work with Academic Support Team and Enrichment Life Coach Teacher to ensure understanding and completion of all assignments on each course syllabus.



Standard 4 - Assessment Preparations Students will:

● Utilize study guides/pretests, provided lessons, notes, available texts, and any other materials provided for content mastery.

● Make use of assessment strategies by answering every question, proving the answer in the text, rephrasing the question in a constructed response, evaluating every possible answer choice, etc.

● Attend web-based tutoring sessions and webinars provided by Academic Support Team members (Teachers), and utilize all available communication tools to achieve mastery scores on assessments.

Student Engagement Model/Attendance Career Academies of America students must dedicate on average 5-6 hours per day to complete their assigned daily goals in order to complete their scheduled classes each semester. Each quarter consists of an 18-week period in which to do course work. An online environment allows for some flexibility. For instance, rather than having to be in class from 7:30 AM – 2:30 PM, Monday through Friday, online students are able to “go to class” anytime during the day or night any day of the week. An online student may choose to work on Saturday and Sunday, rather than during the “normal” school week. Even though students may work at different times than brick and mortar school, it is important to login to the SIS to check for announcements and complete an attendance check-in. Attendance is recorded in four ways:

1) Signing in through the Student Information System, and students should make a habit of logging into the SIS every day; OR 2) Working directly with your Coach or Academic Support Team at a location 3) Contacting your Enrichment Life Coach Teacher to communicate you are

working; OR 4) Attending a CAA off-site activity

Please see Appendix F for Student Engagement and Attendance.

(d) Describe any other staff roles and responsibilities that support or augment instructional or assessment processes within your online school.

SEG, under their contract with CAA, is responsible for the implementation, support, and augmentation of all instructional and assessment processes within CAA. The roles and responsibilities of the SEG Academic Support Teams and Enrichment Life Coach Teachers include the following: ACADEMIC SUPPORT TEAM



The SEG Academic Support Team’s primary responsibility is teaching and providing instructional support to students. Comprised of the Academic Support Team collaborates with other CAA staff to support data-based decision-making, promote student achievement, and ensure that each student successfully achieves program goals. The Academic Support Team reports to the Principal and the Academic Support Coordinator and abides by and supports the mission, vision, values, policies and procedures of CAA, CAA’s authorizer, as well as relevant state policies and regulations. Enrichment Life Coach Teacher The Enrichment Life Coach Teacher will provide strategic goal setting and planning to complete the students’ secondary and postsecondary goals that the student has deemed priority. The Enrichment Life Coach Teacher will collaborate with the family, teacher liaisons, and administration as the student’s advocate. Each Enrichment Life Coach Teacher will be responsible for a specific set of students and will facilitate the educational, emotional and work readiness goals of the student. The Enrichment Life Coach Teacher reports to the Regional Service Manager and abides by and supports the mission, vision, values, policies and procedures of CAA, CAA’s authorizer, as well as relevant state policies and regulations. List the type of credits (quarter, semester, or trimester) students enrolled in the Online School will earn and provide a complete list of courses that are available to students.

Career Academies of America defines a year long course as one credit for graduation requirements.Career Academies of America awards quarter (.25) and half (.5) credits, depending upon individual course requirements. A list of courses can be found in the Appendix H .

(e) Describe (or attach) policies and/or practices consistent with the Authorizer that relate to the granting of student academic credit for completion of an online course offered by the school. Describe the requirements for granting a diploma or certificate, if applicable.

Career Academies of America students can earn credit for letter grades of A, B, C, or D.Career Academies of America also awards credit “S” or “P” for some elective classes. All core CAA classes are worth .5 credit per semester. CAA also offers some elective classes which are worth .25 or .5 credit, depending on the individual course. For concurrent enrollment courses, CAA awards credit according to the following:

College Class Credit(s) CAA Credit(s) 5.0 Credits 1.5 Credits 3.0 or 4.0 Credits 1.0 Credits 1.0 or 2.0 Credits 0.5 Credits



When awarding credit for students who transfer into Career Academies of America after their first semester of high school, Career Academies of America requests/obtains a transcript from the transferring school. Courses transcribed by the transferring high school are then transcribed to the student’s Career Academies of America transcript. High School Graduation Requirements The high school diploma awarded by Career Academies of America represents a high standard of quality in curriculum content, instruction, and student learning, and should be maintained as a document that reflects substantial effort by the student and the school in preparation for the world of work or higher education. Each student who enters Career Academies of America will develop a personal graduation plan. This plan will set his/her intended course of study as he/she begins his/her journey toward graduation. The student and his or her parent, his or her Enrichment Life Coach Teacher, and the Academic Support Team will review and amend the graduation plan each semester. The Principal or designee may waive a given requirement if, in the principal’s judgment, it is determined to be in the best educational interest of the student or if required in order to provide a student with disabilities a Free Appropriate Public Education (FAPE). A high school diploma from Career Academies of America certifies that a student has fulfilled all graduation requirements. Twenty-two (22) credits of study shall be required in grades 9, 10, 11, and 12 for students to graduate and receive a high school diploma. High School Graduation Requirements for Students Enrolled in Career Academies of America can be found in Appendix B . Middle School Promotion Requirements for Students Enrolled in Career Academies of America Middle school students will be promoted to the next grade level after they have shown proficiency in their present course of study (certain students with IEPs may be excluded from this requirement). In order to be promoted to the next grade level students will need to demonstrate completion of 4 out of 6 middle school courses (three must be in core academic areas: Language Arts, Social Studies, Science, Mathematics). The school will adhere to all state regulations regarding the retention of a student in grades 6, 7, and 8. Given that CAA’s mission is to ensure that all students graduate with life skills, postsecondary and workforce readiness, assuring they will move toward their brightest



future, the founders believe that the chosen curricular framework must accomplish the following:

● Be aligned with Colorado state standards and Common Core to help prepare CAA students to do well on Colorado State testing.

● Demonstrate evidence that curricula will help prepare CAA students to be successful in preparation for postsecondary institutions and their accompanying entrance examinations (e.g., Accuplacer).

● Provide for a variety of prescriptive curricular options,which allow for customizable core courses, elective and CTE courses, internal formative assessments, remediation tools, internal communication, seamless student interaction, and the ability for instructional staff to identify when students are struggling with specific learning elements.

● Supplemental instructional curricula, which allow for focused remediation as well as targeted assistance through rigorous instruction and meaningful practice designed to prepare students for the rigor of Common Core-aligned assessments.

