Smothers Academy Preparatory School For Boys Executive...

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Smothers Academy Preparatory School For Boys

Executive Summary Provide a two-page overview of your proposed school, including:

• The problem that you are starting a school to address and why it needs to be addressed; • The unique elements of your educational model that will meet the needs of your target student population; and, • The expected outcomes for student both in the short run- after they graduate from your school- and in the long run,

as adults. Smothers Academy Preparatory School for Boys is created for the purposes of decreasing the achievement gap between African American and Latino males in comparison to White male students. Advancing all students, regardless of ethnicity through the curriculum is one of several measures for successful integration of the Smothers Academy culture. Smothers Academy espouses very high academic and behavioral expectations. We employ a rigorous curriculum maintaining full alignment with Louisiana Common Core State Standards. Further, our leadership has the intellectual and professional acumen necessary to deliver high quality instructional leadership and direct highly trained staff that is knowledgeable of the community and cultural competencies. Governance is continually refined by placing particular emphasis on accountability and financial stability. In addition, Smothers Academy Board Members are active in the institution and it’s successful direction. We pride ourselves on the ability to accomplish and display the above-mentioned objectives and characteristics. Smothers Academy is created to ensure all students enjoy their educational experience. As such, out of school suspensions and expulsions shall decrease, improving academic engagement resulting in improved academic performance. If students are not at school being educated they cannot perform at optimal ability. Smothers Academy accepts the challenge of addressing disparate suspension and expulsion rates. When students who are performing poorly in class are removed due to overly burdensome and unreasonable discipline practices they become frustrated with school and likely drop out.

For instance, 2014 LEAP results for Jefferson Parish revealed the following disparities between all African American students in comparison to White students:

2014 Average LEAP Scaled Scores (SS) 4Th Grade 2014 Average LEAP Scaled Scores (SS) 8th Grade 4th Grade Average Difference 24.25 SS Points 8th Grade Average Difference 35.5 SS Points 4th Grade LEAP

African American

White Difference 8th Grade LEAP

African American

White Difference

ELA 320 348 -28 ELA 314 332 -18

Math 336 387 -51 Math 321 350 -29

Science 309 342 -33 Science 304 329 -25

Social Studies

306 335 -29 Social Studies

295 319 -24

Based on the above information, there is a clear and significant difference between the performances of African American students in comparison to White students in Jefferson Parish. The demographic shift due to the post

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Katrina landscape of Jefferson Parish puts Jefferson Parish Public School System in several transitions, which including the community landscape and academic needs of students. To further ease these transitions, Smothers Academy Preparatory School for Boys is prepared to assist Jefferson Parish and the State of Louisiana in efforts to educate the young minds and citizens of the parish while preparing them for the 21st century workforce.

The following is an excerpt from the 2014 Report to the Senate and House Committees on Education and the Senate Select Committee on Women and Children of the Louisiana Legislature. “As shown in the 2013-2014 suspension and expulsion table, suspensions and expulsions are highest in the middle school and early high school years but they are not limited to those grades. Although the numbers are relatively small, students in elementary school are also suspended and expelled. The data also show that African American male students are suspended and expelled at higher rates than other student populations, a trend consistent with national statistics that not only exists in upper grade levels, but also in grades prekindergarten through five. African American students make up 44 percent of Louisiana’s public school population, yet make up 63 percent of in-school suspensions, 67 percent of out-of-school suspensions, 71 percent of in-school expulsions, and 68 percent of out-of-school expulsions in grades prekindergarten through twelve. The Department is continuing to analyze the data by other student subgroups, including students with disabilities and economically disadvantaged students.” There are numerous significant obstacles African American students, and particularly males, face within the realm of compensatory education. Institutions of learning can no longer ignore the problems that exist within this sub culture and behave as if these individuals are invisible, merely based on limited cultural association and social interaction. Smothers Academy addresses the problem utilizing multiple research-based strategies for instruction and social interaction. These choices include rigorous, active curriculum, maintaining extraordinarily high expectations of students, parents, and community, exposure to cultural activities, well trained leadership and staff astute in education best practices and culturally competent. All of the before mentioned strategies are infused with compassionate discipline practices and lauded in “obedience.” These program aspects of Smothers Academy will have a deleterious effect on negative repercussions associated with previously discussed barriers to student success. Successful assimilation and completion of Smothers Academy shall yield a young man brimming with self- confidence and a will to achieve in all life occurrences. These young men will operate from a position of truth and understanding; knowing they are the masters of their fate. Likewise, these young men will voluntarily seek counterparts and younger generations from the community and others to experience the academic rigor, intellectual prowess, and love bestowed upon them during attendance at Smothers Academy. Further, these students will eagerly accept the challenges of life and self as they move forward. Additionally, these young men shall become college degreed based on the tenuous preparation experienced the first quarter of their lives. Ultimately, the Smothers Man will be recognized in his community as a “good” man seeking to lead his environment, challenging the status quo, and humbly serve his community in capacities that will shape the future for all mankind.

Vision

1. Why do you want to start a school? Identify and describe in detail the problem that you are starting to school to address.

2. Provide the mission of your school. 3. Provide a vision for your school that clearly illustrates how your school will put students on a trajectory for

lifelong success.

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The Founders of Smothers Academy, after many years of successful professional practice in various areas of education, such as School Psychology, Administrative Leadership, Curriculum and Instruction, Governmental Management, Law etc., have identified multiple areas within traditional educational practices that do not serve the specific educational needs of area students, especially male ethnic minority students. The culminating effects of low academic and behavioral expectations, minimal cultural competence of instructors and administrators has led to yearly triple digit homicide rates committed by members of ethnic minority groups; as best seen locally in the New Orleans area. The positive correlation between incarceration and poor academic performance is alarming. Not only are crime and poor education positively correlated, research suggests there is a cause and effect relationship as well. In addition to these variables, extraordinarily high dropout and unemployment rates persist, which further cripples the disenfranchised African American community and perpetuates the “school to prison pipeline for its children.” These above mentioned catalysts of failure are some of the primary reasons Smothers Academy exists. Our institution is determined to “Save a generation, one child at a time”.

Mission: Smothers Academy will offer an all-male population a rigorous college preparatory curriculum focused on developing these young men into competent, motivated, and selfless lifelong learners committed to improving the condition of their community.

Vision: Smothers Academy shall educate its students to become visionary leaders poised to lead society in the 21st century world labor markets. These students will share a kinship with the community unsurpassed by prior or future programs they may attend. Upon graduation, our students shall be the most sought after, well-rounded college ready young men available in the United States.

Smothers Academy is committed to the provision of an environment where all students are held to high academic and behavioral standards. Our dedication to learning guided by “obedience and discipline" reflects our commitment to the fundamental pillars of learning and the installation of the Five Values of Performance Principles. Those values are as follows:

Courage- the understanding that courage is the presence of fear and the will to continue a brave act in the face of fear.

Honor- applying knowledge of right and wrong in individual situations guided by principles of chivalry, but knowing shame when not abiding.

Perseverance- the ability to succeed, holding steadfast in your journey, striving for perfection, despite the perception of insurmountable obstacles.

Fraternity- to know all persons in this world, despite ethnicity, are your brother and you must care for him as such-- leaving no man behind, no matter the cost.

Intelligence- to seek knowledge as a critical consumer of information, and using that knowledge to better those who surround you.

Within the framework of our overarching foundation of “obedience and discipline” lies the framework of our Five Values of Performance Principles. The Smothers Academy student will be instructed in a culture laden with positive verbal as well as nonverbal interactions celebrating the minutest to the greatest accomplishment each child will have. The Smothers Academy student will understand each principle and order his steps to emulate those principles daily, further incorporating them into the fabric of Smothers Academy ultimately

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improving the community as a whole.

Students

1. Describe the characteristics of the student population that your school will serve. The student population should be consistent with the enrolment projections that you provide in your proposal overview.

2. Describe your recruitment strategy and provide your recruitment plan. Provide any evidence that you have collected that demonstrates that parents and guardians have committed to enrolling their children in your school. You may provide evidence in Appendix A. Appendix A will not count against the 50-page limit.

Smothers Academy will have a parish wide enrollment, but the school will seek specifically to fulfill an acute need for high-quality single gendered public elementary education in Jefferson Parish. Smothers Academy will serve a 100% male student population that resembles the current demographic makeup of the Jefferson Parish Public School System. 2014 demographic data indicate a student population of 41% African American, 27% Caucasian, 23% Hispanic, 5% Asian, 5% Asian/Pacific Islander, 0.66% Native American/ Alaska Native and 2.3% Multiracial.

Smothers Academy plans a colorblind marketing effort in hopes to attract any student who wishes to work in the rigors of our academic program. The Leadership team will work diligently in the community of Jefferson Parish at large to share the vision of Smothers Academy. Smothers Academy will be visible at all community events where an invitation is extended for our attendance. Likewise, Smothers Academy Leadership will host several recruitment events across the parish. These include parish sporting events, back to school fairs, school open house events, church visitations, and working closely with well-respected community institutions to name a few. Smothers Academy also plans to work closely with the Office of the Superintendent to ensure we meet all appearance and recruitment requests of the community delivered through the school district. Understanding that several of our potential student body are avid members of social networks, Smothers staff will make a concerted effort to deliver news and information of events and registration opportunities through Twitter, Facebook, The Vines, You Tube, and several other available media. Smothers Academy will use old-fashioned approaches as well. These include knocking on all the doors of potential students to introduce the Leadership Team and share our goals in the comfort of the homes of potential students, as well as mailers and phone trees. Smothers Academy has collected approximately 450 signatures from individuals who support the efforts of Smothers Academy Preparatory School for Boys. In fact, many of the individuals have expressed interest in enrolling their sons, grandsons, and other eligible male student family members at Smothers Academy. Please see Appendix A.

3. Describe the performance goals that you will achieve to put students on the path towards achieving your vision.

Start with baseline data for all performance goals. Include the goals that you will reach in years one through five, the length of your first charter contract.

Smothers Academy will pursue the following pupil outcome goals, as measured by multiple assessments aligned to the Common Core State Standards. These assessments shall come in the form of formative, formal, and benchmark assessments; as well as End of Course Exams, and state standardized tests. Students are expected to demonstrate proficiency in reading, writing, math, and science at varying levels until the program of study is established.

– 85% or better of Smothers Academy students will score at or above grade level in English, Language Arts and Math year one.

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– 80% or better of Smothers Academy students will achieve a score BASIC or above on all areas of the PARCC Test.

– Smothers Academy will maintain a school wide attendance score of 90% or better year one of the initial charter.

– 95% or better of Smothers Academy students will score at or above grade level in English, Language Arts and Math assessments in year three.

– 90% or better of Smothers Academy students will achieve a score BASIC or above on all areas of the PARCC Test by year five.

– Smothers Academy will maintain a school wide attendance score of 95% or better in year five of the initial charter.

– Smothers Academy will maintain a 95% approval rating with parents and the community in all five years of operation.

These pupil outcomes require the academic program continually provide students with rigorous standards- based programs. Consequently, we expect our students to learn, excel in school, and become motivated, competent, selfless life-long learners. Moreover, at the close of year one testing will show at least 80% or better of Smothers Academy students will be performing at or above grade level in English Language Arts and Math. This mark is measured through scoring classroom activities, along with formative and formal assessments. Further, this student expectation is achieved through several levels of instruction and intervention. Students must demonstrate mastery of individual objectives pointing to understanding of subject matter. If students do not perform at expected levels of proficiency they will complete the RTI process based on their level of understanding. Thus, re-teaching and added guided practice opportunities in the classroom are immediately available at Tier I. If still unsuccessful, students will undergo a minimum of 30 minutes small-group “Intensive Instruction” in the Young Scholars class after school in a Tier II assignment. If students still have not mastered an objective they move to a Tier III intervention, which combines both Tier I and Tier II with a period no less than two days in Young Scholars class after school. After SBLC team meetings and proper identification of the struggling student, those who are identified as ending Tier II intervention and beginning Tier III students will have opportunities to work at instructional level with small group interventionists. All students must strive for mastery of Louisiana Common Core State Standards by the end of each grade level. Students will articulate daily learning goals for lessons measured by individual performance on formative assessments. Students are to be knowledgeable of criteria by which they are assessed; and identify requirements of grade-level work reflecting mastery.

Smothers Academy students are responsible for completing several formal assessments per grade level and subject area as well. Assessments are measured through the accompanying materials and or software for each grade progression. Chosen assessment software will record student performance and highlight areas where students are having trouble in the subject matter. These assessments are given at the completion of units, as mid semester exams, end of course tests, and final exams.

The information received in the reporting mechanism is continually reviewed by the Assistant Headmaster/ Director of Curriculum to ensure appropriate grade and class level planning meets the needs of individuals enrolled in the courses tested. If students are not faring well on these assessments they are not permitted to move to the next topic or course until they achieve mastery through service of the RTI process.

