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VICTORY ACADEMY INC.

Charter School Application Proposal for 2016 opening,

Submitted to Mr. James Pegg, Director

by Dr. Carmela R. Nanton

561-329-6776 carmelconnect@gmail.com

8/3/2015

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APPLICATION COVER SHEET NAME OF PROPOSED CHARTER SCHOOL: Victory Academy Inc. NAME OF FLORIDA NONPROFIT CORPORATION THAT WILL HOLD THE CHARTER: Victory Academy Inc. The Corporation has applied for 501 (c)(3) Non-profit Status: Yes Provide the name of the person who will serve as the primary contact for this Application. The primary contact should serve as the contact for follow-up, interviews, and notices regarding this Application. NAME OF PRIMARY CONTACT PERSON: Dr. Carmela R. Nanton TITLE/RELATIONSHIP TO NONPROFIT: Board Member, Officer MAILING ADDRESS: P. O. Box 243688, Boynton Beach, FL 33424-3688 PRIMARY TELEPHONE: (561) 329-6776 E-MAIL ADDRESS: carmelconnect@gmail.com NAME OF EDUCATION SERVICE PROVIDER (if any): N/A NAME OF PARTNER ORGANIZATION (if any): N/A Projected School Opening: Fall School Year: 2016 Term of Charter Requested 2016 School Year

Grade Levels Total Projected Student Enrollment

First Year K - 5 116 Second Year K - 6 156 Third Year K - 8 218 Fourth Year K - 10 285 Fifth Year K - 12 354 I certify that I have the authority to submit this application and that all information contained herein is complete and accurate, realizing that any misrepresentation could result in disqualification from the application process or revocation after award. I understand that incomplete applications will not be considered. The person named as the contact person for the application is so authorized to serve as the primary contact for this application on behalf of the organization.

Board Member, Officer ________________________________ ____________________________________ Signature Title Dr. Carmela R. Nanton 08. 03.2015 ________________________________ __________________________________ Printed Name Date

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Table of Contents I. EDUCATIONAL PLAN………………………………………………………………………………...3

Section 1: Mission, Guiding Principles and Purpose……………………………………………………3 Section 2: Target population and Student Body ………………………………………………………..8 Section 3: Educational Program Design……………………………………………………………….11 Section 4: Curriculum Plan …………………………………………………………………………....17 Section 6: Exceptional Student………………………………………………………………………...24 Section 7: English Language Learners…………………………………………………….………...…29 Section 8: School Climate and Discipline………………………………………………….…………..30

II. ORGANIZATIONAL PLAN……………………………………………………….…………………32

Section 9: Governance…………………………………………………………………….………….32 Section 10: Management…………………………………………………………………..…………...36 Section 11: Education Service Providers…………………………………………………….….……..38 Section 12: Human Resources and Employment……………………………………………….……...44 Section 13: Student Recruitment and Enrollment…………………………………………….….…….47

III. BUSINESS PLAN…………………………………………………………………………..…… …..52

Section 14: Facilities ………………………….….……………………………………………………52 Section 15: Transportation……………………..………………………………………………………53 Section 16: Food Services ……………………..………………………………………………………53 Section 17: Budget ……………………………………………………………………………….……60 Section 15: Financial Management and Oversight……………………………………………….……71 Section 16: Action Plan………………………………………………………………………………..78

IV. ADDENDUM OF MANAGEMENT/GOVERNANCE…………………………………….………..81

V. STATEMENT OF ASSURANCES…………………………………………………….…….…..…...82

V. REFERENCES……………………………………………………………………………….………..84

VI. APPENDICES …………………………………………………………………………………...…..87

Appendix A Articles of Incorporation…………………………………………………………..……..88 Appendix B Governing Board Members & Draft of By-Laws………………………………….…….90 Appendix C Sample Staff Job Descriptions………..…………………………………………...……108 Appendix D Accounting Manual ………………………………………………………………….…121 Appendix E Budget Strategic Plan ………………………………………………………………......130 Appendix F Amortization Plan ………………………………………………………..………....….140 Appendix G Draft Employee Handbook ……………………………………………..……..…….…142

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I. Educational Plan

Section 1: Mission, Guiding Principles and Purpose A: Provide the mission statement for the proposed charter school.

Vision of Victory Academy Inc.: To make high quality learning accessible to all children, to develop their capacity for model global citizenship, fruitful careers, and to ensure that they will be responsible contributors to society now and in the future. Mission of Victory Academy Inc.: The mission of Victory Academy Inc. (VAI) is to provide all students a competitive educational choice of the highest quality in academic curriculum and services provided through integrated rigorous training, individualized learning experiences, and a safe holistic culture that engages students and parents. The described approach will facilitate student academic success, leadership, self-efficacy, global citizenship, and lifelong learning for all students who enter our doors. Throughout the document Victory Academy Inc., hereafter will be designated as “The School”. Victory Academy Inc. Charter School Educational Approach The School’s educational philosophy and guiding principles are built on a foundation of five (5) strong beliefs. INTEGRITY: The School will operate and serve the community with the utmost integrity, and will strive to maintain a positive approach in all education services provided. A CARING ENVIRONMENT: The School will provide a safe, secure, nurturing environment for children and families. A strong emphasis will be placed on teamwork, learning communities and relationship building with students and families. CONTINUOUS IMPROVEMENT: The School will remain current and adaptable to the needs of the community and families served by meeting or exceeding state and district requirements and constantly evaluating our performance, partnerships, and services that we provide. ACCOUNTABILITY: The School will perform its service to students in a manner that is transparent, responsible and accountable to the community. DIVERSITY: The School embraces, respects and celebrates the characteristics and uniqueness of all individuals and will strive to promote multicultural understanding, in a multicultural environment, and a culturally sensitive curriculum.

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The School will endeavor to do the following in caring for the children: Provide a safe, secure, nurturing environment for children and families with strong initial emphasis on the K-5 elementary developmental years; Provide engaging and creative learning experiences and opportunities for children that are developmentally appropriate, and that encourage learning through interaction with teachers, technology, fellow students and the environment through to High School. The School will also model respect and leadership through positive interactions; allowing each participant to grow individually through differential learning experiences, small class sizes and individual attention. We will work to develop in each student, a positive self-image, and help each child see themselves as a valued, respected global citizen of the 21st century.

B. Describe how the school will utilize the guiding principles found in section 1002.33(2)(a), F.S.

♦ Meet high standards of student achievement while providing parents flexibility to choose

among diverse educational opportunities within the state’s public school system. The School, a school created as part of the state’s program of public education choice, proposes to use the guiding principles found in section 1002.33(2) FS in the following manner. We propose to provide a high quality public school educational experience in a private school setting, thereby affording parents the flexibility of choice among educational opportunities, through providing individualized and group learning experiences with curriculum that meets the Next Generation Sunshine State Standards and the No Child Left Behind Act’s expectations. Attention to fulfilling these standards will assist us in providing all students with rigorous standards and data-driven, research- based, academic curriculum in an environment that operates an accountable and transparent manner that is safe, clean, state of the art, and cost-efficient.

♦ Promote enhanced academic success and financial efficiency by aligning responsibility and accountability. The learning culture will honor diversity, individual learning styles or needs, and tailored teaching strategies that specifically address them. The School will utilize the Palm Beach County School District’s curricular methodologies, and operational framework, augmented by enhanced learning and individualized methods of assessment and evaluation. Encouraging community involvement, parent and student engagement will enhance the academic experience of students and fulfill the choice requirements of the charter school statutes.

Operating in an accountable and transparent manner where we are responsible for creating a safe, clean, state of the art, and cost-efficient and fiscally responsible learning environment center to educate and develop the minds of the children and families; and where we regularly monitor and track revenues and report expenses in a manner that is fiscally responsible and meets school district, and state regulatory requirements.

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♦ Provide parents with sufficient information on whether their child is reading at grade level and whether the child gains at least a year’s worth of learning for every year spent in the charter school. The School will utilize an Educational Information System (EIS) to inform parents whether their child’s reading levels are at grade level, and provide support to ensure that the student has a full year of academic learning for each year they attend our school. Using these means of technology, grade reports, parent teacher conferences, written summaries of performance, and IEP’s to monitor and communicate the child’s progress to parent throughout the year. Parents will have concurrent evaluative reports on student’s progress, through hiring the best possible staff and monitoring the progress of the student toward learning outcome goals. The School will assess each student that is enrolled thereby providing a basis for appropriate development of learning goals unique to each student. The assessment also will determine which support programs, focused instruction, and curriculum will result in the optimal learning outcomes for each student. The assessments will at a minimum include the required Florida Comprehensive Assessment Tests (FCAT) for all grade levels served, reading level assessment such as the Florida Assessments for Instruction in Reading (FAIR) to ascertain each child’s reading level and instructional needs. From the results of these initial assessments the student’s Individual Educational Plans will be developed, to ensure that all students are demonstrating mastery of the specific grade level requirements of the Next Generation Sunshine State Standards. This balanced reporting format provides a synopsis of the level of mastery of skills, content specific curriculum, and clear demonstration of progress toward stated goals. Through the use of the EIS, teachers and administrators can continually update the student’s progress, so that parents are informed of the child’s progress to academic goals. The EIS system allows for both numerical grade assessment and narrative comment assessment of student progress. Report cards are scheduled to be generated on a quarterly basis throughout the year so that students, parents, administrators, and the School District will be able to monitor each student, or student group’s progress. This incremental and formative assessment also allows for timely intervention and adjustment to ensure that student progress is on track to meeting stated goals.

C. Describe how the school will meet the prescribed purposes for charter schools found in section 1002.33(2)(b), F.S. In accordance with the law, charter schools shall fulfill the following purposes: ♦ Improve student learning and academic achievement.

To improve student learning and academic achievement by providing individualized learning opportunities and support that are suited to the child’s needs and abilities, while maintaining or exceeding the core standard requirements with attention to low performing students and reading levels, through self-paced learning and IEP’s, ESL and ESE program options and literacy. The School will utilize the FCAT, and FAIR scores along with individual assessments of incoming students to drive instructional goals for that student, and to identify whether the

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child has evidence of a) achievement: making progress toward learning goals, b) proficiency and c) growth: having achieved one year’s worth of learning for their grade level in the summative assessment at the end of the year, resulting in readiness for promotion to the next grade level. For example, use of the FCAT scores to determine improvement (a) the achievement of one or more levels (i.e., from level one to level two). It would also be used for the students also to demonstrate that their proficiency (b) by evidence that the achieved level is maintained at or above their previous levels. Finally, it is critical for The School’s purposes that students are also able to show c) growth/development: by attainment of scores that are above the cut-off scores from earlier assessments in order to demonstrate their growth within that year.

♦ Increase learning opportunities for all students, with a special emphasis on low-performing students and reading. The School will provide learning opportunities for the students that are designed to raise the academic achievement of even those students who are low achievers. Methods for doing so will take into consideration the recommendations outlined in F. S. 1002.33(2)(b) and (c). In recognition of the fact that the ability to read well is fundamental to success in all curricular content, examinations, and even in life, the reading program will include attention to grade level requirements within the framework of phonemic awareness, fluency, phonics/word analysis, vocabulary and comprehension, that is integrated into all subject matter and that also builds on the foundation of the previous year’s reading achievements.

The focus on reading will include 50 minutes built into daily schedule, with intensive focus for those students who are reading below grade level. The priorities of the Next Generation Sunshine State Standards (NGSSS) five categories of focus will start : a) at the Board level who will be responsible for ensuring that resources for professional development and instruction are allocated and available; b) with administration who will be responsible for supporting and prioritizing the integration of reading throughout the curriculum, ensuring teacher professional development and motivation around reading emphasis, and that access to experts in this area is facilitated. Access will include review, selection, and training on the implementation of researched based Reading program support tools and methods (such as, but not limited to, Soar to Success, Corrective Reading, SRA Reading Mastery, Read 180, Voyager Passport Reading); and, c) with teachers implementing tailored reading curriculum based on assessment results, emphasizing student’s reading practice and skill development, and evaluating student progress; participating in teacher development and training in the standards, strategies for effectively achieving and assessing the attainment of the standards, and adjusting or re-aligning approaches until desired outcomes are achieved.

♦ Encourage the use of innovative learning methods.

The School will encourage the teacher’s use of innovative learning methods through classroom, virtual, individualized, physical, arts, cultural, small groups, collaborative

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projects, and hands-on experiential learning, which will require ongoing measurement of learning outcomes and regular monitoring of student achievement with formative and summative assessments and teacher self-evaluations so that ongoing corrections and adjustments can be made to increase academic achievement. It also will include alternative assessment measures via projects and activity evaluations.

♦ Require the measurement of learning outcomes. The measuring tools to be used for learning outcomes will include the Palm Beach

County/Florida state and Hattie - High Effect Size Strategies for achieving the Core Curriculum standards in order to maintain rigorous academic standards and stimulate

continual improvement and competition in the public school system. Assessment will be ongoing throughout the school year. Learning outcomes will be established for each child based on their individual academic progress needs. Grades on assignments and report cards and the aggregate data from student’s performance will measure the grade-level achievement goals across each subject such as reading, language arts, math, science, and technology applications for each student and grade.

D. Describe how the charter school will fulfill, if applicable, the optional purposes of

charter schools found in section 1002.33(2)(c), F.S. In accordance with the law, charter schools may fulfill the following purposes:

♦ Provide rigorous competition within the public school district to stimulate continual improvement in all public schools. Setting our curriculum to meet the requirements of the Sunshine State Standards (SSS) and No Child Left Behind Act (NCLB), and the Common Core Curricular (CCC) requirements immediately places us in a competitive position alongside other schools. Distinguishing characteristics include the use of technology, the development of required technology competency for the 21st century and also small group communication and social interaction skills. The School’s teaching outcomes for the educational program are anticipated to provide rigorous competition because they will meet or exceed the SSS, the NCLB; and the School District’s curriculum requirements for each grade level, and be at or above the 85th percentile for grades 1-3, and through supplementing the School Districts general curriculum with programs such as Reading program, NASA Math & Science experiential learning, language support, and individual Learning Plans, -which allows students (and parents) to develop and advance their reading skills, which in turn impacts their success in all other subject areas. The use of technology will develop required technology competency for the 21st century and also small group communication and development of social interaction skills. The measurement tools we will use include those that are in use for the common core standards, but also alternatives such as portfolios with individual projects that demonstrate student learning and outcomes that have been met.

♦ Expand the capacity of the public school system.

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The School by its existence will provide educational opportunity for more students with attention to high risk or low performing students, students for whom English is a second language, and for adults whose reading skills are challenged (Literacy and ESL). To become a means for the public school system to expand its capacity through increasing parent choice and alternative learning opportunities; and to mitigate the educational impact that would ordinarily be created by increased student numbers from new residential dwelling units in the surrounding communities. By making more student seats available with smaller class sizes; and providing the same curriculum via online delivery The School will allow for differential education and more individualized attention, even as we would be able to increase system capacity and absorb the overflow of currently filled or waitlisted public school students.

♦ Mitigate the education impact created by the development of new residential dwelling

units. The School will mitigate the impact of new housing developments by making more student seats available. The smaller class sizes will allow for differential education and more individualized attention, even as we would be able to increase capacity and absorb the overflow of currently filled public schools. The School also purposes to contribute to the economic sustainability and stability of the community by providing new professional and program development opportunities for area teachers, staff; and job opportunities for the community, as well as learning and development options for parent engagement in the community. This in turn raises the economic standard in the community and supports the viability of area businesses.

♦ Create new professional opportunities for teachers, including ownership of the learning

program at the school site. The County school system has qualified professionals and teachers who are substituting or working in other jobs because there are not enough FT positions. The School will increase the professional capacity by opening up opportunities for such teachers, staff and administrators to work. As full-time workers their sustained engagement in the learning program, and their specific responsibility and accountability for outcomes will certainly foster ownership of the learning programs and student’s ultimate success.

Section 2. Target Population and Student Body A. Describe the anticipated target population to be served. If applicable, applicants should ♦ describe if they will target, in accordance with the law, certain populations defined in section 1002.33(10)(e), F.S. Market research suggests that the development of new subdivisions in the southwest Florida area and through in-migration and immigration from other states and counties that there is a shortage of quality centers and schools of choice in the area. This is scheduled to increase by at least 30% in the next five years. Experts in population growth and real estate projections indicate that the Sun Belt areas of the US will account for 55% of the population by the year 2020. According to a census report prepared by Equifax National Decision System, there are 39,709 children who are less than five years old that live within five to ten miles of The School’s

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location. The conservative estimated median household income of these households is $36,015. In addition the anticipated population numbers approximately 427,228 within this same five-mile radius and up to 756,840 people when that radius is expanded to seven miles of The School facility, with highly culturally diverse population many of whom are English Language Learners (ELL). Therefore, The School proposes to target and tailor service to the educational needs of this community’s student population with emphasis on ELL and ESL student populations up to 20% of student enrollment; ESE students up to 10% of the student population; and at risk learners (particularly young black males) up to 10% of the student population, by providing integrated inclusionary and individualized instructional options and or tailored learning strategies for Reading and Language Arts, Science, Social Studies, Math, Creative Art and Expressions, Physical Education, Music and Movement. It will also include alternative methods of evaluation to assess student accomplishments of academic learning goals. Total student population will be comprised of 60:40 ratio of targeted students populations. Services for these students will be further outlined in Section 6.

The School will serve students grades K through 5 beginning August 2016; begin to incorporate Middle School grades 6 through 8 by 2017; and extend service to High School grades 9-12 by at least 2019. All services provided will be in accordance with Federal and State anti-discrimination laws and the Florida Educational Equity Act, Section 1000.05(2)(a). The School will not discriminate on the basis of race, gender, ethnicity, national or ethnic origin, or disability in the admission of students. The School shall be open to, and the student population shall consist of the following:

a. Any age/grade appropriate student residing within the School District according to and in compliance with F.S. 1002.33(10)(a) and Section 504.

b. All students regardless of disability will have equal access to the School in compliance with the Rehabilitation Act of 1973, the Individuals with Disabilities in Education Act, and the Americans with Disabilities Act.

c. All necessary accommodations that do not impose an “undue hardship” will be made by the School to include students with disabilities in accordance with state law,

d. Students served in Exceptional Student Education (ESE) or English for Speakers of Other Languages (ESOL) programs, shall have equitable opportunity of being selected for enrollment in compliance with F.S. 1002.33(10)(f), and The School’s goals for service.

e. Students may withdraw from The School at any time and enroll in another public school in accordance with School District policy and F.S. 1002.33(10)(g),

f. The School will enroll any eligible student who submits a timely application, unless the number of applications exceeds the capacity of the program, class, grade level, or building space, at which time a lottery shall be conducted in accordance with F.S. 1002.33(10)(b), to provide fair and equal opportunity for access.

B. Provide the following for each year of proposed operation: the grades that the school will serve, the number of students to be served in each grade, the number of students expected in each class, and the total number of students enrolled. The following are the optimal enrollment projections through to FY 2020

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The grades that the school will serve, in the first year include K-5, up to the planned number of 116. If registrant numbers exceed what is projected then accommodations will be made to serve those students as long as there are physical capacity and teachers and staff available. If there are more applicants than there are spaces a lottery will be conducted to select those students who will attend The School.

Small classroom sizes, according to the maximum recommended for each grade. These numbers will be maintained to the extent that is possible to adequately meet the individual learning needs of the students in the 40% designated categories that are defined in section 1002.33(10)(e), F.S., who tend to thrive in smaller class size settings with individualized attention until they can join the regular classroom settings. The chart summarizes the first five years of proposed operations.

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For year one: The School plans in the first year to serve K-5 for a total of 116 students.

Grades K -3 will have 18 students per class. Grades 4-5 will have 22 students per class. Planned considerations include 1) two kindergarten and two first grade classes, or, 2) an extra class in the grade level where we have the most student registrants up to the projected capacity numbers. We will be flexible to accommodate students based on the actual student enrollment.

Victory Academy Student Enrollment by grade 2016-2020

Grade Served

2016 2017 2018 2019 2020

per Grade

per Class

per Grade

per Class

per Grade

per Class

per Grade

per Class

per Grade

per Class

K 18 18 36 18 36 18 36 18 36 18

1st 18 18 18 18 36 18 36 18 36 18

2nd 18 18 18 18 18 18 36 18 36 18

3rd 18 18 18 18 18 18 18 18 36 18

4th 22 22 22 22 22 22 22 22 22 22

5th 22 22 22 22 22 22 22 22 22 22

6th - - 22 22 22 22 22 22 22 22

7th - - - - 22 22 22 22 22 22

8th - - - - 22 22 22 22 22 22

9th - - - - - - 25 25 25 25

10th - - - - - - 25 25 25 25 11th - - - - - - - - 25 25 12th - - - - - - - - 25 25

Total students Enrolled

116 156 218 286 354

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For year two: We will add one sixth grade with 22 students, and a second Kindergarten class. The intent is to be prepared for and to be able to accommodate elementary fifth grade promotions and any incoming students.