Career Academies of America has chosen the curricula and resources as a result of the experiences of CAA’s founders and instructional staff. The varied curricula were chosen based upon reviews and pilots of more than a dozen curricular options, each evaluated using a rigorous, multi-step evaluation process, which included the following categories:

● Standards Alignment (Common Core/CTE) ● Course Structure (Prescriptive/Sequential) ● Course Offerings (Core, Elective, CTE) ● Accessibility (Read/Text to Speech/Translation) ● Accommodations (Tests/Assignments/Content) ● Licenses (Concurrent/Seat/Cost) ● Technology (Connection/Image/Saving Work/API) ● Custom Courseware (Building content & courses)

Moreover, the evaluation process included reviews by administrators, academic specialists, content experts, exceptional services specialists, students, and technology specialists. The team’s recommendation reflects thoughtful analysis which identified the curricular combinations which:

● Are most likely to lead to student academic success ● Are the most economically wise ● Allow for cross communication with CAA’s SIS ● Provide the highest evaluation ratings in each of the above-listed

categories



4.6 STUDENT ACHIEVEMENT AND ATTENDANCE POLICIES

(a) Describe (or attach) policies and/or practices consistent with the Authorizer related to student achievement, including a preliminary list of formative/summative assessments to be administered and a timeline related to assessment frequency

Career Academies of America ensures that assessments are aligned with curriculum, instruction, standards and legal requirements. Pre and post assessments are an integral part of curriculum delivery, and curriculum is closely aligned to Colorado Academic Standards and Common Core standards. Standard purchased curriculum is supplemented where necessary to ensure standards are adequately addressed. Career Academies of America utilizes the Reading Plus Insight assessment as well as Accuplacer, and state assessment data to progress monitor students on Individual Literacy Plans. See Appendix N for Student Expectations Policy

(b) Describe (or attach) policies consistent with the Authorizer for tracking student attendance, including how non-attendance will be reported to the student, family, enrolling district, and Authorizer.

Career Academies of America's attendance policies will be driven by compliance with state attendance and instructional hours requirements and close tracking of student academic progress. CAA will work with Huerfano School District Re-1 staff through regular site visits, reviews of student attendance, academic progress, and progress towards meeting high school graduation requirements. Career Academies of America will report attendance to Huerfano School District Re-1 through regular data submission as well as information from CAA’s Student Information System. Attendance rates will be calculated on a weekly basis, rather than on a daily basis, in accordance with CAA’s Attendance Policy. Student attendance will be calculated using the total number of weeks a student was in attendance, divided by the total eligible weeks of attendance, beginning with the date first enrolled into a class through the end-of-the school year, or date of withdrawal (excluding any breaks built into the school calendar such as winter and spring break).

Attendance rate = total weeks in attendance / total weeks of possible attendance Truancy rate = total weeks of unexcused absence / total weeks of possible attendance Attendance will be recorded via CAA’s Student Information System. All SIS logins will be recorded as part of attendance data collection. Additionally, participation in CAA-related activities shall constitute attendance and should be recorded in SIS as soon as



possible. Please see Appendix F for Student Engagement and Attendance.

(c) Describe the process for tracking graduation, dropout and course completion rates.

Student graduation and dropouts are tracked in the Student Information System and are reported to the state via the required “End-of-Year Report.” Course completion rates are also tracked in the SIS, and through other external curriculum software, and are reported at many different levels. These levels include per student course completion rate, course completion average for each coach, and school-wide average rate of course completion. In addition to tracking graduation, dropout and course completions, as part of EOTS, Career Academies of America will closely track students who elect to exit. The four (4) page Exit Process Checklist must be completed before any exits are processed. The checklist includes:

1. Enrichment Life Coach Teachers have sent in Grade Requests to the Teacher of Record asking them to post the student’s Grade/Credit for all quarters the students were actively enrolled in. A Grade Request must be placed in file. 2. Enrichment Life Coach Teachers are asked to submit a Technology Action Request to the Tech department asking them to turn computer off/cancel the e-mail address of the student and asses any charges owed for any lost/damaged computer. A Technology Action Request stating this must accompany the file before the exit will be processed. 3. Enrichment Life Coach Teachers must attach the Students Communication log from Maestro showing all communication efforts done on student.

4. Enrichment Life Coach Teachers print any EOTS documentation which must accompany any student under the age of 21 to ensure CAA has exhausted all resources before exiting a student.

5. The Enrichment Life Coach Teachers notify ELL/ESS director to ensure any and all needed exit staffing is complete.

6. The Academic Support Team's verify and post all Grades to student’s Transcript.

7. The Principal re-checks to ensure all above documentation is complete, ensures the records request from new school or Home-Schooled letter is placed



in file, verifies exit and documentation and signs if any exceptions need to be made-before sending to the records team.

8. Once documentation is received, the records team places all exits within file. Staff verify all the above documentation is done and complete. If the proper documentation accompanies the file and CAA staff verifies that all resources have been exhausted, the student is marked as "Withdrawn" in the SIS.

9. If the records team receives the file and all documentation has not been done and staff determine that a student can still be supported in any way by CAA , additional interventions are implemented, the student remains active in the SIS, and is marked as "Pending Exit.”

4.7 STUDENT RECORDS POLICIES

(a) Describe (or attach) policies and/or practices consistent with the Authorizer that

require the Online School to transmit student records (performance, attendance and assessment data) within 14 days of notice by a school district that the student has enrolled in that school.

Career Academies of America handles record requests from other schools through a centralized records department, as part of the SEG contract, in order to ensure proper tracking and oversight of FERPA restrictions. Once a record request is received, records are gathered from the various systems (1. transcript from SIS 2. SPED records from Alpine Achievement, 3. Assessment, immunization, and birth certificate from the SIS) and faxed, emailed, or mailed to the requesting school. A log of all outgoing records is maintained that tracks what records were sent, date sent, and which school/agency requested them. Response time to record requests is typically 1 to 2 business days. Please see Appendix J for Student Record Policies.

(b) Describe (or attach) policies and/or practices consistent with the Authorizer for requesting students records (performance, attendance and assessment data) from a school district from which a student has transferred to the Online School.

As part of the enrollment process each student and his/her parent is required to sign a records release form which is then sent to the prior school(s) as notification that the student has transferred and records are being requested. Members of the enrollment team submit records requests to the student’s previous school. The Enrollment Specialist, at SEG, tracks the progress to ensure that the school responds, and sends additional follow-up requests, if needed. On occasion, schools do



not respond to repeated requests; consequently, additional steps are required. Often a phone call from the registrar will prompt the process. If transcripts are held due to student fines, Career Academies of America works with the parent, guardian, or student to advise them of their FERPA right to view the transcript, which can provide CAA staff members with some direction to schedule courses. Students who owe fines to their previous school are advised to work with the school to pay the fine, or set a payment plan, so that upon completion of the payment plan, the transcript can be released. Please see Appendix J for Career Academies of America's Student Records Management Policies.

(c) Describe (or attach) policies and/or practices related to the collection and maintenance of student records, including those related to compliance with the Family Education Rights and Privacy Act of 1974 (FERPA).

Please see Appendix J for Career Academies of America's Student Records Management Policies. CAA fully complies with the Family Education Rights and Privacy Act of 1974 (FERPA). Please see Appendix N for Employee Handbook.

(d) Describe the process through which the Authorizer will maintain the records of participating students on a permanent basis. Note: If a charter school provides the multi-district school, only the charter school and not the Authorizer is required to maintain the records.

