LEGACY PUBLIC CHARTER SCHOOLSTRATEGIC PLAN 2016-2017The Mission of Legacy Charter School is:

To develop students who are competent, confident, productive and responsible young adults who possess the habits, skills and attitudes to succeed in high school and to be offered the invitation of a post-secondary education, satisfying employment, and life-long opportunities.

Our Vision is:

Legacy students will develop a strong academic foundation, strength of character, and the work ethic and attitudes to achieve success in their chosen careers and in all aspects of their lives.

The Philosophy of Legacy Charter School is...

Grounded in the belief that when there is low threat and content is highly challenging, accelerated learning takes place. Each child has the right to come to school without fear of taunting, teasing or violence. Each parent has the right to expect a school to provide a safe, kind environment for his/her child. Each staff member has the right to teach without fear of violence. Students, parents and teachers will experience peace of mind in the Legacy Public Charter School setting. The founders believe that a “kind” environment should be extended through the potentially tumultuous junior high/middle school years.

Strategic Plan Overview:

As a public charter school, under the authorization of the Idaho Public Charter Commission, Legacy Charter School is required to operate with an approved charter document, and an approved Performance Certificate and Performance Framework, which encompasses the provisions that the Performance Certificate will be based. As Legacy’s Performance Framework mirrors that which is required of the Strategic Plan, it is incorporated and will serve as the school’s Strategic Plan for both its short-term and long-term goals for continuous improvement. (The Performance Certificate and Framework have a 5-year term with annual reports due each year.) The school’s governing board and administrators have collaborated and approved this Strategic Plan/Performance Framework as documented in governing board minutes, and stakeholders have been engaged in the process as noted on the school’s website. Added to the CIP are Appendix A: College & Career Advising & Mentoring Plan, and Appedix B: Literacy Intervention Plan.

School Information and Demographics:

Legacy Charter School, a K-8 school based on the Harbor School Method, opened in the fall of 2011 in Nampa in response to strong community interest. We have continued to see that interest increase as Legacy has nearly 1,000 students on its waiting list. The student body makeup, on average, consists of the following: 87% White, 7-8% Hispanic; 1% Black; 4-5% Asian, 0% American Indian, 7-9% Special Education, 0% LEP, and 38-41% Free & Reduced. Legacy students have done exceptionally well academically by meeting, and most often exceeding, state targets on all state-mandated testing. Under the ISDE Star Rating System, Legacy was a 4 STAR school, missing being designated a 5 STAR school by just 5 points. The school was given Advanc-Ed’s full accreditation in just its third year of operation in 2013-2014. In doing so, the AdvancEd site team complimented the school and noted the following: “...consistent application of sound instructional practices, coupled with a culture of kindness and respect...;” “...the induction process for new teachers and daily observation and evaluation of teaching practices and student achievement data are powerful practices.” Additionally, the team cited as “Very Evident/Evident” in their onsite observations: Equitable Learning Environments, High Expectations Environment, Supportive Learning Environments, Progress Monitoring/Feedback Environments, and Well Managed Learning Environments. One team member went so far as to say, “...that for a school in its third year of operation, Legacy is a shining example of what is right in American education.”

Legacy’s Strategic Plan, as well as Performance Framework, have been developed to ensure that the mission and vision on which the school was founded, and the charter upon which the school is based, remain strongly intact by ensuring that all of the measures and outcomes demonstrate adherence to them.

To ensure zero discrepancy or confusion between the two documents, the Strategic Plan below incorporates all aspects of the school’s already-in-use Performance Framework, as it covers the required areas of the State-mandated Strategic Plan: Student Achievement and Growth, Graduation Rates, College and Career Readiness. Additionally, the Performance Framework also addresses: State & Federal Accountability, School Safety & School Environment, Character Education, Financial Management & Oversight, and Governance & Reporting. The Performance Framework, therefore, provides a thorough and complete plan for all aspects of the school’s short-term and future goals as they pertain to student growth and achievement at several levels, as well as the management and operational requirements.

The Strategic Plan will be monitored and reported on annually. Progress and outcomes will be included in the evaluation of the charter school’s administrator(s) as appropriate.