For year three: The academy will be adding the next middle school years grades seven through eight (7-8), along with a second first grade class. Again the goal is to accommodate the promoted students, as well as serve new incoming students.

Year four: Grades nine and ten will be added with 25 students each, along with another second grade class. This again accommodates the promoted students and provides opportunity for incoming students.

Year five: Grades 11-12 will be added, each with 25 students; and a second third grade class will be added. This will accommodate the promoted students as outlined in the chart that follows. Cumulatively, this allows for continued managed growth and expansion of programs that is paced.

In its enrollment process The School will strive to comply with applicable Florida Statutes. The School’s staffing model and enrollment projections are designed to achieve compliance as it currently relates to charter schools. Should these requirements for charter schools change over time, our school design will be modified and our projections amended to reflect necessary compliance with state and local rules and regulations, which may include modification to staffing and enrollment projections. Section 3. Educational Program Design The School will use innovative learning methods, such as Core Sequence Curriculum, to assist the children in promoting academic performance. The School will encourage the integration of technology throughout the entire learning curriculum in three ways: First, Technology as integrated and supplemental to the entire classroom and experiential learning curriculum. Second, the entire curriculum delivered via full Technology Online platform that would allow us to serve deserving and desiring students in numbers larger than the geographic location would limit us to. Third, the infusion of Experiential Service Learning age appropriate projects and field trips, to develop global student citizens, will be infused throughout the curriculum. This will be applied in every classroom or grade level including, but not limited to, using the following methods and approaches:

a) Internet-based educational software; interactive technology; learning software programs. b) Instructional Videos. c) Power Point Presentations. d) Audio Podcasts. e) Web 2.0 Tools- in Class, and Blogs. f) IPods and MP3 players for music. g) Including Smart Boards in the classrooms

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h) Using technologically based instructional support software such as Read 180, Math and Science programs, experientially based NASA program curriculum.

A. Describe the school’s daily schedule and annual calendar, including the annual number of

days and hours of instructional time. An initial outline of the proposed Daily Schedule.

VAI Proposed Daily Schedule and Annual Calendar

K-5 Daily Schedule Instructional Day

Frequency Total Number of Hours Instruction

Total Instructional Days or Calendar Days per year

Start Time 8:00 am 6.5 hrs or 395 min

180 days

Language Arts Daily 50 min Math Daily 50 min Science Daily 50 min Reading Daily 50 min Individual Intensive Focus1 Daily 50 min Music, Arts, Leadership4 Alternating 50 min Foreign Language4 Alternating 50 min Technology Skills5 Alternating 50 min Physical Education4 Alternating 50 min Lunch Daily 30 min End Time 2:35 p.m. Teachers2 196 days Administrators3 206 days Staff3 206 days

1. Students with Individual Education Plans (Reading, ESE, ESOL, or other) will have daily focus to bring them up to

grade level and to facilitate strategic learning goals. 2. Teachers and other School personnel will be offered separate contractual opportunities to work during the summer in

the summer Ramp Up program; and as Tutors in After School Tutoring Programs. 3. Administrative & Office Staff will have 12 month contracts. 4. Physical education will be offered twice a week to start (every other day) with Music, Art, and Leadership offered

three times per week on the alternate days.

The School’s Proposed Academic Calendar:

The School calendar will adhere to the School District’s Academic Calendar. Using a 2015-16 calendar as an example, students would begin school on Monday, August 17, 2015, and end on Thursday, June 2, 2016. The 2015-2016 year example academic calendar and will be updated to the 2016-2017 academic year calendar once the contract with Palm Beach County School District has been granted.

Therefore, for example, the academic calendar could look like the one that follows with the appropriate days for 2016 academic year: 180 instructional days, a two-week winter break beginning December 21, 2015 through January 1, 2016, and a one-week spring break March 21 – 25, 2016.

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Teacher planning days (school will be closed to students) are scheduled for October 23, 2015; November 16, 2015; January 4, 2016; February 15, 2016; and March 18, 2016. The calendar also includes built in contingencies for up to four hurricane make-up days, if needed:

The School’s calendar exemplified with the ACADEMIC CALENDAR - 2015 – 2016

DATE DAY SCHEDULE 8/17 Monday 1st Day of school / 1st Trimester (60 Days) 9/7 Monday Labor Day / CLOSED 9/14 Monday Fall Holiday 9/23 Wednesday Fall Holiday 10/16 Thursday Family Night 10/23 Friday Teacher Planning Day / CLOSED 11/11 Wednesday Veterans Day/ CLOSED 11/16 Monday Teacher Planning Day/CLOSED 11/25-27 Thursday / Friday Thanksgiving Holiday / CLOSED 12/3 Wednesday Report Cards / 1st Trimester (60 days) 12/21 – 1/1/15 2 Weeks Winter Break / CLOSED 1/4 Monday Teacher Planning / CLOSED 1/18 Monday ML King’s Birthday 1/27 Wednesday Family Night (Re-registration Opportunity) Family Night (P 2/15 Monday President’s Day (Teacher Work Day) 2/29 Monday Report Cards / 2nd Trimester (49 days) 2/29 – 3/4 Monday - Friday FSA Writing 3/18 Friday Teacher Planning Day / CLOSED 3/21-25 Monday – Friday Spring Break / CLOSED 3/28 – 4/8 Monday – Friday Florida Curriculum Achievement (FCAT)* 5/30 Monday Memorial Day / CLOSED 5/31 Tuesday Kindergarten Graduation 6/2 Wednesday Report Cards / 3rd Trimester (71 days) 6/3 Friday Teaching Planning *The School’s students will also participate in the SB 736, FCAT, TIMMS and NAEP assessments. Note - Final report cards will be mailed home! B. Describe the proposed charter school’s educational program and/or curriculum approach, emphasizing the innovative instructional methods or approaches to be used. Overview of The School’s Program Design:

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The educational program plan and curriculum approach is three-fold. The plan includes: a) Utilizing the Palm Beach County School District program and standard curriculum as a

framework to follow the core curriculum and meet the Sunshine State Standards (SSS); b) Augmenting this curriculum with an individualized learning approach using the Incoming

Assessment data to develop strategic methods which allow students to learn at their own pace with tailored support; and instruction that is targeted to their individual learning needs;

c) Placing a focused emphasis on Reading, Technology, and Language (starting with Spanish); Leadership and Citizenship. In order to meet the stated SSS, the NCLB, and the Common Core Curriculum Standards for career readiness and higher education; and

d) Providing ongoing evaluation that is formative and summative.

A . Describe the school’s daily schedule and annual calendar, including the annual number of days and hours of instructional time. The School’s students will begin the instructional day at 8:00 AM and will end at 2:35 PM each day. Students will receive a total of 395 minutes of instruction daily. The number of instructional days per year will be 180, and the calendar has contingency days built in should there need to be make-up days due to hurricanes or other natural disasters. The instructional program is designed to meet or exceed the Next Generation Sunshine State Standards (NGSSS) for all students at all grade levels. The core curriculum, which includes reading, will be offered to students daily. The remaining curriculum will be offered in an alternate day scheduled format to allow all students the ability to receive a holistic and well-rounded educational learning experience.

The School will employ Teachers for a minimum of 196 calendar days per year. Teachers will be granted contracted opportunities for additional work days (i.e., for summer or tutoring programs).The Administrators and Office staff will be employed for a minimum of 206 calendar days per year, and selected administrative/operational staff will have 12 month contracts.

B., C., D. Describe the proposed charter school’s educational program and/or curriculum approach, Research Base, and Alignment with school mission. (emphasizing the approaches to be used).

The Pillars of The School’s Educational program

The pillars of The School’s research based educational program will include: 1) incoming assessment for all enrolled students; 2) strategic instruction; 3) data driven evaluation; 4) reporting of student progress; and 5) documenting achievement of student learning gains. This plan is based on the Marzano (2009) Research on Instruction, Evaluation and subsequent Action in support of student’s optimal learning outcomes in a continuous improvement and strategic instructional process that also takes into consideration student learning styles and capability. This is still under development and refinement pending contract.

Incoming Assessment: (IA)

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Due to the percentage of ESE (10%), ESOL (20%), and At-Risk Students (10%) that we are open to receiving and working with, this assessment (inclusive of achievement testing and skills identification) is vital to being able to plan the instructional design, and develop Individual Education Plans, (students and parents will also be encouraged to set their own goals here), as well as the internal and external support systems or teams that will be required to foster and drive the attainment and mastery of the Next Generation Sunshine State Standards (NGSSS), and the individual student’s successful progress toward the attainment of established individual, program, and strategic goals.

Strategic Instruction (SI)

Once the Assessment results are analyzed, a Learning Strategy Team will be assigned responsibility for each student. The learning team assigned will be at minimum a grade level teacher, a specialty instructor or program director such as Guidance, ESOL, ESE as needed, the parent, and a subject matter expert. School District resources or support services will be tapped and or utilized to support the development of an appropriate tailored program for each student as is necessary. The School will utilize a strengths based approach to learning strategies affirming those strengths while building up the areas of weakness that are identified. The history of the student’s learning achievement and performance prior to coming to The School’s will be taken into consideration.

Data Driven Evaluation (DE)

Once the Strategic Instructional plan has been set in place, data-driven evaluation can begin. Starting with the baseline of the incoming assessment the student’s progress can be monitored closely and incrementally via classwork, homework, exam, quizzes, project grades, identified learning preferences, and intensive intervention results. The evaluation will be based on the data generated from these collective assessments and analyzed to make the determination of progress, mastery, growth and achievement.

Reporting of Progress (RP)

Once the student’s learning and performance data has been collected it will be reported to all stakeholders. The frequency of reporting will be both formal and informal. The formality reporting will include the standard grades for assignments and homework, and the quarterly report cards. Informal reporting will include collaborating with parents and feedback opportunities that present themselves.

Documenting Achievement (DA)

The documentation of achievement is critical for evaluating whether the grade level and student’s individual learning goals have been met. The levels of achievement evidenced drive

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the strategic instructional decisions, the choices for teacher development, and the learning goals for each student, and program decisions that administrators and the governing board will make.

Technology, the EIS and Website

One essential component for making The School’s system workable is technology. It will be vital to have the means for collecting aggregate data if accurate evaluation and reporting are to be achieved. The School, once a contract is granted, will utilize the Education Information system that is used by the School District or one that is similar or compatible. The system will allow for teachers, students and parents, or administrators to access and review data and ultimately curriculum in the system. This in turn will facilitate real-time ongoing monitoring of student, class, grade, teacher and program progress.

In the classroom we plan to provide technological equipment and furnishings that include a combination of Laptop computers, interactive White Boards, Intercom systems, Audio Stations with headphones, microphones, and iPods; interactive tablets, learner response devices for learning engagement as supported by Marzano (2003), who points out that real time, interactive instructional presentations and student engaged learning positively correlate with student academic achievement. Therefore, focused teacher professional development will be in this area, as our technology plan is created and developed.

The form that the Educational Information System will take and how it will specifically support the educational plan will be a decision that is made once the contract with the School District has been signed. It is anticipated to be comprehensive, interactive, and accessible, with a strong integrated database that facilitates data collection, analyzes and integrates it with the School District system, and fulfils monthly State and District reporting requirements. However, basic content elements include, but are not limited to The School’s Website, an educational platform that can deliver the curriculum, and the Education Information system. It is anticipated that the EIS will also house much of the information that will be accessible on the website for key constituents. However, as an internal system it becomes the data and curricular plan repository for faculty, staff, administrators, financial records, and the school district. Parents and students will also have access limited to student progress. The data in the EIS will be used to analyze, monitor and report on the last three pillars: Data Driven Evaluation, Reporting of Progress and Documenting Achievement. The strategic instruction decisions and goals will be decided based on the reports of progress and the achievement that is documented.

The School’s website will provide information about the school, the governing Board, the administrators, the teachers and the staff. The website will also house the enrollment application, school calendar, information about the curriculum, the class schedule, program offerings, performance reports, the school grade, key dates, special events, and times of events, the schedule of Board meetings, and the announcement of the Board meeting that are open to the

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public. The parent representative to the Board will also be prominently featured on the website so that parents know who they are and their representative role.

The optimal functioning of this vital aspect of the school requires designated budget resources for support services, equipment and personnel. A projected five year budget is summarized below. The budget factors in the cost of a server for the EIS, installation, the website, computers for classrooms/media center, curriculum software, teachers, training and development, and specialist staff that will be increased as student enrollment and resource needs increase.

E. Explain how the services the school will provide to the target population will help them attain the Next Generation Sunshine State Standards, as required by section 1002.33, F.S.

In addition to the Reading program emphasis as outlined above, it will be noted here that the overall curriculum will be supported by an individualized learning approach; strengthened

with focused one-on-one tutoring services, homework help, intensive curricular content interventions; assistance with completing classwork; and a daily emphasis for students that need it at school or internally. All designed to promote and sustain progress in those students who are not making projected or anticipated progress towards learning goals. Reaching out

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externally it will involve teachers or administrators connecting with and collaborating with parents, and oversight and monitoring by those responsible for the outcomes.

Section 4: Curriculum Plan

A. Describe the school’s curriculum in the core academic areas, illustrating how it will prepare students to achieve the Next Generation Sunshine State-Common Core Standards.

The School will offer a comprehensive educational foundation by placing a strong infusion of Reading, Science, Technology, Engineering, and Mathematics for K-12 into the core curriculum. The School will choose a comprehensive curriculum that is aligned with the Next Generation Sunshine Standards of the Palm Beach County School District so that if students transfer between The School and the District the transfer can be seamless in terms of data, curriculum and so forth. B. Describe the research base and foundation materials that were used or will be used to

develop the curriculum. Research Base and Foundation Curriculum content, strategies and evaluation will include emphasis on the Marzano (Visible Learning) based indicators which are designed to increase student learning growth by improving the quality of instructional services. In so doing we address the student’s learning needs and goals; and match them with targeted research-based instructional strategies that are aligned with the Florida State model for classroom teacher professional learning. The focus is on developing a repertoire of quality strategies with teacher capacity to implement them correctly and in appropriate circumstances. The four Marzano (2003) domains that we will focus on as a priority are a) Goals, and performance feedback; b) Planning and Preparing (Teamwork & Learning communities); c) Reflecting on Teaching (Self-evaluation); and d) Collegiality and Professionalism. This evaluation plan will be explained to teachers in professional development sessions before the beginning of the academic year, and teachers will be facilitated in the curricular planning, goal setting, and self-evaluation. The goal is to institute and work on implementing High-effect size practices throughout The School which are critical to moving all students to proficiency on the Common Core and Florida’s Next Generation Sunshine State Standards. Domains of Instructional Focus

Planning Goal Evaluation Analysis Decision Action or

A. Classroom Strategies and Behaviors

Setting goals Observe Performance

Assess & Evaluate

Provide Feedback

Adjust behavior or Re-set goals

B. Planning and Preparing

Subject Matter Teams – Develop Learning Strategies

Learning Communities

Instruction Assessment of Strategy Effectiveness

Adjustment to improve effectiveness

C. Reflecting on Teaching

Teacher set Goals

Provide Instruction

Assess Effectiveness of Instruction

Analyze results of Assessment

Modify, adopt new strategy, or continue

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D. Collegiality and Professionalism.

Professional Development

Collaborative Work Teams

Assess Planning Efficacy

Identify Strengths & Weaknesses

New Training strategies; targeted professional development

For example, in the classroom instructional strategies (A) Assessable teacher and student behaviors could include assignments that are comparative, asking students to identify similarities and differences. Student assignments would include practice in classification, analogies, comparisons, and metaphors. Homework assignments and in-class projects could include matching and application of the concepts to evaluate learning achievement in this area. In the area of Reflecting on Teaching (C) teachers and students can set learning goals for the unit and individual projects. Ongoing feedback would be provided throughout the unit on the learning goals, students can keep track of their progress toward learning goals; and then at the end of the unit overall evaluation and feedback is provided. The teacher then reviews the overall process, reflects on what has or has not gone well or according to plan based on analysis of the data. The instructor then refines those strategies that were effective, and or develops new strategies, or seek out related professional development to enhance the learning experience of both student and teacher. The instructional components and modules will incorporate the NAEP standards as well as the 10 CCR anchor standards in order to ensure focus and coherence is maintained throughout the curriculum. The curriculum in turn will ultimately result in the students developing mutually reinforcing skills and that they can increasingly exhibit mastery of standards for reading and writing across a range of texts and classrooms. In summary, The School will utilize the common language of instruction, strive to meet or exceed the core standards and expectations by using the research-based cause and effect of Deliberate Practice and Value Added Models of instruction and evaluation that address the four domains that are priority for performance evaluations. The School will incorporate the High effect size strategies into the instructional goals and indicators for performance assessment and evaluation. The State of Florida Models and Marzano Approach will be utilized for goal setting and learning behaviors, formative and summative assessments. To this end, The School will provide age-appropriate learning experiences that

a. Provide a high quality academic focus and encourage consistency in instruction. b. Provide a plan for coherent, sequenced learning curriculum from grade to grade to meet

the core standards requirement of college and career readiness. c. Become an effective facilitator for lesson planning and communication among teachers

and parents. d. Promoting a community of learners for both adults and children. e. Guiding thoughtful purchases of school resources.

Evaluation Teachers will be evaluated on how well student learning goals are met, and learner growth that has been evidenced as readiness for the next level. Administrators will be evaluated on the

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overall performance of the teachers and students, how well the school as a whole meets the core standards and expectations as outlined in the Florida Educator Accomplished Practices (FEAP) Rule 6-A-5.065, FAC and Rule 6A-5.080, the core expectations of the Florida Principal Leadership Standards (FPLS) for effective school administrators respectively. C. Describe the school’s reading curriculum. Provide evidence that reading is a primary focus

of the school and that there is a curriculum and set of strategies for students who are reading and performing at grade level or higher and a separate curriculum and strategy for students reading and performing below grade level.

The reading curriculum must be consistent with effective teaching strategies and be grounded in scientifically-based reading research. Reading Curriculum: The reading curriculum description as outlined below will be followed for all the core academic areas - Reading, Science, Technology, Engineering, and Mathematics for K-12 -, utilizing the next Generation Sunshine Standards for the State, and incorporating NAEP’s educational framework for curriculum development, assessment, and evaluation. The School’s reading curriculum is designed to be one that is robust and age-appropriate. A shared responsibility that is integrated throughout all classes and subject matter because The School believes that reading well helps to ensure positive outcomes in all other subjects. Reading curriculum will include a structured hour (60 minutes) daily with focused attention to the K–5 standards with expectations for development in the areas of reading, writing, speaking, listening, and language application to a range of subjects, including but not limited to English Language Arts (ELA). Then the grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects –this clearly demonstrates the integrative nature and the significant role that the other instructors have in developing interdisciplinary reading ability, with special emphasis on informational texts. The National Assessment of Educational Progress (NAEP) and the Sunshine State Standards assessments will be utilized. Based on the assessment results, students who are at or above grade level will be allowed to progress at their own pace so that they continue to be challenged to grow and learn. Reading instructors will be charged with providing enhanced learning opportunities for them along with the required curriculum. Students who fall below grade level will be provided individualized instruction with specific learning goals and necessary support and tutoring to help them approximate the grade level requirements to the best of their ability. We will utilize the NAEP grade-specific framework, core purposes, and types of writing for developing the curriculum, and balancing the reading of literature with the reading of informational texts, including texts in history/social studies, science, and technical subjects for the K-5 grades, and stick to the appropriate distribution of texts across grades. As the rigor increases across grade levels specific facilities will be developed that focus on the results, the integrated model of literacy which includes reading, writing, speaking and listening, so that appropriate scaffolding is in place. When this is linked to the skills of technology, research, and

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media skills we immediately move them toward the development of the skills that will carry them through the shifting emphasis of the 6-12 grade level requirements which now focus on arguments and informative/explanatory texts, preparing them for better life outcomes in academia or in their careers. The School’s mission aligns with this individualized integrated developmental approach and in turn supports the attainment of the Next Generation Sunshine Standards. D. Explain how students who enter the school below grade level will be engaged in and benefit

from the curriculum.