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In measuring growth of individual skills, students will complete a battery of benchmark assessments. The Pre-assessment is taken upon enrollment. As students continue in their academic program they complete the benchmark series quarterly to measure academic growth, and mark skills attainment. These tests are included with the purchase of Measures of Academic Progress (MAP) testing, a web-based testing system. MAP is an adaptive computerized assessment that is aligned with the Common Core State Standards. MAP is designed to indicate students’ zone of proximal development so that instruction is tailored to meet the needs of the individual student. MAP provides performance information at the following levels: school wide, grade, class, and individual levels. Having such information at the disposal of the Curriculum Team and instructors is integral in increasing the performance ability of our students at Smothers Academy.

At the lower grades (K-2) students will be assessed using MAP for Primary Grades. MAP for Primary Grades includes a screener, diagnostic assessment, as well as a skills checklist to ensure students are on target to meet the learning targets for their respective grade level. MPG combines diagnostic tests and survey assessments to provide teachers with insight into K-2 students' knowledge of core math and reading. Using these tests, teachers can:

● Assess achievement levels of early learners so they can spend more time teaching and less time administering individual diagnostic tests.

● Provide rich information to begin guiding a student's academic career thereby increasing the chances for early academic success.

● Identify the needs of all primary students and inform individualized instruction.

Theory of Change

1. Identify your educational model. Describe the underlying theory that explains why your educational model will address the problem you have identified.

2. Described the concrete structures, policies, and practices that you will implement in order to operationalize the

theory you described in (1). 3. Described a day in the life of a student at your school. Provide a weekly student schedule and a calendar of

special events that will happen throughout the school’s inaugural year. 4. For all core content and mission-related subject areas:

- Describe the teaching methods and curriculum that will be used; - Identify who will teach the material (School staff or partner organization); - Explain why the teaching methods and curriculum were selected.

5. Describe the systems you will use to reflect on your school’s progress towards achieving its goals and to make

midcourse corrections as necessary. The Smothers Academy environment and culture will foster attributes of scholarship, citizenship, and leadership. Smothers Academy believes a systematic and sustainable standards-based instructional program ensures students are successful in rigorous academic activities. Thus, the culture requires precise instruction; measured by continual data-based analysis of student achievement. Such culture ensures students’ academic

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growth regardless of ethnicity, socioeconomic status, readiness level, or past academic deficiency. Based on this culture of academic performance and behavior expectation, the student’s growth is sustained over time. Consequently, students will achieve due to school culture and move beyond expectations.

To effectuate academic change, research states a defined culture must be in practice. Thus, Smothers Academy subscribes to the research of Kezar and Eckel (2000), which draws the conclusion that culture drives academic performance. The research further elaborates a cyclical relationship between institutional process and culture. Smothers Academy also adopts the principle that a culture is the modifying element of systemic and sustained change not the subject of modification itself (Kezar & Eckel, 2000). As such, the Leadership Team positions the school like no other in existence by practicing these specific theories of change. This would be observed through continual effort to introduce and sustain the expected culture by all stakeholders, which in turn governs student academic effort and behaviors. For clearer understanding culture shall be defined as embedded patterns of organizational behavior, shared beliefs, assumptions, and ideologies members have about the organization and their work (Peterson & Spencer, 1991). To initiate and maintain the culture of Smothers Academy the leaders selected two approaches to validate the culture as strong and congruent. The first approach follows the writing of Bergquist’s framework for institutional culture on change strategies (1992); specifically following collegial designs. Second, is the framework developed by Tierney (1991), which focuses on managerial aspects of institutional culture. Nonetheless, the combination of the two theories applies a two-tiered focus on five institutional cultural strategies, which are as follows:

● Senior administrative support-leadership providing support with value statements and

resources. ● Collaborative leadership-all campus personnel is involved in changes or process improvements

from conception to implementation. ● Robust design-setting clear and understood pictures of the future with articulated goals and

objectives, which are flexible in nature beyond the vision. ● Staff development-opportunity for staff to attain knowledge associated with

expectations or change. ● Visible action -noticeable advances in the institution and processes allowing momentum

to generate in stakeholders.

The two theories allow the institution to focus on the aforementioned areas through a global perspective, while focusing on detailed goals. In addition, the community can focus attention on supporting the academic goals of the school as their input was shared and included during the creation of the school environment, mission, socialization, instructional strategies, and leadership effectiveness. Smothers Academy understands this allows the school to have a living mission and vision statement amalgamating over time, raising expectations as the year’s progress in Smothers existence. The Smothers Academy learning environment will consist of Professional Learning Communities (PLC’s) in primary and middle grades with collaborative planning; further exacerbating the strong culture of campus wide input in teaching and learning. The Primary grades K-6 will have two classes of 25 students in each grade level. Middle grades class sizes will continue with two classes of 25 students in each. Differentiated Instruction As guided by the Louisiana Common Core State Standards, Grade Level Expectations, and Core Knowledge Curriculum, all students will receive daily instruction by Smothers Academy instructors in the areas of reading, language arts, math, science, social studies, arts education, physical education, and foreign language. This instruction is through interdisciplinary units of study, connecting content and tying themes together so that

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learning is relevant and meaningful. The innovative framework that Smothers Academy employs relies heavily on the five essential elements– Knowledge, Creativity, Responsibility, Service and Equity. Knowledge – At Smothers Academy we intend to encourage each student’s natural quest for knowledge through the use of research-based, proven instructional practices, inquiry-based learning, and teaching through thematic curricula organized around essential questions. Creativity – Children learn best when given multiple entry points for accessing subject matter. Smothers Academy teaches children to approach new concepts and skills through various forms of artistic expression. Responsibility – At Smothers Academy education is a collaborative effort, and each participant is charged with specific responsibilities. Students are responsible for their learning. Teachers are responsible for ensuring every child achieves at a high level by differentiating instruction and teaching according to Louisiana Common Core State Standards. Parents are responsible for full participation in the educational community established by Smothers Academy. Service – At Smothers Academy successful education should instill in students a sense of civic duty. Teachers and parent advisory committees will constantly evaluate how best to keep Smothers Academy curriculum cognizant of community improvement. Equity – An excellent school is where all children are given opportunity to achieve their maximum potential. Therefore, all children are provided opportunities to learn through differentiated and individualized instruction with the use of standards-based curriculum. Through the use of innovative teaching methods, multiple opportunities for practice and varied assessments, students will gain and demonstrate proficiency in complex subject matter and higher-order thinking skills. Smothers Academy recognizes students have varied skill sets and experiences and that all students must be provided opportunities to master skills necessary for success on state standardized tests. More importantly, students need to be prepared for the higher-order demands of our curriculum, as well as long-term success in high school, college, and ultimately their careers. Smothers Academy understands that all learners do not learn the same way, or pace, and incorporates strategies differentiating instruction to address varied learning needs of each child. It is essential instruction focuses carefully on “processes and procedures that ensure effective learning for varied individuals” (Tomlinson and Jay McTighe, 2006). Research around differentiated instruction centers on readiness for learning, student interests, and ways in which student’s process what they need to learn. Sarason (1990) surveyed a broad spectrum of students concluding students “feel betrayed by a one-size fits-all delivery system and are asking for a different approach to teaching and learning.” Extended Inquiry Smothers Academy provides students with learning experiences that are engaging, relevant, challenging, and significant, using an extended inquiry approach encouraging students’ active involvement in their learning and fosters an intrinsic desire for learning. Research in Cognitive Psychology summarized in How People Learn: Brain, Mind, Experience, and School (National Research Council, 2000) suggests “superficial coverage of many topics in the domain may be a poor way to help students develop the competencies that will prepare them for future learning and work. Curricula that emphasize breadth of knowledge may prevent effective organization of knowledge because there is not enough time to learn anything in depth.” The content exposes the child to multiple attempts at deciphering the true meaning of questions rather than just giving a superficial “yes” or “no” answer.

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Cooperative Learning Smothers Academy recognizes cooperative learning among students as a sound method to teach problem-solving skills and develop critical thinking, also as one of the instructional strategies likely to improve student achievement across all content areas and grade levels. The research done by Robert Marzano, Debra Pickering, and Jane Pollock reported in Classroom Instruction that Works (2001) points to the highly successful effect on overall learning from “structured, systematic cooperative learning in small groups, designed around positive interdependence, group processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability.” In short, cooperative learning, when implemented appropriately and consistently, is a huge contributor to improved student achievement among all levels of learners. It allows students to work together, think out loud, problem solve, and listen to each other as equal partners in learning. The implementation of cooperative learning requires a careful classroom structure that allows for risk-taking and mistakes to be openly accepted as part of the learning experience. Guided Reading Guided reading is a strategy providing inherent differentiation as it scaffolds reading instruction for children. The goal of guided reading is to systematically increase the level of difficulty of texts that a child can process independently. This is accomplished through careful assessment, flexible groupings, and thoughtful planning and choice of books. Teachers plan for and respond to individual learners in each group, including instruction in text features, comprehension, fluency and prosody, and word study. Teachers provide support for small groups of readers as they learn to use various reading strategies (context clues, letter and sound relationships, word structure, etc). When the proper books are selected, students are able to read with approximately 90% accuracy. This enables the students to focus on meaning in the story because there is not an overwhelming number of "road blocks" that interfere with comprehension. With this carefully selected instructional text, students apply various reading strategies to the text without losing meaning. By providing small groups of students the opportunity to learn various reading strategies with guidance from the teacher, students gain the skills and knowledge required to read increasingly more difficult texts on their own. Independent reading is the goal. Guided reading provides the framework to ensure that students are able to apply strategies to make meaning from print, while strengthening their reading ability. Teachers work collaboratively on best practices and developmentally appropriate pedagogy to design effective lessons for students weekly. These meetings are held by grade level and subject matter; including the Leadership Team. Content area meetings are required, but hosted on an as needed basis. These meetings are held after school on Monday when necessary for a time not to exceed one and a half hours. All teachers teaching a specific content area collaborate on use of grade appropriate texts and ancillary materials. The ability for all content area teachers to plan materials usage allows lower grade teachers to better prepare students for later grades, and teachers of higher grades to know and understand the curriculum and content expectations of students before matriculating to their classes. These meetings are held to evaluate the fidelity of newly proposed curriculum items or proposed changes affecting the content area globally. Recommendations are provided via each Content Area Chair to the administration in regard to any concerns or changes content area teachers feel are necessary. Each recommendation is individually scrutinized by the Leadership Team to determine merit and effect on school climate and student academic performance. Members of the Leadership Team will observe these meetings as schedules permit, but do not want to infringe on the provided academic freedoms promised instructors. A Smothers Academy School Day

Smothers Academy school day begins at 6:30 AM for the Early Bird Program (students who require early drop off). The students who attend the program assemble in the cafeteria. As other students arrive, they are directed

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to the cafeteria for breakfast service from 7:00 AM to 8:24 AM. The first bell will ring signifying the passing period for students to enter assigned grade level rooms/Home Room/First period depending on grade level. The passing period ends at 8:29 AM, and instructional time begins promptly at 8:30 AM daily. Once students arrive to class they will participate in a 15-minute designated “Talk Time” which allows the days expectations to be shared from teachers to students and students to teachers. Students in Kindergarten will remain stationary throughout the day. All students from Grades 1 to 5 will alternate classrooms to experience their 90-minute course blocks through collaborative team teaching. Students will focus 90 minutes per subject area, but will complete English/Language Arts, Reading, and Social Studies in a Humanities designed format with one teacher. The students will focus on texts and historical events that match respective time periods based on the literary period being studied. Reading is taught through cross curriculum mapping in English/Language Arts and Social Studies. The second grade level teacher is responsible for Math and Science courses. In addition, the Conflict Resolution coursework (from the Center for Conflict Resolution) is delivered during the Humanities block on Tuesday and Thursday each week in 30-minute sessions. The first lunch shift begins at 11:30 AM ending at 12:15 PM for Kindergarten to Grade 2. At this same time students from Grades 3 to 5 will be at Recess. The second lunch shift begins at 12:15 PM ending at 1:00 PM for Grades 3 to 5. Students who are Kindergarten will nap during this time, while Grade 1 to Grade 3 students go to Recess (Kindergarten students have exercise/play opportunities throughout the day). At 1:00 PM all students return to class for their last content specific course of the day. At 2:30 PM students will attend their arts/athletic elective choice until 3:25 PM. These include Band, Choir, Art, or specific physical education courses. Students Grade 2 and below move back to their homeroom to collect belongings for the school wide dismissal at 3:30 PM. All others are dismissed from their elective class. Students participating in clubs or remediation activities will report to assigned rooms at 3:30 PM and work until 4:45 PM. At 4:45 PM all students who do not actively participate on Smothers Academy sports teams will be loaded onto the activity buses and delivered home, unless they participate in the Smothers “Homework Help” after care program held in the cafeteria until 6:30 PM. All students who participate in sports, and are in season, practice from 5:00 PM to 6:30 PM daily. The instructional expectations are the same for all content areas-- maximize student performance and learning opportunities. However, basic structures for certain classes have been identified. For example, the basic classroom design for daily instruction in ELA and Math for 5th Grade is shared. Core Knowledge has a very detailed and involved curriculum map for every activity. However, the basic structure for the class has students enter quietly to a writing a prompt using the elements of the Write Tools curriculum. Alternating bell ringer activities may include comprehension activities from Success for All and other identified ancillary curriculum. Upon completion of bell ringer activities students review grammar and or literature concepts from the previous day in teacher facilitated activities. The teacher then introduces the concept for the day through a variety of means (role play, technology instruction, student led activities, etc.) in group instruction. Students then move between centers if the content or assignment requires it. The centers are all focused on maximizing student achievement through guided and independent activities designed by Core Knowledge. One of the centers will always involve computers/ keyboarding to prepare students for the format of PARCC Assessment. Accompanying these required activities can be any number of ancillary materials or activities as identified from teacher planning meetings. The 90-minute time block allotted for daily instruction is governed solely by activity driven events planned through instruction and student comprehension. The 90-minute instruction block for a Grade 5 math class is similar in design to the ELA course. Students will arrive in class to find several math expressions written in paragraph, picture, and numerical form to complete as a bell ringer. Students will complete the computation and demonstrate their answer in written form and drawn examples whenever possible. Students will complete a detailed review and evaluation of understanding from the concepts of the previous day. Once students reach mastery the instructor will move into the concept for the day through a variety of means (role play, technology instruction, student led activities, etc.) in-group instruction. Students are then allowed to move between centers if the content or assignment requires it. The

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centers are all focused on maximizing student achievement through guided and independent activities designed by Core Knowledge. One of the centers will always involve computers/keyboarding to prepare students for the format of PARCC Assessment. Accompanying these required activities can be any number of ancillary materials or activities as identified from teacher planning meetings.