Permanent student records are maintained through the Student Information System. Paper or electronic records for current students are kept at the main school office, in a secure file cabinet (if applicable), with access limited only to authorized staff. The paper records are maintained as a precaution (if applicable). However,Career Academies of America official student files reside within SEG’s electronic records system.

(e) Provide evidence of easily accessible contact information for the Online School’s records personnel.

SEG's website includes a link where the public can request school records. The website includes an online form and a phone number for the Enrollment and Admissions Department.Career Academies of America parents can also access a full school directory via the parent portal access in the SIS. CAA/SEG school records personnel will be identified and their contact information will be made public via CAA’s website, SEG website, SIS, and staff directory.



4.8 STUDENT PLACEMENT POLICIES AND PROCEDURES

(a) Describe (or attach) the policies and/or procedures that determine student

placement in specific classes offered by the Online School. Upon student enrollment in Career Academies of America, every student undergoes a thorough transcript review by their Enrichment Life Coach Teacher, under the guidance and review of the Department of Counseling and Support Services. Based on transcript analysis, student interview, Learning Pathway planning and assessment scores on Reading and Math, the student schedule is generated with the appropriate courses. Please see Appendix K for Student Placement Policy.

(b) Describe the Online School’s requirements for grade level promotion, including credit requirements or competency benchmarks used.

Career Academies of America determines grade level placement based upon the number of years a student would have attended high school if the student had been continuously enrolled from the start of the first semester of 9th grade. The primary method of determining grade level is to conduct a transcript review. The Enrichment Life Coach Teacher determines what year and semester the student began the 9th grade. The Enrichment Life Coach Teacher extrapolates through eligibility via the use of the Primer the proper grade level in which the student should be placed (Credits achieved have no effect on grade level; high school eligibility is the sole definitive determinant of grade level placement). If no historical transcript is available, the Enrichment Life Coach Teacher interviews the student to assess proper grade level placement, using the student’s self-reported information and the student’s age to guide the grade level placement. When an official historical transcript is obtained, the Enrichment Life Coach Teacher will determine if the initial grade level placement needs modification and if so, modify the grade level and notify the Principal of the change. If a student is not over-aged and under-credited, the standard promotion criteria apply. The student must earn at a minimum 5.5 credits per year to progress forward with his/her grade level and reach 22 credits in four years to graduate on time from Career Academies of America. If a student is over-aged and under-credited, the promotion criteria will be assessed based on the level of credit deficiency. Students may need to complete more credits per year or qualify for the competency-based mastery program for credit recovery. Please see Appendix K for Student Placement Policy.



(c) Describe how the policies and procedures for student placement and grade

level promotion ensure that students will progress toward completion within a reasonable timeline.

To ensure a successful graduation,Career Academies of America sets expected start- and end-dates for all students to complete coursework.Career Academies of America's academic calendar is broken into two semesters. Students are expected to complete 3 credits per semester(or 6 credits in a year). If, at the end of the semester, the student has an incomplete course, an “Incomplete” will post to his/her transcript. At that point, the student is expected to continue that class in the following semester, along with the three new courses. At the end of the school year all remaining incompletes are transcribed as incomplete grades. The student is then expected to participate in the summer session to complete that class. Generally, courses are delivered asynchronously. However, structure is provided to coordinate teacher and student schedules to ensure opportunities for collaborative teaching and meetings. Courses begin at the beginning of each semester and end at the end of each semester. As such, students select a primary instructional time during each semester, dependent upon student schedules (e.g., work, concurrent enrollment classes), and are assigned to specific core instructional times (e.g., schedule A - 9 am to 1 pm; schedule B – 1 pm to 5 pm; schedule C – 5 pm to 9 pm; or a custom schedule) to assist with coordination of instruction and allow for student ability/need groupings. If a student is over-aged and under-credited when they enroll, their Personal Learning Plan will establish an expected graduation date based on their age, the number of credits needed, and their personal desires. Usually an accelerated plan will be developed, which will require earning more than 6 credits a year, earning competency-based credit tied to work experience, internships, and projects, and alternative curriculum and assessments such as KeyTrain and Work Keys. Please see Appendix K for Grade Level Placement. 4.9 STAFF DEVELOPMENT PLANS

(a) Describe how the current and future training needs of the Online School’s staff

will be determined. The Principal will work collaboratively with several stakeholders to determine the professional learning needs of the staff. The Principal will seek input from the teacher leadership team, the District’s Superintendent and Academic Officers, and Summit Education Group to ensure a robust professional learning plan is developed and implemented. The UIP process will provide key data to inform specific instructional



development needs. Whether as a department, or within a division, data is used collaboratively to determine professional development needs as well as necessary program modifications. Such collaborations occur at a variety of levels.Career Academies of America considers “site-based teams” (SBT) (i.e. ELCTs, Principal, teachers, Academic Support Team, special education teacher) the equivalent of “professional learning communities” in other school settings. Site based teams meet weekly, via virtual and face-to-face collaboration tools, to review current student engagement, track progress, and identify students with the greatest needs. During weekly production meetings, the site-based team reviews student activity and progress towards semester goals (3 credits per semester) for every student. The production meeting is led by the Principal and includes the complete team. At each meeting the team reviews the level of engagement per region, tracks Every Opportunity to Succeed (EOTS) levels, charts progress toward student and school goals, and develops individualized engagement plans, strategies to promote student re-engagement. Career Academies of America will focus on reading, math, writing, science, and social studies, and CTE/Career Pathways, will develop implementation plans, and will regularly evaluate program and process effectiveness using PDSA and other methods. Such data analysis sessions will lead to program improvements. Other data analysis sessions will address the EOTS process, the enrollment process, realignment of job descriptions, evaluation of an academic intervention programs, and the adoption of supplemental curricula. A common focus of data analysis sessions will be to identify the training and professional development needed to best address the student need identified.

(b) Describe the preliminary plan for providing training to teachers and administrators in the Online School, including the content of the training (e.g., online delivery of instruction, use of a specific software), the training provider, the method of delivering the training (e.g., workshop, coaching), and the duration of the training.

Preliminary Plan Research on effective professional development indicates that professional development must be intensive, ongoing, and connected to practice. Teachers need to try out new ideas and strategies with their students and to reflect on the results of these strategies. Intensive professional development, especially when it includes application of knowledge to planning and instruction, has a greater chance of influencing teaching practices, and in turn, leading to gains in student learning.



Summit Education Group will provide teachers with ongoing professional development activities throughout the year, delivered by the SEG Professional Development team. Initial training for all staff during the onboarding process will include training in the use of the various software systems (SIS, LMS, and curriculum tools), best practices around online instruction, and techniques for student engagement. Teachers will be required to attend sessions virtually on topics such as: implementing specific research-based instructional strategies,using effective teaching practices and communication skills for an online environment, utilizing the state and national standards to inform instruction, using technology to engage students in collaborative learning activities, and using data to guide instruction. Professional learning sessions will use evaluation surveys and collaborative tools to elicit teacher and administrator feedback. Audits, evaluations, and site-visits will be used to gauge the effectiveness of the training and to ensure initiatives are implemented with high fidelity. Professional Learning will be:

● Intensive – Participants will identify the purpose of educational practices and examine how they can be implemented in the online environment. Participants will collaboratively discuss strategies that can be implemented with students.