Student Performance, Assessment and Evaluation The School’s students’ evaluation of learning growth and mastery of skills, knowledge and competencies required for promotion will be in adherence to Florida State1008.25, Public school student progression; remedial instruction; reporting requirements, and in accordance with the requirement that students have access to educational options that provide academically challenging coursework or accelerated instruction pursuant to s. 1002.3105. Palm Beach County Student Progression Plan Policy 5.0 and who have Active Section 504 Accommodation Plans in place for curriculum, guidance and for establishing promotion standards so as to ensure that The Sunshine State Standards and No Child is Left Behind expectations are met, that there is evidence of quality instruction, and that the criteria for promotion is clear and that The School has provided equal educational opportunity to each and every student. Beyond the FCAT assessments, The School will voluntarily participate in the Trends in international Mathematics and Science Study (TIMMS) and the Progress in International Reading Literacy Study (PIRLS) by participating in the National Assessment of Educational Progress (NAEP) assessments of fourth and eighth graders and the Partnership for Assessment of Readiness for College and Careers(PARCC) across all grade levels and for high school students’ assessment for readiness for college and careers. E. Describe proposed curriculum areas to be included other than the core academic areas The School will offer age-appropriate learning opportunities for each child to develop physically, socially, emotionally and cognitively based on the child’s individual learning style and according to the school’s mission. Thus additional proposed curriculum beyond the core academic areas includes Physical Education, Arts and Music, Dance/Motion, and Experiential learning opportunities. Curriculum will also include special emphasis on the following curricular areas:

a) Experiential Learning will include but not be limited to the active integrative learning math, science, and aeronautics/engineering experiences of the NASA Space program. An annual field trip will be organized for participating students for real-time connection of learning to experience. The School will also strive to include experiential and environmental components to the learning to enhance the learning experience and to engage those students who are tactile, sensory learners.

b) Leadership and Character education to include values of respect, honesty, responsibility, self-control, tolerance, kindness, citizenship, community service, and cooperation. A

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one-hour component weekly augmented with leadership-oriented after school activities will be a strategic part of the curriculum.

c) Cultural studies infusion in the curriculum will include the following opportunities 1) the option of learning Spanish or other second language at the elementary level and up. 2) a Global citizens approach, along with international ‘sister school’ connections that provide the students with cross-cultural academic interactive experiences. 3) Infusion of African American History, Hispanic American, other relevant cultures and Women’s contributions, Veteran’s Recognition with an experiential components, observances, field trips.

d) The School is currently exploring the feasibility of vocational/career education beginning in middle school as the higher grades are integrated.

A. State the school’s educational goals and objectives for improving student achievement.

Indicate how much academic improvement students are expected to show each year, how student progress and performance will be evaluated, and the specific results to be attained.

Educational Goals for The School. These goals will be adjusted according to the student enrollment and the types of students that come to The School. The assessment and evaluation cycle will drive both the setting of goals and the final goals that are established. Our teaching outcomes for the educational program are anticipated to provide rigorous competition and 85% of students will be evaluated at or above 85th percentile for grades K-3, 80% of students will be evaluated at or above 85th percentile for grades 4-5. 75% of students will be evaluated at or above 85th percentile for grades 6-8 75% of students will be evaluated at or above 85th percentile for grades 9-12 All students are expected to show a minimum of a one percentage point of growth each year, for the academic goals to be met. Students falling at or below the educational goal levels will have intensive instruction provided to facilitate the attainment of one percentage point toward the goals set forth for the school and according to their capability. B. Describe the school’s student placement procedures and promotion standards. The School’s student placement procedures and promotion standards will follow the Palm Beach County School District’s policy standards through supplementing the Palm Beach County school district curriculum with a) Reading programs such as Read 180, -which allows students (and parents) to develop and advance their reading skills, which in turn impacts their success in all other subject areas; b) The use of technology will develop required technology competency for the 21st century career preparation and also small group communication and development of social interaction skills; c) the special curricular components as described above. The measurement tools we will use include those that are in use for the common core standards, but also alternatives such as portfolios with individual projects that demonstrate student learning and outcomes that have been met. The measuring tools to be used for learning outcomes will include the Palm Beach County, Florida SSS, NCLB standards and the Hattie - High Effect Size Strategies for achieving the Common Core Curriculum standards in order to maintain rigorous

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academic standards and stimulate continual improvement and competition in the public school system.

C. If the school will serve high school students, describe the school’s graduation requirements, to include the methods used to determine if a student has satisfied the requirements specified in section 1003.43, FS and any proposed additional requirements. The School is anticipated to begin serving High School students beginning in academic year 2019 (unless there is sufficient enrollment demand for such services at an earlier time). High School students will be expected to follow the Palm Beach County Policy 6000.1 Graduation requirement of successful completion of either a minimum of 24 academic credits in grades 9 through 12 or an International Baccalaureate curriculum; from the required credits for the core curriculum courses health, life management, Arts, vocational and physical education. In addition to passing the FCAT assessment(1008.22(3)(c), or scores on a standardized test that are concordant with passing scores on the FCAT as defined in s. 1008.22(10), All High School Students are expected to meet the computer competency requirements and have a 2.0 cumulative un-weighted GPA, and have completed the service learning requirement. Variations on the means for obtaining the HS diploma are outlined in detail in the 6000.1 Policy document, and the requirements as outlined by Florida Statutes 1003.43,(b) and the completion of all other applicable requirements prescribed by the district school board s. 1008.25 laws. The School will not deviate from this policy, with the exception of the need to implement alternate assessment modalities to meet specific student needs. D. Describe how baseline achievement data will be established, collected, and used. Baseline data will be established and maintained electronically as outlined in the educational program above in Section 3, with the Incoming Assessment each student will undergo upon enrollment. This data will be used for placement, the development of the Individual education plan and evaluation of the student’s ongoing progress toward or achievement of the set learning goals. Baseline achievement data collection will begin from the time the student enters The School whether that is in elementary, or at middle school and High school levels where historic academic records are available, these historic records will also be factored into the overall assessment of the student for placement, and will continue through the completion of grades K-12. E. Identify the types and frequency of assessments that the school will use to measure and monitor student performance. Students will be assessed in summative format quarterly with their report cards that are sent home to parents, students will have formative assessment in terms of assignment grades, exams, quizzes, homework, and class assignments. All students will undergo the state mandated annual FCAT assessment and VAI will voluntarily participate in the Trends in international Mathematics and Science Study (TIMMS) and the Progress in International Reading Literacy Study PIRLS by participating in the National Assessment of Educational Progress (NAEP) assessments of fourth and eighth graders and the Partnership for Assessment of Readiness for College and Careers(PARCC) across all grade levels and for high school students’ assessment for readiness for college and careers on an annual basis..

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F. Describe how student assessment and performance data will be used to evaluate and inform instruction. Student assessment performance data will be used to inform the Teacher effectiveness on how well student learning goals are met, and learner growth that has been evidenced as readiness for the next level. These are outlined in Section 4 of this document. Administrators will be evaluated on the performance of the teachers and how well the school as a whole meets the core standards and expectations as outlined in the Florida Educator Accomplished Practices (FEAP) Rule 6-A-5.065, FAC and Rule 6A-5.080, the core expectations of the Florida Principal Leadership Standards (FPLS) for effective school administrators respectively. These will be integrated with the Value added model using District results to identify whether strategies are high effect or not. Feedback will be used to develop and or refine goals to move toward effect learning strategies and outcomes. G. Describe how student assessment and performance information will be shared with students and with parents. Student Assessment and performance information will be shared with parents periodically with four report cards, students will also get assignments that assess whether they are at grade level so that teachers can do on the post assessments of learning achievements, students will have progress reports and school requested parent meetings in relation to IEP progress. All parents can set up a meeting with teachers and or the principal at any time to discuss concerns. Access to the Education Information System allows the student and parent to monitor their progress daily. Given that we will be following the School District schedule and calendar for annual assessment, and taking the NAEP, PIRLS, and TIMMS we will have rich data by which The School can comparatively assess student progress and performance to closely comparable local, national and international student populations; and parents will have access to this data and results via the EIS and the website where results will be posted.

*************************************************** The School will not be replicating an “existing school design”; rather, it will utilize and integrate best practices from research-based and proven successful educational methods and programs to develop a high quality academic learning experience for all students. The School will partner with NASA’s math, aeronautic and engineering Programs to provide students with a proven, experiential, and innovative approach to learning Science, Technology, Engineering and Math in the curriculum. Additionally an online curriculum will be provided so students have an alternative learning option to suit their pace and to tap into students beyond those our physical location capacity can hold. **************************************************** Section 6. Exceptional Students Describe how the school will include the procedures that will be utilized for identifying students with special needs, developing Individualized Education Plans and 504 plans, and providing a full range of services.

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A. Please indicate the level of service that the school will provide to students with disabilities. The School will serve students with disabilities whose needs can be met in a regular classroom environment (between 40 - 80% of instruction occurring in a class with non-disabled peers) with the provision of reasonable supplementary supports and services and/or modifications and accommodations based on students’ needs; and in compliance with state and federal requirements for serving students with disabilities. B. Describe how the school will ensure that students with disabilities will have an equal

opportunity of being selected for enrollment in the charter school.

The School’s admission policy welcomes and encourages the enrollment of students of all learning profiles. Students with disabilities and students served in English for Speakers of Other Languages (ESOL) programs shall have an equal opportunity of being selected for enrollment in the School - Section 1002.33(10)(f). Furthermore, the information packet for these students will highlight that it is a public school, with free tuition, and that we will accommodate students with "exceptionalities," "disabilities," and "limited English language proficiency”

C. Describe how the school will work with the sponsor to ensure the charter school is the

appropriate placement for each student with a disability, based on the student’s needs.

The School will provide a Free and Appropriate Public Education to all students with Disabilities in accordance with all state and federal special education guidelines and regulations as provided in the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act. The School will work closely with the School District sponsor to implement the same identification, evaluation, placement, and due process procedures as other traditional schools in the district. We will utilize a service delivery model of inclusion for students with disabilities and will work with the district to determine the proper placement for students with disabilities within the full continuum of services offered. The School will ensure to the maximum extent appropriate, that students with disabilities will be educated in the least restrictive environment. The IEP team will determine the least restrictive environment, which also will include the services and supports needed for the student with a disability. The IEP team will determine the educational placement for the student with a disability and this placement decision will be based on the student’s IEP, and or section 504 plan. D. Describe how the school will utilize the regular school facilities and adapt them to the needs

of exceptional students to the maximum extent appropriate, including the use of supplementary aids and services.

The School will comply with County, State and Federal requirements for students with disabilities. The School’s facilities will be affixed with standard regulatory requirements for access, to facilities, classrooms, lunch and media/library facilities to ensure that the student has as ‘normal’ and academic experience as is possible. We will avail ourselves of the support services that are available to us from the school district such as psycho-educational testing, evaluations for eligibility, psychological services, threat assessments, setting up intervention plans and dealing with academic, behavioral, and mental health needs. The 504 Medicaid plan is

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a student and family support plan with assistance and revenue to the schools that assist families in accessing health and therapy services. This enhances the support and ESE services that the District and The School can provide. The District ESE department also will provide training for families as a resource and in support of school staff & administration. This will ensure that the student who has special learning needs progress in school and prepare for life after school. The School’s eligibility evaluation will assist in identifying learning strengths and needs, assist with the IEP and the performance assessment goals for that specific child, thus allowing The School to provide for full comprehensive service provision for any ESE child. The resource team includes Principal or other school administrator, Staffing specialist, ESE teacher, Guidance counselor, Speech pathologist, Regular classroom teacher. The School will make provision for ESE teachers and ESE resource staff at the appropriate level to optimally meet the needs of this student population.

E. Describe how the school’s effectiveness in serving exceptional education students will be

evaluated.

The School’s effectiveness in serving special education students will be evaluated on a continuous basis in several ways. The School will ensure that procedures for collecting and reporting to the district and Department of Education are in place and all required school based designee are aware of the procedure. The School will have designated a minimum of two individuals responsible for collecting data within the school. ESE teachers and the general education teachers will collaborate with lesson planning and implementation as well as to review progress notes on the students that they serve to determine if students are meeting the goals and objectives of their IEPs. This will ensure that the focus will be on each student’s progress, by all teachers who service special education students within the school. School based administrators; faculty and staff of the school will review all special education student data to ensure that the entire ESE program is focused on student achievement. FCAT/FCAT 2.0 or FAA data and AYP data are two more ways to evaluate the progress of the schools’ special education students. Additionally, the effectiveness of the ESE program will be monitored and evaluated by providing and requiring participation of the ESE teachers, and the general education teachers in professional development opportunities, that focus on writing successful IEPs, the use of research based instructional strategies for special education students, implementing accommodations in the general education classroom, and modeling how to analyze the effectiveness of student goals. This will assist each ESE teacher and any other staff member who assists in servicing special education students in understanding how to track the progress of their F. Explain how exceptional students who enter the school below grade level will be engaged in and

benefit from the curriculum. Students who enter The School below grade level will be assessed by the Guidance Counselor and have an IEP plan developed which places them in age appropriate, grade-level appropriate, or academic level appropriate classes or course work. There will also be two Open House meetings in addition to the School’s Open House schedule offered throughout the school year to all parents of students who are receiving ESE support services. This provides a more personalized approach.

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Curriculum Suspension: Those students who are identified as having academic deficiencies may have the regular curriculum suspended in areas other than reading, writing, math social studies, physical education & science in order to receive intensive academic instruction in needed areas (Policy 6000.1-d). Alternative Promotion Criteria: Good Cause (F.S. 1008.25). Students not meeting the reading and math promotion criteria may be promoted if the student meets one of the following Good Cause options and documentation from the student’s teacher to the principal indicates that the promotion is appropriate and based on the student’s academic record. All Good Cause decisions must be made and recorded by the end of the school year or the end of the third (3rd) grade reading camp for 3rd graders, except in extenuating circumstances. Progress Monitoring plan, individual education plan, if applicable, report card or portfolio can be included. Florida Statue 1003.57 holds that a student may not be given special instruction or services as an exceptional student until after he or she has been properly evaluated, classified, and placed in the manner prescribed by rules of the State Board of Education. The parent of an exceptional student evaluated and placed or denied placement in a program of special education shall be notified of each such evaluation and placement or denial. The School is aware that general education activities and interventions are required prior to referral in accordance with Rule 6A-6.0331. When general education interventions have been implemented, with indications that a student should be considered for ESE eligibility, a group of qualified personnel must consider if the nature or severity of the student's areas of concern makes the general education intervention procedures unsuitable in addressing the immediate needs of the student. In accordance with the District’s Policies, the determination of whether a student demonstrates a need for specially designed instruction and related services and meets the eligibility criteria must be made by the student's parents or guardians and a group of qualified professionals, which must include, but are not limited to, all of the following: a) The student's general education teacher; if the student does not have a general education teacher, a general education teacher qualified to teach a student of his or her chronological age; b) At least one person qualified to conduct and interpret individual diagnostic examinations of students, including, but not limited to, a school psychologist, speech language pathologist, or reading specialist; and, c) The district administrator of exceptional student education or designee. The School will utilize the students’ data in order to demonstrate that the student was provided well-delivered scientific, research-based instruction and interventions addressing the identified area(s) of concern and delivered by qualified personnel in general education settings. If a parent requests that the district conduct an initial evaluation prior to the completion of the general education interventions, The School will obtain consent to conduct the evaluation and complete the general education interventions concurrently with the evaluation but prior to the determination of the student's eligibility; or provide the parent with written notice of its refusal to conduct the evaluation. The School will work with the district to ensure that initial evaluations of

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are completed within 60 school days (cumulative) timeframe of attendance after the school district's receipt of the parental consent for evaluation. The tests of intellectual functioning will be administered and interpreted by a certified school psychologist or professional licensed in compliance with Chapter 490, F.S; an IEP will be developed implemented and assessed. These students will also take part in the annual school assessment requirements including the FCAT/FCAT 2.0/ Florida End of Course (EOC) which will be used to measure the achievement of individual student on the SSS and NGSSS. The Florida Alternate Assessment (FAA) will be used to measure the progress of a student with significant disabilities who are working on the NGSSS Access Points. The results from the FCAT/FCAT 2.0 /FAA are used to assess progress toward the goal of all students reaching proficiency in reading, writing, mathematics, and science as required by the Federal Elementary and Secondary Education Act (ESEA); also referred to as NCLB. G. Provide the school’s projected population of students with disabilities and describe how the

projection was made. The School is projected to enroll up to 10 % ESE students; up to 20 % ESOL/ELL students; and up to 10% At Risk students (Black male priority) as part of the student population. The decision took into consideration the community that surrounds The School, the support services and resources available at the school district, and the President Obama’s focus and emphasis on young black boys who are at risk for dropping out, incarceration, and poor career/employment options. It was hoped that with this decision The School would be able to address a specific need in the school district and in the community. To adequately address these needs The School will include among its staff, teachers who will be ESE, ESOL, gifted certified/endorsed and will participate in staff development opportunities with the State and with district schools so that guidelines and procedures established by the district are implemented and followed. Additional services such as speech, language therapy, occupational therapy, and physical therapy will be provided through a contracted vendor. For specific information regarding the staffing plan for The School refer to the budget documents. The School will provide a comprehensive professional development program for the teachers, but the school will also participate in the necessary training provided by the district for data systems, compliance, reporting, and implementation of necessary Exceptional Student Education services. The School will also participate in the district contact meetings for Exceptional Student Education services to foster clear communication and implementation of necessary services. Ongoing professional development, either within the district or by outside consultants, for the implementation of the continuous improvement of interventions provided to all students.

H. Identify the Staffing Plan: See initial proposed staffing plan as outlined beginning page 31, in

Section 2: Organizational Plan.