Progress and Outcomes:

The outcomes for Legacy’s first review under its Performance Certificate & Framework (2013-2014) with its authorizer showed the school as achieving “Honor” Standing (highest) in the Operational and Financial aspects of running the school, and “Good Standing” (second highest) in the school’s Academic & Mission Specific areas, missing “Honor” by just 3.5 percentage points. In 2014-2015, Legacy continued its strong outcomes with “Honor” designations in the areas reviewed. Since this strategic plan mirrors these documents, we will continue using all three in ensuring our school remains operationally, fiscally, and academically successful. The draft report of the Performance Certificate & Framework outcomes for 2015-2016 should be available in December 2016.

The 2014-2015 Performance Certificate/Annual Report can be found at:https://chartercommission.idaho.gov/Performance%20Certificate/documents/2014-2015/LEGACY%20CHARTER%20SCHOOL.pdf – note bar charts on pages 5-6.

The 2013-2014 Performance Certificate report can be found at: http://chartercommission.idaho.gov/performance%20certificate/documents/Legacy%20Annual%20Report%202013-14%20FINAL.pdf

Legacy Charter SchoolStrategic Plan – An incorporation of the LEGACY PERFORMANCE FRAMEWORK

Strategic Plan/Performance Framework IntroductionIdaho legislation requires each public school to have a strategic plan in place. Idaho’s charter school legislation also requires each public charter school to have in place a Performance Framework on which the provisions of the State-required Performance Certificate are based. Strategic Plans and Performance Frameworks set forth academic indicators, measures, and metrics contain the following:• Indicators, measures, and metrics for student academic proficiency;• Indicators, measures, and metrics for student academic growth;• Indicators, measures, and metrics for college and career readiness (for high schools).Additionally, public charter schools’ Performance Frameworks also set forth operational performance indicators, measures, and metrics; and contain:• Indicators, measures, and metrics for board performance and stewardship, including compliance with all applicable laws, regulations and terms of the performance certificate.

The measurable performance targets contained within this strategic plan/framework requires, at a minimum, that the school meets applicable federal, state, and authorizer goals for student achievement.

Strategic Plan/Performance Framework StructureThis Strategic Plan/Performance Framework is divided into four sections: Academic, Mission-Specific, Operational, and Financial. As the school’s authorizer, looks at this plan in its determination of renewing the school’s operating certificate, the Academic and Mission-Specific sections comprise the primary indicators on which most renewal or non-renewal decisions will be based. The Operational and Financial sections contribute additional indicators that will, except in cases of egregious failure to meet standards, be considered secondary.

Academic: A high percentage (60%) of a school’s total score for the Academic & Mission Specific Accountability Designation reflects the school’s performance on a set of academic measures. These measures are the same for all non-alternative schools. The “Meets Standard” rating for each measure is designed to align closely with state minimum standards as established in Idaho’s ESEA waiver and Star Rating System.Mission-Specific: A significant portion (40%) of a school’s total score for the Academic & Mission Specific Accountability Designation reflects the school’s performance on a set of mission-specific measures. These measures may be academic or non-academic in nature, but must be objective and data-driven. The number and weighting of mission-specific measures should be established during one-on-one negotiations between the school and authorizer.

Operational: Operational indicators comprise a secondary element for consideration during the renewal process. While each school will receive a score in the operational section, this score should not be used as the primary rationale for non-renewal unless the non-compliance with organizational expectations is severe or systemic. Particularly for a school whose academic performance meets or exceeds standards, poor results in this area are more likely to lead to a conditional renewal decision than to non-renewal.Financial: Financial indicators comprise a secondary element for consideration during the renewal process. While each school will receive a score in the financial section, this score should not be used as the primary rationale for non-renewal unless the school’s financial state at the time of renewal is dire. Particularly for a school whose academic performance meets or exceeds standards, poor results in this area are more likely to lead to a conditional renewal decision than to non-

renewal. The PCSC may also elect to renew a financially troubled school that is clearly providing a high quality education, but notify the SDE of the situation so that the payment schedule may be modified in order to safeguard taxpayer dollars.

Accountability DesignationsCalculation of the percentage of eligible points earned for each school will guide the determination of that school’s accountability designation: Honor, Good Standing, Remediation, or Critical. The accountability designation will, in turn, guide the PCSC’s renewal or non-renewal decision-making. Measures for which a school lacks data due to factors such as grade configuration or small size will not contribute to that school’s accountability designation. The PCSC will consider contextual factors affecting a school’s accountability designation when making renewal or non-renewal decisions.