WEEKLY SCHEDULE

! Monday! Tuesday! Wednesday! Thursday! Friday!

7:00! Breakfast! Breakfast! Breakfast! Breakfast! Breakfast!

8:30! Morning Meeting! Morning Meeting! Morning Meeting! Morning Meeting! Morning Meeting!

8:45! Reading/ELA1 (45min)

Reading/ELA1 (45min)

Reading/ELA1 (45min)!

Reading/ELA1 (45min)!

Reading/ELA1

9:45! Reading/ELA 2 (30 min)!

Reading/ELA 2 (30 min)

Reading/ELA 2 (30 min)

Reading/ELA 2 (30 min)!

Reading/ELA 2 (30 min)!

10:15! Mathematics (90 min)!

Mathematics (90 min)!




11:00! Recess! Recess! Recess! Recess! Recess!

11:15! Lunch! Lunch! Lunch! Lunch! Lunch!

11:45! Reading/ELA3 (45 min)!

Reading/ELA3 (45 min)!




12:30! Foreign Language (30 min)!

Foreign Language (30 min)!




1:00! Writing (30min)!

Writing (30min)!

Writing (30min)!

Writing (30min)!

Writing (30min)!

1:30! Science (30 min)!

Science (30min)!

Science (30 min)!

Science (30min)!

Science (30min)!

2:00! Social Studies (30 min)!

Social Studies (30 min)!

Social Studies (30 min)!

Social Studies (30min)!

Social Studies (30min)!

2:30! Art/Music (30 min)!

Art/Music (30 min)!

Early Dismissal! Art/Music (30 min)!

Art/Music (30 min)!

3:00! PE/Health (30 min)!

PE/Health (30 min)!

! PE/Health (30 min)!

PE/Health (30 min)!

3:30! Dismissal! Dismissal! ! Dismissal! Dismissal!

3:30-3:45! Break! Break! ! Break! Break!

3:45-4:45! Tutoring! Tutoring! ! Tutoring! Tutoring!

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Total instructional minutes per day:

! Monday! Tuesday! Wednesday! Thursday! Friday! Totals!

Reading/ELA/Writing! 150 min! 150 min! 150 min! 150 min! 150 min! 750 min!

Math! 90 min! 90 min! 90 min! 90 min! 90 min! 450 min!

Science! 30 min! 30 min! 30 min! 30 min! 30 min! 150 min!

Social Studies! 35 min! 30 min! 30 min! 30 min ! 30 min! 150 min!

PE/Health! 30 min! 30min! 0 min! 30min! 30 min! 120 min!

Art/Music! 30 min! 30 min! 0 min! 30 min! 30 min! 120 min!

Foreign Language! 30 min! 30 min! 30 min! 30 min! 30 min! 150 min!

Inaugural Year Events

Smothers Academy is set to host several events throughout our first year of full operation. These include, but are not limited to SA Groundbreaking Ceremony, Summer Student Registration/Open House School Event, Meet the Administration/Staff Events, 1st Annual Mackie Smothers Honors Ceremony, 1st Annual School Fair, 1st Annual Fall Festival, 1st Annual Winter Fundraising Gala, “Krewe of Smothers” Mardi Gras Parade, 1st Annual African American History Program, 1st Annual Spring Music Festival; and the Academic Decathlon. In addition, Smothers Academy will have regularly scheduled report card days, Student of the Week/Month Programs and several other academically laden events to praise our students and involve community stakeholders alike. Curriculum Smothers Academy will utilize The Core Knowledge Curriculum in its entirety to govern content to be learned grade by grade so that knowledge, language, and skills build cumulatively from year to year. This sequential building of knowledge will not only help ensure that children enter each new grade ready to learn, it will also prevent excessive instructional repetition and knowledge gaps. The Core Knowledge Sequence is predicated on the realization what children are able to learn at any given moment depends on what they already know—and, equally important, what they know is a function of previous experience and teaching. Although current events and technology are constantly changing, there is a body of lasting knowledge and skills that form the core of a strong preschool–grade 8 curriculum (E.D. Hirscsh Jr.). Five Maryland Core Knowledge schools being tracked as part of Johns Hopkins University study out-gained average Maryland schools on mandated state performance assessment tests, leading researchers to conclude

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the thesis underlying the Core Knowledge Sequence is valid. "The majority of Core Knowledge schools posted three-year academic achievement gains in reading comprehension relative to their matched control peers as measured on the Comprehensive Test of Basic Skills. In addition, during the three year period of study third grade students in Core schools showed greater gains on the Maryland School Performance Assessment Program than did their control schools or the mean of schools statewide," said Sam Stringfield, principal research scientist at the Center for Social Organization of Schools at JHU, who was joined by Barbara McHugh of Johns Hopkins in conducting the study. The report is the third of five due on a multi-school, multi-district implementation of the Core Knowledge Sequence in Maryland. "The general Core Knowledge trend was one of gains that clearly exceeded those of the state and of the demographically and geographically matched schools controls," the report states. All previously identified accompanying pieces of curriculum and instructional methodologies (The Write Tools, Guided Reading, Cooperative Learning, Success for All, Extended Inquiry, and Differentiated Instruction) are not instituted in totality for students. Instead, each is used as a tool or strategy to strengthen specific student skill deficiencies with simultaneous use of the Core Knowledge curriculum. The use of Core Knowledge's sequential knowledge curriculum requires teachers plan and deliver instruction in the most appropriate venue to accomplish praiseworthy expectant standards of schools using their materials. Further, the Leadership Team recognizes the importance of academic freedom for instructors within well-defined parameters of Louisiana Common Core State Standards and Louisiana Department of Education benchmarks. As such, the design for teacher planning of classroom instruction has been carefully crafted. The teacher-planning program is governed accordingly through grade level and content area meetings. The majority of instructional materials are provided through Core Knowledge. However, specific text choices, readings, and ancillary material are reviewed and selected during these meetings. Smothers Academy requires two planning meetings with differing tasks and expectations for each. All lesson plan meetings are held by grade level for one (1) hour prior to school start on Friday each week. This time frame allows the two grade level teachers to collaboratively plan lessons across the curriculum for the upcoming week utilizing student performance on completed assignments and activities from the current week. Additionally, individual teachers collaboratively address individual concern with specific students in each class/grade; while creating an appropriate pace for coming units and designed activities. This allows the most accurate measures of student understanding to determine depth and breadth of required future concepts in an immediate, sustainable, and measurable fashion. All plans are submitted to administration for evaluation through the provided rubric by Core Knowledge on Friday with an approval stamp given by days end or no later than school start time Monday. These meetings should create opportunities for students to respect and celebrate diversity, while ensuring everyone not only learns; but reaches their maximum potential. Thus, Smothers Academy lesson planning supports the mission as such outcomes encourage students to become competent and motivated life long learners.

Smothers Academy will create instructional units inclusive of purposeful activities and supplements for academic achievement and intervention that are aligned to the CCSS. Additional curricular resources are focused on providing remediation instruction for students who are lacking basic skills in numeracy and literacy and on providing enrichment and challenges to students who would be inadequately challenged by Core Knowledge alone. Teachers will utilize, ancillary curricula outlined below, along with their own individual resources to prepare students with academic weaknesses. The ancillary curriculum was chosen based on their successful use in other high-performing urban schools serving a similar student population as Smothers Academy. These programs are meant to be a menu of research-based curricula choices for teachers. Smothers Academy believes that teachers should have a

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variety of resources at their fingertips to meet the needs of all learners. This is not an exhaustive list of curricula choices, nor will every choice necessarily be purchased or purchased for the entire student population. These curricula choices, however, will provide our teachers a sound foundation for their curriculum development and planning. Smothers Academy will continuously evaluate the effectiveness of these materials according to our interim assessment results, and will empower our professional learning communities to make data driven recommendations for changes or additions to the curriculum throughout the life of the school, so as to ensure maximum learning results for our children. SFA and The Write Tools are currently being used by one of the highest performing elementary schools in Orleans Parish. Sadlier-Oxford is being utilized by Benjamin Franklin Elementary School, another successful high performing elementary school. Benjamin Franklin has a similar demographic to the one that we anticipate serving at Smothers Academy. Success For All Smothers academy will supplement Core Knowledge with an innovative program of study titled Success for All (SFA). SFA is a nationally recognized curriculum that has been implemented successfully since 1987 with over 2 million students being instructed with this method. [In 2009, Success For All was endorsed by the Consortium for Policy Research in education, which completed at the time a thirteen-year $20 million study of school improvement models. In Education Week, Debra Viadero reported that Success for All students moved on average, from the 40th to the 50th percentile in reading between kindergarten and the end of second grade. The consortium report said Success for All showed the greatest gains when teachers adhered closely to the program designer’s recommendations.] Today more than1,000 schools across the nation implement Success for All as part of their school improvement efforts. Smothers Academy believes that Success for All will give our teachers the best opportunity to deliver instruction at a high level reaching the struggling student, remediating his deficiencies as well as pushing the grade-level and advanced student with rigorous activities expanding on his knowledge base. Smothers Academy understands that Success for All will provide the teachers with intensive support and tools necessary to accomplish our mission and values. The Write Tools K-8 Smothers Academy will utilize in its writing curriculum “The Write Tools.” The Write Tools is a comprehensive writing program that provides teachers with progressive strategies to teach students how to write with rich language and well-developed thoughts. It enables teachers to differentiate instruction for all levels of learners. The authors of The Write Tools designed the program of instruction based on evidence based research practices that have been successful for the struggling writer as well as the proficient writer. The developers of The Write Tools based the instructional practices on principles that enhance the learning potential of struggling writers by utilizing motivation and familiarity. The Write Tools utilizes the concept "Writing to Read” which explains how building and strengthening writing skills can form a pathway to successful reading practices," said Wise. "When students are required to write about what they learn, they are challenged to digest and organize the information in meaningful ways that enables them to successfully communicate the information to a second party. By forming these connections, students are better equipped to comprehend material as well as approach reading with a higher level of understanding and appreciation." Smothers)Academy)understands)that)with lower-achieving students an important key to success is providing ongoing practice and explicit instruction. Sadlier-Oxford Grammar and Vocabulary Workshop William H. Sadlier, Inc. is a recognized and respected publisher of print, digital, and online educational materials for Pre K - 12 public and nonpublic schools, and catechetical materials for Catholic schools, parishes, and families. Sadlier School programs offer strong instructional support, well related to standards, so