I. Describe how the school will serve gifted and talented students. Gifted learners are defined as "Students, children, or youth who give evidence of high

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achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities." (No Child Left Behind, 2002). Students who have been identified and qualify for a Gifted Education Program each have an Educational Plan written yearly which includes a statement of the present levels of educational performance of the child, a statement of goals, including measurable short-term instructional objectives, a statement of the specific services to be provided to the child, and appropriate objectives, criteria, and evaluation procedures and schedules for determining whether the objectives are being achieved. Development of the Educational Plan process will build parent/school relationships, provide a forum for discussing student needs beyond the general curriculum, facilitating changes in instruction and classes, and determining appropriate service options. The Educational Plan is reviewed during the year to determine if a goal has been met and/or should be rewritten. An effective gifted program will show that the students it serves have successfully met their goals and continuously build on current strengths and weaknesses. An effective gifted education program will focus on writing goals that are high but achievable, continuously reviewed, created with student & parent input, evaluated for successful completion, and build on each student's strengths and weakness. The School’s Gifted Curriculum objectives will be focused on developing cognitive, learning, research and reference, and metacognitive skills at each grade level, using principles of differentiation, in one or more of the following content areas: mathematics, science, language arts, social studies, foreign language, fine arts and vocational/technical education. In addition to continuously monitoring the Educational Plans of our gifted students, teachers will analyze the test results of our gifted student population each quarter. After determining enrichment areas, teachers will work with the established curriculum to determine instructional focus, strategies, and curriculum resources for enrichment during the six weeks between benchmark tests. At the end of the year, several sources of data will be considered in evaluating our services to gifted students. FCAT/FCAT 2.0 Data, Testing Data, and classroom assessment records will be analyzed to determine areas in which our students need challenging goals and higher levels of enrichment. Tracking enrollment and registration of elementary students in advanced/gifted groups, as they prepare for and are placed in middle school courses, will also be used as a measure of effectiveness. For middle schools students, tracking enrollment and successful completion of high school math, and foreign language classes while still in middle school for these gifted students will also be used as a measure of effectiveness. This data will be used to revise our curriculum, when needed, to further motivate, challenge and prepare our gifted students. Section 7. English Language Learners The School is committed to providing all the available comprehensive services that the ELL needs. Rule No.: 6A-6.0902: of Florida law requires that Victory Academy identify ELL Eligibility, then develop Programmatic and Annual Language Proficiency Assessments for English Language Learners, Annual English Assessment and provision of Extension of Services

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in English for Speakers of Other Languages 6A-6.09021: for English Language Learners. These assessments assist in determination of classification requirements, reclassification and Post Reclassification of English Language Learners and exit criteria of an ELL. We will need to be observant so as to identify these students early on and support for three years is acceptable before further evaluation for services beyond three years. These assessments and placement services are designed to ensure that the student is able to progress in their learning and growth, and able to become re-integrated in their classes without falling behind in achievement of the sunshine state common core standards. The School has budgeted for not only guidance counselor and specialty teachers for these special needs populations, but we have also included paraprofessionals and resource individuals to better serve their needs and to facilitate better or optimal learning outcomes. These two programs will be further developed, and processes defined according to state, district, and Charter school statutes and requirements. Section 8. School Climate and Discipline. The School will maintain a safe, affirming, and nurturing learning environment at all times. The School discipline plan is rooted in equipping students, teachers, and all other members of the school community with the tools needed to secure an optimal teaching and learning environment, thus enhancing the opportunity for exemplary academic achievement and personal development. The School will utilize the School District’s Code of Conduct for discipline, suspension, dismissal, and recommendation for expulsion. The School will work collaboratively with the District on severe disciplinary matters in order to ensure that the correct discipline process has been followed as well as any referrals to alternative learning environments. Copies of the District’s Student Code of Conduct will be distributed to each student and parent at the beginning of the school year. Additional school specific procedures will be published in the student handbook. Teachers will attend summer professional development sessions sponsored by The School prior to the start of, and throughout the school year. Parts of the professional development sessions are designed with a focus on understanding the school-wide discipline plan, the District’s Student Code of Conduct, and classroom management. Teachers are also encouraged to attend classroom management professional development sessions, which are offered by the county or other providers where applicable. In accordance with F.S. 1002.33(7) (a) 7, The School will utilize the District’s Code of Conduct for discipline, suspension, dismissal and recommendation for expulsion. Copies of the District Code of Conduct will be distributed to each student and parent at the beginning of the school year. As noted in Section 8a above, the two categories of disciplinary action and the levels are determined by the seriousness of the act. Minor infractions would include items such as dress code violations, horseplay, tardiness, misuse of equipment, or failure to do homework. In order to resolve minor infraction discipline problems, the following options are available and will be used in our case management matrix as a checklist to be further developed: • Conference with teacher • Parent Contact

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• Conference with teacher and parent(s) • Conference with Principal or designee • Conference with counselor • Behavioral Contract • Detention (lunch) Major infractions would include, for example, items such as disrespect, cheating, having a weapon on campus, smoking, having drugs on campus, fighting, or skipping school. In order to resolve a major infraction/offense, more formal disciplinary actions shall be used. Formal actions include, but are not limited to: • Detention (after school administrative) • Detention (after school teacher) • In - school suspension • Conference with Principal or designee • Saturday School • Out of school suspension • Work Detail • Community Service • Expulsion Student expulsions will be coordinated with the District to ensure proper handling with the School District’s Code of Student Conduct. To ensure the safety and security of students and staff, each student will receive a copy of the Student Handbook which clearly outlines the behavioral expectations of the School. It will also honor the purpose of The School when it considered taking on At-Risk students, to minimize student’s loss of the learning experience time, by wherever possible providing alternatives to suspensions. Students who become violent or disruptive shall, when safety permits, be removed from other students. If safety does not permit the removal of the student, The School staff will immediately remove the other students from the area and relocate them in a safe area. The student’s parents/guardians shall be immediately notified and when possible the student will be counseled by school staff. In the event that a student becomes violent, law enforcement shall be immediately notified and the appropriate disciplinary action shall be taken. The School will also work to create awareness of bullying. The "Jeffrey Johnson Stand Up for All Students Act" (F.S. 1006.147) prohibits the bullying and/or harassment, including cyber bullying, of any public K-12 student or employee. Pursuant to this statute, the Florida Department of Education adopted a model policy to prohibit bullying and/or harassment and directed all school districts to adopt a similar policy. School districts are required to report all instances of bullying and/or harassment and to notify the parents of the bully and the parents of the victim. This required communication among parents, students and teachers concerning incidents of bullying will mitigate risk in this area. Schools should be a safe place for teachers and children to teach and learn. The School will follow the district policy in order to meet these required standards.

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II. Organizational Plan

Victory Academy Inc. is a 501(c)(3) non-profit corporation that was established in 2014 for the sole purpose of providing all students a tailored exceptional and competitive educational choice of the highest quality in curriculum and academic services which meet or exceed the Next Generation Sunshine Standards. The initial articles of incorporation are outlined in Appendix A; the EIN No. is 47-1481141. The IRS 501(c)(3) status determination has been applied for. The address and location of the property where The School will operate is: Still to be determined. Property options will be available at contract approval and signing. An appropriate building is being sought and or a location for new building construction. Initial inquiry has been made to utilize or bid for the Old Roosevelt Full Service Building on Tamarind, with renovation; and several other properties are under consideration. Domains owned: www.victoryacademyinc.org; and www.victoryacademyinc.com. Section 9. Governance The School, when the contract has been granted, will be sponsored by the School District, and governed by a five to seven member Governing Board of Directors whose sole purpose it is to see after the affairs of the School. The Board will contract with the EMO/CEO of the School who will oversee renovation of existing or construct new facilities to accommodate the students according to the established/agreed upon site plan. The facilities will then either be rented by The School throughout the school year for its operations or will pay a mortgage for the newly constructed property. The EMO, Carmel Connections Inc. (CCI), will provide comprehensive management services services to Victory Academy Inc. Organized as a for-profit company, CCI has developed the proposed school design and educational programming. The end goal is to become a Comprehensive School Design Provider that offer a replicable school model with common pedagogical, instructional and governance approach. The School has begun the search for and screening of the School’s Board Members. They will be sought based on experience, expertise, and by recommendation. Each board member will submit

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an application including a resume for review and screening with three references. Appendix B includes the resume of currently recruited Board members. They will be affirmed at the first formal Board meeting of The School, pending the contract from the School District. The School is strategically seeking a diverse Board of Directors to the extent that is possible that will represent the students’ cultures, the community, business and professional expertise. The School reserves the right to increase the number of Board members as they deem it necessary. Responsibilities of the Board Summarized The Bylaws to be used are being developed at the present time, and an inital draft is provided. The draft of By-laws will be finalized by the EMO/CEO in collaboration with the Board and will be officially adopted by the Governing Board. Board members’ final selection and Governance Bylaws will be completed once a contract is received, but prior to opening of the charter school. Active recruitment is underway. The Board of Directors will have four officers: A Chair, a Vice Chair, a Treasurer, and a Secretary. There will be three (or more) Directors at large. Under consideration as well are Ex-Officio, non-voting Board members who will be recruited for their expertise or with special responsibility. The Board will govern the operations of The School. The Chair of the board will call the meetings and facilitate the meeting process. The meetings will be conducted with Robert’s Rules of Order. The Secretary will record the meeting minutes, make them available to the public, on the website, and follow up on action items with the Principal and or EMO/CEO.

Board members will serve a three year term after which they can be re-elected for additional terms as outlined in the first Draft of the VAI By-Laws that are attached. Board member nominations will be compiled and presented at the first meeting of the Board in the academic year, for the first year by Founding Board members. Board Members will be appointed by affirmative vote to their term of service. Meetings need to have a quorum, and affirmative majority votes are based on a simple majority. Board members may resign by giving notice in writing; or can be asked to resign via a majority vote of the Governing Board. The Founding Board is in transition to an independent Governing Board of The School once the contract with the School District is signed. Board members will be asked to complete an application, sign a conflict of interest declaration, and provide a resume or CV. The Board is

Director Secretary Vice-Chair

Victory Academy Inc. Governing Board

Chair Parent Representative

Management Company (EMO)

Treasurer

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responsible for governing The Board of VAI will work with EMO/CEO for overall performance monitoring and accountability and reporting by setting policies, establishing the budget, and ensuring execution of the vision and mission of the school. The Governing Board The Governing Board will consist of five to seven members representing the interests of The School, and the diversity of the student population and the community that they serve. The statute 1002.33(7) (d)(1), F.S further requires that each charter school’s governing board must hold at least two public meetings per school year in the school district. The meetings must be noticed, open, and accessible to the public, and attendees must be provided an opportunity to receive information and provide input regarding the charter school’s operations. The appointed representative and charter school principal or director, or his or her equivalent, must be physically present at each meeting. Therefore The School will hold monthly Board meetings during the academic school year. Two of those meetings will be public meetings that are open, noticed, and accessible to the public, with the appointed parent representative and the principal in attendance. Additional members of the Board will be recruited and recommended, and duly appointed according to the Governance By-laws. The Governing Board will also be responsible for ensuring compliance with F.S.229.592. The Board is also responsible for ensuring that the School District and State receives the annual progress report on performance, finances, compensation and benefits. At the end of the fiscal year an Annual Report will be provided, along with an independent Audit Report of financial performance. The projected budget for the upcoming year will be presented; the proposed Annual budget will be formally voted on and approved in the first meeting of the Board after it is presented. The Board employs the Management Company and the Principal and will establish performance goals and evaluate the Principal’s performance and oversee the viability of The School. The Board can make a recommendation that the Principal be removed from Office if Standards of leadership performance have not been met, or school performance is below standard. This recommendation can be made to or by the Governing Board. The management company will ensure that school operates according to Governing Board stipulations. New Board members will be nominated by existing members through a nominating committee. The Board may appoint a nomination committee to consist of no fewer than two Board members. The nomination committee will compile and submit to the Board a slate of candidates for the directorships and offices to be filled at the upcoming meeting. These submissions shall be deemed to be nominations for each person named. Persons shall be offered a position on the board contingent upon a favorable vote of the Board. All board members will complete initial and ongoing governance training in accordance with Rule 6A-6.0784. Topics to be covered as specified in Section 1002.33(9)(k), Florida Statutes, will include: 1. Conflicts of Interest 2. Models of Governance and Leadership 3. Charter School Law in Florida 4. Ethics

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5. Basic Understanding of Parliamentary Procedures 6. Government in the Sunshine Law 7. Financial Responsibility All Board members will have an annual orientation meeting or retreat, in compliance with Rule 6A-6.0784, and ongoing training in governance, and completion and approval of the By-laws, and be given a booklet with the Bylaws once completed. Ongoing training and Board development will include, according to F. S. 1002.33(9)(k), but not be limited to conflict of interest, parliamentary procedures, governance and leadership, charter school and Sunshine laws of governance, strategic planning and financial responsibility, developing mission statements and policies, including the topics in the list above. The Board will also appoint a Parent representative to comply with F.S (1002.33(7)(d)(1), whose responsibility will be to facilitate parental involvement, communicate with the parents and provide access to information, and bring their concerns and questions to the Charter School Board, and resolve disputes. The representative must reside in the school district in which the charter school is located and may be a governing board member, charter school employee, or individual contracted to represent the parents on governing board. The parent representative’s name along with the names of the Board of Directors will be displayed on the Charter School Website. Status of the Board selection process: several prospective members have been identified; and they are in the process of being vetted. Their names will be provided once a contract has been granted, signed, and they are confirmed. Monthly meetings will be held throughout the school year; two of these meetings will be public, noticed, with public access to the meetings. These open, noticed meetings ensure compliance with State statutes, school District policies, and Florida Sunshine Law. The minutes of the meeting will be posted via the website. The public meetings will be designed to allow members of the public and or parents to provide input on the Charter School Operations. Current Proposed Board members Dr. Carmela Nanton Ed.D, MSHRD, MSC, BCC Doctorate in Leadership, Columbia University, Masters in Human Resource Development and Counseling Psychology, Bachelors in Biological Sciences Ms. Tadena Simpson, Esquire. JD, Duke University, BA in Mathematics Resumes are available in Appendix B. Other Board members are currently being recruited and will be added to the board once they have met the board, district and state requirements. H. Outline the methods to be used for resolving disputes between a parent and the school. If there is a parent complaint, parents are encouraged to take their issue to the administrator of The School first. If the outcome of that meeting is not a satisfactory resolution, the next step is

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for the parent to go to the Parent representative who will work with both parties to resolve the problem. Students and parents have the right to a dispute resolution process that is fair and equitable, and to report and seek redress for any treatment deemed to be unfair. In addressing their dispute, parents and students are encouraged to follow the policies and procedures put in place. The process will also take into consideration the School District’s procedures. If the dispute is not resolvable with the teacher or staff, then parent or student will need to meet with the Assistant Principal, or the Principal, with a third party request if that is desired. Third parties can be guidance, the parent, another staff member, or resource teacher. If there is still no resolution, the student or parent will need to document the specifics of the incident (date, time, people, location, witnesses, and any attempt at resolving the dispute. The Principal will need to provide a timely response in writing (by seven to ten days) to the written complaint and make every effort to resolve the problem. Failure of the Principal to respond or provide a response that does not resolve the dispute, the student or parent can next take their grievance to the Governing Board and parent representative for resolution, or withdraw their child from the academy. Section 10: Management (Start-up Staffing Plan) A. Describe the management structure of the school. Include job descriptions for teachers and each administrative position that identify key roles, responsibilities and accountability.

Recruitment for the management positions will be through advertisements, applications and referrals. Candidates will complete an application online, and provide the required number of references. Each candidate meeting the specified criteria will have an interview. Candidates who have a successful interview, and who complete the background and fingerprint screening will be offered a position at a competitive salary.

A position description for the principal as the first individual to be employed as well as a sample contract of employment has been included in Appendix C. The remaining positions as generally described hereafter, their specific titles, delineated responsibilities and roles will be finalized upon receipt of a contract and defined as they are budgeted for in the strategic staffing plan across the first five years in section 17 and in the Budget in Appendix F.

The Principal The Principal will report to the Charter School’s Board of Directors each month on the affairs of the Charter School and its operations. At that monthly meeting a report will be given to the Charter Board on the finances, contract performance, and accounting, risk management concerns, special needs, and progress of ongoing projects.

The Principal’s position is the first position that has been budgeted for. The other positions will be added according to the budget and program timeline schedules. The principal’s direct reports include the Assistant Principal, the teachers, Nurse, Library/Media Specialist, Guidance, Food

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Service, and After Care Directors. The Principal will also serve as liaison to the School District, the sponsor. The Principal/Executive Director has general oversight of the Charter School and is responsible for the overall administrative operations, financial, academic, regulatory compliance, contracting and support systems administration and reporting to the Governing Board by attending the meetings. The principal is also responsible for setting and facilitating the development goals for the charter school’s teachers, reporting to the School District and State sponsors, performing evaluations and addressing Human Resource issues. The recruitment and selection of this individual will be based on management experience, knowledge of education, and a background in school financing and in the areas for which they will be responsible according to the job description outlined in Appendix C.

The Assistant Principal The Assistant Principal will represent the principal in her/his absence. Direct reporting responsibility includes all reports to the Principal in readiness for the Board Meeting or in response to a request from the Principal, Sponsor or the State. The Assistant Principal reports to the Principal, has administrative responsibility in the absence of the principal. Direct supervisory responsibility is to oversee the Education Support Contracts, the Bookkeeper and Data entry, the volunteer coordinator, and the Administrative Assistant. The Book Keeper will provide accurate timely accounting, complete data entry , manage the inventory system, and monitor and record of purchasing or procurement invoices in collaboration with the Assistant Principal and contracted vendors. The Administrative Assistant will function as secretary/receptionist with responsibility for clerical duties as assigned.

External Contracted Finance

Victory Academy Inc. 5 Member

Governing Board

Victory Academy Inc. Principal/E-Director

Palm Beach County School District

Sponsor

Victory Academy Inc. Proposed Organization Chart

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The Volunteer Coordinator will coordinate parent volunteers for various duties that are needed for the cost-effective functioning of the Charter School. This individual will ideally be a parent Volunteer. Volunteer hours will be logged for each parent volunteer as well as their contact information, with parent engagement hours documented. Management Company/ Executive Director - Job responsibilities are summarized in the VAI By-Laws and in Section 9 Governance. Teachers The teachers will be recruited based on the core curriculum requirements which include Math, Science, Reading, Language; Resource and Specialty teachers for ESE, ELL, Gifted, ESOL will all be part of the Academic team. To provide a well-rounded academic experience we will also employ Music, Art, Physical Education, and Foreign Language teachers initially on a part time basis with a goal for Full Time employment as soon as is possible. Other Key Resource Positions include Media Specialist, After Care Director and Food Service Director, Nurse, and Guidance Counselor. Section 11. Education Service Providers

ESE Teacher

Library/Media

Guidance Counselor

Nurse

Contracted Education Support

Services:

Teacher(s) K-5th grade

Assistant Principal/Business

Manager

Administrative Assistant

Food Service

Book Keeper Accountant

Volunteer Coordinator

After Care

Math Teacher

ESOL, Language Teachers

Phys.Ed.Teacher

Science Teacher

Reading, LA Teacher

Music/Art Teacher

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The School is not at present equipped to perform all needed services in-house. Therefore the plan upon signing the contract is to outsource key functions to educational Support Providers (ESP) vendors which all came highly recommended. We sought two out of three options for pricing and services. No contracts to date but these are the front-runners: While we have banking and finance expertise, it was considered to be prudent to contract with an independent auditor and financial accounting vendor who understood the State and School District’s requirements for reporting and who also were also willing to orient, teach and help set up these vital systems for the Charter School. These vendors will be providing the monthly reports and annual audit reports that are presented to the board, and from which some of the auditing information will be taken. Education Services Providers and Vendors: The ability for The School to meet the needs of the students that have made us their choice is only possible with the assistance and support of educational service providers. They provide the experience, knowledge and expertise in several key areas that The School cannot efficiently provide. These providers are those that have provided the clearest and most concise detail and description of their services, and also came highly recommended by Charter school training facilitators and other operating charter school directors. They have not been contracted pending receipt of the contract. Therefore we are proposing to outsource the following essential services as we focus on the educational needs and goals of our students: Education Management Organization A. The EMO, Carmel Connections Inc. (CCI), Organized as a for-profit company, P. O. Box 243688, Boynton Beach, FL 33424-3688, 561-329-6776, carmelconnect@gmail.com, will provide the following services:

1. Provide comprehensive management services to Victory Academy Inc. 2. Develop and monitor the proposed school design and educational programming, develop

operational systems, pedagogical, instructional and governance approach. 3. Will Identify, recruit and facilitate the professional development the Governing Board. 4. Develop Position Descriptions for VAI Administrators, Staff and Teachers in

collaboration with the VAI Board, and the Principal. 5. Review and monitor financial statements, reports, analyses and audits of VAI. 6. Facilitate, secure, and Evaluate the Professional Development of Administrators,

Teachers and Staff of VAI 7. Review Performance Evaluations of Administrators, Staff and Teachers, and will

participate as needed. 8. Work with the VAI Board to facilitate site selection, construction, rental or Mortgage

contracts. 9. Review and ensure accuracy and accountability of the monthly and annual reports

(academic and financial) for VAI that are due to the District, State and Federal Government.

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10. Other Duties as assigned by the Board of VAI.