● Ongoing – New instructional strategies and the latest learning research will be connected to topics presented and discussed in prior sessions to demonstrate how specific educational practices form the “big picture” of effective instruction. Further discussion and exploration at the school level will strengthen these connections.

● Connected to Practice – Following each session, participants will apply what they have learned to their professional practice. They will integrate precise, targeted strategies into their planning and instruction, and reflect on the outcomes through the Teacher ePortfolio data view, an online portfolio which allows them to document their attendance and upload resources related to their professional learning.

Teaching in an online environment offers flexibility and allows for a greater level of professional learning throughout the school year. Although designated professional development days will have a specific focus, additional professional learning support will be available on a daily basis. Teachers will have multiple opportunities for seeking assistance and support with instructional strategies for engaging students and families, making decisions based on data, and completing school year cycle tasks in a timely and efficient manner.

(c) Describe how staff development activities will be tracked and evaluated for efficacy.



Staff development activities will be tracked through the Professional Development software program from Summit Education Group. The principal and professional development department at SEG will document all training and professional development activities not associated with the professional development software; such activities will be reported to the Coordinator of Human Resources at the end of each semester. Evaluations of all training and professional development activities will be performance centered and embedded in individual reviews based on data at that specific managerial level to include but not limited to:

● course completion data per student ● attendance data per student ● retention of student data per Life Coach ● retention of staff data ● customer service satisfaction surveys

The UIP process will provide the school an opportunity to review the results of the professional development efforts with District leadership. 4.10 STUDENT SERVICES, INCLUDING TUTORIAL SUPPORT

(a) Describe the orientation activities that the Online School will provide for

students/families through the enrollment process. Career Academies of America will attract students and families that are new to the online environment, as well as those who are familiar and comfortable with the blended, online education model. Career Academies of America will implement a consistent orientation process to get students and families off on the right foot, while maintaining a personalized orientation approach. The initial orientation course (i.e., My Life, an SEG proprietary orientation curriculum) will acclimate students and families to the online delivery methods and school expectations, and will prepare them for earning their high school diploma using the following:

● Personal intake session to review enrollment paperwork, discussion as to why they are choosing an online school

● One-on-one assessment and review of their current credits ● Set a daily and weekly plan of study and schedule ● Spend time one-on-one to cover how the curriculum resources and tools

help them stay on track according to their quarterly plan. Additionally, getting to know the student academically and personally will be a large portion of his/her continued meetings after the initial orientation session. Instructional staff members will proctor assessments to ensure adequate placement in curriculum, and conduct interest inventories and intake surveys on social-emotional wellness and goal-setting. Reviewing student goals, course syllabi, features in the orientation, the



CAA Support Center (CAA’s live academic and technical support system), and self-monitoring strategies will be among the most basic features, not assuming students will figure out on their own. The orientation course will continue throughout the school year to review subsequent topics and areas of focus, including required state assessment preparation, experiential learning options, internship/community service requirements, concurrent enrollment opportunities, digital citizenship, 21st century skills, and character education.Career Academies of America' continued message and support through orientation will include specific tools to help students become a successful through face-to-face and virtual interaction with the school and its staff, helping students to make plans for their future after high school. Enrolling with a new school raises many questions. Our orientation process offers both assistance and reassurance by providing extensive information about online education. The program helps families prepare for a successful school year through the Career Academies of America technology, welcome calls, orientation courses for both students and Enrichment Life Coach Teachers, in-person orientation gatherings, and live webinar-style Parent-and-Student Orientation Sessions. These Parent-and-Student Orientation Sessions start before the beginning of each school year, and are led by staff and school administration who help families prepare for their first days of school. Please see Appendix G for Enrollment Process.

(b) Describe the process that will be used to identify struggling students and the intervention model/process that will be used to support those students.

Career Academies of America's student population will require a series of comprehensive programs designed to identify and support students who may be struggling. As part of weekly production and team meetings, CAA staff members will utilize RTI best practices as part of CAA’s Every Opportunity to Succeed (EOTS) identification and intervention processes. Intervention Indicators will be displayed in the staff dashboard and within the curriculum platforms/LMS to facilitate a teacher's identification of students who may be in need of additional instruction or intervention in math, reading, or both. These indicators are data-driven codes and are the first step of multi-tiered instruction. These indicators facilitate teachers' abilities to ensure that all students learn at high levels of achievement relevant to their learning level. These dashboard indicators are displayed on the Teacher Homepage to facilitate the teacher's ability to identify which students may be in need of additional instructional support in an expedient fashion. These codes are used to identify students who may be at-risk of failing, assist teachers in determining and



implementing appropriate instructional interventions, and monitoring the effectiveness of those interventions. Students who are working below grade level based on mandated assessment results will also benefit from intervention programs focusing on building proficiency in reading and math skills. Parents will be notified in the fall if their students qualify for these programs, and their cooperation will be secured for a series of intensive video and instructional sessions with the student and his or her teacher focusing on areas needing improvement. The student will continue in the regular curriculum while receiving intervention, but the intervention sessions will allow for focused remediation on topics likely to be problematic on the next mandated assessment. Please see Appendix L for Intervention Process.

(c) Describe the policies and procedures for students to obtain instructional, technological and counseling support services.

For instructional support, students and Enrichment Life Coach Teachers are advised to reach out to the content teachers if they have any questions. The student and parent orientation courses stress this point along with the different ways they can reach their teachers, usually by video chat, instant message, phone or webmail. If students are experiencing problems impacting non-academic barriers to learning; teachers, parents, or students themselves can request assistance from the school wrap around support, which includes counselors and the Enrichment Life Coach Teachers. Counselors and Enrichment Life Coach Teachers are available to work with students individually or in small groups on topics such as academic planning, time management, personal and social growth, student safety, or college and career decision making. The mission of Career Academies of America's Student Support Services (i.e., Wraparound Team) is to support students and staff in the areas of physical and mental health, Special Education, ELL, Title I, Positive School Engagement, and Social and Emotional Learning through quality professional development, data analysis, direct and referral services. Career Academies of America's student support resources team will include Enrichment Life Coach Teachers, Mental Health Professionals, Social Emotional Interventionists, Special Education Directors, Reading Interventionists, Career and Technical Education Coordinators, Experiential Education Coordinators, ELL and Title I Directors, Parent Coordinators, and an attorney to represent students and families involved in truancy court. Career Academies of America will ensure that a Social Emotional Interventionist are available for Crisis Intervention for all CAA Students. Tutoring Support will be available by Enrichment Life Coach Teachers within every CAA Education Zone, as well as being



available virtually. The Academic Support team will also be available for to support academic needs during established days and times and will also be available face-to-face and virtually to meet the various needs of students.. The Department of Counseling and Support in conjunction with the Department of Professional Development will provide professional development and training for CAA’s Enrichment Life Coach Teachers and staff in the areas of:

● Accessing community resources for students and families ● Child abuse reporting ● Homeless services ● Accessing mental health services for students and their families ● Truancy mediation ● Positive school engagement and monitoring of attendance ● Working with Judicial Systems with At Risk Students ● Individual Education Plan monitoring and services in all areas of Special

Education (specifically for Academic Coaches who serve students who receive Special Education Services)

● Serving over age and under credit students ● Serving students who are involved with Human Services ● Home visit safety ● Gang Involvement ● Parenting classes ● Family Involvement ● CDE Expelled/At Risk Student Service Grant to provide direct mental

health services ● Referrals to community agencies for homelessness, food banks, mental

health in rural communities. (Collaborate with Mental Health America for free qualifying mental health services for students and families in most communities in Colorado).