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that educators can help students reach their full potential- in school and throughout life. Products include Sadlier Phonics and Reading Program and such proven programs as Vocabulary Workshop, Grammar Workshop, and Grammar for Writing. In particular, Vocabulary Workshop is designed for children who are on or above grade level, and Vocabulary for Success in turn is designed for students who or at or below grade level. We anticipate students ranging in ability from those who are at grade level or advanced to those who are multiple grade levels behind their same grade peers. Pearson Math K-6 Another resource the Smothers Academy teacher will have is Pearson Math. This curriculum was written specifically to address the Common Core State Standards, enVisionMATH Common Core is based on critical foundational research and proven classroom results. On January 24, 2013, The U.S. Department of Education’s What Works Clearinghouse issued a report validating research that Pearson’s enVisionMATH elementary school curriculum increases student achievement above and beyond other K-6 math programs. The enVisionMATH program reviewed by the What Works Clearinghouse indicated that it is currently the #1 math curriculum in U.S. schools, with more than six million students learning elementary mathematics with the program. enVisionMATH is designed for students in grades K–6 and seeks to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on reasoning and modeling. Harcourt - Science K-8 Science Fusion is a comprehensive print and digital curriculum solution that provides multi- modal options for teachers to engage students in exciting, investigation-based learning. The effective, research-based program is easy to implement and fun to teach and for student to use. Science Fusion will give Smothers Academy students’ meaningful ways to interact with science. Every lab and activity is an opportunity for students to ask questions, think critically, and make informed decisions. Smothers Academy will offer a rich and didactic approach to education embedding curriculum with real life experiences of which solutions will be explored through science concepts. Through the use of extended inquiry practices, the students will be encouraged to use their curiosity, as well as their reasoning skills, to discover, interact, and apply what they have learned. Smothers Academy will deliver a holistic science experience, based on inquiry and application across print, digital, and hands-on resources. Harcourt - Social Studies K-8 Harcourt Social Studies is a comprehensive K-8 curriculum that was designed to be engaging and motivating to the student. Harcourt social studies is created to be relevant to the students lives, enabling the students to gain a global perspective. They also learn the social studies themes and skills they need to become informed, participating citizens who consider diverse points-of- view, use critical thinking skills, and are active in their communities. Smothers Academy will continue on with the 6-8 grade Social Studies curriculum offered by Harcourt. Completely aligned to the Common Core State Standards, the program’s research-proven content provides rigor and depth in an easy-to-read, highly visual format that instantly connects with all types of learners. Smothers Academy believes that using successful academic approaches within the Core Knowledge framework helps fulfill our mission to provide students with a solid foundation for high achievement, whether in high school, college, or in their careers. As teachers prepare trans- disciplinary units of study according to the strategic design model within the curriculum framework, these supplemental curricula will provide critical resources to facilitate the connections within and across content areas. This research-based ancillary curriculum also provides assessments throughout its implementation, allowing teachers to evaluate students in a systematic way, in order to continue planning and tailoring instruction to the individual needs and skill sets

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of each learner. The use of these foundations allows the teacher to have a better chance at finding information within the body of these works that address Smothers Academy student’s educational needs. We are certain our curricular choices along with supplements can and will give our students a better chance at mastering the Common Core State Standards, as well as passing the PARCC tests eventually preparing the Smothers Academy high school student for the ACT. All instructional plans are developed using the Strategic Design methodology and are to be connected in teacher-developed, thematic units of study constantly keeping the end result in mind. These thematic units develop students’ abilities to analyze and synthesize complex bodies of knowledge, while allowing time and space for individual needs to be addressed. Extended inquiry as well as the Project Based Learning model allow for an increased and deeper understanding of the material. These units of study make learning relevant for students and encourages them to make connections between their learning and real life situations. Students at Smothers Academy will be exposed to the Leadership 1st Character Development program during their tenure at Smothers Academy. This program is a process of engaging the young men in a culture that sets high expectations of character and responsibility of one’s own destiny, encouraging unity among students, praise for positively identifying attributes that promote good citizenship. Smothers Academy students actively engage in standards-aligned curriculum. Several assignments allow student involvement in project based learning, leadership, character development; and service learning for social justice activities. In this way, Smothers Academy culture ensures students become motivated, competent, lifelong, selfless learners sensitive to needs of the less fortunate. Smothers Academy will strive to prepare all students for high school, and a foundation for success in college coursework. Smothers Academy will create a competitive, yet nurturing environment where students are expected to excel. Moreover, their excellence is nurtured and celebrated. Smothers Academy will support all students including those with language barriers and identified learning disabilities. Simply stated, the Smothers Academy student must understand without reservation, that he is “His Brother’s Keeper,” and is responsible for the success of the institution through his performance in the classroom and his service to the community.

Teachers and Partners

1. Provide an organizational chart, including partner organizations. Include job descriptions that summarize the scope of work for all staff on the school leadership team.

2. Describe your teacher recruitment and retention strategy.

3. For each partner with which you already have a preliminary written agreement, provide a list of the services that are specified in the agreement. Describe why the partners you have selected are the best-fit organizations to provide the services you have listed.

4. Describe the expectations for teachers and for all partner organizations. How will you clearly communicate these expectations and ensure the teachers and partners stay on track towards meeting expectations.

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PROPOSED ORGANIZATIONAL CHART YEAR ONE

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PROPOSED ORGANIZATIONAL CHART YEAR 5

Partner Organizations

Extracurricular/Volunteer Activities

The administration of Smothers Academy has established a mechanism to address important issues that do not typically necessarily fall within the purview of academia. There are several factors affecting student performance in the Greater New Orleans area, and often these influences are a direct result of economically depressed communities causing limited exposure to culturally diverse environments. Through the following programs Smothers Academy has chosen to address three specific areas of need: enhanced exposure to Math and Science, positive decision-making and self-awareness, and fostering a sense of responsibility for the community. STEM Club- Myron Mitchell. The STEM Club is an opportunity for students who display interest and/or acumen for Science, Technology, and Mathematics education. The STEM Club design specifically meets mission focus on Science, technology and Math as stated in the application. While the Core Knowledge curriculum offers several ancillary activities in each of the three areas; the STEM Club introduces, teaches, and

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exhausts the limits of student understanding. Students meet afterschool on Tuesday and Thursday to learn a variety of concepts across the three genres. In each hour and fifteen-minute session students focus on specific Mathematics, Science, and Technology content to complete projects. All projects are supervised by Engineer Myron Mitchell, former lead electrical engineer of testing at the NASA Space Program, and eight of his area colleagues from the National Society of Black Engineers (NSBE). Projects for year one include designing an aerodynamic vehicle, a functioning robot, wind turbine, and a thermodynamic light source. In addition to aforementioned projects, students are given the chance to join one of several STEM competition teams to demonstrate their knowledge in various competitions throughout the country. Students who participate weekly are afforded an opportunity to ride the activity bus home from each meeting to relieve parents who face challenging transportation concerns.! AMPED Program/MILNE Inspiration Center- Adolescents Making Positive and Educated Decisions (AMPED!), a project of the Milne Inspiration Center (MIC), is designed for young men and women to experience self-awareness and true brotherhood/sisterhood as well as learn positive decision-making and respect for self and others. AMPED! is focused on developing positive, civically engaged youth who make a difference in the community. The youth leadership development project concentrates on connecting youth to self, others, and opportunities through five pathways of engagement. Every facet of the AMPED! Program is mission aligned specific to creating students committed to bettering themselves and the community in which they reside. The five pathways of engagement are Transformative Education, Global Cultural Connections, Entrepreneurship, Health & Wellness, and Civic Engagement. Ms. LeKedra Robertson, CEO, has twenty degreed volunteers (four persons representing each pathway) working with our students each Tuesday and Thursday at designated club time for an hour and fifteen minutes. The students will choose to complete two civic projects of their design throughout the year. Each participant will complete a journal of their experiences and present it for viewing at the annual AMPED banquet activity. Research clearly demonstrates such project-based activities create pride, commitment, and appreciation in students for the community in which they reside. The Manhood Project- The Manhood Project is operated by degreed members of the Omega Psi Phi Fraternity, Inc. who serve as student mentors in the Greater New Orleans area. The Manhood Project originated in 1998 and has grown in stature since its inception. Mr. Landon Williams, of the Jefferson Parish Probation and Parole division is the designated Project Coordinator for Smothers Academy. Mr. Williams shoulders the responsibility of educating all Smothers students from 3rd Grade to 6th Grades year one in proper meal etiquette, public decorum, selecting lyceum attractions, and a series of motivational speakers. As with all volunteers, each must submit to a background check, complete a morality contract along with a signed mission commitment statement in order to work with any student program. The program will utilize sixteen (16) volunteers across the four grades of year one to maximize the cultural exposure and learning activities for all students. The Manhood Project is mandatory for all students in Grade 3 and above. The program is delivered for one hour each Wednesday morning during regularly scheduled Advisory Period. Additionally, the program is mission aligned as activities create behaviors in students stimulating the actions of selfless lifelong learners through cultural exposure and proper etiquette. It is our sincerest belief, through personal and professional experience, that the students of Smothers Academy will develop the intrinsic motivators triggered by such exposure; which shall lead to desires for new life experiences. Smothers Academy administrators survey every student participating in one of the offered extracurricular programs. The surveys will provide immediate qualitative and quantitative feedback as to the successful nature of the program, monitoring of student social growth, willingness to recommit to the project, its effect on behavior on and away from campus, and providing them an opportunity to offer recommendations on how to improve the program. The survey will accompany regular program observation and evaluation by the administrative team for overall effectiveness. Nonetheless, we expect the majority of programming to be well received by the community and create a visible behavior change in students

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that shall carry over into the community.

New Orleans Recreation Development Commission (NORDC) Smothers Academy/Xavier University has developed a partnership to conduct a summer media arts program and curriculum that provides a basic introduction to the media arts. Louisiana has overtaken the top spot in the nation for film production. In 2014, $510,000,000.00 was generated in the film production industry. To introduce students to the film industry we’ve created the media arts summer camp. We have developed a program that requires interactive participation and cooperation while fostering creative license within a group setting. We included instruction in health simply because we believe that children in our community should always be encouraged to make healthy choices by possessing the knowledge of nutrition, exercise, and healthy living. Smothers Academy will supervise the program and provide all administrative personnel, maintain all necessary records, and serve as the primary contact for NORDC. In addition, Smothers Academy will track progress to ensure that each group is on schedule to complete its project within the allotted time period. Deadlines are an integral part of the media arts industries as well as the ability to work within a group having multiple timeframes within which to operate. The Xavier University Communication Studies and Mass Communications Departments offer expert guidance and leadership as well as state of the art equipment and facilities.

Teachers and partner organizations will be held to the same Smothers Academy standard for extracurricular programs as our culture dictates. The goals and expected outcomes will be clearly measurable and defined. Participation, effectiveness, future feasibility, sustainability, etc. are all included in the evaluation process. Measuring the efficacy of our programs includes evaluating the student participants, teachers, any volunteers, partner organizations and the goals. Planning meetings will be held in advance to address any anticipated issues and follow-up meetings will be held on an ongoing basis to further evaluate all aspects of each program. Issues will be addressed immediately and adjustments will be made to programs when necessary.

Headmaster Job Description

Reports To: CEO and Board of Directors

PURPOSE: The Headmaster runs the school by inspiring and overseeing the academic community, casting and developing the vision of Smothers Academy, managing the business of the academy and overseeing the development of the institution.

DUTIES/RESPONSIBILITIES:

1. Develops, refines and propagates the vision of the school to and with the Board of Directors, to the administration, faculty, parents and students of the school by constantly reading, reviewing and pondering pertinent historical and current visions and models of academic, community and cultural excellence resulting in a school representing the fulfillment of its mission and vision.

2. Oversees the implementation of the long term strategic planning of the school by advising the Board in these matters, reminding the Board of the schools goals and commitments resulting in the incarnation of the vision of the school.

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3. Recruits teachers by developing a plan to attract great teachers (in conjunction with the Personnel Committee) and by executing that plan resulting in the excellent faculty being in place for Smothers Academy.

4. Oversees the assignment, evaluation, training, encouragement, discipline and inspiration of the teaching staff through sound principles and by leading and developing academic community resulting in an excellent faculty which is consistently growing and improving over time.

5. Ensure that student needs are met by working with faculty to determine students’ needs and by making sure that policies are in place to meet those needs resulting in positive experience of learning for students.

6. Oversees student discipline by working with the Dean and faculty and by building relationships with students and parents resulting in students living lives that resemble the Five Values of Performance Principles.

7. Monitors cultural trends in the school—correcting negative trends and inspiring positive cultural growth—by consistently being involved in the life of the school as an observer and participant resulting in a positive and supportive culture at Smothers Academy.

8. Oversees curriculum choices and development by working with the Assistant Headmaster and Curriculum Committee as well as the faculty of the school to foresee needed curriculum, improve or replace deficient curriculum resulting in the use of the best curriculum available by Smothers Academy.

9. Discovers best practices in the broader academic community and implements them at Smothers Academy by interacting with other educational leaders and communities resulting in constantly improving practices at Smothers Academy.

10. Direct the daily operation of Smothers Academy by supervising the staff by coordination of activities by creation of clear lines of authority and by setting the tone for a quality college preparatory educational program resulting in a school that runs effortlessly.

11. Builds relationships with like-minded institutions to benefit the school—particularly the schools who serve male students, cooperating with and supporting these institutions resulting in a network of helpfulness among likeminded local and national institutions.

12. Maintains accurate personnel records by overseeing procedures and practices resulting in consistent and meaningful records being kept.

13. Creates, revises and monitors the standards and policies of Smothers Academy by consistently interacting with the staff, faculty, parents and students of the school resulting in the implementation and alteration of policies and practices of the school.

14. Oversees the creation of the yearly budget by working with the Finances Committee and the accountant to draft and revise the budget in January resulting in a school that is fiscally sound.

15. Oversees that financial accounting by the Office Manager the reports of the bookkeeper resulting in proper, timely and accurate financial accounting is made to the Board and the Finance Committee.