B. Draft of Proposed Contract Agreement THIS AGREEMENT made and entered into this Day of Month, Year, between Victory Academy Inc. (“School”) and Carmel Connections Inc. (“CCI”). School and CCI are also referred to hereinafter individually as a “Party” and collectively as the “Parties.” WITNESSETH: WHEREAS, the School is desirous of securing an Education Management Company (EMO) to supervise and direct the Operational, financial and educational programs of the School under the general supervision of the Governing Board; WHEREAS, VAI and CCI believe a written contract agreement is necessary to describe specifically their relationship and to serve as the basis of effective communication between them as they fulfill their governance and administrative functions in the operation of the educational program of Victory Academy Inc, and anticipated development of future campuses; NOW THEREFORE, in consideration of the mutual promises contained herein, the School hereby contracts with CCI and CCI hereby accepts such agreement upon the following terms and conditions: 1. TERM. This Contract Agreement for CCI services will begin Starting Date and continue through and terminate Ending Date except as modified by this Agreement. . COMPENSATION/FEES. CCI shall be paid Ten Thousand dollars per month ($10,000) for the period from Pay Start Date through Pay End Date. The compensation contract shall be paid in twenty four (24) equal monthly payments. The contract for any subsequent year (if renewed) of this Agreement will be determined by the Board no later than February 1 of each year. 3. DUTIES. CCI will work closely with the School’s Governing Board to operate and manage every aspect of the operational, educational program and finances to create an environment that will provide the best educational opportunities for students within the guidelines established by the Charter and Florida State law and further the mission of the School as outlined in part A of this section. The Governing Board maintains the right to modify the duties as it sees fit to fulfill its mission as set forth in their charter contracts and application. The Principal shall devote full time, skill, labor and attention to these duties. 4. EVALUATION. Annually, and not later than November 15, CCI shall initiate a meeting with the Governing Board or its assigned committee. The goals and objectives shall be to collaboratively establish the criteria for evaluation of CCI. By February 1, CCI and the Governing Board or its assigned committee shall meet for the purpose of evaluation of the performance and to express recommendations and observations on how such performance may be improved. CCI shall be evaluated on the job performance, the CCI’s progress towards professional goals set by the Governing Board or its assigned committee. 5. WORK YEAR/VACATION/LEAVES. The work schedule for this contract is 12 months. In support of the achievements of the School’s students, CCI is encouraged to attend various school functions and events as available. Further, CCI shall be required to participate in certain

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School programs which may be held outside of normal work hours for the purpose of promoting the School’s academic program and building relationships within VAI’s school community. Examples of such programs include staff meetings, parent meetings, community meetings, certain school board meetings, trainings, school-wide and campus based special events and student promotion and or graduation ceremonies. These time commitments shall be designated by the both CCI and the Governing Board and are factored into the annual compensation. By virtue of the administrative nature of this position and the required education and training of the employee, CCI is considered an exempt. As such, this position is not eligible for overtime or compensatory time. 6. FRINGE BENEFITS. Except to the extent this Agreement provides to the contrary, the CCI shall be provided no less than those same benefits provided to all School employees and administrators, as well as additional benefits as may be directed by the Governing Board. 7. EXPENSES. The School shall reimburse CCI for all incidental expenses necessary for the operation of the School and the fulfillment of CCI responsibilities herein consistent with the School’s policies and procedures. 8. OUTSIDE PROFESSIONAL ACTIVITIES. Upon obtaining prior written approval of the Governing Board, CCI may undertake for consideration outside professional activities, including consulting, speaking, and writing. The School shall in no way be responsible for any expenses attendant to the performance of such outside activities. 9. CONFLICTS OF INTEREST. CCI understands that, while contracted to VAI, it will have access to confidential and proprietary information. CCI can engage in consultant or independent contractor relationship, with any other agency or entity as part of the nature of their business. Any such consultancy or potential contract that will in any way conflict with its contract with the School must have written approval from the VAI Governing Board. 10. TERMINATION OF EMPLOYMENT CONTRACT. A. Termination for Mutual Agreement. This Agreement may be terminated at any time and under any settlement provisions mutually agreed upon by both parties. B. Termination for Cause. The School may terminate this contract for cause. Cause shall include unlawful conduct, moral turpitude detrimental to the operation of the School, any of the grounds upon which an employee may be dismissed or for breach of this contract. If the School intends to terminate this Contract for cause, CCI shall be entitled to a due process hearing before the Governing Board prior to the effective date of such termination. Due process shall include a written notice of reasons, containing reasonable specificity, why the School intends to terminate the contract, the right to appear before the Governing Board, at the option of CCI, and the right to a prompt written decision stating the reasons for the decision of the Governing Board. The School shall give CCI no less than thirty (30) days written notice in advance of termination. without loss of pay, pending such termination.

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11. RENEWAL OF EMPLOYMENT AGREEMENT. The parties may agree to enter into a new Agreement at the conclusion of this one. The decision to enter into a subsequent Agreement will be made no later than February 1, 2016. 12. PROFESSIONAL LIABILITY. The School shall hold harmless and indemnify the Carmel Connections Inc. from any and all demands, claims, suits, and legal proceedings brought against CCI in its individual capacity or in its official capacity as agent and contracted employee of the School, provided the incident arose while CCI was acting within the scope of employment. In no case will individual Governing Board members be considered personally liable for indemnifying CCI against such demands, claims, suits, actions, and legal proceedings. If, in the good faith opinion of the Principal, conflict exists regarding legal defenses to a third-party claim against the Principal and the School (i.e., pressing the defense of one party would tend to injure the other party), the Principal may engage separate counsel, and the School shall indemnify the Principal for the costs of such counsel, subject to the same limitations, provisions, and exceptions set forth above. The School shall not, however, be required to pay the costs of any legal proceeding in the event the School and the Principal have adverse interests in any litigation. 13. APPLICABLE LAW. This Agreement is made and entered into the state of Florida and will be interpreted, construed and enforced in accordance with all applicable laws of the state of Florida. 14. ENTIRE AGREEMENT; MODIFICATION. This Agreement including the attached Appendices contains the entire understanding of the parties and supersedes all prior Agreements and understandings between the parties. The parties may, during the term of this Agreement, mutually agree to modify any of its terms. Any modifications will be in writing, signed by both parties and attached to this document. 15. CONSTRUCTION AND SEVERABILITY. The Parties agree and acknowledge that this Agreement is the product of negotiations between sophisticated entities and individuals. Accordingly, ambiguities in this Agreement, if any, will not be construed in favor of any Party, but rather, will be given a fair and reasonable construction. In the event that a provision of the Agreement is rendered invalid or unenforceable by state statute or regulation, or declared null and void by any court of competent jurisdiction, the remaining provisions of this Agreement will remain in full force and effect and the entire Agreement will continue to be valid. The School pursuant to the authority of its Board of Directors has caused two originals of this Agreement to be signed in the name of the School by the Governing Board and the Principal. ____________________________________________ By: Officer, Board of Directors, Victory Academy Inc. Date ____________________________________________ By: CEO Name , Carmel Connections Inc Date C. Unless the ESP is the parent non-profit organization, explain why the ESP was selected, including what due diligence efforts were conducted to inform the selection and how the relationship with the ESP will further the school’s mission. The EMO was selected by the Founding Board of Victory Academy Inc. based on ability, knowledge and prior experience in supervision, start-ups, and in a variety of Educational Services capacities. The President of CCI has also passed the State of FL, FELE Exam. The

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development of the proposal and the contents therein are the intellectual property of Carmel Connections Inc. The contents will be used to guide the oversight, and operations of VAI,into a high quality model that can be replicated in other Charter Schools. The vision and mission of VAI is the statement by which VAI will be guided, thus, the contract with CCI will directly ensure that the mission, vision and educational philosophy outlined in Section one will be carried out. D. Explain the ESP’s roles and responsibilities for the financial management of the proposed charter school, if applicable, and the internal controls that will be in place to guide this relationship. CCI will work closely with other vendors or Education Services Providers that are contracted by the Board to ensure that all reporting, revenues, expenditures, audits and financial analysis are accurate, fiscally responsible and all entities accountable. CCI will work with the Principal , the Board, and all designated staff to ensure accuracy and timeliness of reporting. E. Unless the ESP is the parent non-profit organization, explain how the governing board will ensure that an “arm’s length,” performance-based relationship exists between the governing board and the ESP. The sample (and final) contract outlines the performance-based relationship between the Board and the EMO: It was deemed prudent and necessary to have this formal, transparent, relationship for the overall benefit of the school, and to ensure that the mission is carried out. F. Provide a summary of the ESP’s history, including its educational philosophy and background and experience of senior management. The Founder and President of CCI bring more than 20 years’ experience in teaching, in supervision and management of multiple department, performance evaluation and staff development, technology and online learning, continuing education, Department start-ups, accreditation, educational services, cross-cultural relations; program design and development, curriculum development, student learning evaluation. A detailed CV is attached in Appendix B. Education Philosophy. CCI’s educational philosophy includes the following: To make high quality learning experiences accessible to all children, to develop their capacity for model global citizenship, fruitful careers, and to ensure that they will be responsible contributors to society now and in the future. This can be accomplished by providing all students a competitive educational choice of the highest quality in academic curriculum and services provided through integrated rigorous training, individualized learning experiences, and a safe holistic culture that engages both students and parents. Learning is a collaborative experience between students, teachers and parents within an environment where the child curiosity is empowered and translated into learning opportunities that take into consideration different learning styles and gifts. The described approach will facilitate student academic success, leadership, self-efficacy, global citizenship, and lifelong learning for all students who enter our doors. G. Provide a complete list of other charter schools the ESP operates or previously operated using Addendum C (Form IEPC-M1A).

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Carmel Connections Inc. does not currently operate, nor has previously operated a Charter School. Facilities Services The School facilities for operation will be leased or paid monthly to the Landlord or Owner/Mortgagor, at a rate not to exceed 15% of The School’s income, to any party who has partnered with us to provide space and facilities. Accounting & Auditing Services Annual Audit & Accounting Review: Infante & Company, Ron Weibmaum, MT, CPA, ron@infantecocpa.com; 954-922-8866. As a separate and independent company, they will function as The School financial auditors. They will provide annual auditing in District reporting format; will provide accounting manual; review of risk of current controls and suggestions for improvement. Red Book uniformity. Their proposed annual quoted fee: $7000 – $9000 for services as appropriate. Financial Services: School Financial Services. Gary.scott@schoolfin.com., 850-547-4566 Services Provided: Budget Forecasting, Accounts Payable, Grants and Accounting (will set up the accounting system for VAI, provide training for staff and administrators); Payroll; reporting to the District and State; ensuring Grantor’s compliance. These aspects were critical in the decision to utilize them when the School District awards the contract; however, their proposed start-up assistance and orientation so that staff and administration will be trained and empowered to be clear on expectations, format, state and district requirements, procedures, and reporting processes and time frames was what set them apart from others. Proposed Fees: 3% of net FEFP. This fee decreases as school’s net revenue increases floor is 1.7% of net FEFP. The financial services and methods for ensuring accountability and full control of the board are outlined in Section 17 and in further detail in the financial accounting manual in Appendix E. Furthermore, The School’s board will review all financial reports on a monthly basis and reserves the right to discontinue services should the performance of SFS not be acceptable. Section 12. Employment A. Explain the school’s compensation plan, including whether staff will be publicly or

privately employed. The School projected Staffing and compensation plan is Performance Based. The compensation structure allows for pay differentiation based on performance. The School believes that people are motivated through achievement and growth and awareness that good performance will be rewarded. In accordance with Section 1002.33(12)(i), the Victory Academy Inc. will operate as a private employer and will reflect an employment practice that will seek to mirror the diversity of the community and student population, and School District standards and expectations.

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The Governing Board, annually, will establish budget criteria, incentives, and other motivating factors that will attract, reward and retain the best employees. When determining an employee’s starting salary several factors are considered, including but not limited to starting levels (Base Pay) the lowest in any given rank; with an established range that allows for merit increases. The following factors will also drive the salary offerings: a) years of experience; b) advanced degree (MS or Ph.D/Ed.D); c) Shortage area or specialized certifications (Math, Science, ESOL, ESE etc.). Merit increases for administration and teachers based on rigorous evaluation tools, and will be implemented when funding is available. The State approved increases will be separately implemented. The Board will approve the goals for performance and the principal will make such recommendation to the Board at the end of the School year. The rewards for good performance will include: a) Performance bonuses for administration based on pre-determined goals; b) incentive bonuses for teachers based on student achievement; c) School-wide performance incentive goal provided to faculty and staff if the school achieves predetermined school-wide goals. Additional funding will be sought to ensure that merit increases and incentives will remain in place such as FACT A+ school rating awards; and budget designated surplus funds. B. Describe the proposed personnel policies and procedures to which staff will be required to adhere, including expectations for participation in the school’s professional development program. If personnel policies and procedures have not been developed provide a clear plan, including timeline, for the development and approval by governing board. All of The School’s personnel will participate in a Human Resources Orientation Program where policies will be reviewed in detail and each employee will acknowledge their responsibility to adhere to School policies. Some of these policies will include harassment, discrimination, workplace violence, EEOC, safety, company ethics and conduct and other policies, as will be outlined in the Employee Handbook that each employee will receive. The management company will conduct or ensure that this training is provided, and all appropriate records are retained. The initial Draft is located in Appendix H. Part of each employee’s performance evaluation will be based on how well they perform their role and related duties and how well they demonstrate the values and principles of the academy. Each employee will be accountable for contributing to a safe and positive work and learning environment for the students and staff. The School will also incorporate and use the School District’s Employment policies and procedures to develop the final Employee Handbook. The budget outline of the initial projected competitive salary structure, which is aligned with the projected student enrollment and specialty certifications that will be needed over the next five years.

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All staff will be expected to participate in the professional development program including the principal as condition of employment and for successful performance evaluation. Section 13. Student Recruitment and Enrollment A. Describe the plan for recruiting students, including strategies for reaching the school’s

targeted populations and those that might otherwise not have easy access to information on available educational options.

The School will advertise and recruit their students through a clear understanding of the demographics in the surrounding community. The community is a growing community so informational material promoting awareness of The School’s existence in the community as a school of choice will be implemented. Information will be disseminated via a developed website that will provide recipients FAQ, email, and enrollment applications, brochures, fliers that will be passed out door to door, local bench ads, electric building signs to attract attention, Radio or Television, service announcements in English, Spanish and Creole, Internet advertisement, News Papers and Direct mailings. Announcements in all local and surrounding businesses; a Town Hall/Open House once the facilities are completed, a Back

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to School Health fair where students can pre-register for school, get shots, haircuts and school supplies is also planned.

As soon as The School has been granted a contract, the management company will hire one administrator and an administrative assistant to ensure that marketing and student recruitment is active and ongoing through telemarketing, mailings, social media, technology, and word of mouth. All community homes within a ten mile radius of The School will be contacted. Information will be given to other local schools in the area that may be overcrowded so that some of the burden can be alleviated. A traffic study is planned, and signage will be posted to notice The School’s presence.

B. Explain how the school will achieve a racial/ethnic balance reflective of the

community it serves or with the racial/ethnic range of other local public schools. The School’s priority commitment is to enroll a diverse student population. To this end we will abide by the provisions in the Florida Educational Equity Act, Section 1000.05(2)(a), and Florida Statutes that forbid discrimination on the basis of race, national origin, gender, marital status, ethnicity, or disability. The methods for achieving this would be to ensure that the website, social media, brochures, fliers, and informational materials are in the languages represented in the community. All city and county after care programs and day care centers will be tapped to provide information of our availability as a choice. The School already has bilingual individuals accessible who can answer questions. C. Describe the school’s enrollment policies and procedures, including an explanation

of the enrollment timeline, criteria and/or any preferences for enrollment, and lottery process.

The School will admit students of any race, color, nationality and ethnic origin, religion, sexual orientation, or gender. Pursuant to Section 1022.33(10)(b), the School shall enroll an eligible student who submits a timely application unless the number of applications exceed the capacity of a program, class, grade level or building. In such cases, all applicants shall have an equal chance of being admitted through a random selection process. Enrollment will also follow FS1002.33(15)c, which includes enrolling students according to racial/ethnic balance provisions in 1002.33 (7)(a)8. In accordance with 1022.33 (10)(d), the School may give enrollment preference to the following populations:

a) Student families with more than one sibling to be enrolled b) Students who are children of founding board members c) Students who are children of administrators, staff members and teachers d) Students who are ESOL learners (up to 20%) e) Students who are ESE learners (up to 10 %) f) Students who are At-Risk Students (Up to 10 %) g) Students who are children of Active duty Military members.

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The enrollment timeline begins immediately upon acceptance of The School’s Charter application by the District sponsor. It will begin with the management company’s purchase and implementation of the Website and Education Information System, in the recruitment and enrollment period so as to provide access to applications (electronic and hard copy), the linking of sibling application, identification of the priority groups, application verification, wait listing and the lottery when overcapacity in terms of enrollment, it will also facilitate the monitoring of all enrollment data. All application information will be verified, including proof of residence, according to Palm Beach School District standards and requirements for reporting. Applicants that are accepted will be provided a list of registration requirements including a) proof of residence, b) social security number, c) birth certificate for age verification, d) previous report cards and transcripts for all grades above Kindergarten, e) current immunizations and medical history, and f) any previous IEP, disciplinary, or special education needs history. The first year will include the following sequential steps beginning in January: Open enrollment (January –March 2016), application verification, lottery notice (April 2016), lottery, admissions, waitlist notices (May, 2016) and registration and class/teacher assignment (June – August 2016). The second year will follow that same format and process, with the addition of a Recommitment letter to currently enrolled students prior to open enrollment period beginning. So the second year Steps would include recommitment letters (December, 2016), Open enrollment (January –March 2017), application verification, lottery notice (April 2017), lottery, admissions, waitlist notices (May, 2017) and registration and class/teacher assignment (June – August 2017).

A lottery for families will be conducted for any grade whose enrollment exceeds available capacity. The number of seats available will be determined by the number of students who recommit minus the capacity, in accordance with Section 1002.33 (10)(b). Applicants will be asked to complete a registration form on a first come first served basis. However, to comply with 1002.33(7)(a)8, The School will endeavor to achieve racial/ethnic balance throughout the process keeping the student priority population groups in mind. Special Admissions Consideration will be given to students with the following priorities 1) students who fill the categories outlined above for ESE, LLE, ESOL, and at risk students until the reserved percentage numbers have been met; 2) student registrants that will also be promoted to the grades implicated in planned strategic growth, since they are part of the next year’s planned increase. The detailed procedure for the lottery will follow the system and process used by the Palm Beach County School District.

D. Explain any student and/or family contracts that will be used as a requisite for initial and continued enrollment in the school. Describe if and how the school will enforce such contracts.

Active parental participation will be required at the School. Parent participation is vital to the

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success of The School’s overall program and will be solicited for the development of school goals and objectives. The Volunteer Coordinator will oversee this aspect: the collection of contracts, and the monitoring of hours served.

Parents will be required to sign a parent engagement obligation agreeing to volunteer a minimum of forty (40) hours per school year. When two or more children from the same family are enrolled, parents shall be required to volunteer a total of forty hours per school year. Parents are given access to the Student Information System allowing them to track their volunteer hours. The School’s Volunteer Coordinator verifies the completion of the hours and credit is applied to the parent account through the Student Information System. At the time of recommitment (usually January) for the following school year, parents are sent a letter notifying them of their progress toward completion of their volunteer hours. Enrollment is a parent(s)/student cooperative choice, wherein a parent agrees to be responsible for their child/children abiding by the rules and regulations applicable to attendance, classroom loss of re-enrollment opportunity the following year, according to a ruling of the Florida Department of Education.

E. Parent and Community Involvement and partnerships

The School will foster and facilitate parent engagement, support and involvement through participation The School’s operations through two primary means: attendance and representation at the public board meetings, and through parent commitment to volunteer hours and Board representation. The development of a Parent Teacher Association will be encouraged as a means to engage all parents and involve them in the operations of The School. Other ways for parents to be involved include but are not limited to: Volunteer hours: Parents will be required to volunteer a minimum of 40 hours throughout the school year. Volunteer opportunities will include classroom assistance, clerical, Parent Teacher Association (PTA), School Advisory Council (SAC), for field trips as chaperones, reading volunteers and tutors, Board Representation: The School will select or appoint a parent representative to the Board and liaison between the parents and the board. The statute 1002.33(7)(d)(1), F.S. requires that each charter school’s governing board must appoint a representative to facilitate parental involvement, provide access to information, assist parents and others with questions and concerns, and resolve disputes. The representative must reside in the school district in which the charter school is located and may be a governing board member, charter school employee, or individual contracted to represent the governing board. If the governing board oversees multiple charter schools, in the same school district, the governing board must appoint a separate individual representative for each charter school in the district. The representative’s contact informa3on must be provided annually in wri3ng to parents and posted prominently on the charter school’s website, if a website is maintained by the school. The sponsor may not require that governing board members reside in the school district in which the charter school is located if the charter school complies with this paragraph.

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This parent representative will represent the needs, issues and concerns of The School’s parents, and update the website’s information in the parent’s section and through the parent representative communications. This individual’s name will be publicly posted and they will attend the monthly Board Meetings.

Community partnerships:

The School will actively solicit community business partnerships with businesses in the local community. Two of members of the Board will be recruited from the local community businesses and will serve on the Board. Partnerships are also anticipated to be resources for support of the charter school, for field trips and experiential learning.

Entities such as Police Department, Fire-Safety, Public Services, Health Agencies, Child-

Focused agencies, After Care Program Providers, Chamber of Commerce and local Businesses will all be sought out for partnerships in the community.

Resolving of disputes between parents and the school as part of active engagement: Parent disputes will be heard with the principal first if it is not resolved at the teacher level. If the Principal cannot resolve the conflict, it will be scheduled to be heard before the Charter School Board. The decision of the Board will be binding. This is also detailed in the section on governance.

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III. BUSINESS PLAN

Section 14. Facilities If the site is not acquired: A. Explain the school’s facility needs, including desired location, size, and layout of space. Victory Academy Inc. Proposed Site Plan Summary is general because we have not yet acquired a site. The Victory Academy Inc. proposed facility will be housed in a City and School District approved site that will have met specifications of all stakeholders. This broadly includes classrooms to house up to 116 students in the first academic year, and up to 354 students over time and with growth. The younger students will have a separate space, set to the DOE, Health department specifications. There will be a cafeteria, outdoor space for playground and physical education, a library, media center, teacher offices or shared spaces, rest rooms, administrative offices, Board meeting room. The spatial design will include consideration for the ages and needs of students, as well as the teachers and administrators. The building plans will include accommodations and space for learning enrichment, play and physical education, a multi-purpose area, media and library center, cafeteria, administrative offices. Staff and visitor parking areas, and designated student pick-up and drop off areas, and transportation plan will be specified below.