● Referrals to WIC (Woman, Infant and Children) services ● Referrals to Domestic Violence Shelters ● Providing services to prepare students who elect to receive a GED. ● Migrant and Immigrant Services. ● Reading Interventionists who provide direct services to students who are

below 3 or more grade levels ● Medical referrals, how to contact DHS for Medicaid assistance or CHP

Plus referrals. ● How to use Community Resource guides (211 Colorado Statewide

System) ● Bully Prevention/Intervention/CyberBullying services ● Student and Staff safety issues ● Student Discipline Infractions



The student support resources team will provide direct services for students and families in the areas of: Crisis Intervention Services, Individual Mental Health Services, Group Mental Health Service, Intervention Groups, Educational Groups such as Healthy Lifestyles, Problem Solving, Coping Skills, etc., Drug/Alcohol abuse, Intervention, Home visits to communicate with families and involved in creating Student Support Plans, Attend Truancy mediations and Truancy Court, Experiential Education Opportunities for all Career Academies of America students (such as outdoor experience, internship, and work study opportunities), Sponsoring Parent Engagement Monthly Activities per Title I Parent Involvement Plan at locations convenient for families around the state, Access to Attorney for truancy mediation and representation in Truancy Court along with Truancy Prevention Strategies, Community Advocate Services to support Career Academies of America Students and staff. 4.11 STAFF, STUDENT, AND PARENT HANDBOOK

(a) Briefly describe the intent and general contents of the Online School’s staff

handbook and attach a copy. The staff handbook is intended to be an easily accessible, navigable resource for employees to understand the policies, procedures, expectations and privileges of their employment with Career Academies of America and Summit Education Group. The staff handbook contains policies, procedures, and other integral information for employees to use on a daily basis. Included in the handbook are policies relating to paid time off, unlawful harassment, and confidentiality among others. The handbook is available electronically and accessible at all times by employees. Employees, upon hire, acknowledge the employee handbook as part of their onboarding paperwork. Please see Appendix N for Employee Handbook.

(b) Briefly describe the intent and general contents of the Online School’s student handbook and attach a copy

The Parent/Student Handbook is designed to communicate clearly what is required if Career Academies of America's students are to be successful. Contained in the handbook, students and parents will find information about Career Academies of America, specific instructions regarding registration, enrollment, student expectations, and policies regarding a variety of important issues (e.g., internet use, child abuse and neglect, FERPA). Please see Appendix M for Parent/Student Handbook.



(c) Briefly describe the intent and general contents of the Online School’s parent handbook and attach a copy.

The Parent/Student Handbook is designed to communicate clearly what is required if Career Academies of America's students are to be successful. Contained in the handbook, students and parents will find information about Career Academies of America, specific instructions regarding registration, enrollment, student expectations, and policies regarding a variety of important issues (e.g., internet use, child abuse and neglect, FERPA). Please see Appendix M for Parent/Student Handbook.

(d) Describe the processes for distributing the handbooks and ensuring that the target audiences understand the Online School’s policies and procedures.

Parent/Student Handbooks (See Appendix M ) As soon as families begin the enrollment process, they have access to the handbooks online. As noted, in order to complete the enrollment process, parent/guardians must agree, via an online agreement form, that they have been provided access to and agree to be bound by the terms of the Handbooks. Parent/guardians have a link to the Handbook on the Parent Portal, and acknowledge that they agree to the terms to complete the Acknowledgement Form. Students will also receive a hard copy of the handbook as part of their student planner, in their welcome package, and they will also need to sign the Student Acknowledgement Form in the planner, which is their personal acknowledgement of the expectations of their time at Career Academies of America. Employee Handbooks Employee handbooks are made available electronically on a new employee’s first work day. New staff members receive training on the policies and procedures within the employee handbook during new hire training. All staff members are also enrolled in the Public School Works online employee handbook training to include a test/quiz with an expected passing rate of 100%. All Career Academies of America employees are enrolled and required to take the online policies and procedures and employee handbook course annually. All staff members are required to take the test/quiz with an expected passing rate of 100%. The employee handbook and policies and procedures are also covered semi-annually in various trainings. Transcripts for each employee are reported to both the compliance officer as well as the Human Resources officer for verification.



Parent/Student and Employee Handbooks are reviewed at least once per year by the management team and are updated as needed. 4.12 EMPLOYMENT AND CONTRACTOR POLICIES AND PROCEDURES

(a) Provide a roster of school staff positions (instructional staff, paraprofessionals, and administrative staff).

Appendix P: Organization Chart and Staffing. • REGIONAL SERVICE MANAGER : oversees all Enrichment Teachers in a region. • SOCIAL EMOTIONAL MANAGER : works closely with the Principal to ensure that the ESS, ELL, GT and other necessary social and emotional support services are delivered • CTE MANAGER : necessitated by the regulations regarding Perkins funding and CTE path, interfaces between the School Leader and the operational functions of the school • ENRICHMENT LIFE COACH TEACHERS : responsible for ensuring the student receives proper college and career skills development and instruction • LICENSED TEACHERS: in the core content areas (English, Math, Science and Social Studies) specially trained in online delivery and personalized instruction • PRINCIPAL: responsible for the overall academic success of the school • BOARD of DIRECTORS: advocate for and support the school Career Academies of America, through its contract with SEG, will strive to maintain a student to Enrichment Life Coach Teacher ratio of 1:30 and a student to teacher ratio of 1:30. All staff and support needs will be provided via Summit Education Group.

(b) Describe the relationship of the Online School with its current and prospective employees (at-will or contractual).

All school employees will be employed by Summit Education Group, a Public Benefit Corporation. From the Employee Handbook Appendix N : At-Will Employment: Colorado follows the legal doctrine of “employment-at-will.” Both Summit Education Group and Career Academies of America are at-will employers. This means that either the employer or the employee may terminate the working relationship at any time, with or without cause, with or without explanation, and with or without any particular period or form of advance notice. This also means that employees have no "property right" in their employment. No administrator or individual board member may make any promise or guarantee that would modify or alter the at-will employment relationship between you the employee and SEG or CAA as the employer. This employment at-will relationship will remain in effect throughout employment with SEG/CAA.