Honor: Schools achieving at this level in all categories (academic, mission-specific, operational, and financial) are eligible for special recognition and will be recommended for renewal. Replication and expansion proposals are likely to succeed. The Framework places schools that earn 75-100% of the combined academic and mission-specific points possible in this accountability designation. It is possible for 5-star schools, high-range 4-star schools with solid mission-specific outcomes, and mid-range 4-star schools with strong mission-specific outcomes to receive an honor designation. Schools that fall into this point-percentage category but have poor operational and/or financial outcomes will not be eligible for an honor designation.

Good Standing: Schools achieving at this level will be recommended for renewal; however, conditional renewal may be recommended if operational and/or financial outcomes are poor. Replication and expansion proposals will be considered. To be placed in this category, schools much receive the appropriate percentage of the combined academic and mission-specific points possible and have at least a 3-star rating. The Framework places schools that earn 55-74% of the combined academic and mission-specific points possible in this accountability designation. It is possible for 3-star or 4-star schools with solid mission-specific outcomes, or 5-star schools with poor mission-specific, financial, and/or operational outcomes to receive a good standing designation. Although 2-star schools with strong mission-specific outcomes could fall into this point-percentage range, they would not be eligible to receive a good standing designation due to their star ratings; the Framework is drafted thus in recognition of Idaho’s statutory provision that the performance framework shall, at a minimum, require that each school meet applicable federal and state goals for student achievement.

Remediation: Schools achieving at this level may be recommended for non-renewal or conditional renewal, particularly if operational and/or financial outcomes are poor. Replication and expansion proposals are unlikely to succeed. The Framework places schools that earn 31-54% of the combined academic and mission-specific points possible in this accountability designation. It is possible for 3-star schools with poor mission-specific outcomes, 2-star schools, or 1-star schools with strong mission-specific outcomes to receive a remediation designation.

Critical: Schools achieving at this level face a strong likelihood of non-renewal, particularly if operational and/or financial outcomes are also poor. Replication and expansion proposals should not be considered. The Framework places schools that earn less than 30% of the combined academic and mission-specific points possible in this accountability designation. It is possible for 1-star schools or 2-star schools with poor mission-specific outcomes to receive a Critical designation.

Appendix A

COLLEGE AND CAREER ADVISING AND MENTORING PLAN(2016-2017)

Please note, effective July 1, 2016, pursuant to Idaho Code §33-1212A your school district/charter school must have a College and Career Advising and Mentoring Plan, plans must be submitted to the State Board of Education and the effectiveness of your plan must be reported annually. In an effort to keep the submittal process and reporting as simple as possible you are requested to submit your plan as an appendix to your Continuous Improvement Plan. If your school district/charter school is not submitting your Continuous Improvement Plan directly to the Office of the State Board of Education, please provide your College and Career Advising and Mentoring Plan and a direct link to where the school district/charter school Continuous Improvement Plan is located on your website. All plans are due to the Office of the State Board of Education by October 1.

College and career advising and/or student mentoring is an essential component of a students’ educational experience. Such advising and mentoring provide students with an early opportunity to identify academic strengths, areas in need of improvement and areas of interest for the purpose of making informed choices and setting postsecondary education and career goals. The focus of college and career planning is to help students acquire the knowledge and skills necessary to achieve academic success and to be college and career ready upon high school graduation.

Pursuant to Idaho Code §33-1212A, school districts and charter schools may employ non-certificated staff to serve in the role of college and career advisors and student mentors. Appropriate alternative forms of advising and mentoring must be research-based and may include the following:

1. High contact programs such as:a. Near peer or college student mentors; andb. Counselor, teacher or paraprofessional as advisor or mentor;

2. Collaborative programs such as:a. Student ambassadors; andb. Cooperative agreements with other school districts or postsecondary institutions; and

3. Virtual coach or mentor programs

School districts and charter schools must provide professional development in the area of college and career advising to all staff serving in the role of student mentors or advisors. All individuals providing services in the role of a college and career advisor must have a basic level of training or experience in the area of advising or mentoring to provide such services.

School districts and charter schools must notify parents or guardians of all students in grades 8 through 12 of the availability of college and career advising provided by the district and how to access such services.