B. Provide an estimate of the costs of the anticipated facility needs and describe how such

estimates have been derived. o The financial plan for the proposed school should align with the facilities-related

costs described. The site plan estimates are not available at present.

C. Explain the strategy and schedule that will be employed to secure an adequate facility. Upon receiving a contract from the District, VAI will move forward on the inquiries that have been initiated. A qualified, licensed Engineer and building contractor will be hired to complete the renovation and or build out of the buildings for the purpose of Victory Academy Inc. charter school. The Construction or Renovation project will undergo a bidding process of a minimum of three bids to complete the work as designed to accommodate The School’s student needs. The building and renovation plans will be provided within agreed upon timeframe following the contract with the School District.

D. Describe the back-up facilities plan. The alternate plan for making the facilities appropriate for the school’s opening if not completed in time for the opening day is to purchase and place portables as a temporary location to hold classes until the buildings have been completed if construction. Rental property will be selected based on building approximation to the School and student needs.

E. Describe the plan and methods the school will employ to comply with Florida’s constitutional class size requirements.

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Under the Education Plan as the addition of the grades are outlined, the increase in enrollment will be managed according to capacity or with a lottery, for the physical site-space along with Online education offerings. Space will be age-appropriately allocated to accommodate the needs of elementary (K-5), middle (6-8); and ultimately high school (9-12) grades. According to the “The Quality Education Act” establishes limits on the number of students in core curriculum classes by grade level. The chart located in section three where the proposed class numbers are located, as well as the budget plan, are all based on the Quality Education Act’s requirements for optimal class sizes. The proposed plan to include online delivery of courses will further assist with the management of student applications beyond physical site capacity. Section 15. Transportation Services A. Describe the school’s plan for transportation, including any plans for contracting

services. Your plan should discuss, to the greatest extent possible, the issues relevant to the school’s transportation plans.

Transportation Plan: The School plans to provide educational access and transportation, services for all enrolled students regardless of whether or not they need transportation. However, transportation options will be part of the choice to learn at The School. Under consideration are two options. The financial start up budget, and level or need will determine the initial option that is chosen. The first option is parent transport, the second option is to contract for transportation with a vendor: through Palm Beach County School district vendors, or a private vendor. Ultimately, The School will work toward securing and maintaining their own buses and vans for transporting students to their school of choice. It should also be noted that we will be providing disability equipped transportation for any enrolled student should that be warranted. Providing transportation for all students is not feasible; but transportation will be provided to those students who live outside of a safe and reasonable walking distance to the school. This will also take the district’s transportation guidelines into consideration. Transportation will be offered where there is a question of safety of the child. Transportation will also be considered to areas beyond the standard radius if there are more than one student in that location who have chosen to come to The School; if they have chosen our school and it is the best choice available to them. Method of determining for whom and to where transportation services will be provided will be at the registration or enrollment process. Section 16. Food Services The Food service plan is to contract staff to manage this area of The School, to participate in the National School Lunch Program, contract out the food services and using the multi-purpose building for meal times. At present these are included in the proposed budget and Staffing Plans.

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The plan is to initially contract out the Food Services for the first year, until the academy is in a position to prepare and provide lunch on the facilities. Food Service providers will be invited to bid competitively, in a manner that ensures regulatory requirements are met. Service providers will be selected based on the most comprehensive, yet comprehensive enough to meet the needs of the students. Selected vendors meeting the established criteria will be issued a contract with an annual renewable option. The type of meal is expected to be balanced, and inclusive of an entrée, fruit, vegetables, bread, and condiments. The service provider is to further provide the condiments, plastic utensils, trays and heat and cold storage containers. Menus will be planned, meals will delivered; storage equipment, and necessary training will be provided. The transactions, monitoring and reporting will be completed via a computer. The remaining proposed budgets through to 2020 are outlined below. Since all students will be participating in the lunch program, they will each receive an account, that can be added to on a regular basis. All students will have full access to meals. The Budget Narrative also includes the assumption for food services such as free and reduced populations, meal prices and participation in the preparation of the budget. To provide further detail, the projected budget revenue generated from food services is as follows:

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Free Reduced Full Price

LUNCH:

Enrollment 116 116 116 Participation 75% 75% 75%Meals Served Per Day 87 87 87 Free & Reduced / Paid 52% 8% 40%Meals Served Per Day By Group 45 7 35 Days Per School Year 180 180 180 Meals Served Per Year By Group 8,143 1,253 6,264 Price + Reim Per Meal 1.47 1.67 1.77

Revenue 11,971 2,092 11,087

BREAKFAST:

Enrollment 116 116 116 Participation 38% 38% 38%Breakfasts Served Per Day 44 44 44 Free & Reduced / Paid 52% 8% 40%Meals Served Per Day By Group 23 3 17 Days Per School Year 180 180 180 Meals Served Per Year By Group 4,072 626 3,132 Price + Reim Per Meal 0.93 1.08 1.39

Revenue 3,766 673 4,338

FY16

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Free Reduced Full Price

LUNCH:

Enrollment 156 156 156 Participation 75% 75% 75%Meals Served Per Day 117 117 117 Free & Reduced / Paid 52% 8% 40%Meals Served Per Day By Group 61 9 47 Days Per School Year 180 180 180 Meals Served Per Year By Group 10,951 1,685 8,424 Price + Reim Per Meal 2.94 2.94 1.94

Revenue 32,197 4,953 16,343

BREAKFAST:

Enrollment 156 156 156 Participation 38% 38% 38%Breakfasts Served Per Day 59 59 59 Free & Reduced / Paid 52% 8% 40%Meals Served Per Day By Group 30 5 23 Days Per School Year 180 180 180 Meals Served Per Year By Group 5,476 842 4,212 Price + Reim Per Meal 1.87 1.87 1.54

Revenue 10,231 1,574 6,466

FY17

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Free Reduced Full Price

LUNCH:

Enrollment 218 218 218 Participation 75% 75% 75%Meals Served Per Day 164 164 164 Free & Reduced / Paid 52% 8% 40%Meals Served Per Day By Group 85 13 65 Days Per School Year 180 180 180 Meals Served Per Year By Group 15,304 2,354 11,772 Price + Reim Per Meal 2.94 2.94 1.94

Revenue 44,993 6,922 22,838

BREAKFAST:

Enrollment 218 218 218 Participation 38% 38% 38%Breakfasts Served Per Day 82 82 82 Free & Reduced / Paid 52% 8% 40%Meals Served Per Day By Group 43 7 33 Days Per School Year 180 180 180 Meals Served Per Year By Group 7,652 1,177 5,886 Price + Reim Per Meal 1.89 1.89 1.55

Revenue 14,440 2,222 9,127

FY18

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Free Reduced Full Price

LUNCH:

Enrollment 286 286 286 Participation 75% 75% 75%Meals Served Per Day 215 215 215 Free & Reduced / Paid 52% 8% 40%Meals Served Per Day By Group 112 17 86 Days Per School Year 180 180 180 Meals Served Per Year By Group 20,077 3,089 15,444 Price + Reim Per Meal 2.94 2.94 1.94

Revenue 59,027 9,081 29,961

BREAKFAST:- - -

Enrollment 286 286 286 Participation 38% 38% 38%Breakfasts Served Per Day 107 107 107 Free & Reduced / Paid 52% 8% 40%Meals Served Per Day By Group 56 9 43 Days Per School Year 180 180 180 Meals Served Per Year By Group 10,039 1,544 7,722 Price + Reim Per Meal 1.91 1.91 1.57

Revenue 19,134 2,944 12,093

FY19

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Free Reduced Full Price

LUNCH:

Enrollment 354 354 354 Participation 75% 75% 75%Meals Served Per Day 266 266 266 Free & Reduced / Paid 52% 8% 40%Meals Served Per Day By Group 138 21 106 Days Per School Year 180 180 180 Meals Served Per Year By Group 24,851 3,823 19,116 Price + Reim Per Meal 2.94 2.94 1.94

Revenue 73,061 11,240 37,085

BREAKFAST:

Enrollment 354 354 354 Participation 38% 38% 38%Breakfasts Served Per Day 133 133 133 Free & Reduced / Paid 52% 8% 40%Meals Served Per Day By Group 69 11 53 Days Per School Year 180 180 180 Meals Served Per Year By Group 12,425 1,912 9,558 Price + Reim Per Meal 1.93 1.93 1.58

Revenue 23,920 3,680 15,118

FY20

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Section 17. Budget The budget provided includes a summary overview of The School and program, the five year strategic projections of The School and program, and an operational budget plan. The operating budget plan includes legend and narrative; the five year projected enrollment, computer needs, staff needs, resource and administrative needs, food service and transportation needs. The school’s fundraising plan is to seek Title I and IV grants, foundation, district and state grants, and to promote parent, student, and board fundraising efforts. A start-up loan will also be part of the plan if grant funds are not received and therefore has been factored into the budget because of the competitive nature of grants. The summary overview is as follows: A. Provide an operating budget covering each year of the requested charter term that contains revenue projections, expenses and anticipated fund balances. The budget should be based on the projected student enrollment indicated on the cover page of the application. Please see budget attached labeled “Budget Attachment 1”. These budgets contain all projected revenue and expenses except for:

• Public Charter School Grant: Because the competitive nature of this grant creates uncertainty as to availability, this potential source of revenue is omitted from these budgets. If grant funds are received, the primary focus will be classroom technology, equipment, furnishings and supplies, learning enrichment, as well as staff development activities.

• Supplemental Federal Funds (IDEA, Title I, etc): Even though the school expects to qualify for these funds, they are supplemental to the academic program, each with a specific focus and cannot be used to supplant other expenses of the school. Therefore, these budgets demonstrate that the school will be adequately funded without these funds.

B. Provide a start-up budget that contains a balance sheet, revenue projections, including source of revenues, expenses and anticipated fund balance. The start-up budget must cover any period prior to the beginning of FTE payments in which the school will expend funds on activities necessary for the successful start-up of the school. Please see budget attached labeled “Budget Attachment 2 and Budget Attachment 3”. These budgets show financing for start-up costs which the school anticipates to receive from a four year note payable at 6% interest. The alternative would be receipt of a grant to support these needed funds.

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C. Provide a detailed narrative description of the revenue and expenditure assumptions on which the operating and start-up budget are based. The budget narrative should provide sufficient information to fully understand how budgetary figures were determined. Narrative detail is provided for each line of the budget, included in the attached labeled “Budget

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Attachment 4”.

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The Narrative includes the assumptions used in preparing the budget. To provide further detail, the cost of computers and software is as follows:

FY16 FY17 FY18 FY19 FY20

New Teachers 6.50 2.50 5.00 4.50 5.00 Computers / Teacher 1 1 1 1 1 Unit Cost 500 505 510 515 520 Classroom Computers 3,250 1,263 2,550 2,318 2,602

Server 5,000 - Installation / Training 1,000 - - - - General Infrastructure 6,000 - - - -

Computers in Lab 24 2 2 Unit Cost 500 505 510 - - Computer Lab 12,000 1,010 1,020 - -

Total Computers From Prior Year - - 35 42 47 Installation / Training 500 505 510 515 520 Refresh Factor 20% 20% 20% 20% 20%Refresh - - 3,570 4,327 4,839

Total Computers 21,250 2,273 7,141 6,645 7,440

Software 11,600 19,500 27,250 35,750 44,250

Total Computers and Software 32,850 21,773 34,391 42,395 51,690

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These budgets reflect the collaborative effort of the Management Company and School Financial Services, a Florida firm which has worked with Florida charter schools since 2001. By this team effort, these budgets are the product of leveraging the knowledge of the school’s vision, environment, and instructional model with the practical value of a decade of accounting and budgeting for charter schools. The Florida Education Finance Program (FEFP) is the primary revenue source, and is based on the latest available Revenue Estimate Worksheet (as of FY15, Conference Report) provided by the Florida Department of Education. An increase of 1% per year in Years 3-5 is included in these budgets. The largest expenditure, of course, is instructional costs, with the largest portion of instructional costs being instructional salaries and benefits. D. Explain how the governing board will monitor the budget, including a strategy for addressing revenue shortfalls due to lower than expected enrollment. The School’s governing board will annually adopt and maintain the School’s official operating budget and exercise oversight over The School’s operations once contracted with the School District. In exercising its oversight and maintaining the budget, the governing board shall provide for a balanced general operating fund. The governing board shall review the School’s financial statements monthly, ensure that all expenditures and revenues are documented and accounted for. It shall be the governing board’s responsibility for ensuring retention of an independent auditor for the annual financial audit, reviewing and approving the audit report, including audit findings and recommendations. Should the school experience a financial emergency, the board in collaboration with the Management Company will be responsible for the completion of a corrective action plan with the assistance of the auditors, and for monitoring that plan in order to ensure compliance. The School’s monthly financial statements will include a budget for actual comparison. Additionally, during the first year of operations, beginning with the September financial statements, the board will receive a projection of both cash and budget performance monthly, including projected cash deficits and proposed budget amendments. After the first year, this projection will be provided to the board as needed or as requested by the board. The board will amend the budget as needed. The School will pay a management fee to Carmel Connections Inc. for operational oversight not to exceed 7% of The School’s Revenue. E. Provide monthly cash flow projections for the school’s start-up period (i.e. from the date on which the application is approved to the beginning of the first fiscal year of operation) through the first year of operation. Please see budget attached labeled “Budget Attachment 5 and Budget Attachment 6”. Cash flow projections exhibit clearly the positive cash flow the school expects to enjoy.

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F. Describe the school’s fundraising plan, if applicable. Report on the current status of any fundraising efforts, including verification of any fundraising monies reported in the school’s start-up or operating budgets. The school currently has plans for a concerted fund-raising and grant-writing efforts but has not budgeted revenues from such efforts. Upon establishing a support organization (i.e., PTO) for the school, such possibilities will be investigated, implemented and evaluated. We expect any funds generated to be relatively small in comparison to FEFP, and will not allow fund-raising efforts to become such a focus that the instruction of students is compromised. External fundraising will be targeted toward needed equipment, learning resources, faculty and staff for learning enrichment, field trips, special events, and supplies. Similarly, no designated gift will be accepted without the approval of the Charter School Board. Section 18: Financial Management and Oversight The School’s governing board and The Management Company will provide oversight, and review of the overall student progress, operations, and financial reports on a monthly basis. School District reporting and the state reporting will be with third party auditing to provide best practices oversight as well as accountability. The Financial Services Provider contracted would have responsibility to prepare monthly reports; a yearly financial report; required reporting to the School District; and preparation of strategic budget proposals. They are also under consideration for preparing the payroll and on a monthly basis; The Book Keeper/Accountant will also serve as the inventory monitor. Accounting & Auditing Requirements The School will be audited on an annual basis according to the County and School District’s specific format and requirements. Beyond the monthly and final financial report, and the strategic budget forecasts, our school will operate on a continuous improvement plan in all areas. The auditing company will also be expected to provide recommendations where the school’s accounting practices can continuously be approved. These results will be available in the annual report from The Charter School to the School District, the Governing Board, and State regulatory bodies as required. A separate company is under consideration for the annual auditing process; alternatively, all financial services including the annual audit would be completed by the contracted accounting company. Management Company Carmel Connections Inc. P. O. Box 243688, Boynton Beach, FL 33424-3688 carmelconnect@gmail.com; 561-329-6776 Accounting & Financial Services Companies under Consideration: School Financial Services: Charter Schools Accounting Systems CFO Gary Scott. Gary.scott@schoolfin.com

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Infante & Company. Certified Public Accountants and Business Consultants. Ron Weinbaum, MT, CPA; Email: ron@infantecocpa.com 1930 Harrison St, Ste 308. Hollywood, FL 33020; Phone: 954-922-8866 There is also consideration for the contracting of a Systems Management Consultant to Assist The School with setting up efficient foundational operational systems. A. Describe who will manage the school’s finances and how the school will ensure financial resources are properly managed. The school proposes to contract with School Financial Services of Bonifay, Florida to provide assistance in the design, development, planning, financing, staffing, maintenance, operations, and fiscal oversight of the school, pending receipt of contract. The relationship between School Financial Services and the school has already been initiated, and will continue through the development of the school and into the operations phase of the school’s life. In this way, the school will benefit from the experience and expertise that School Financial Services brings to bear. School Financial Services provides back office accounting services to over 50 charter schools in Florida. The firm limits its practice to charter schools, thereby providing access to knowledgeable professionals who are focused on charter schools in general and on Victory Academy specifically. The school will be working directly with Gary Scott, President of School Financial Services, and Keith Spence, Chief Operating Officer. School Financial Services is SSAE 16 certified. SFS has undergone an attestation engagement performed by an independent certified public accounting firm under the guidelines of Statement on Standards for Attestation Engagements (SSAE) No. 16, Reporting on Controls at a Service Organization. The resulting report indicated a positive opinion of management’s description of SFS’s internal control system and suitability of the design and operational effectiveness of internal controls. This report provides two benefits to client schools of School Financial Services: (1) The school’s independent auditor can reduce testing of transactions, thus reducing the cost of the school’s audit, and (2) The school can have confidence in the services provided by School Financial Services. School Financial Services uses Cougar Mountain Fund Accounting software, which is specifically designed for not-for-profits. Cougar Mountain has integrated general ledger, accounts payable, payroll, and bank reconciliation functions. The comprehensive nature of this software coupled with the internal controls in place facilitates the recording of transactions by fund, function, and object. This allows for transactions to be recorded accurately and appropriately, including properly identifying purchases of property. Property records are maintained in accordance with state requirements. Source documents supporting transactions are preserved, facilitating the audit process. General ledgers and books of original entry are kept so as to allow the preparation of financial statements in accordance with generally accepted accounting principles and in compliance with Redbook.

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Having appropriate financial statements will allow the preparation of projections of budget performance and cash balances through the fiscal year, thus allowing the school to adjust activity as necessary to maintain fiscal integrity. The system as described has undergone numerous audits of dozens of schools by at least 7 different auditors in three states without any finding relating to the accounting system, demonstrating the effectiveness of the process of fiscal management. School Financial Services will prepare, on an annual basis, a budget in cooperation with the Principal. The budget will outline all anticipated revenues and expenditures, by object and function. The budget will be submitted to the governing board for approval. Upon approval, a copy of the budget will be filed with the board minutes for public record, a copy will be held at the school site, and a copy will be provided to the sponsor. SFS, on behalf of the School, shall prepare monthly financial statements, which shall include a balance sheet and a statement of revenues, expenditures and changes in fund balance. The monthly financial statements shall be prepared in accordance with the function/object dimensions prescribed in the Florida DOE publication, Financial and Program Cost Accounting and Reporting for Florida Schools (the “Red Book”). The School shall also prepare and maintain all reports required to be filed with the Government of the United States and the State of Florida. Such reports shall include, but are not limited to, all payroll tax returns and any required filing relating to the School’s non-profit status. B. Describe the financial controls, including an annual audit and regular board review of financial statements, which will be employed to safeguard finances. Internal controls are based on sound practice, such as segregation of duties or compensating controls, use of pre-numbered forms, limited access to cash, and monthly reporting to the Charter School Board and Sponsoring District. The business process also emphasizes the seamless and convenient delivery of service so that school staff can easily comply with internal controls and are able to concentrate on the educational process. School Financial Services is SSAE 16 certified. SFS has undergone an attestation engagement performed by an independent certified public accounting firm under the guidelines of Statement on Standards for Attestation Engagements (SSAE) No. 16, Reporting on Controls at a Service Organization. The resulting report indicated a positive opinion of management’s description of SFS’s internal control system and suitability of the design and operational effectiveness of internal controls. This report provides two benefits to client schools of School Financial Services: (1) The school’s independent auditor can reduce testing of transactions, thus reducing the cost of the school’s audit, and (2) The school can have confidence in the services provided by School Financial Services. The internal control policy of the School shall be guided by the following broad principles: ♦ Responsibility will be clearly established. ♦ Adequate records will be maintained.

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♦ Assets will be insured & inventoried and appropriate employees bonded. ♦ Adequate procedures for cash receipts, cash disbursements, and record keeping will be in

place. ♦ The School will undergo regular and independent audits. Specific internal controls include, but are not limited to: ♦ Only one primary operating bank account will be maintained by the school (others may be

maintained for internal funds) ♦ The bank statement will be opened intact by the reconciler ♦ The bank statement will be reconciled by an employee who has access to neither the general

ledger nor check-writing system ♦ Items outstanding for 180 days will be investigated ♦ All funds will be deposited to the bank account on a daily basis intact or whenever practical.