Employee Acknowledgement Form This Employee Handbook contains important key policies, goals, benefits, and expectations of Career Academies of America as well as other relevant and important information. The employee signes an acknowledgement that states: “I, employee , understand that I will contact the appropriate administrator if I have any questions about the policies or procedures contained in this Handbook. I, employee, understand that this Handbook is not a contract or legal document, nor is it an invitation to contract. I also understand that should there be a conflict between this Handbook and any other documents, the provisions of the Career Academies of America contract between it and the authorizer will supersede. I also understand and acknowledge that my employment with Career Academies of America is at-will. I understand that employment-at-will means that I may terminate my employment at any time for any reason, with or without notice. Additionally, I understand that at-will employment means that Career Academies of America may terminate my employment at any time, for any reason, with or without advance notice. I also understand and acknowledge that there may be changes to the policies, Career Academies of America benefits and expectations in this Handbook. There also may be additions to these policies. The only exception is that Career Academies of America' policy on employment-at-will will never be changed. I understand that it is my responsibility to read the Handbook. I acknowledge, understand, accept and agree to comply with the information contained in this Handbook. A copy of this acknowledgement is included in the Handbook for my reference.

(c) Describe the Online School’s plan for hiring staff that have met all applicable State licensure requirements.

The school will employ Colorado-certified teachers in the core content areas, trained in online delivery and personalized instruction. The majority of the teachers will work remotely delivering instruction to an online classroom of students and working one-on-one with students through highly interactive, technology-facilitated communication tools. Teachers will maintain a one-on-one relationship with each student. Licensure Requirements: Employees of all SEG schools—including Career Academies of America—must meet



rigorous hiring expectations, to include in most cases meeting the ESSA highly qualified requirements. Should a non-licensed applicant choose to seek licensure while an employee of Career Academies of America, said employee will do so at his/her own personal expense and on his/her own personal time. Likewise, staff members who choose to accrue continuing education credit hours during their tenure at Career Academies of America will do so at their own personal expense.

(d) Describe (or attach) the policies and/or procedures that apply when the Online School contracts for services with a third party, including the processes for contractor selection, contract oversight, applicable evaluation measures, payment structure and conditions for renewal and termination of the contract.

Where necessary and appropriate, Career Academies of America contracts with a third party for specific services (e.g., clerical assistance, plumbing, occupational therapy). On such occasions, CAA uses a Statement of Work (SOW) form provided by Summit Education Group. (See Appendix C for the Educational Products and Services Agreement) Third party contractors will be selected based on the needs of the school and the ability of the third party to provide necessary items. The selection will be in compliance with the school’s EEO policy as well as state and federal regulations including fingerprint and background checks. Upon selection, the contractor will be sent a contract that they must sign and return. The contract will have all prudent information including compensation, term of contract, contract termination or cancellation, and confidentiality. The contract initiator may renew or extend the contract based on needs. If so, an amendment will be sent for the contractor to sign. If the contract has concluded without further work needed, the contractor will be sent a separation agreement confirming the return of all property and reaffirming the confidentiality agreement. Career Academies of America will contract with third parties for the following services not available with Summit Education Group:

● Temporary labor services ● Internet hosting services ● Telephone/Online connection (Sprint, T-Mobile) ● Other internet (e.g., Comcast, Integra)

Contractor Selection: Career Academies of America's Financial Control Policies require that any purchase over $1,000 requires three bids. Contractor selection requires the same process. Selection of contractors is based upon price, reputation, location, and quality of work. When contracting for services appropriate RFP’s are solicited and service providers will



be researched, interviewed, and reviewed for cost effectiveness, ability to perform services, and quality of said services. Contract Oversight: Contracts are drafted or reviewed by counsel including oversight language and evaluation measures that will be utilized to affirm that the services have been or continue to be of a nature to provide superior service to CAA students.Career Academies of America's Financial Control Policies stipulate that only CAA’s Principal may sign contracts (from Career Academies of America's Financial Controls Policy) Evaluation Measures: All Statements of Work and contracts include a termination date. The evaluation of work is monitored by the operations department and those closest to the service delivery.Career Academies of America is in the process of development specific standard measures for evaluating third party contracted work. Payment Structure: Payment structures and conditions for termination and renewals are negotiated prior to final agreements being made.Career Academies of America pays expenses upon receipt of an invoice, purchase order and packaging slip.Career Academies of America will not pay in response to a statement of account. Invoices will be paid when due (when all billing prerequisites are perfected), and discounts offered for prompt payment will be taken if available (and financially feasible). Conditions for Renewal: The number one condition for renewal is satisfactory performance. If the contract exceeds one year, it must be re-bid. Some measures of consideration are given for proven excellence. Price is usually a major consideration. Contract Termination: All Statements of Work and Contracts include a termination date. Depending upon the circumstances, termination dates will be monitored by the operations department and those closest to the service delivery.

(e) Details of contracts with a third party Education Service Provider (ESP) who is providing management services should be outlined in section 3 of the application narrative (if applicable).

Please see the draft Career Academies of America Summit Education Group Educational Products and Services Agreement in Appendix C.



4.13 ANNUAL BUDGET AND FINANCE PRACTICES

(a) Describe the process for developing an annual budget for the Online School. Attach a copy of the preliminary budget based on anticipated student enrollment for the first year of operation.

As stated previously, CAA has contracted with Summit Education Group to provide financial support services which will be managed through the Educational Products and Services Agreement. Developing the annual budget will be an iterative process incorporating input from key stakeholders, including the charter school Board, the Principal, and Summit Education Group. A preliminary budget based on initial assumptions will be presented to the District by the Charter School Board and will be approved by the District before the start of the school year. Projected Student Enrollment:

A preliminary budget based on anticipated student enrollment for the first year of operation is included in the Appendix O .

(b) Describe the systems and processes by which the Online School will manage accounting, purchasing, payroll, and audits.

The school will contract with Summit Education Group for accounting, purchasing, and payroll services. Summit Education Group will utilize a comprehensive system of financial data management and reporting. Using a networked version of accounting software, SEG will use proper governmental fund accounting practices. Annually, Career Academies of America will be independently audited, as required by law for all Colorado charter schools.. Accounting practices will provide appropriate internal controls and conservative budgeting through separation of duties and appropriate policies and procedures. Spending decisions will be fully budget-based and monitored/approved by the principal and SEG’s chief financial officer. Any purchases of a major nature (exceeding $5000)



not budgetarily incorporated will be approved by Career Academies of Americas' principal and SEG’s Co-Chief Executive Officer (Co-CEO). Please see the Educational Products and Services Agreement of the Appendix C.

(c) Specify any administrative services the Authorizer will provide to the Online School.

The District is responsible for the oversight and approval of school financial policies and procedures. The District will ensure that the school, through Summit Education Group, will establish systems and controls that will result in the timely completion of financial reporting as required by law and regulation, including a report of budgeted and actual expenses. The District will file all information directly with CDE. Please see the Educational Products and Services Agreement of the Appendix C . 4.14 FACILITY PLANS

(a) Describe the Online School’s facility plans, including any potential physical

sites. If a facility has already been identified, describe the facility. If a physical facility has not been identified, explain the plan to do so.