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16. Oversees student recruitment by serving on the ad hoc marketing committee and by meeting with and attracting families to register their children at Smothers Academy resulting in the growth of our student population.

17. Serves as an ex-officio member of the Board of Directors.

18. Other responsibilities as required by the Board of Directors.

Assistant Headmaster/ Director of Curriculum and Instruction Job Description

Reports to: Headmaster, CEO, Board of Directors

PURPOSE: The Assistant Headmaster/Headmistress assists the Headmaster in leading and managing the school, having particular oversight of routines, communications and events in the school, and seeking ways to improve organizational effectiveness throughout this phase of the school.

Duties/Responsibilities

1. Be a leader of Teaching and Learning, holding responsibility for educational standards across all grade levels.

2. Serve as the Director of Curriculum and Instruction coordinating grade level meetings with staff establishing learning communities that broaden the academic rigor and excellence of Smothers Academy.

3. Supervise the educational performance of all teachers and instructional staff ensuring that the Smothers Academy students are benefiting from a quality education.

4. Advise the Headmaster with regard to hiring and firing staff, ensuring that only the most qualified candidate remain in employ with Smothers Academy.

5. Sustain the culture and viability of Smothers Academy representing the Five Values of Performance Principles.

6. Encourage staff to remain focused ands diligent with regard to the charter and maintain the mission and vision of Smothers Academy.

7. Assist the Headmaster and Board of Directors in all matters that involve the sustainability of Smothers academy ensuring that the institution remains valid and significant to the community.

8. Play a major role under the overall direction of the Headmaster in formulating and reviewing the School Development Plan and the aims and objectives of the school by:

· internalizing and implementing the vision for Smothers Academy · establishing the policies through which they shall be achieved

· leading and managing staff and resources to that end

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· monitoring progress towards targets · taking day-to-day responsibility for education at Smothers Academy

9. Maintain the mission and vision of Smothers Academy, ensuring that the culture and values remain stable over time.

10. Be responsible for the professional and personal support of staff at Smothers Academy by developing and participating in professional development activities.

11. Participate in the recruitment and development of teaching and non-teaching staff at Smothers Academy.

12. Provide professional advice and support and identify training needs of all teaching staff.

13. Be responsible for academic progress and support of pupils by contributing to the development, organization and implementation of the school’s curriculum:

· ensuring that the learning and teaching provided by different teaching teams form a coordinated, coherent curriculum entitlement for individual pupils;

· ensuring that information on pupil progress is used to improve teaching and learning, to inform and motivate pupils, to inform parents, to provide necessary references for other educational institutions.

· ensuring that the individual pupil’s continuity of learning and effective progression of achievement are provided for.

· Utilize data-based practices to ensure instruction is being implemented with fidelity. · Contribute to the planning and allocation of resources designed to facilitate the planned curriculum at

Smothers Academy, including advising the Headmaster on current/anticipated needs for staff and other resources.

14. Contribute to the compilation of the school timetable and planning of teaching groups, including the deployment of staff, rooms and other resources.

15. Contribute to the planning and coordination of the School homework policy and the administration of a homework timetable.

16. Oversee pupil assessment and the monitoring of academic standards.

17. Provide guidance and support to teachers in the Lower School in implementing schemes of work and ensure that statutory and school policies are being met.

18. Ensure that arrangements are in place for the identification and support of children of all abilities who enter Smothers Academy.

19. Develop a culture of high attendance and high achievement.

20. Help in maintaining and developing effective communications and links with parents and caregivers, to provide positive responses to concerns and problems regarding their children’s educations and well-being.

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21. Attend meetings as appropriate with the Governing Body and parents and to provide such reports and information as is required.

22. Promote links with other schools and agencies

Recruitment

Smothers Academy shall recruit, select and train staff members who subscribe to the expected culture of the institution of Smothers Academy Preparatory School for Boys. The Leadership Team is operating with the actual knowledge that well-read, technologically savvy teachers are not only available, but are also eager to join our staff. We share this confidence in part because of the number of qualified applicants who have forwarded resume submissions. In order to adequately represent society in general, our plans include hiring a diverse staff with respect to age, experience, background, and ethnicity. Smothers Academy will recruit local talent first, and move into more expansive searches to acquire talent from regional, state, and national applicant pools. It is our sincere belief such a diverse staff lends itself to strengthen the collective and further our mission. Older teachers can share their tried and true “tricks of the trade” to instill confidence in younger staff. Reciprocally, younger teachers can assist more experienced teachers with technology and new instruction practices. Everyone is expected to improve cultural understanding and acceptance amongst the entire faculty through daily interaction. Students will observe the genuine nature of our staff and more readily accept the message of fraternity, responsibility to the community, and cultural acceptance defined in the mission and governing themes of Smothers Academy. Upon an employment offer, teachers are given the summer professional development series and must choose a minimum of two conferences they wish to attend during the year. Smothers Academy Leadership Team is confident our staff members will seek a continued employment relationship for the life of their professional career. This is based in part on the support and training the administration is investing in them. When teachers know they have administrative support it gives them greater confidence, leading to better production, and feelings of job security as eluded to by Maslow's Hierarchy. Moreover, Smothers administrative team works collaboratively with our entire staff to ensure student performance goals are met, the culture is sustained, and communication remains open and effective. We celebrate our staff, their dedication and commitment, and individual accomplishments. We will openly praise our staff as often as we praise students and parents. Smothers Academy has a very high performance expectation for all parties in our organization, but we practice a culture of love and support to get the job done. It is for these reasons and others that we confidently expect our faculty and staff to remain motivated and desire completing their careers working in concert with our stakeholders to see Smothers Academy students succeed. As mentioned in the earlier portion of this document, the leader of Smothers Academy will adhere to the overall functions of the practices described throughout this document in creating and sustaining an institution worthy of admiration and praise. The Smothers Academy leader will support and display the following norms and philosophy of what we deem as integral in the success of Smothers Academy. Engaging in positive overt modeling to the instructional staff and community will ensure that the culture is maintained and sustained throughout the life of Smothers Academy. Data Driven Decision Making- Data will play a major role in the daily decision making of our school. It is the catalyst for change in our school improvement plans, target students in need of intervention, determine if goals are being met, inform teacher planning, identify strategic plans to offer solutions to help students succeed, and assess current and future needs of our students, staff, and community. Unified Vision- Conveying the vision to all stakeholders, championing the vision focused on teaching and learning, as well as a common direction of growth. Our vision steers our work to what we wish students to

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become and/or achieve. As we grow so must our vision change and grow. Professional Development- Continual professional growth is offered and expected of all staff, parents, leaders, and stakeholders to increase school achievement and better school/community relations. Resources- Monitoring of academic needs of students and maintenance of safe and secure learning environments dictate student resources (e.g. instructional materials and technology, professional development, staffing, security, transportation, food services, counseling services, and maintenance of facility) of Smothers Academy. Transparency- Decisions, change, and action plans will be shared timely with appropriate staff and faculty ensuring “buy in” from involved stakeholders for smooth transition when necessary. Didactic Approaches- Our Headmaster will provide appropriate tools for all persons to complete expected tasks, as well as delegating tasks to the best suited persons on staff. Additionally, the Headmaster will follow when needed and lead when best suited. Reflection- The Headmaster will use previous experiences and personal reflection on professional experiences to ensure fidelity of decision-making. Moreover, such experiences will guide decisions to be firm, fair, and consistent whether governing student behavior, academic performance, instructional delivery, and any other area of the Headmaster’s concern.

Culture

1. Describe the values that will define your student culture. Also provide your plan for setting and maintaining positive student norms and behavior expectations.

The culture and academic program of Smothers Academy is rooted in our belief of how children learn. We believe the student learns best when given opportunity to engage in meaningful lessons. In understanding the male student and his developmental differences with his same aged female peer, it is critical that he is actively engaged in the lesson and displaying positive, pro- social behaviors which ensures he will be enthused about learning. Students who come to Smothers Academy may or may not have prior knowledge in particular areas of academic instruction. Smothers Academy’s staff is responsible for filling the gaps of acquired knowledge and delivering to him a wholesome education experience. Children, regardless of ethnicity, social class or socioeconomic status deserve a high quality, innovative educational experience. Therefore,)students at Smothers Academy will experience an unparalleled and uncompromising dedication to student development. This includes the introduction of arts, science, math, and technology throughout their tenure on the campus. No student will experience a lack of assistance or feelings of embarrassment for a lack of understanding. The Response to Intervention (RTI) program is designed for students to confidently seek assistance for content or skills related deficiency. In Smothers observance of Dr. Joyce Eptein’s Parental Involvement Smothers Academy will offer several classes for parenting and support for enrolled families. If everyone in the home is receiving the attention or direction to necessary resources then academic focus returns to the forefront of schools. Consequently, after hours the building will become a parent and community resource center. Persons are allowed entry to complete job applications on-line, apply for needed social services, or utilize the on-site library for research. In fostering open and effective communicative efforts, Smothers administrators and designated staff will perform home visits whenever necessary to discuss student performance or parent participation in a child’s education. This

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willingness to meet the community at its needs will foster greater parental involvement and trust of Smothers programs for attending students. Even greater, parents must meet with the Smothers Leadership at major grade reporting times to discuss student academic and behavioral growth. Parents who actively participate in this and other identified events will qualify for participation in an incentive based program for taking active roles in their child’s future. We feel it is more befitting Smothers culture to reward persons with praise for appropriate actions versus punitive measures for inactivity. Smothers Academy understands children don’t care to know your knowledge until they know you care. Thus, in attempt to permeate a culture of open communication all students will participate in “Talk Time” for 30 minutes each morning in Homeroom. On some days there will be designed topics for discussion; others are considered free discussion days led by students, and facilitated by instructors. Again, Smothers Academy wishes to praise students for sharing experiences in an open and honest forum, not penalize or judge them for individual acts away from our campus. All students must enroll in an arts and music course every year. The arts courses will operate on a semester basis, while the music courses will remain on their schedule for the duration of the year. The curriculum offers several other program choices for students to enjoy their time at Smothers developing a lifelong appreciation for events, practices, and sports they may have otherwise never participated in. Our student discipline policy subscribes to the principle that we are all human and suffer from poor judgment in certain occurrences. Thus, the staff at Smothers Academy will address all discipline infractions through interventions considered firm, fair, and consistent. Based on the values, culture, and expected behaviors at Smothers Academy we expect few infractions to occur. We will work tirelessly to provide the least restrictive, safe, and orderly environment conducive for learning and creative exploration into the intelligence and character of a person. Martin Luther King, Jr. said, “The function of education is to teach one to think intensively and to think critically…Intelligence plus character – that is the goal of true education.” Smothers Academy will maintain written and computerized records of all discipline infractions and expulsions, including student information, the offending behavior, the disciplinary action taken, and the administered punishment. Discipline incidents are classified into one of three categories. An infraction in any of the categories requires immediate contact of parents. Additionally, students will participate in a self-reflection session with a counselor/school mentor; discussing the event and unacceptable behaviors displayed by the individual. Personal disagreements amongst students will be addressed by the Student Conflict Resolution Council. The findings of this peer review council will be final and binding for students, except where the Headmaster sees fit to intervene in the length or severity of the decision passed down. Students and parents will continually be reminded of the following behavioral infractions and consequences associated with each: Class I infractions are incidents handled by classroom teachers and do not warrant an office referral. These occurrences are minor violations of appropriate classroom behaviors during instruction. Such incidences include but are not limited to...

·) Horseplay or running in the hall/class

·) Throwing objects

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·) Out of assigned seat/table/area

·) Inappropriate items in class

·) Non-compliance with teacher or staff requests (i.e., refusal to participate in class)

·) Unexcused tardiness

·) Profanity

·) Any class disruption or unacceptable behavior on school grounds including school buses and public transport.

·) Any other infraction the Principal deems to be similar in severity to other Class 1 infractions

These infractions may result in a teacher-student conference, Saturday detention, or bus suspension. Class I infractions may result in the loss of campus privileges. Repeated Class 1 behaviors may result in a short term Character Class assignment or in a referral to the Dean of Students or Headmaster.

Class II infractions are considered major infractions. These incidents severely interfere with others’ safety and learning, or show behaviors of a harmful nature and/or legal violations warranting administrative intervention.

·) Use or possession of tobacco and any accompanying products (matches or lighters)

·) Possession of fireworks

·) Coming to school under the influence of drugs or alcohol

·) Stealing/possession of stolen property

·) Vandalism

·) Harassment/bullying

·) Threatening bodily harm

·) Inappropriate and/or unwanted sexual behavior

·) Physical assault with/without bodily harm

·) Truancy

·) Any other infraction the Principal deems to be similar in severity to other Class II infractions.