School districts and charter schools must report annually on the effectiveness of their college and career advising programs as part of their annual continuous improvement plan.

School District Legacy Charter School #478

ContactName: Gayle O’Donahue & Erica Gerber Phone: 466-7952E-mail:egerber@legacycharterschool.net

The plan must include:1. The type of College and Career Advising and Mentoring model used; 2. Summary of college and career advising and mentoring used at each grade level (available resources/services by grade level or group of grades);

(i.e. if the district is using the same resources/services for multiple grades, you may group them in the same summary – please indicate this)3. Current and projected budget (see Template 4); 4. Metrics chosen by the school district/charter school, required metrics, baseline data, and school district selected benchmark;5. Previous year expenditures; and6. Proposed budget for current year

Summary of 2016-2016 School Year College & Career Advising Efforts:

Liberty, Victory & Legacy Charter Schools are working collectively to carry out the College and Career Advising & Mentoring model within their schools. Overall, the schools will carry out efforts for students in 8-12 to use the Career Information Systems, high school courses, extended learning, and parent-student resources to increase the percentage of students applying for and attending college after graduation from high school.

2016-2017 College and Career Advising Model used by the LEA:

Liberty, Victory and Legacy Charter Schools will cooperatively to carry out many of the plan’s requirements in order to maximize funding. Additionally, Liberty & Victory, through their certification for teaching college concurrent credit classes, have the following relationships with Northwest Nazarene University, College of Western Idaho, and Boise State University. Finally, the Career Information System will be used to track & explore career interests.

Summary of college and career advising and or mentoring plan, break out plan by grade level:The schools will do the following:

Grade 8: 1) 8th grade students will use on a weekly basis the Career Information Systems tools & models during computer lab to begin exploration of

career interests. Each school's college & career ready advisor will meet with the 8th grade class 3xs per year to evaluate student outcomes with the CIS.

2) Legacy Charter School will offer the Star Club extended learning sessions, one-five days per week (depending on student need based on academic assessments & interests) for Legacy 8th students so students (especially those new to the school who are working toward above-grade-level achievement to align with the school's academic program) can work with a certified teacher on core curriculum materials to help with improvement of test-taking skills for immediate achievement in SBAC and to prepare for ACT/SAT/COMPASS, etc.

3) Annually, in May, Victory & Liberty’s high school registrars will visit the 8th grade classes at Liberty, Victory & Legacy to review a high school four-year plan, graduation requirements, and then create the 8th graders high school schedule/college & career learning plan.

Grades 9-12 (Liberty & Victory only as Legacy is K-8):1) The 9th grade Life Skills class will devote at least 50 percent of its instructional time to college and career readiness.2) Liberty will offer for dual enrollment w/Victory the ACT/SAT prep class, available for grades 10-12.3) Parents and students will have the opportunity to attend a parent/family nights involving discussions on advanced opportunities, college concurrent credit, completing the FAFSA, and scholarship research.4) Students taking junior English at both Liberty & Victory will be required to complete a “College Binder” that by the end of the school year will consist of: completed & submitted FAFSA form; completed college applications; letter of recommendation; three, college essays; a summary of their Career Information System career exploration and module completions; completed Meyer-Briggs Personality Test & associated assignments; etc.5) Quarterly, the apprenticeship coordinator will add to the school calendar dates for dedicated, one-on-one college & career advising with students.

Provide effectiveness measures chosen by the school district/charter school, required metrics, baseline data and benchmarks:

Performance Measure Baseline Data (Last Year) Benchmark

Number of Students Served from the College and Career & Mentoring Plan 0 40 and/or 8th grade total enrollment

Number of Learning Plans developed during Grade 8 and number of learning plans reviewed annually by grade level 28 40 and/or 8th grade total

enrollment

Number of Students Graduating High School with a Career Technical Certificate NAk-8 school

NAk-8 school

Number of Students Graduating High School with an Associate’s DegreeNA

K-8 school NAK-8 school

Number and percent of students who go on to some form of postsecondary education, one and two years after graduation (school district and charter school go on rates may be retrieved from the State Board of Education)

1 Year #1 Year %2 Year #2 Year %

Additional effectiveness metrics chosen by the school district/charter school

Please proceed to the College and Career & Mentoring Budget and ExpendituresSee attached budget document