At a minimum, no receipts will go longer than three days without being deposited ♦ All checks received will be immediately stamped “For Deposit Only” ♦ Printed, pre-numbered receipts will be issued for all cash received whenever possible. All

disbursements will be made by check (except for minor petty cash disbursements). Printed, pre-numbered checks will be used and voided checks will be maintained to complete the number sequence. (School personnel may be permitted use of a pre-paid debit card for emergency purchases or to facilitate local transactions where a card is required. This account is only resupplied after reconciliation of prior use with a complete and full accounting of expenditures supported by receipts)

♦ Checks require two signatures ♦ Checks will not be pre-signed under any circumstances ♦ Checks for expenses other than payroll will be issued only upon verification by the Principal

of receipt of the good or services ordered in good condition and correct quantity. The School may authorize SFS to make disbursements for contracted services, leases, notes payable, ongoing commitments, etc., payables for goods/services that are confirmed as rendered/received by the School and within the limits of the approved budget

♦ Appropriate documentation will be maintained for disbursements (invoice, contract, etc). All invoices will be reviewed and initialed for approval before a check is issued

♦ Employees will be paid only upon verification of employment by Charter School Board action

♦ Appropriate legal forms (W-4, I-9, etc) must be completed prior to employees being paid ♦ Investment activity will comply with 112.661, FS ♦ Property will be tagged ♦ Property will be inventoried at least annually ♦ Discrepancies in the property inventory will be investigated and reconciled ♦ Financial statements (see below) will be reviewed by Charter School Board monthly,

evidenced by action ♦ The budget will be approved by the Charter School Board prior to the beginning of each

fiscal year, evidenced by action ♦ Budget amendments will be approved as necessary ♦ Financial reports will be submitted to the sponsor as required by Charter and Rule ♦ School financial records, including files for receipts, invoices, bank statements, and cancelled

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checks will be kept up-to-date and fully accessible at all times ♦ An annual audit will be conducted by an independent CPA (see below) ♦ Under no circumstances are school funds to be used for personal benefit or gain or

administration or staff A copy of a generic Accounting Manual is attached (See Appendix E). This will provide a conceptual framework to understand the internal controls which will be in place, but many of the specific limits and individual assignments must be determined by the governing board. Therefore the specificity details of the manual will be completed once a contract is signed with the school district. Detailed financial statements will be prepared on a monthly basis for analysis by the Charter School Board. These financial statements will be reviewed by the Charter School Board at monthly meetings and will be submitted to the Sponsoring District for monitoring/review. The monthly financial statements will be in compliance with Rule 6A-1.0081, F.A.C and include: ♦ Balance Sheet ♦ Revenue and Expense Report ♦ Year-to-date comparison of budgeted vs. actual revenues and expenditures ♦ Notes to Accompany Financials, to include:

o Actual enrollment at the time the statement is submitted o Projected enrollment for the current school year o Notes to the monthly financial statement to include other material information

During the first year of operations, beginning with the September financial statements, the board will receive a projection of both cash and budget performance monthly, including projected cash deficits and proposed budget amendments. After the first year, this projection will be provided to the board as needed or as requested by the board. Additionally, Bank Reconciliation and Bank Registers will be submitted to the Charter School Board along with the financial statements. Providing further transparency, the Principal and Charter School Board will have access to the bank register and images of paid invoices and checks at any time through an on-line document storage facility. The School will adhere to the audit selection requirements per Florida Statutes and the Auditor General Requirements and ensure that the Audit Report checklist (§11.45(3)(a), Florida Statutes accompany the audit in a timely manner according to the dates agreed upon for audited and unaudited reports between the Sponsor and the Board in the Charter. The auditing firm shall be selected by request for proposal (RFP) process and only those firms experienced in audits of charter schools will be considered. The audit will be of assistance to the School’s Governing Board in carrying out its responsibility to assure that its financial resources are properly managed.

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C. Describe the method by which accounting records will be maintained. In order to provide financial information that is comparable to that reported for other public schools, the school will maintain all financial records in an accounting system that is in accordance with the accounts and codes prescribed in the most recent issue of the publication titled, “Financial and Program Cost Accounting and Reporting for Florida Schools” (Redbook), pursuant to § 1002.33(9)(i)1 of the Charter School Law. Thus, the School’s accounting will be consistent with accounting conducted for Florida school districts and will contain a uniform chart of accounts for budgeting and financial reporting. The uniform chart of accounts addresses topics that include governmental accounting standards, program cost accounting, and reporting. School Financial Services, Inc. is responsible for the financial management of the School, and uses Cougar Mountain Fund Accounting software, which is specifically designed for not-for-profits. Cougar Mountain has integrated general ledger, accounts payable, payroll, and bank reconciliation functions. The comprehensive nature of this software coupled with the internal controls in place facilitates the recording of transactions by fund, function and object. This allows for transactions to be recorded accurately and appropriately, including properly identifying purchases of property. Property records are maintained in accordance with state requirements. Source documents supporting transactions are preserved, facilitating the audit process. General ledgers and books of original entry are kept so as to allow financial statements in accordance with generally accepted accounting principles and in compliance with Redbook. The documents comprising the accounting records will be kept in accordance with the General Records Schedule for Local Government Agencies GS1-L, as authorized by 119 and 257, FS. D. Describe how the school will store student and financial records. Student and financial records will be kept in accordance with the General Records Schedules GS1-SL and GS7, as authorized by 119 and 257, F.S. “Record” includes any pertinent information, regardless of the media stored upon. Therefore, written record, audio recordings, video recordings, disks, etc., are all considered records. Student records will be stored in secure, locked, fire-proof cabinets. Confidentiality of student information will be maintained; access will be controlled by a records custodian and limited to specific need and authority. Such access will be logged. Financial records will be kept in electronic and paper formats. Permanent documents, such as deeds, mortgages, etc., will be kept in secure, locked, fire-proof cabinets. E. Describe the insurance coverage the school will obtain, including applicable health, workers compensation, general liability, property insurance and directors and officers liability coverage. The School will, at its own expense, provide evidence of insurance consistent with the Sponsor’s

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requirements for insurance and in accordance with the time frame for providing that insurance as stated in the charter. The School will only acquire insurance from an insurer (carrier) that is authorized by the Department of Insurance of the State of Florida, or an eligible surplus line insurer under Florida Statutes. The insurer will have an AM Best rating of “A-” or better and financial size category of “IV” or better according to the latest edition of Best’s key rating guide published by AM Best Company. Insurance coverage will be in procurer and maintain coverage consistent with the Sponsor’s requirements for insurance and expected to be as follows. 1. Health The school will provide health and other group insurances to employees in amounts competitive with other employers. 2. Worker’s Compensation Insurance Part 1 as required in Florida Statute and Part II shall have the following limits: $500,000 each accident; $500,000 Disease - each employee; and $500,000 disease – policy limit. 3. Commercial General Liability Insurance One million per occurrence/3 million annual aggregate. The coverage for property damage may be subject to a maximum deductible of $1,000 per occurrence. 4. Property Coverage Property coverage insurance will be carried on all real and tangible property with a value greater than $500. 5. School Leaders Errors and Omissions Insurance One million dollars per claim/annual aggregate, maximum $25,000 deductible. Additionally, as needed, the school will establish the following coverages: 1. Fidelity Bonds The School will carry fidelity bonds (limits as per charter agreement) on all employees whose duties include receiving or disbursing cash. 2. Automobile Liability Insurance One million per occurrence/3 million annual aggregate including all owned, hired, and non-owned automobiles. 3. Builder’s Risk Insurance Insurance equal to the actual replacement cost for construction work.

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Insurance Summary Individual Occurrence Aggregate Health Group, TBD Worker’s Compensation $500,000 $500,000 Commercial General Liability Insurance ($1000 deductible)

$1,000,000 $3,000,000

Property Coverage (property valued at more than $500)

TBD

School Leaders Errors and Omissions Insurance ($2500.00 deductible)

1,000,000 1,000,000

As Needed Fidelity Bonds TBD Automobile Liability Insurance 1,000,000 3,000,000 Builder’s Risk Insurance At Replacement Cost The above section and supporting attachments provide a clear description of how the school’s finances will be managed. The description also demonstrates that the financial management is overseen and governed by the board who retains ultimate control over the school’s finances. It further includes a clear description of strong internal controls that are anticipated to be sufficient to safeguard finances. Health Insurance and Benefits Plan will be identified that is comprehensive and affordable. Section 19: Action Plan

♦ Present a timetable for the school’s start up.

Once The School receives and signs the contract the focus will be on operationalizing the following time line of activities in order to meet the requirements of F.S. 1002.33(7)(16). Activities will include, but are not limited to the following. As summarized in the chart, October 2015 will be the anticipated signing of the contract between The School and the Palm Beach County School District. Once the contract has been signed the Management Company will begin with hiring the Director/Principal to operationalize the contract agreement through marketing, setting in place the curricular needs, and the hiring and recruitment of teachers and staff. Begin with hiring staff to focus on the website and direct marketing materials to families of students (mailings, brochures and canvassing), monitoring the website and following up on inquiries/registrations. Timeframe Projects, Tasks, Activities August 2015 – November 2015 1. Approval of Charter school Application and Contract

2. Construction Site Plan Approval and Architectural Design

3. Update Land Development Permit, City zoning requirements

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November 2015 – Feb 2016 1. Secure building permit 2. Begin Construction, Building Renovations and Build

out of facilities 3. Hiring of Principal/Administrator and one PT staff

member 4. Build Website and Decide on Information System 5. Marketing to community, provide school information 6. Early Student Enrollment Begins 7. Board Member and 8. Staff Professional Development

March 2016 - May 2016 1. Policy Adoption by the Board

2. Secure Vendors RFP’s and contracts for Education support Services (services, furnishings, technology)

3. Direct marketing to students 4. Execute Lease or Construction for Facility 5. Complete Construction, Building renovations, secure

Certificate of Occupancy 6. Begin Hiring, screening of Faculty 7. Lottery if needed 8. Student Enrollment (online/onsite)

June 2016 – August 2016 1. Staff occupancy of buildings 2. Student Registration (online/onsite) 3. Furnishings and Technology, and class fixtures

installed 4. Professional Development (Administrators, Teachers

and Staff) 5. Open House, Registration, 6. OPENING DAY!

Detailed Visual of Summary of Activities Chart Activity July 2013-

Oct 2015

Nov 2015

Dec 2015

Jan 2016

Feb 2016

Mar 2016

Apr 2016

May 2016

June 2016

July 2016

Aug 2016

Application and Sign Contract

Develop Website/ IS

Construction, permits or Renovation Property

Board, Administrator Development

Marketing of School

Hire Principal Hire Teachers and Staff

Bonding & Background

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Checks Textbook Review and Order

Contract Transportation

Contract Furnishings

Contract Food Service

Student Enrollment Registration & Lottery

Back to School Fair Opening Day

The timeline is flexible and will be adjusted as needed to accommodate the needs of The School, Facilities readiness, School District, City and State requirements.

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IV. ADDENDUM – GOVERNANCE/MANAGEMENT INFORMATION

1. Does anyone, who is part of the founding group, governing board, management company or a paid consultant for this application have prior experience in the operation of a charter school? NO

a. What is his/her name? N/A b. What is/was the name of the charter school? N/A c. In what district is/was the charter school? N/A

2. Has any individual involved in the application for a charter school in Broward County been involved in a charter school that has closed? NO

a. What is his/her name? N/A b. In what capacity was the individual involved? N/A c. What was the name of the charter school? N/A d. In what district was the charter school? N/A

3. If you answered YES to number 2, what were the circumstances of the closure? Provide specific details such as voluntary, academic performance, financial viability. N/A

4. Are any of the individuals involved in this application associated with a current charter school operating in the state? NO

a. What is his/her name? N/A b. What is the name(s) of the charter school(s)? N/A c. In what district is the charter school? N/A

5. Are any of the individuals associated with this application part of a founding group, governing board, management company or a paid consultant for a charter school in academic or financial corrective action? NO

a. What is his/her name? N/A b. What is the name(s) of the school(s)? N/A c. In what district is the charter school? N/A

(Academic corrective action would be defined as having received a D or F on a State assessment or the point equivalent, or in the case of an SIR school, a rating of declining. Financial corrective action would be defined as meeting any of the criteria noted on Section 218, Florida Statutes).

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V. STATEMENT OF ASSURANCES

This form must be signed by a duly authorized representative of the applicant group and submitted with the application for a charter school. As the authorized representative of the applicant group, I hereby certify under the penalties of perjury that the information submitted in this application for a charter for Victory Academy Inc. is accurate and true to the best of my knowledge and belief; and further, I certify that, if awarded a charter, the school:

• Will be nonsectarian in its programs, admission policies, employment practices and operations.

• Will enroll any eligible student who submits a timely application, unless the school receives a greater number of applications than there are spaces for students, in which case students will be admitted through a random selection process.

• Will adhere to the antidiscrimination provisions of section 1000.05, F.S.

• Will adhere to all applicable provision of state and federal law relating to the education of

students with disabilities, including the Individuals with Disabilities Education Act; section 504 of the Rehabilitation Act of 1974; and Title II of the Americans with Disabilities Act of 1990.

• Will adhere to all applicable provisions of federal law relating to students who are limited English proficient, including Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974.

• Will participate in the statewide assessment program created under section 1008.22, F.S.

• Will comply with Florida statutes relating to public records and public meetings, including Chapter 119, Florida Statutes, and section 286.011, F. S., which are applicable to applicants even prior to being granted a charter.

• Will obtain and keep current all necessary permits, licenses and certifications related to fire, health and safety within the building and on school property.

• Will provide for an annual financial audit in accordance with section 218.39, F.S. The governing board, at its discretion, allows Dr. Carmela Nanton, Board of Directors, Victory Academy Inc. to sign as the legal correspondent for the school. __________________________________ __08/03/15 Signature Date Carmela R. Nanton Printed Name

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V. References A parents introduction to ESE in Florida. Source: http://www.fldoe.org/ese/pub-home.asp

Colvin, G. (2008) Talent Is Overrated: What Really Separates World-Class Performers from Everybody Else. Dweck, C. (2006). Mindset: The New Psychology of Success . New York Ballentine Books Fldoe.org/bii/curriculum/sss Florida Department of Education www.fldoe. Fl.us Florida Department of Education, Bureau of Exceptional Education and Student Services (2012).

Broward County Policy 6000.1: Student Progression Plan

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to

achievement. New York, NY: Routledge, Taylor & Francis Group.

Peery, A. (2011). The data teams experience: A guide for effective meetings. Englewood, CO:

Lead & Learn Press.

http://www.familycentral.org/vpkproviderbc

http://cdn.trustedpartner.com/docs/library/FamilyCentral2012/BCVPK/TEST/VPK_Provider's_

Guide_Rev_11_09_2012.pdfFlorida Department of Education www.fldoe. Fl.us

Florida Department of Education. Sunshine State Standards. Fldoe.org/bii/curriculum/sss Read 180 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to achievement. New York, NY: Routledge, Taylor & Francis Group. Hattie, J. Visible learning for teachers: Maximizing impact on learners. New York, NY: Routledge, Taylor & Francis Group. Marzano, (2003) National Governors Association Center for Best Practices, Council of Chief State School Officers Common Core State Standards (reading) Publisher: National Governors Association Center for Best Practices (2010), Council of Chief State School Officers, Washington D.C. www.justreadflorida.com/docs/reading_programs.pdf. Justreadflorida.com

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parcconline.org (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office. Peery, A. (2011). The data teams experience: A guide for effective meetings. Englewood, CO: Lead & Learn Press. Supply Management & Logistics Department Brochure (3/2013). Doing Business with the School Board of Broward County Florida.Vendor Information Pamphlet. VPK Providers Guide.(2012). http://www.familycentral.org/vpkproviderbc http://cdn.trustedpartner.com/docs/library/FamilyCentral2012/BCVPK/TEST/VPK_Provider's_Guide_Rev_11_09_2012.pdf

Vendor Bus Contracts: Price for services. (2013). Source: http://www.palmbeach.k12.fl.us/supply/docs/contracts/53-102VContractAward.pdf

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VI. DESCRIPTION OF APPENDICES The following Appendices are included as part of this document to provide further detail on some of the content provided in the proposal.

Appendix A: Victory Academy Inc. Articles of Incorporation

Appendix B: Resumes of Transitional Board members And Draft of By-Laws.

Appendix C: Sample Position Descriptions

Appendix D: The Accounting Manual

Appendix E: The Proposed Strategic Budget

Appendix F: Proposed Amortization Plan

Appendix G: Draft of Employee Handbook

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APPENDIX A: Articles of Incorporation

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APPENDIX B

Prospective Board Members Resumes Dr. Carmela Nanton CARMELA R. NANTON - Ed.D, MSHRD, MSC, BCC

STRENGTHS SUMMARY

Experienced professional with a strong background in supervision and

management, education services, training and human resource development, technology, online course delivery, organizational development, multicultural awareness and diversity.

A strategic visionary, systems thinker, analytical problem solver, and coach. Consultant in leadership, management, cross-cultural competency, education

services and performance solutions; accreditation and assessment; and regulatory compliance.

Gender and Leadership, women and young girls’ development, Human Rights, equality, and empowerment.

Board and Faculty Governance as elected and appointed member and officer of advisory boards and councils, Senate, program chair, and advocate.

Global multicultural approach to cross-cultural contexts; conflict resolution; leveraging diversity, working with interdisciplinary teams while maintaining boundaries and a balanced perspective with blended groups.

Record of fiduciary responsibility resulted in revenue increases in every position held.

EDUCATION Columbia University, New York, NY

2005 - Doctor of Education in Organization & Leadership, AEGIS. Specialty: Adult Education.

Board Certified Leadership/Executive Coach, BCC 01410. Palm Beach Atlantic University, West Palm Beach, FL 2009 - Master of Science in Counseling Psychology, MH, MFT, SA 1998 - Master of Science in Human Resource Development

CUNY, Herbert H. Lehman College, Bronx, NY 1977 - Bachelor of Arts/Biological Science

WORK EXPERIENCE

2001 – 2013 Higher Education Professor of Education, MacArthur School of Leadership (MSL), Palm Beach

Atlantic University. Excellence in teaching performance resulted in three meritorious faculty rank promotions in 12 years. Teach graduate, undergraduate and online courses; in organization leadership and management. Design and develop online courses, sponsored cross-cultural travel courses to People’s Republic of China, and Czech Republic. Advise students and prepare individual degree plans.

2013-Selected to attend CCCU’s Multi-ethnic Leadership Development Institute,

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summer, in Sumas, WA and successfully completed PBA’s inaugural Academic Leadership Program.

Chair, Professional Education Credit Program for School of Leadership and School of Ministry adult programs. Oversight of interdisciplinary program and committee that evaluates professional training and prior learning experience for academic credit. Supervise the PEC specialist, develop policy and procedures; increased revenue. Collaborate with financial aid, registrar, student accounts, admissions and faculty advisors. Train & coach faculty, staff, and students.

2011 Adjunct Faculty, Bakke Graduate University, Taught Cross-cultural Engagement and International Business courses in Freeport, Bahamas and Wanchai, Hong Kong.

2008 Visiting Professor at Daystar University, Nairobi Kenya, MBA Program, taught Strategic Management & IT Innovation.

2011-present, Chair, Faculty Promotion & Affairs committee. Evaluate faculty promotion portfolios and make recommendations to the administration; review and recommend updates for the Faculty Handbook by-laws.

2006-2013 Faculty Governance: served as Senator; Former Vice Moderator- Faculty Council- 2 years, and Secretary of the Faculty Council-3 years. Responsible for committees: graduate programs, undergraduate programs, faculty development, faculty promotion and affairs, academic technology, teacher education council committees; as secretary was responsible for records and minutes of the council.

Chaired the MSL Competitive Edge taskforce outcomes included proposal of a 4 credit graduate and undergraduate degree programs, a dual degree program. Served on university and MSL Accreditation and Assessment committees, developed assessment outcomes and measures two of which (critical thinking and writing proficiency) were adopted university-wide as quality improvement initiatives. Served on university Faith Integration task force developed discipline-specific methods to integrate faith in the curriculum.

1994-2001 Supervision and Management VA Medical Center, West Palm Beach. 2001 Education Services Specialist. Continuing Medical Education (CME)

Coordinator of professional development program for 150 physicians, including physician assistants, pharmacists, nurses, and allied health personnel.