Career Academies of America plans to leverage technology to the fullest extent for core academic content, but key to the success of the model is the establishment of Community Education Zones. A Community Education Zone is established wherever there are enough students to financially justify a site. Typically that is about 75 students. Historically Education Zones have been located in leased office or retail space that is convenient to public transportation (in communities that have public transportation). With the opening of Immersion School in 2016, with its strong dance career pathway, SEG began leasing dance studios during the day (8 am to 3 pm Monday through Friday) to serve as the zones for that school. As the arts pathways expanded to include theater, visual arts and film, and more students from AIM Global expressed interest in participating in these pathways, SEG began looking for commercial spaces that were large enough and could be modified to include a dance studio or dance studios that had suitable space to offer classes in the other pathways (most dance studio owners, for example, object to the idea of doing a painting class in a room with an expensive specialized dance floor).



SEG will continue that process in locating Education Zones for CAA students, seeking locations that are adaptable to the multiple career pathways classes sought by students in those geographic areas. Enrichment Life Coach Teachers, Content Teachers, and Specialists (ESS and ELL staff, counselors, etc.) will meet with students in these sites on a regular basis. At these locations, staff and students will have face-to-face meetings to discuss instructional, academic, or social emotional needs. During times of state testing, library meeting rooms will be reserved to ensure testing integrity. The administrative team for Career Academies of America will operate out of the Summit Education Group headquarters at 107 West 11th Street, Pueblo, CO 81003 per the Services Agreement found in the Appendix C .

(b) If the Online School already leases or intends to lease a facility, describe the ownership or lease arrangement of the facility.

Career Academies of America, acting through SEG, may plan to lease appropriate space based on needs of school programs. Any leased facilities will be monitored and maintained by the best practices of safety requirements throughout the time of the lease.The leases with the owners of the locations will mostly be on a 12 months basis or less, with a Non-appropriation clause as a standard in the agreement.

(c) Provide evidence that the facility meets any applicable building codes or health and safety requirements based on its proposed use (e.g. Learning Center or business office).

For any building CAA intends to lease, a full documentation arrangement will be made with the lessor to ensure Summit Education Group and Career Academies of America have copies of all relevant health department verifications and building codes. In addition, CAA will create evacuation plans and safety plans, congruent to CDE specifications, to be in place prior to the first day of school, with safety drills planned for each quarter. 4.15 RISK MANAGEMENT

(a) Briefly describe policies and procedures adopted to ensure compliance with the

Children’s Internet Protection Act and attach a copy of the Online School’s acceptable technology agreement for students.

The Terms of Use (acceptable technology agreement for students) is found in the Student Handbook in the Appendix M .



Internet Safety Policy It will be the policy of Career Academies of America to:

● Prevent user access over its computer network to, or transmission of inappropriate material via Internet, electronic mail, or other forms of direct electronic communications;

● Prevent unauthorized access to and other unlawful online activity related to inappropriate material via the Internet;

● Prevent unauthorized online disclosure, use, or dissemination of personal identification information; and

● Comply with the Children’s Internet Protection Act (CIPA) (Pub. L. No.106-554 and 47 USC 254 (h)).

To the extent practical, technology protection measures (or Internet filters) will be made available for all Chromebooks accessible to students via Chrome Management Console.Career Academies of America will also make use of a DNS based content filtering service called OpenDNS. With DNS based content filtering Career Academies of America, will be able to ensure that filtering is performed on all possible internet connections that a student may be able to use on his/her CAA-provided computer. OpenDNS is a CIPA (Child Internet Protection Act) compliant filtering solution that will allow CAA to prevent students from accessing questionable materials on the internet via website categorization. Technology protection measures may be disabled for adults or, in the case of minors, minimized only for bona fide research or other lawful purposes. To the extent practical, the school takes steps to promote the safety and security of users of Career Academies of America systems when using electronic mail, chat rooms, instant messaging, and any other form of direct electronic communications. Specifically, as required by CIPA, prevention of inappropriate network usage includes: (a)unauthorized access, including so-called ‘hacking’ and other unlawful activities; and (b)unauthorized disclosure, use, and dissemination of personal identification information regarding minors. Enrichment Life Coach Teachers will be asked to communicate and collaborate with teachers and other school staff as the staff members work to fulfill their professional roles in supporting student safety and well-being. They will be asked to involve additional parties as appropriate to address concerns and to always keep student safety and well-being at the center of the conversation.

(b) Describe (or attach) policies and/or procedures designed to address safety and security issues related to the physical facilities used by the Online School, if applicable.



Any leased facilities will be monitored and maintained by the best practices of safety requirements throughout the time of the lease. CAA may plan to lease appropriate space based on needs of school programs as stated above. For any building CAA intends to lease, a full documentation arrangement will be made with the lessor to ensure Summit Education Group and CAA have copies of all relevant health department verifications and building codes. Any leased facilities will be monitored and maintained by the best practices of safety requirements throughout the time of the lease. In addition, CAA will create evacuation plans and safety plans, congruent to CDE specifications, to be in place prior to the first day of school, with safety drills planned for each quarter.

(c) Describe (or attach) policies and/or procedures to ensure appropriate conduct between staff members of the Online School and students.

Please see Appendix P for a copy of Career Academies of America' Employee Handbook. School safety will be the primary responsibility of the Principal and his/her designee. They will oversee the security systems as well as the behavior of the students and reporting any violations. All staff members receive training on the expected quality and timeliness of written and verbal communications with students. All staff will be expected to report to school administration any inappropriate behavior in the school environment. It is the primary responsibility of staff to create a climate of respect and educational focus. Students will also be expected to set a tone of respect, order, and purposefulness. Particular responsibility will fall to staff to model good and safe behavior and to correct or report to the school administration inappropriate or unsafe behavior or events. Please see Appendix N for Employment Handbook.

(d) Describe (or attach) policies and/or procedures to ensure compliance with state regulations regarding background checks of school staff and volunteers.

Career Academies of America will conduct CBI background checks on all potential employees, volunteers, contractors, or any individuals who may come into contact with students. From the Career Academies of America Employee Handbook: Employment Background Checks All employees, consultants, contractors, substitutes, and volunteers who work independently with students or who spend a significant amount of time working with students, are required to undergo a criminal background check, including fingerprinting, at their own expense of approximately $10 to $50. This applies to all employees,



regardless of whether they have had similar background checks conducted through other school districts or through the Colorado Department of Education. All employment offers are contingent upon the successful completion of a background check that demonstrates a clean record. Employees are responsible for notifying Career Academies of America Administration of any change with background and criminal records within twenty (20) days of the change. Please see Appendix N for Employment Handbook: Background Checks. 4.16 DATA DEVELOPMENT, ANALYSIS, AND REPORTING

(a) Describe how the Online School will collect and analyze student academic

achievement data to develop and implement its unified improvement plan. Data collection and analysis is described in detail in Section 1.3 of this application. The unified improvement plan is described in Section 1.3 of this application. Career Academies of America will create and administer internal assessments in the fall to determine adequate placement in curriculum and remedial programs.Career Academies of America also will use Reading Plus in the spring and fall as a screener to set a prescriptive pathway in CAA’s internal academic programs, as well as external concurrent enrollment options. Career Academies of America's School Improvement Plans will utilize data teams which analyze data, including assessment results, course completion data, attendance data, and retention rates. Discussion panels will meet to assist in determining root cause analysis and brainstorm improvement strategies.