LEGACY LITERACY INTERVENTION PROGRAM APPENDIX B

Please note, pursuant to Idaho Code §33-1616 your Literacy Intervention Program Plans must be submitted to the State Board of Education and the effectiveness of your plan must be reported annually. In an effort to keep the submittal process and reporting as simple as possible you are requested to submit your plan as an appendix to your Continuous Improvement Plan. If your school district/charter school is not submitting your Continuous Improvement Plan directly to the Office of the State Board of Education, please provide your Literacy Intervention Program Plan and a direct link to where the school district/charter school Continuous Improvement Plan is located on your website. All Literacy Intervention Program Plans are due to the Office of the State Board of Education by October 1.

Section 33-1616, Idaho Code summary:

Each LEA will report on the effectiveness of the LEA’s literacy intervention program.

Each school district and public charter school shall establish an extended time literacy intervention program for students who score basic or below basic on the fall reading screening assessments or alternate reading screening assessment in Kindergarten through grade 3 and submit to the State Board of Education.

The program shall provide:

A. Proven effective research based substantial intervention including: Phonemic awareness Decoding intervention Vocabulary Comprehension and Fluency

o As applicable to the student based on a formative assessment designed to, at a minimum, identify such weaknessesB. May include online or digital instructional materials or programs or library resourcesC. Must include parent input and be in alignment with the Idaho Comprehensive Literacy PlanD. Supplemental instruction (may be imbedded into the school day)

A minimum of sixty (60) hours of supplemental instruction for students in Kindergarten through grade 3 who score below basic on the reading screening assessment

A minimum of thirty (30) hours of supplemental instruction for students in Kindergarten through grade 3 who score basic on the reading screening assessment.

Please also note, pursuant to Idaho Code §33-1615, school districts must still report fall IRI scores to the State Department of Education. If the district chooses to use this information to show the effectiveness of the school district literacy intervention plan, then it will need to also be reported in the performance report for the plan. Annual program effectiveness reports may be reported with your annual continuous improvement plan reports when such reports are submitted to the Office of the State Board of Education. If not submitted with the Continuous Improvement Plan report, reports are due by October 1 of each year.

School District Legacy Charter School #478

ContactName: Erica Gerber Phone: 208-467-0947E-mail:egerber@legacychartersschool.net

The Literacy Intervention Program Summary must include the following:

Interventions used at each grade level or group of gradeso (i.e. if the district is using the same interventions for multiple grades, you may group them in the same summary – please indicate

this)

Previous year expenditures and projected budget

Metrics to be chosen by the LEA to determine effectiveness of the Literacy Plano Include current performance on these metrics if they are available

Provide a summary of your 2015-2016 literacy intervention program and a summary of your new or expanded literacy intervention program.

In the Program summary section, provide the details about your district’s literacy intervention program with the above mentioned requirements. Please clearly outline your district’s approach to literacy intervention and details related to any proposed expenditures (as outlined in the proposed budget, see Template 2). As applicable, consider including information about the following:

A. Does your district plan to use one program / curriculum for literacy interventions or will you offer schools in your districts options? If you will offer options, how do the options relate / work together and how will ensure some consistency between programs at individual schools?

B. Will you use the same intervention program(s) / curricula and strategies for all grades (K-3) or will there be differences between grades? If there are differences, please describe them.

C. Will interventions be facilitated during the school day, before/after school, during summer school, or some combination?

D. How will the district support schools in implementing the literacy intervention program? If you plan to use literacy intervention funds for professional development or any other district-level support, please explain your plans.

Program Summary (2015-2016)

The school will use one program/curriculum for Literacy Interventions. The same strategies and curriculum will be used for grades K-3, however, Kindergarten and first grade may only use certain applicable parts of the curriculum. Interventions will be facilitated during the school day per parent interest.