These infractions are major incidents and shall be dealt with swiftly and justly by the Dean of Students and/or Headmaster. In the case of a Class II infraction the Parent is immediately notified of the accusation while the Dean of Students conducts an objective investigation. A school level conference is held with the student(s) involved and parents to discuss, issue, and implement appropriate corrective behavior strategies. Class II infractions require a Character Class assignment as the least of assigned punishment. As Smothers Academy attempts to keep all students on campus despite discipline infractions these students will be assigned a fair time- frame in the Character Class. The Character Class is a self-contained room where students must not only reflect on their behavior transgressions, but will also complete all assignments from their respective classes, with the assistance of their teachers. Additionally, all campus privileges are suspended until their assignment in the Character Class is complete. When needed, a referral to the Response to Intervention Team for a Functional Behavioral Analysis (FBA) is made with a Behavioral Intervention Plan to follow. The student will be placed

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on Tier II of the RTI process and his progress will be monitored by the RTI team.

Class III infractions are considered immediately dismissible infractions requiring response of the administration, crisis team, entire staff, and/or community.

·) Possession or use of illicit drugs

·) Aggravated assault against anyone affiliated, or not, on Smothers Academy property.

·) Sexual Assault

·) Arson

·) Possession of weapon (including firearms) on school grounds or school related activities

·) Making or carrying out criminal threats

·) Causing false fire alarms or conducting bomb threats

·) Extortion

·) Felonious theft

·) Burglary

·) Robbery

·) Any other infraction the Headmaster deems to be similar in severity to other Class 3 infractions.

These infractions are intolerable and are handled solely by the Headmaster. The Headmaster conducts a student conference and school wide investigation. If recommendation for expulsion is warranted the Headmaster will notify the Parents, the Board of Directors, make a referral to the Response to Intervention Team to complete an FBA, and contact the social worker. If at the conclusion of the school’s investigation, and the expulsion is upheld by the Board of Directors the student will be formally removed from the school for a period of one year.

The Jefferson Parish Sheriff’s Department is notified of all Class III infractions. Parents may appeal any expulsion in writing within five calendar days of the expulsion to the Smothers Academy Board of Directors.

Character Class Assignment

In cases as described in the discipline plan above, students committing Class II infractions shall be assigned Character Class. The Character Class is a self-contained room where students assigned must not only reflect on their behavior transgressions, but will complete all assignments from their respective classes, with the assistance of their teachers. Smothers Academy understands students are successful if they are actively engaged in learning. Thus, students who are assigned a Character Class visit will remain actively engaged in learning as they will work one on one with assigned staff to complete their academic requirements for the duration of their visit. This option is the preferred method of dealing with cases in which a student’s behavior disrupts the learning opportunities of peers. Moreover, students reflect on the situation, in writing, and determine the appropriateness of his behavior. This process allows the student time to think about his actions and is an instrumental step in teaching students’ responsibility and accountability furthering the fulfillment of the

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Smothers Academy mission and vision. Students must meet with the Dean of Students or Headmaster before returning to the normal educational program. EXPULSION

The Headmaster and Board of Smothers Academy recognize that expulsions do not provide adequate opportunity for reflection, learning, rehabilitation, and appropriate community support. For this reason, Character Class assignments are the preferred method of dealing with situations where a student’s behavior significantly interrupts learning opportunities of other students.

Expulsions are imposed only for Class III infractions or any behaviors that jeopardize health, safety, or welfare of individuals in the school community. If a student commits an offense requiring expulsion, the following steps are taken:

·) If necessary, the student is immediately removed from class and/or school.

·) The student is entitled to respond to the charges against him/her.

·) The parent/guardian is notified by the Headmaster or designee.

·) The school sets a hearing date; the student and his/her parent/guardian are notified of the accusations in writing, including a statement of evidence; logistics of the hearing; and notice of the right to legal counsel (at the student’s/parent’s expense) to present evidence and question witnesses.

·) Within five days of the hearing, the Headmaster issues a written decision forwarded by certified mail return receipt requested to the student, Parents, Board of Directors, and a file copy for the student’s permanent record.

·) Any student expelled has the right to appeal the decision in writing to the Board of Directors within five days from the date of expulsion. All appeals are scheduled at the discretion of Board of Directors’ subcommittee; in such case, the same procedure will be followed.

·) Smothers Academy Board will make every effort to refrain from involving the police department or judicial system, including parole officers etc. within its walls. We firmly believe that this practice at many schools in Jefferson Parish has inadvertently desensitized young males to the harmful effects of their involvement in the court system.

ALTERNATIVE INSTRUCTION

Smothers Academy will provide alternative instruction to students who have been recommended for expulsion while awaiting a determination by the Board of Directors. Alternative instruction will begin no later than the day after the determination is made to expel a student. The alternative instruction may occur during the school day at the student’s home or an agreed upon neutral location such as the nearest public library, or a student may be transferred to the Alternative School established by Jefferson Parish, if available. The alternative instruction will continue for the duration of the time the student awaits disposition on his or her expulsion hearing. The school or JPPSS will provide alternative instruction to expelled students to the extent required by law.

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2. Describe the steps that you will take to invest staff in the vision and to sustain their investment.

3. Define the norms that were shaped interactions between administrators and teachers and among teachers, the reason each norm is important, and the steps that you will take to teach and reinforce these norms.

Board Readiness

1. Describe the role that each board member will play on the board. As Appendix B, provide one page resume for each of your identified board members. Appendix B would not count towards the 50-page limit.

2. Provide evidence of the boards ready this to leverage and sustain relationships with key stakeholders.

3. Describe the steps the board will take to ensure that the Headmaster keeps the school on track to achieve its vision. Specifically, describe:

– The information the board will collect;

– The systems by which the board will collect information;

– The standards the board will use to evaluate information it collects; and,

– The process(es) by which the board will evaluate information and make decisions.

Utilizing the New Leaders Principal Evaluation Rubric, Handbook and Training Module the Smothers Academy board will on an ongoing basis evaluate the school leader in such specific areas as Shared Vision, School Culture & Family Engagement, Learning & Teaching, Talent Management, Strategic Planning & Systems, and Personal Leadership & Growth. Issues and concerns will most likely be identified at the committee level within the board. Determinations will be made as to courses of action when various aspects of the expected outcomes and goals have not been met.

Board Committees

Board members of Smothers Academy concurrently serve on a minimum of two of the below listed committees.

Finance Committee- Five (5) voting members. This includes four board members who share a vote and one advisors who serves in the position of Headmaster. This committee reviews all vendor contracts and matters concerning the fiduciary responsibility of every aspect of Smothers Academy. The Board Treasurer will always serve on this committee.

Discipline and Grievance Committee- Three (3) voting members. Responsibilities involve considering all student expulsion hearings, as well as any employee grievance. Parent concerns that cannot be resolved by the Headmaster will be escalated to this committee for review and resolution.

Curriculum Committee- Three (3) voting members. Responsibilities include evaluating all curriculum materials either in use or under consideration for future use in student instruction. A minimum of one professional educator must serve on this committee to ensure all appropriate questions concerning student achievement are

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adequately addressed. This committee continually monitors student performance, while seeking the best materials available. The Headmaster is invited as an advisor on matters concerning materials adoption.

Fund Development Committee- Five (5) voting members. As fund development is a crucial aspect contributing to school success, this committee serves the singular purpose of raising funds to ensure the financial stability and continued financial growth of Smothers Academy. This committee reviews all issues involving financial gifts and strategic financial partnership development.

Board Members

Kemic A. Smothers, Esq. is the Smothers Academy founding board President. Mr. Smothers is a practicing attorney and business consultant with a lifelong passion for education. Mr. Smothers has a Bachelor of Arts degree in Psychology with emphasis on Early Childhood Development, giving him additional clarity and understanding of issues affecting academic achievement. He currently serves on the Fund Development and Finance committees.

Donald T. Jackson, B.S., M.Ed., the incoming board President designate, is currently the Assistant Principal of Operations at Benjamin Franklin Senior High School. He has participated in the Smothers Academy program design and project-based learning, budget preparation, fund development through grant writing, and enrichment programs. Mr. Jackson serves on the Finance, Fund Development, and Curriculum committees.

Arcell Bodden, LPC, NCC is a Licensed Professional Counselor, is currently the board Secretary. Mr. Bodden brings with him a passion for education and a seasoned professional understanding of the psychosocial needs of youth. Mr. Bodden has been instrumental in the planning phase of our disciplinary policy as well as our Theory of Change. Mr. Bodden, in addition to serving as board Secretary, serves on the Curriculum and Discipline & Grievance committees.

Eddie Williams, MBA currently serves as the Smothers Academy board Treasurer and Chief Financial Officer. He has worked directly with back office support as well as the Accounting firm DeBoseRobinson, LLC in preparing the Smothers Academy budget and establishing guidelines and protocols for monthly, quarterly and annual financial reporting. Mr. Williams is a Program Manager currently employed by the Department of Homeland Security and supervises 196 staff. Mr. Williams has the unique experience of overseeing the budgeting process for the redevelopment and construction of many of the newly renovated and constructed schools in the metropolitan New Orleans area. Mr. Williams has extensive experience in fund development in his professional background. He currently serves on the Finance and Fund Development committees.

Demetrius Franklin, B.S., M. Ed. is currently the ReNew Expulsion Administrator and RISE Cultural Behavior Specialist. Mr. Franklin adds valuable staff supervisory experience to the Smothers Academy board. He has coordinated and supervised extracurricular activities with an emphasis on limiting the potential adverse effects on student achievement. Mr. Franklin currently serves on the Discipline & Grievance and Fund Development committees.

Tonya Freeman Brown, B.S., a Pharmaceutical Sales/Healing Arts professional brings a personal passion for education and the community to the Smothers Academy board. Mrs. Brown has a Bachelor of Science in

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Biology and previously managed multi-million dollar accounts and territories in the pharmaceutical industry. Mrs. Brown has been instrumental in the area of fund allocation and finance, as well as strategic partnership building. Mrs. Brown currently serves on the Discipline & Grievance and Finance committees.

Currently our board collects information from various school stakeholders pertaining to Finances, Facilities, Governance, Strategic Planning/Development and Academics. One to two board members sit on committees as the chair to hear detailed reports about the progress of each overarching area. Parents, school administration and teachers are encouraged to sit in on these committees and make recommendations to the School Principal in the best interest of the school.

An additional function of the board is to establish financial oversight with the CFO and an Independent Auditing Firm. The board also serves as a Final Appeals mechanism for oversight of School Policy decisions from stakeholders appealing school decisions. Every board member should take on the role of fundraising or participating in soliciting money for the school.

Financial Readiness

1. Do you plan to use a financial manager or a back office service provider?

Smothers Academy does plan on using a back office service provider.

2. If the entity that will provide your financial services has been chosen please provide its name. If that entity is an individual financial manager, please provide his or her one-page resume as appendix C.

Academic Resource Solutions (ARS)

3. To whom will your financial manager or back office service provider report: the school leader or board?

The back office support providers will report to the CEO and the Board of Directors.

4. Describe your approach to budgeting, including exclamation of your approach the cutting costs if faces (as schools often are) with a budget shortfall.

Please refer to description below.

5. Described the accounting and control systems you will install, including essential checks and balances. Please indicate how a culture of proper financial controls and reporting will become an essential component of your organizational culture.

Smothers Academy has retained the accounting firm DeBose-Robinson for bookkeeping and financial reconciliation both monthly and daily. DeBose-Robinson functions under the guise of Board of Directors and shall report all findings during board meetings each month and as needed. DeBose-Robinson historically operates all reconciliations through a commercial version of Quick Books Pro. Moreover, the firm will prepare and present all findings to the accounting firm of Postlewaite and Netterville for the required annual audit. Further, the Business Manager of Smothers Academy will work closely with DeBose- Robinson in enforcing the bank signatory program for all purchases in the name of the school or Board. Smothers Academy continues the expectation of accountability and empowerment in the fiduciary responsibility of the leadership team also. Specifically, the Headmaster has signatory authority on checks at $5,000.00 dollars and below. The CEO’s

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signatory authority is empowered to an amount no more than $10,000.00 dollars; with all amounts above that mark requiring Board approval and signature of the Board Treasurer. No single person will have unfettered access to the bank accounts, charging privileges, or purchase control. All purchases require that a purchase order be completed and immediately filed with the accounting firm to ensure financial responsibility and sustainability. Smothers Academy does not expect any member of leadership to act in any fiscally negligent manner or activity concerning school funds. Further, Smothers Academy will ensure transparency with regard to all financial matters as we pride ourselves on being good stewards of the people’s money.

Accounts Payable Invoicing

Once vendor invoices are received by the accounting department they will be reviewed by the appropriate personnel and date stamped. Invoices received via US mail or Interoffice Mail/Email will be date stamped. All invoices will then be reviewed for special arrangements, approved and processed for coding and batching. Outstanding accounts payables will be reviewed and monitored on a weekly basis by the CFO. Once invoices are approved by the CFO checks will be printed and final review by the CFO will be performed.

Monthly Financial Report Creation and Review

The Accounting Department will perform a month end close process, which will be review by the CFO. The month end close process will consist of monthly reconciliation of all balance sheet accounts and analytical explanations for all statement of activity account monthly fluctuations. Once the month end close process is approved by the CFO the monthly financial report review process will proceed.