(b) Describe how the Online School will work with the Authorizer to comply with state reporting and accountability requirements. (Cross reference to component 1.3)

The District will file all information directly with the CDE or other regulatory authorities associated with the operation of the school as required by any applicable state or federal law. Summit Education Group will support the District in the preparation of reports. The flow of information between Career Academies of America and Huerfano School District Re-1 will include regular data exports from CAA/SEG’s systems to those of the authorizer. Once received, data will be analyzed by both Career Academies of America and Huerfano School District Re-1 staff. The school and district will collaborate



regarding state reporting and accountability requirements, ensuring accurate and timely submissions.

(c) Describe the software that will be used to store and analyze data and the personnel that will be responsible to oversee the Online School’s achievement data and unified improvement plan process.

Career Academies of America will use Maestro as its Student Information System (SIS). The SIS communicates directly with CAA’s learning management platforms (e.g., Edmentum, Reading Plus) and ensures continued effective instructional technology systems to support school operations (and in so doing, ensures that performance and compliance information is collected with sufficient detail and timeliness to protect student and public interests). The student information system will be the central “hub” of Career Academies of America's data management system. Student accounts and enrollments will be created in the SIS and then pushed out to the appropriate curriculum platforms. Attendance and performance data will be pulled from these external curriculum platforms and will be used to populate central grade books stored in the SIS. Students will access curriculum by first logging into the student information system and then linking out to the desired course. Communication, intervention, and attendance logs will be kept in this system. Parent / Guardian accounts will be provided and allow real-time access to student’s progress and grades. More information on the Maestro system can be found at: www.bocavox.com . In addition to the above-mentioned cloud-based systems, Career Academies of America will maintain its own SQL database. This database will collect data from all other platforms in use by the school and will provide a basis for most of the integration components. Daily staff reports and dashboards will be created with this data and update automatically from the tables stored on this database. A combination of physical and hosted virtual servers will be used to ensure that this system is always available the risk of data-loss is minimized. Through SEG, Career Academies of America will hire competent, experienced staff members who are familiar with state reporting, accountability and the accreditation process. The school will work closely with Summit Education Group and the authorizer to ensure that reporting and accountability deadlines and requirements are met in a timely and accurate manner. In addition, the staff will keep current by attending CDE sponsored webinars and training, as well as subscribing to newsletters, such as the CDE Scoop. The school anticipates a positive relationship with the authorizer to maintain a good, working relationship in this area.


http://www.bocavox.com/


Student progress reports will be available 24/7 via SIS parent portal. Progress will also be communicated multiple times each month during regularly scheduled student/parent meetings. Parent teacher conferences will take place twice per semester. CAA’s website will contain a link entitled Contact Us. The Contact Us website will list administrative office contact information as well as clickable links to each CAA Staff member’s calendar so students and parents can make appointments directly with their desired staff member. 4.17 COMMUNICATION AMONG THE ONLINE SCHOOL, PARENTS, COMMUNITY, AND SCHOOL DISTRICTS IN WHICH STUDENTS THAT ARE ENROLLED IN THE MULTI-DISTRICT ONLINE SCHOOL RESIDE

(a) Describe policies and practices that guide communication between the Online

School and parents of enrolled students regarding student and school progress, school governance, and school accountability.

At Career Academies of America, communication with parent and Enrichment Life Coach Teachers will be frequent and purposeful throughout the school year and will communicate formative and summative progress. Communication will serve three main objectives: 1) to help the teacher monitor the student's progress, 2) to keep parents “in the loop” with current school happenings, and 3) to help the school grow and improve from parent feedback. Other communications to parents and other stakeholders will be disseminated via printed materials, email and other electronic communications, parent conferences, open houses, formal and informal meetings with civic and other community organizations, including districts. Scheduled phone calls, video sessions, and face-to-face meetings may all be used to help teachers gauge student's mastery of concepts and to determine appropriate instructional recommendations. Students also interact with teachers through asynchronous communications (e.g., email messages, assessment feedback, message board posts, etc.) more frequently. Please see Appendix M for CAA’s Parent Involvement Plan.

(b) Describe the platforms that will be used to communicate relevant, up-to-date information to parents, students and the community.

CAA’s website will contain a link entitled Contact Us. The Contact Us website will list administrative office contact information as well as clickable links to each Career Academies of America Staff members calendar so students and parents can make



appointments directly with their desired staff member for any information needs beyond standard communications. The school will use Career Academies of America assigned email to communicate with students and parents. Students, Enrichment Life Coach Teachers, and teachers will use it to communicate with each other, as well as parents and students. The school will send a newsletter to students and parents as well. Enrichment Life Coach Teachers will also have multiple weekly contacts with families and students so all stakeholders are in continual communication regarding academic progress and wrap around needs.

(c) Describe the policy and procedure for addressing concerns or complaints in a timely manner.

Career Academies of America will be committed to providing the highest quality education to all students. And, an important part of the education process is open and honest communication. However, there may be times when an individual may need to make an inquiry of school system employees, share a concern, or file a complaint. Concerns or complaints should try to be resolved through an informal process of cooperation among the affected individuals. However, when the informal process fails to provide resolution, an individual will be entitled to file a formal complaint and seek a review of any administrative decisions made by school system staff members. If a parent has concerns, he/she may institute the following proposed grievance process or one that affords appropriate levels of due process. A parent with the grievance must report the dissatisfaction and submit it in writing to the student’s Enrichment Life Coach Teacher (or other appropriate staff member, as necessary). All parties involved must be appropriately defined, and the problem must be clearly outlined. The recipient of the grievance (generally the teacher) must review the issue with his or her supervisor (generally the Principal) and respond to the parent within a reasonable time period. If the original recipient did not resolve the grievance, the parent should request a meeting with the recipient’s supervisor. The supervisor should investigate the matter and schedule a meeting with the parent, the student (if necessary), and any other staff member (if necessary) within a reasonable time period. If either party does not resolve this grievance, the parent should then request a meeting with the school administration. School administration will investigate the matter and schedule a meeting within a reasonable time period. If a resolution was not reached at



the three meetings, the parent may request a meeting with the District, who will investigate the matter, and arrange a meeting within a reasonable time period. All grievances are taken very seriously and given the appropriate attention and investigation to ensure the stability of the educational systems in place and to ensure all parents and students know how valuable they are to the educational process. Please see Appendix M for Parent’s Right to Know/Complaint Process


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