The Literacy Intervention Program will be embedded in the school day. Students who received a 1 or a 2 on the Fall IRI started receiving one on one intervention service September 5th and will continue to until May 1st. Students will receive at least 15 minutes daily of Intervention, The Interventions that are being used with each grade are:

Kindergarten:

Letter/Sound People

Letter/Sound Fluency practice

Introduction to Basic Sight Words

First Grade:

Letter/Sound Fluency practice

Phonogram cards

Reads Naturally

Sight Word List

Word Families

Second-Third Grade:

Reads Naturally

Phonogram Cards

Sight Word List

Program Summary (2016-2017)The Literacy Intervention Program will be embedded in the school day. Students who received a 1 or a 2 on the Fall IRI started receiving one on one intervention service September 6th and will continue to until May 1st. Students will receive at least 15 minutes daily of Intervention, The Interventions that are being used with each grade are:

Kindergarten:

Letter/Sound People

Letter/Sound Fluency practice

Introduction to Basic Sight Words

First Grade:

Phonogram cards

Reads Naturally

Sight Word List

Word Families

Second-Third Grade:

Reads Naturally

Phonogram Cards

Sight Word List

Instructions: In the Comprehensive Literacy Plan Alignment section, provide information demonstrating how your district’s Literacy Intervention Program is aligned to the Idaho Comprehensive Literacy Plan.

Comprehensive Literacy Plan Alignment

The Charter Schools Literacy Plan aligns with the States plan in the sense that it uses all the same components.

Phonemic Awareness: Letter people for letter sounds, phonogram cards

Decoding: Phonogram cards, segmentation of words by phonogram group sounds

Vocabulary: Reads Naturally, Sight Words Lists

Comprehension and Fluency: Reads Naturally

Assessment and Data: will be taken tracking students daily progress

Instructions: In the Parent Involvement section, provide an explanation of how the school district involved parent input in developing the school district Literacy Intervention Program Plan, as well as how parents will be informed and involved in the development of their individual student literacy intervention plans.

Parent Involvement

Parents of students who received a score on the IRI of a 1 or 2 were notified via a letter. This letter also asked parents their preference of having the Inventions during the school day or after school. All parents responded and wanted to Interventions to take place during the regular school day. Parents were also asked to rate which areas of needed they noticed with their child. The school will also be offering a Literacy Night.

Instructions: In the sections below, please provide metrics of the literacy interventions that will be used for each grade level (K-3) to show the effectiveness of the plan, including the minimum required metrics. Provide baseline data, where available, for the previous school and benchmarks for the current year. (If your district has questions about available State level data you are interested in using, please contact the Board of Education’s research staff). Shaded metrics are required to be reported in your Continuous Improvement Plan.

Performance Metric (Chosen by LEA) SY 2014-2015 SY 2015-2016 Benchmark (Chosen by LEA)

# of students who scored “proficient” on the Kindergarten Spring IRI 17 18 20

% of students who scored “proficient” on the Kindergarten Spring IRI 74 75 83

Improvement in # of students who scored “proficient” on the Kindergarten Spring IRI

2 7 2

Improvement in % of students who scored “proficient” on the Kindergarten Spring IRI

.29 64 50

# of students who scored “proficient” on the Grade 1 Spring IRI 25 20 22

% of students who scored “proficient” on the Grade 1 Spring IRI 93 74 79

Improvement in # of students who scored “proficient” on the Grade 1 Spring IRI

1 2 3

Improvement in % of students who scored “proficient” on the Grade 1 Spring IRI

50 29 11

# of students who scored “proficient” on the Grade 2 Spring IRI 26 26 26

% of students who scored “proficient” on the Grade 2 Spring IRI 90 93 87

Improvement in # of students who scored “proficient” on the Grade 2 Spring IRI

2 1 2

Improvement in % of students who scored “proficient” on the Grade 2 Spring IRI

50 50 50

# of students who scored “proficient” on the Grade 3 Spring IRI 22 27 25

% of students who scored “proficient” on the Grade 3 Spring IRI 81 90 83

Improvement in # of students who scored “proficient” on the Grade 3 Spring IRI

1 2 3

Improvement in % of students who scored “proficient” on the Grade 3 Spring IRI

20 50 60

(ex. % of students who scored proficient or advanced on the ELA section of the Grade 3 ISAT)

(ex. % of students who scored proficient or advanced on the ELA section of the Grade 4 ISAT)

(ex. % of students who transitioned off the reading intervention plan) (ex. 5% Increase Annually)

(ex. Professional Development hours …)

(ex. Number of student hours participating in program)

(ex. Increase in student reading comprehension by grade level…)

Instructions: Provide previous year expenditures and projected literacy plan budget on Template 2.

Please proceed to the Literacy Intervention Program Budget and Expenditures Template 2

Notes/Comments