Monthly Financial Report Review

The Accounting Department will prepare a set of monthly financial reports (financial reporting package) for distribution to the CEO and Principal. The reporting package will include: balance sheet, statement of activities, statement of cash flows, supplemental information such as income and expense report which shows all programs combined and budget-to-actual report for all accounts included in the annual operating budget; a list of deferred and receivable funds, and a cash flow projection.

The monthly statements should be reviewed by the CEO, Principal and CFO prior to distribution to the Budget and Finance Committee for initial comments. After the Budget and Finance Committee’s approval, the statements will be mailed to the Board of Directors every month. The monthly financial reporting package will be finalized by the conclusion of the month following the statement period.

In addition, quarterly/annual financial reporting packages will be submitted to Louisiana Department of Education (LED) on LED-provided forms for the following periods (March, June, September and December) will follow the same process in addition to quarterly/annual submission to the appropriate State personnel. See compliance requirements below:

Finally, Smothers Academy Charter School will submit an Annual Financial Report (AFR) to the Department of Education no later than September 30 each year as required by R.S. 17:25(A)(2) and 17:92.

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Possible Budget Shortfalls In the event Smothers Academy has to address budget shortfalls the Chief Financial Officer, along with the CPA and Board Finance Committee, will prioritize cuts that have the least effect on achieving Smothers Academy’s stated goals with respect to academic performance and student achievement. As such, extracurricular activities will be evaluated first as areas of potential spending reductions to make up for budget shortfalls. Further, discretionary contracts would be renegotiated to garner more favorable terms for Smothers Academy. In some cases, contracts may have to be eliminated to cover the budget shortfall.

Special Student Populations

1. Provide a detailed special-education plan describing how you will ensure that all special-education students succeed academically and socially. Describe plans for recruiting, identifying, serving, and disciplining special education students. Including plans for involving families in special-education decisions as well.

Students Participating in a 504 Plan

Smothers Academy shall be solely responsible for complying with all requirements of Section 504, including but not limited to, holding RTI meetings, developing and implementing Section 504 Accommodation Plans, and responding to complaints filed with the Office of Civil Rights. Smothers Academy recognizes its legal responsibility to ensure that no qualified person with a disability shall, on the basis of disability, be excluded from participation, be denied the benefits of, or otherwise be subjected to discrimination under any program of Smothers Academy. Any student, who has an objectively identified disability, which substantially limits a major life activity including but not limited to learning, is eligible for accommodation by Smothers Academy. A 504 team will be assembled by recommendation of the RTI team and shall include the parent/guardian, the student (where appropriate) and other qualified persons knowledgeable about the student, the meaning of the evaluation data, placement options, and accommodations will be discussed and disseminated. The 504 team will review the student's existing records; including academic, social and behavioral records, and is responsible for making a determination as to whether an evaluation for 504 services is appropriate. If the student has already been evaluated under the IDEIA but found ineligible for special education instruction or related services under the IDEIA, those evaluations may be used to help determine eligibility under Section 504. The student evaluation to determine the nature of the student's disability and the impact upon the student's education shall be conducted by the 504 team. This evaluation will include consideration of any behaviors that interfere with regular participation in the educational program and/or activities.

The 504 team may also consider the following information in its evaluation:

• Tests and other evaluation materials that have been validated for the specific purpose for which they are used and are administered by trained personnel.

• Tests and other evaluation materials include those tailored to assess specific areas of educational need, and not merely those which are designed to provide a single general intelligence quotient.

• Tests are selected and administered to ensure that when a test is administered to a student with impaired sensory, manual or speaking skills, the test results accurately reflect the student's aptitude or achievement

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level, or whatever factor the test purports to measure, rather than reflecting the student's impaired sensory, manual or speaking skills.

The final determination of whether the student will or will not be identified as a person with a disability is made by the 504 team in writing and notice is given in writing to the parent or guardian of the student in their primary language along with the procedural safeguards available to them. If the 504 team obtains information indicating possible eligibility of the student for special education per the IDEIA, a referral for assessment under the IDEIA will be made after the RTI meeting has been completed. If the student is found by the 504 team to have a disability under Section 504, the 504 team shall be responsible for determining what, if any, accommodations or services are needed to ensure that the student receives the free and appropriate public education ("FAPE"). In developing the 504 Plan the 504 team shall consider all relevant information utilized during the evaluation of the student, drawing upon a variety of sources, including, but not limited to, assessments conducted by the Smothers Academy professional staff.

The 504 Plan shall describe the Section 504 disability and any program accommodations, modifications or services that may be necessary. All 504 team participants, parents, guardians,

teachers and any other participants in the student's education, including substitutes and tutors, must have a copy of each student's 504 Plan. The site administrator will ensure that teachers include 504 Plans with lesson plans for short-term substitutes and that he/she review the 504 Plan with a long-term substitute. A copy of the 504 Plan shall be maintained in the student's file. Each student's 504 Plan will be reviewed at least once per year to determine the appropriateness of the Plan, needed modifications to the plan, and continued eligibility.

Smothers Academy recognizes and appreciates that all students with disabilities enrolled in public schools are entitled to a free appropriate public education (FAPE), according to LA-R.S 17:1943. Section 504 also includes requirements regarding the provision of FAPE. Smothers Academy understands that all students with exceptionalities must receive appropriate regular or special education and related aids and services and that this requirement is designed so the individual educational needs of the disabled student are met as adequately as the needs of non- disabled students. Smothers Academy will follow these requirements and will provide FAPE to each of its qualified disabled students.

Smothers Academy embraces the Child Find guidelines of Bulletin 1508 and will ensure ongoing identification of students with exceptionalities, including but not limited to students in need of special education services, students who are homeless, highly mobile, migrant, gifted/talented, etc. Upon enrollment in Smothers Academy, parents/guardians will be requested to inform the school of any special need or exceptionality of their child and will provide the school with a copy of the most recent evaluation and Individual Education Plan (IEP) or Individual Accommodation Plan (IAP) so that instruction of all students can begin at the appropriate level on the first day of school.

Academically Low-Achieving Students

In year one, Smothers Academy will have a special education teacher who will also take on a leadership role coordinating the Academy’s special education program. This individual will be certified in special education. He or she will have experience and have expertise in:

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A. Assessment and instruction of students with disabilities.

B. Communication with parents and guardians around the special needs of their children.

C. Managing a special education program.

This teacher will also work collaboratively with other special education teachers in the New Orleans and Jefferson parish area and will commit to on-going professional development around students with special needs, especially those falling under special education services. Regular classroom teachers will provide instruction and support in an inclusive classroom setting. A School Psychologist or Social Worker will be on staff to serve the needs of any students requiring his or her services.

The entire staff of the school will be involved in ensuring an inclusive, supportive environment for all students. Smothers Academy is committed to every staff members’ involvement in the support of all students in their uniqueness and collectively as a student body.

Smothers Academy will take a systematic approach to closing the achievement gap by targeting multiple resources and interventions towards low performing students. Smothers Academy will focus intervention efforts on students performing two or more grades below grade-level, and on students who scored Basic, Below Basic, or Far Below Basic on State Mandated tests.

Academically low-achieving students are likely to require additional time and resources to meet expected levels of academic proficiency. Therefore, in addition to in-class differentiation of instructional activities, low-achieving students will be provided with supplementary intervention support activities until they have attained the expected level of proficiency. When additional interventions are needed, the staff will be proactive in coordinating support services.

A key component of addressing the needs of at-risk students (students not proficient in English Language Arts or Mathematics grade level standards) at Smothers Academy will be early intervention. The goal being to close achievement gaps as early as possible (DuFour, 2002; Haycock, 2001). Instructional activities will vary to accommodate different learning styles to draw out students’ various strengths. Students’ simply needing additional assistance in particular subjects or skill areas may get additional help from peers, staff, and volunteer tutors. Students who are not achieving because of distracting issues in their personal lives will have a forum for identifying and discussing issues in advisory or one-on-one with staff. When additional interventions are needed, the staff will be proactive in coordinating support services with community agencies through the RTI process.

To address the problem of potential pre-risk and at-risk students early, and to prevent those students who are performing at or above grade level from falling behind, Smothers Academy will hold extended day intervention/enrichment period from 3:30 to 4:45 p.m. available to all students. Services for academically low achieving students will begin with a diagnostic assessment of student abilities and needs. Depending on identified needs, students will receive one or more of the following interventions:

Classroom-based: Instructional activities will be modified to accommodate different learning styles to draw out students’ various strengths.

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Students needing additional assistance in particular subjects or skill areas may obtain additional help from peers, staff, tutors, and mentors.

An RTI meeting will be conducted with a student’s parent/guardian and school personnel if a student is still not achieving grade-level standards.

Smothers Academy may develop intervention classes either during, before, or after school depending on student needs, staff or volunteer availability, and scheduling demands.

Response to Intervention (RTI)

Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, students with learning disabilities, monitor student progress, provide evidence-based interventions, and adjusts the intensity and nature of those interventions depending on the student’s responsiveness. The faculty and administration of Smothers Academy realize that all students do not progress at the same rate. While some students are adept at quickly learning basic skills and have the readiness skills for the next stage of learning, there will be students who are below grade level in reading and/or math skills and require extra time and targeted instruction. Some students will have behavior problems and will need appropriate support and tiers of intervention that will result in improved behavior and additional time on task.

As part of the Louisiana state mandated tiers of intervention for all learners, Smothers Academy will follow the research-based Response to Intervention (RTI) model for instruction, with three tiers of implementation. For students with gaps in their academic skill level, successful outcomes through appropriate intervention reduce the need for special education services. The teachers and staff at Smothers Academy will carefully monitor all students’ progress during the first weeks of school and report any student who exhibits academic or behavior concerns to the Director of Curriculum and Instruction (DCI). Each student will have the Individualized Learning Plan completed, and within the first four weeks of school, appropriate DIBLES, MAP etc. assessments will have been completed revealing the necessary data to discern which students are not mastering the grade level expectations. Tier I will include all students in the regular, heterogeneously grouped classroom. All students in Tier I will receive the same units of study and instruction, which will be inquiry- and standards-based focused on critical thinking skills and problem solving, in a safe learning environment where among other things, cooperative learning and individual practice are the routine. If academic or emotional problems continue to present themselves for a particular student, the Director of Curriculum and Instruction (DCI) will contact the student’s parent or guardian and schedule an RTI meeting to discuss past student performance and any other pertinent data that will help in the decision-making for the best school-wide support for the student. Together, the parent and DCI will determine whether an intervention class would best support the child, and if so, the Headmaster will be informed of the recommendation and the child will be placed in the appropriate reading and/or math class for targeted instruction. If a student continues to struggle after appropriate targeted instruction for a predetermined period of time, he will be identified by the teacher and a RTI meeting will be held where he will be formally moved to Tier II of the RTI model and assigned to an intervention teacher who will coordinate targeted instruction during the Young Scholars Intervention Block of time at the end of the school day, every day until the student acquires mastery on the standard(s). During

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this time in Tier II the student’s progress will be monitored and charted by graph. This intervention phase should be implemented for no longer than six weeks before a trend is observed and a second RTI meeting is held for this student. This intervention practice has proven successful, since more time is needed for some learners to master basic grade level skills and, when that extra time is provided, along with targeted instruction in the areas of deficiency, students are most times successful.

Once validated, and interventions have been implemented with high integrity and fidelity for the prescribed period of time in Tier II, and the student’s data indicate continued deficits then the student will have a third RTI meeting where he will be placed in Tier III and given more time with an interventionist in the Young Scholars class. Once the intervention process begins in the Tier III process, it should last for not more than four weeks. At the end of the Tier III process and based upon the recommendation of the RTI team, the parent/guardian will decide if he/she wants a formal evaluation or screening to take place for his/her child to rule out a possible disability. If the parent/guardian wishes to proceed with an evaluation, the school will have its School Psychologist and contracted individuals conduct the evaluation. If after a formal assessment based on Bulletin 1508 has been completed and the student is found to qualify for services as a special education student, a special education teacher will devise his Individual Educational Program (IEP) and work with the student as prescribed when called for by the student’s IEP. This student will be considered in Special Education and receive as much support for as long as needed in order to achieve the goals of his IEP.

Note: If a student is having emotional, adjustment, physical, or other challenges the same process will be followed, but under the direction of the school’s social worker. Tier II intervention in this case would involve sessions with the social worker, (group or individual), outside counseling, referral for medical care, etc.

Smothers Academy understands the importance of a comprehensive multi-disciplinary evaluation for students identified in the child find process and will work with the necessary professionals to provide a comprehensive and informative assessment. Upon completion of the evaluation, the parent/guardian will meet with the child’s evaluation team, along with his appropriate regular classroom teacher and/or special education teacher to write the student’s IEP. Care will be taken to assure that the child’s IEP is thoughtful and prescriptive for assisting the student towards success in school on a daily basis. It is often the case that accommodations on an IEP are also best practices for all students, so any attempt to universalize these accommodations for all students will be made in order to avoid isolating or insulating a child who is dependent upon the IEP. For instance, differentiating instruction for one student based on his learning style (for example, a kinesthetic learner who needs the availability of manipulatives for math) will usually benefit other learners in the class, so it benefits the teacher to make an accommodation of this sort available to all learners in the class and not have the student with the IEP stand out as “different” in any way. Accommodations on the IEP will also allow the student to continue his participation in the reading or math intervention class and continue receiving targeted instruction in areas of challenge, therefore maintaining an additional layer of instruction and support. The staff of Smothers Academy will ensure that all students receive a Free Appropriate Public Education (FAPE). Smothers Academy will not discriminate against students with disabilities at any time. The school will adopt an inclusion model in a heterogeneous setting for instruction of all students, with special attention to Individualized Education Plans (IEP) of students who may need an individual or small group setting.

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The IEP team will meet formally once a year to discuss the student’s progress against his IEP. However, informal meetings will occur throughout the year to accommodate individual circumstances. In addition to the annual and periodic meetings, the IEP team will conduct comprehensive three-year reviews for each student with an IEP. All meetings and reviews will determine the effectiveness of the IEP in addressing a student’s needs. Then information will be documented and the IEP will be modified if necessary. All teachers and other providers providing educational services to the student shall be knowledgeable of the content of that student’s IEP, which shall be kept at the school site. Teachers who are responsible for the implementation of the IEP will be required to review the document weekly adhering to the goals and objective of this legal document. Once the grade levels have increased the Smothers Academy IEP teams shall develop Individualized Transition Plans (ITP) for transition services that help students with disabilities, ages 14 and older, meet goals for a successful transition to adult living.

A Special Education Coordinator, along with classroom teachers, will maintain and update IEPs, serve students in an inclusion setting and/or an individual setting as deemed appropriate by the student’s IEP, assist with implementing a response to intervention plan, coordinate with regular education teachers to ensure that appropriate accommodations are being met, communicate with parents, and coordinate with contracted staff, as needed.

Throughout these processes, parent/guardians will be involved in meetings and decisions made concerning their child. No evaluation will be considered without the permission of parent/guardian.

Assessment: A student will be assessed only after the parent consents to the assessment plan. The assessment will follow Bulletin 1508 gathering information about the student to determine whether the student has a disability, and if eligible, the nature and extent of special education services that the student may need. Assessments may include among other things, individual testing, observations of the students at school, interviews with the student and school personnel who work with the student, and a review of school records, reports and work samples.

Smothers Academy’s guidelines for assessment will follow Bulletin 1508 and include the following:

● Student will be assessed in all areas related to his or her alleged disability.

● Assessment will be administered in the student’s primary language or a qualified interpreter will be provided.

● Assessment will include a variety of appropriate tests to measure a student’s strengths and needs. The person administering the tests will be qualified to do so.

● Assessment will be adapted for students with impaired sensory, physical, or speaking skills.

● A multidisciplinary team, including at least one teacher or other specialists with knowledge of the student’s supposed disability, will assess the student.

● Testing and assessment materials and procedures must not be racially, culturally, or sexually discriminatory.

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Upon the completion of the required assessments, an IEP will be created for each student requiring special education services. An IEP team is responsible for recommending actions to be taken for the student and will typically consist of the student’s parent(s)/guardian(s), one of the student’s teachers, a Smothers Academy staff member, a special education authority, and if necessary, additional members familiar with the condition of the student. If applicable, the IEP team will solicit participation from an independent special education representative when it is anticipated that special education service options will be considered within least restrictive environments other than those at the charter school.

Transition of special education students to and from Smothers Academy

Smothers Academy will not discriminate against any special education student in its admissions and enrollment process. The following process merely outlines how Smothers Academy and a special education student and his parents/guardians and current IEP team will work cooperatively to ensure that Smothers Academy is an appropriate placement for the student.

When a student with an active IEP seeks to enroll at Smothers Academy in accordance with the school’s admissions policies as outlined in this charter, representatives of Smothers Academy will meet with the parent(s) or guardian(s) of the student to describe the Smothers Academy program, will review the student’s IEP records and assessment plan, and if necessary, talk with the student’s current IEP team. Ultimately, the decision for whether Smothers Academy is an appropriate placement rests with the student’s current IEP team and his parent(s) or guardian(s). Smothers Academy may not have the necessary staff or resources in the initial years of operation to provide adequate instruction to severely handicapped students. Smothers Academy intends to accept all students regardless of disability and provide them with an enriching educational experience modified for each student’s specific needs.

If a student with an active IEP leaves Smothers Academy, the school will notify the student’s new school and convene a meeting of the student’s IEP team to analyze the disenrollment. The student’s home school is then responsible for convening an IEP team to offer an appropriate placement for the student. Smothers Academy administrators and the student’s IEP team will cooperate with the schools and their IEP team to ensure the timely transmission of the student’s IEP records. We take this responsibility seriously and will not allow any student to “fall through the cracks”.

Smothers Academy’s special education program will be responsible for following laws as they pertain to the education of students with disabilities, including but not limited to Bulliten1508: Gifted and talented, physically challenged, section 504, etc. More specialized services, such as those provided by licensed therapists, Educational Diagnosticians or School Psychologists,

Occupational Therapy, etc. will be either hired by the Academy or provided by third-party contractors. The specific contractors required to meet a student’s needs, will be determined on a case-by-case basis.

Smothers Academy will use appropriate forms to develop, maintain, and review assessments and IEPs in the format required by the State of Louisiana, and will enter assessment and IEP data into the data management system in accordance with district as well as State policies and procedures. Smothers Academy will maintain copies of assessments and IEP materials for district review. Smothers Academy will submit to the State and

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Federal Government all required reports, in a timely manner as necessary to comply with State and Federal requirements.

Smothers Academy will comply with Section 504 of the Federal Rehabilitation Act, the Americans with Disabilities Act, and all Office of Civil Rights mandates for students enrolled in Smothers Academy. Smothers Academy shall adhere to any other court orders and/or consent decrees imposed upon the district pertaining to special education. A child with disabilities attending Smothers Academy shall receive special education instruction or designated instruction and services, or both, in the same manner as a child with disabilities who attends another public school of the District.

Smothers Academy will be responsible for providing special education services and instruction to the students it serves. Smothers Academy may request specific services from the District on a fee basis, and such services will be granted subject to availability.

Smothers Academy will comply with state and federal requirements regarding the identification and referral of students with exceptional needs. Smothers Academy shall notify the Director of Curriculum and Instruction as soon as practicable of any and all pupils who seek to enroll in Smothers Academy or who are dropped from enrollment, and who have had an IEP in the current or previous year or who have a record of having ever received special education services.

Due Process Procedures

Parents/guardians have the right to initiate a due process hearing to challenge a decision regarding the identification, evaluation, or educational placement of their child pursuant to Bulletin 1508. If this occurs, Smothers Academy shall be named respondent and work together with the parent/guardian in an attempt to resolve the matter at an early stage (informal settlement or mediation) if possible. Parents have the right to file a complaint if they believe that the school has violated special education laws or regulations. The district shall address any complaint under its Uniform Complaint Procedures.

Prior to the placement of a student with exceptional needs, Smothers Academy shall ensure that the staff and other persons who provide special education services to the student are knowledgeable of the content of the IEP. A copy of each IEP shall be maintained at the school site. Service providers from other agencies who provide instruction or a related service to the individual of the school site shall be provided a copy of the IEP. All IEPs shall be maintained in accordance with state and federal student record confidentiality laws.

Special Education Strategies

Smothers Academy will certify student eligibility and participation in special education programs and services according to district procedures. Smothers Academy shall implement and review programs and services, including related services, required by IEPs of its students to support the movement of the students into less restrictive environments and increase the interactions of these students with non-disabled students. Smothers Academy’s general program of instruction for students with disabilities shall be responsive to the required sequence of courses and related curricular activities provided for all students in the charter school. Smothers Academy’s special education personnel shall be credentialed and/or licensed consistent with Louisiana laws

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and regulations. Student discipline and procedures for suspension and expulsions shall comply with federal and state laws and regulations, and shall include positive behavioral interventions.

Smothers Academy is accountable for student participation in special education programs. Smothers Academy shall conduct assessment and standardized testing for students with disabilities using state and district guidelines for modifications and adaptations. Smothers Academy shall conduct staff development activities to support access by students with disabilities to general education programs.

Students with Special Needs and Discipline

Students with special needs and/or exceptionalities are subject to the same behavioral expectations as all other students, but with limitations based on their identified disability. Smothers Academy will handle discipline for students with special needs in full compliance with the SBESE guidelines as articulated in SBESE Bulletin 1706, along with strict adherence to Jefferson Parish School District policies and federal safeguards. Parents of special education students will have the right to a due process hearing pursuant to the structure established in the Parents Rights Handbook. All students who are classified as receiving Special Education services will be given a Manifestation Determination prior to his suspension or expulsion.

2. Provide a detailed English Language Learner plan describing how you will ensure that all English Language Learners succeed academically and socially. Describe plans for recruiting, identifying, serving English Language Learners. Include plans for engaging non-English-speaking families of English language learners as well.

Smothers Academy will utilize the approach that students who struggle with academics often are educated at the inappropriate level. We will through proper identification and pre-referral assessment place students who are identified as at-risk or in Special Education or receiving 504 services in programs of study that are at their instructional level. We will if necessary, place a student in a lower leveled classroom to reinforce his unattained or deficient skills. We will make every structural accommodation possible to meet the needs of all learners at Smothers Academy.

Smothers Academy anticipates educating a wide range of learners from Jefferson Parish. We expect that our enrolment will consist of students ranging from the Learning Disabled to the Gifted and Talented student. Currently we have anticipated staffing that will accommodate these diverse learners effectively. Smothers Academy will find the necessary and adequate services for students with severe disabilities either through direct services on campus, outsourced therapies, or through the shared relationship with Jefferson Parish School Board, specifically working with the Special Education Director. We have every intention to develop programs that will accommodate the severely disabled student as our enrolment increases and as funding can accommodate. Smothers Academy will hire an English Language Learner (ELL) teacher if necessary.

ELL Students

Smothers Academy will identify new-enrollees with a home language other than English through the use of the Home Language Survey (HLS), which will be administered to all students following admission. For students whose HLS indicates that a language other than English is spoken in the Home, the school will administer the

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English Language Development Assessment (ELDA) within 30 days of enrollment (and annually thereafter); Once a student is identified as having limited proficiency in the English language, based on the results of the language assessment, the DCI along with whomever she deems necessary will work together to determine the most appropriate instructional plan for the student, which will include regular classroom instruction and targeted intervention as needed. The parent will be notified of this instructional plan and of the exit (ELDA) test that will be administered each spring to determine the instructional plan for the following year. Smothers Academy staff will periodically assess and monitor their progress in learning English, and help reclassify them when they become proficient in English, using assessment tools in compliance with Louisiana law. Procedures and instruments used for identification, assessment and reclassification may be the same as those used by the district.

Reclassification to FEP Status

Smothers Academy will develop criteria to determine Fluent English Proficiency (“FEP”) for English Learners (ELs), consistent with legal requirements regarding standardized testing and other required assessments. In addition, the school will monitor to ensure on-going academic success for reclassified students for at least three years from their reclassification date.

Reclassification procedures will utilize multiple criteria in determining whether to classify a pupil as proficient in English including, but not limited to, the following:

● Assessment of language proficiency using an objective assessment instrument including, but not limited to, the English Language Development Assessment (ELDA);

● Comparison of performance in basic skills against an established range of performance in basic skills;

● Participation of the pupil’s classroom teacher and any other certificated staff with direct responsibility for teaching or placement decisions of the pupil to evaluate the pupil’s curriculum mastery;

● Parental opinion and consultation, achieved through notice to parents or guardians of the language reclassification and placement including a description of the reclassification process and the parent’s opportunity to participate and encouragement of the participation of parents or guardians in the school’s reclassification procedure including seeking their opinion and consultation during the reclassification process; and

● The Student Oral Language Observation Matrix will be used by teachers to measure student progress relative to; comprehension, fluency, vocabulary, pronunciation, and grammar usage.

Smothers Academy will identify LEP students through the Home Language Survey, which all parents or guardians will complete upon enrollment of their child to the school and through initial language assessments administered at the time of enrollment. If a student’s first language is not English, or if the student is foreign born, he or she will be administered the language assessment to determine English proficiency.

Smothers Academy will offer heterogeneously grouped classrooms – inclusive of all learners’ at all academic

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levels. Smothers Academy educational strategies are implemented for all learners. We intend the educational environment to be an inclusive setting and we will emphasize student interaction and learning cooperatively, and not just from the teacher. The school will offer a curriculum that is challenging to all learners and will provide support for struggling learners in an intervention setting for at least one extra hour each day during the regular school hours. Smothers Academy believes that all learners deserve a rich and enlightening curriculum, one that is filled with discussion, healthy debate, challenging questions, promoting critical- thinking and problem-solving strategies.

Foreign Language courses will be available to our students, which will allow all students exposure to a language other than English. We find this to bolster their cultural awareness and sensitivity of our students. Based on the availability of instructors, in year two we will attempt to add Mandarin, Latin, Japanese or Spanish to our Foreign Language program through our technology tools.

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