Responsible for program and project budgets; secured grants, speakers and honorariums program marketing, teleconferences, developing video self-studies, national workshops, developing partnerships and program sponsors. Developed or reviewed curricular content and objectives, facilitated sessions and completed evaluations, provided continuing education (CEU) certificates. Training for clinical staff, and New Employee Orientation diversity module.

Coordinated three-day Wound Care national conference: developed program booklet; managed conference budget and grants, presenters, presentations submissions, sponsoring vendors, technology and logistical responsibilities; arrangements for speaker travel, accommodations and honorariums; provided CEU certificates for health professional attendee re-licensure; and closed out conference books with profit.

Special Emphasis Program Manager and staff advocate for EEO Committee; collective bargaining representative; and member of recruitment, selection and review committees for meeting organization’s diversity goals.

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1995 Medical Technologist, (VAMC) Consultant, and Regional Accreditation Assessor for hospital transfusion services. Started up two departments, virology and donor services, with responsibility for spatial and workflow design, staff recruitment and training, performance evaluation and competency assessment, individual development plans, inspection readiness for Federal Drug Administration (FDA), College of American Pathologists (CAP), and the American Association of Blood Banks (AABB). Received superior performance and Special contribution awards. Also ran the largest blood donor program in the county and received a Community Service award. Proposed and developed this program into a revenue-producing in-house donor program serving local VA and military sites.

Coordinated FAU Medical Technology practicum rotations, developed curriculum, examinations, and competency assessment exit exams for student interns.

Palm Beach Gardens Medical Center, Palm Beach Gardens, FL. Supervisor, Transfusion and Serology laboratories, with staff of 20, Responsible

for operations, revolving budget of 1.3 million annually for procurement of inventory, equipment and supplies. Ensured quality control of reagents and equipment, regulatory compliance and successful re-accreditation inspections. Wrote policies and procedures, conducted staff performance evaluations and competency assessments.

2005 – 2010 Counseling Psychology & Student Success Hanley Center Family Program & The Treatment Center of the Palm

Beaches: Registered Intern Training: Addictions, Family, Group Therapy, Psycho-education on addiction, co-dependency, and relapse prevention. Worked with both patients and family members.

Palm Beach Atlantic University Student Success Center: Student Intern Training: mental health counseling, case management, treatment planning, progress notes, referrals and termination. Therapy areas: anxiety, depression, career counseling, marriage and family, academic, ADHD.

Student Accountability-Amnesty Advocate, Intake team, Certified B.A.S.I.C.S for alcohol psycho-education, behavioral contracts, coaching, counseling, mentoring, referrals, and termination. Used JAMS system for case entry.

Spiritual Counseling: individual, family and couples counseling. PREPARE/ENRICH certificate for couples.

TECHNOLOGY Technology systems testing and data analysis: Affinity for, and expertise in several technological software platforms for office, online education, healthcare, training, student advising and disciplinary action, surveys and outcomes evaluation. They include Microsoft Office, Jenzabar, Tempo, VISTA, eCollege, Blackboard, and Moodle.

In two of the positions held new technology systems were implemented: one combined with paper system, the other a conversion to paperless system. I had responsibility for Beta and parallel-mirror testing for new software results and implementation; for staff training and development; and building of historical database for these new software initiatives.

Online Learning: Proficient in eCollege, Moodle, and Blackboard online and

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hybrid course delivery systems, design and develop curriculum, online student advisor, was one of the pioneer faculty in teaching online courses for the university.

Use Elluminate and Go-to-Meeting for meetings, ClassLive and Virtual Rooms for instruction and advising as needed.

PUBLICATIONS/PRESENTATIONS Publications

Nanton, C. R. (Ed.). (in press). Tectonic Boundaries: Negotiating Convergent Forces in Adult Education. New Direction for Adult & Continuing Education. San Francisco Jossey Bass.

Nanton, C. R. (2015). The Lost & Found of Life: Finding the life you have always wanted. Boynton Beach, FL: Carmel Ministries International.

Nanton, C. R (2014). Shaping Leadership Culture: The role of adult education in developing the next generation of women leaders. In J.K. Holtz S.B. Springer, C.J. Boden-McGill. Building Sustainable Futures for Adult Learners. Charlotte, NC: Information Age Publishing.

Bryant, K. B., and Nanton, C. R. (2013). Are we measuring up? Needs Assessment for Pharmacy professionals. In C. J. Boden and K. P. King Developing and sustaining Adult learners. Charlotte, NC: Information Age Publishing.

Nanton, C. R. (2012). Learning to Lead: Leveraging Social Learning, Social Capital, and Social Media in leadership development. In C. J. Boden and K. P. King (Eds.), 21st Century Adult Learning in Our Complex World. Charlotte, NC: Information Age Publishing.

Nanton, C. R (2011) Creating leadership legacy: Social Learning and Leadership development. International Journal of Learning, 7(12), 181-193.

Nanton, C.R., and Alfred, M. V. (2009) (Eds.). Social Capital and Women’s Support Systems: Networking Learning and Surviving. I122. San Francisco: Jossey-Bass.

Nanton, C; Dan, D; Edelson, S; Lee-Story, J; Nicholas, N; Nicholas, W. (2009) Applications of the Responsibility Gap. Drucker Centennial Publication, Mannheim Group, Germany. Verlag Sordon, GöttingenUmschlaggestaltung: Heller grafikdesign, Tübingen,, Druck und Bindung: Hubert & Co., Göttingen. Printed in Germany. ISBN 978- 3- 981022858.

Nanton, C. (2007) ‘Teaching with Emotional Intelligence: A step-by-step guide for higher and further education professionals,’ Book Review. Adult Learning 15(3/4).

Nanton, C.R. (2005). Through These Gates: African Diasporan women’s educational decisionmaking. Teachers College Press.

Nanton, C. R.(2005). American Association of Adult & Continuing Education (AAACE) ‘Decisions that Count’ Published in Proceedings Annual Meeting.

Nanton, C. R . (1998). Book review solicited ‘Red Cell Transfusions’ Laboratory Review Journal 29(6).

Nanton, C. R., Cook, L., Larison, P. J. (1995). ITP and Rare red cell antibodies. Journal of Serology & Education 11(5). Award-Winning paper presented at Georgia Society for Medical Technology (GSMT) and Palmetto Blood Bankers Association (PBBA).

Editorial Review Board for Adult Learning Journal 2007 – present; and Reviewer for Adult Education Quarterly, International Learning Journal, Journal of

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Business Management (2009); Proposal Reviewer for AAACE, CPAE, International Leadership Association (ILA) conferences and Women and Leadership Affinity Group Inaugural Conference (WLAG).

Presentations 2013 Shaping Leadership Culture: The role of adult education in developing the

next generation of women leaders. AAACE annual conference, Louisville, KY. 2012 Are we measuring up? Leadership development for Pharmacy practice.

AAACE annual conference, Las Vegas NV. 2011 Learning to Lead: Leveraging Social Learning, Social Capital, and Social

Media in leadership development. AAACE annual conference, Indianapolis, IN 2009 Oxford Roundtable, Oxford University, July 5 – 10, 2009 Presented Gender

and Servant Leadership, at the Women’s Careers Summer Session. England, UK. 2005–2008 presentations at Adult Education Research Conference (AERC)

annual meetings: ‘21st Century Conscientization” (2008) and ‘Choices Challenges and Change’ (2006). American Association of Adult & Continuing Education (AAACE) ‘Transcendent Pedagogy’ (2006) ‘Decisions that Count’ (2005).

Co-director of AAACE Special Interest Group (SIG) on HRD for the Commission for Professors of Adult Education. Receive proposals from Call for Papers, select presentation, write program summaries, and facilitate program and panel discussions.

Professional Memberships American Association of Adult and Continuing Education (AAACE) member. Commission of Professors of Adult Education (CPAE) member, and Human

Resource Development Special Interest Group (HRD-SIG) co-Director. International Leadership Association (ILA) member. Past Chair, Women and Leadership Affinity Group (WLAG) of ILA. As Chair,

of the Women and Leadership Affinity Group, I led a 12 - member Executive Leadership Team, four committees (Conference, Communication, Membership and Awards, Scholarship), and group membership of about 900. Affinity group accomplishments during tenure as chair: the first inaugural Women and Leadership Conference in Asilomar, CA; the fourth annual Networking luncheon and panel discussion; development of Practice and Scholarship awards, launching of a Women and Leadership Book Series, and expansion of Governing By-laws.

Member Global Board Ready Women.

AWARDS /CERTIFICATES/GRANTS Awards:

2014 Recognized in National Association of Distinguished Professionals (NADP) Magazine, with upcoming feature in Educator magazine.

2013 Recipient of Top Black Educator award, Legacy, Palm Beach Post Nominated and recipient of Who’s Who among America’s Teachers (2003 &

2005), Who’s Who among Students (1998), and Professionals (1999). American Biographical Institute - Millennial Woman (2000), for service to city

and nation. VA Medical Center - Superior Performance (1998) and Community Service

awards for running largest Blood Drives in Palm Beach County (1997). Professional Certifications: Board Certified Coach No. 0410

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Registered Mental Health Intern No. IMH 8045 and Marriage & Family Therapist IMF No. 1388.

Certificate PREPARE/ENRICH for couples Certificate Brief Alcohol Screening & Intervention for College Students

(B.A.S.I.C.S). 1996 Regional Transfusion Service Accreditation Assessor, consultant &

inspector for hospital re-accreditation. Certificate of Ordination (2013 Pentecostal; 2003 Baptist) Certificate of License

to Preach (2001). Continuing Medical Education (CME) Provider of programs and workshops for

medical and Allied health staff (2001). Grant Writer (2001). American Society of Clinical Pathologists (ASCP) Specialist in Blood Bank

(SBB) ASCP; legislative liaison, staff assistant. Grant Awards: 2014 Quality Initiative (QI) Grant $3000.00. Research on women grassroots

leaders in Lilongwe, Malawi. Project Title: Leadership for the common good: Portraits of women grassroots leaders. Palm Beach Atlantic University.

2013 Quality Initiative (QI) Grant $ 900.00 Research project Are we Measuring Up: Leadership Needs Assessment for Pharmacy Professionals, Palm Beach Atlantic University. In collaboration with Dr. Keysha Bryant, Pharm D., MBA

Council on Adult and Experiential Education (CAEL) Grant $3500.00. Research in Prior Learning Assessment and Adult Learner Degree Completion Outcomes.

QI Grant $1800.00 Research project Gender and Servant Leadership: Burden of Proof, Palm Beach Atlantic University; Presented at Oxford Roundtable, 2009.

COMMUNITY/MINISTRY/CONSULTATION Founder Carmel Connections Inc. Executive Leadership coach, cross-cultural

competency training, and business/performance consulting. Former Founding Vice President, Board of Directors, Drucker Society of South

Florida. Former Board of Directors Seagull Industries for the Disabled, director and

secretary. Ordained Reverend: Pentecostal 2013 and Baptist 2003; Licensed to Preach,

2001. Serve as Associate Pastor and Board member; Former responsibility for all auxiliaries (missions, benevolence, women’s ministry, audio-visual, administration); former chair Board of Christian Education

Consultant, School District Palm Beach County, Staff development workshops in multicultural awareness and diversity; Faculty Tutorial Program in reading for at-risk elementary school students.

Adjunct & Consultant, Palm Beach State College (formerly PBCC) for Allied Health programs. CEU provider, taught courses for re-licensure.

School Advisory Council at Palm Beach Gardens High School. Radio Program Producer WJFP formerly with Pan American Broadcasting/HCJB Founder and Co-Director of AWANA Youth Association, Brooklyn, NY.

Community program reaching over 100 children.

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Founder & Co-director of Ambassadors, 40 member youth choir/drama group. Program planning, budgeting, marketing, ticket sales, travel and performance scheduling.

***

Ms. Tadena Simpson, Esq.

TADENA A. SIMPSON 2950 SW 116th Avenue, #306 Miramar, FL 33025 954.205.9502 (cell) · tadena.simpson@gmail.com

EDUCATION Bar Admission: Florida Bar, Member since September 24, 2011 George Mason University School of Law, Arlington, VA Juris Doctorate Received December 2010 Duke University, Durham, NC Bachelor of Arts in Mathematics Received May 2005

PROFESSIONAL EXPERIENCE Altegra Health¸ Miami Lakes, FL, Assistant Counsel, July 2014 – Present.

- Perform complex compliance research and regulatory analysis on Medicare/Medicaid statutes as well as employment laws to support Sales Operations and Human Resources, respectively

- Assist VP of Legal & Regulatory Compliance in monitoring and reviewing regulatory and legislative changes, preparing company’s response to such changes and following up with the appropriate areas to ensure required changes are implemented

- Work with Sales, Department Managers and Supervisors to maintain Contract Approval Policy and Procedures

- Provide timely, day-to-day guidance to senior executives and Human Resources professionals on labor, employment, HR and immigration matters on a national and international basis

- Advise senior management on issues and business concerns to mitigate legal risks - Draft, review, analyze, and negotiate various company contracts including master services

agreements, statements of work, consulting agreements, severance agreements, non-competes, confidentiality agreements, and benefits-related documents

- Draft and review policies and procedures governing sales, billing and operational practices, and employee grievances and complaints

- Provide legal advice and collaborate with Sales, Operations, Finance and IT - Respond to RFPs from current and prospective client customers - Plan and coordinate all BCP activity necessary to Altegra Health’s business recovery processes - Identify potential areas of compliance vulnerability and risk, develop/implement corrective action

plans for resolution of problematic issues, and provide general guidance on how to avoid or deal with similar situations in the future

- Maintain company licenses in various states - Manage outside counsel in employment litigation and immigration matters

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Cigna, Sunrise, FL, Compliance Manager & Attorney, June 2011 – July 2014.

- Monitored and ensured compliance with all states and federal regulations that impacted Cigna - Prepared compliance positions with respect to dental and vision policy forms - Guided development of insurance policy form language to support compliance activities related

to new product development, product enhancements, and regulation changes - Provided ongoing legal and compliance guidance for product development, underwriting, finance,

provider contracting, accounting and sales - Developed and implemented SOPs to ensure operational compliance with applicable laws,

regulations and business standards - Advised management on legal and compliance risks - Responded to objections, inquiries, audits and investigations from regulatory agencies related to

product filings and various legal entities - Drafted, amended, reviewed and negotiated various contracts including provider contracts, group

contracts, vendor agreements, nondisclosure agreements, and general agent contracts - Worked on adhoc projects, i.e., Healthspring merger, Medicare Advantage business requirements - Served as regulatory lead for Individual Dental Plans and Essential Health Benefit requirement - Assesed tax implications for coverage of certain procedures and researched group premium tax

exemptions - Respond to RFPs and RFIs from current and prospective client customers - Research and respond to complex legal issues at direction of Senior Counsel - Manage outside counsel on escalated matters

The Employment Law Group, P.C., Washington, D.C., Law Clerk (Worked Full-Time While in Law School), April 2008 – December 2010

- Assisted attorneys in matters involving age discrimination USERRA violations, whistleblower retaliation, disability discrimination, and employment contracts

- Drafted motions and pleadings, settlement agreement, mediation statements, and protective orders for all states of the litigation process

- Drafted and reviewed employment agreements, non-disclosure agreements and severance agreements on behalf of employee-plaintiffs

- Researched complex legal issues - Created and maintained the firm’s website and four blogs - Created and updated Google AdWords

Cartner & Fiske, LLC, Alexandria, VA, Summer Legal Intern, June 2009 – August 2009.

- Contributed to the treatise titled, The International Law of the Shipmaster, which was published in January 2010

Maple Life Financial, Bethesda, MD, Transactional Analyst (Worked Full-Time While in Law School), September 2007 – April 2008.

- Coordinated the submission, processing and approval of MLF Partner and Producer Applications - Performed due diligence including review of medical records, life settlement applications and life

insurance policies to avoid fraud, minimize risks and ensure that investment criteria were met to initiate and complete transactions

Liberty Mutual, Ft. Lauderdale, FL, Claims Specialist, July 2006 – July 2007.

- Mediated claims and negotiated with plaintiff attorneys to resolve claims against Liberty

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Mutual’s policyholders - Worked alongside Liberty Mutual’s legal department on litigated claims in an effort to reach

settlement The Related Group, West Palm Beach, FL, Assistant Project Manager, October 2005 – July 2006.

- Provided analysis to determine which ads produced sales - Prepared and analyzed budget projections - Reviewed, drafted and revised contracts for various projects

SKILLS

- Proficient in Microsoft Office Programs (Word, Excel, and PowerPoint) - Proficient in Westlaw and Lexis-Nexis research

OTHER ACTIVITIES

- Provide pro bono services in the areas of foreclosure defense, landlord-tenant disputes, contracts, and guardianship and probate matters

- Active Member of Duke University’s Alumni Admissions Advisory Committee

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DRAFT BYLAWS OF THE

VICTORY ACADEMY, INC.

ARTICLE I NAME AND PURPOSES

Section 1.01 Name: The name of the organization is Victory Academy Inc. (hereinafter VAI or the School).

Section 1.02 Purposes: Victory Academy Inc. purposes to make high quality learning accessible to all children, to develop their capacity for model global citizenship, fruitful careers, and to ensure that they will be responsible contributors to society now and in the future.

The School’s mission is to: 1) is to provide the community a competitive educational choice, 2) provide the highest quality in academic curriculum and services provided through integrated rigorous training, individualized learning experiences, and a safe holistic culture that engages students and parents, and 3) to facilitate academic success, leadership, self-efficacy, global citizenship, and lifelong learning for all students who enter our doors.

ARTICLE II BOARD OF DIRECTORS

Section 2.01 Authority of Directors: The Board of Directors (hereinafter the Board) is the policy-making body of The School and may exercise all the powers and authority granted to The School by law. The Board shall oversee The School’s policies and procedures. Among its other powers, the Board of The School shall have and may not delegate the power to elect and remove board members; approve the budget; oversee the CMO/CEO; approve and amend the mission statement of the organization; amend the Articles and Bylaws of The School; elect and remove officers and approve major corporate changes, such as dissolution, merger, or transfer of all or substantially all of The School’s assets.

Section 2.02 Board Quorum: A quorum shall consist of a simple majority of the total number of voting Board members then in office. Unless otherwise stated in these Bylaws, all actions shall be by majority vote of those present at a meeting at which a quorum is present.

Section 2.03 Number of Board Members: Unless otherwise stated in these bylaws, the Board

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shall consist of a minimum of seven (7) voting members, one (1) Parent Representative and one (1) statutory member who serves as a non-voting ex officio member: the EMO. Upon approval of the Board, the Chair and the EMO may jointly appoint non-voting ex officio members of the Board to serve in important organizational roles.

Section 2.04 Election and Term of Board Members:

Election: The Founding Board of Directors of The School shall consist of those individuals named in the Articles of Incorporation. Such persons shall hold office until the first election of Directors. Thereafter, Directors shall normally be elected at the Annual Meeting but the Board may elect Directors at regular or special meetings to fill a vacancy as provided in 2.06. Board members shall be elected by a two-thirds majority vote of the Board members present at a meeting at which two-thirds of the members are present. Members of the Board of Directors shall normally be elected at the Annual Meeting but the Board may elect Board Members at regular or special meetings to fill a vacancy. Terms: Unless otherwise specified when elected (e.g. when filling a vacancy as provided in Section 2.06), Directors shall be elected for a term of three (3) years, starting on August 1 after their election and ending on July 31 after their successor has been elected and qualified. Voting Members of the Board of Directors may serve no more than two (2) three-year terms. For purposes of this By-laws of the VAI, Inc. limit, a Director elected to fill a vacancy for a partial term will be considered to have served a full term if they serve two (2) years or more.

The Board of Directors shall be divided into two roughly equal cohorts. Members of each cohort shall begin and end their terms the same year, with the terms of one cohort expiring each year to create staggered board terms over three years.

Emeritus Members: The Board may elect non-voting emeritus members with lifetime terms in recognition of individual service.

Section 2.05 Resignation and Removal: Resignations are effective upon receipt by the Chair of a written notification. The Board of Directors, at its discretion, may remove any Director by a two-thirds vote of the entire Board. Removal shall occur only after the Director complained against has been given notice and a reasonable opportunity to respond to the Board.

Section 2.06 Vacancies: Any vacancy on the Board, from whatever cause arising, shall be

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filled by the procedures set forth in these Bylaws. Vacancies need not be filled immediately. If the number of Board Members remaining in office falls below five (5), the Board may fill the vacancy by the affirmative vote of the majority of the Board Members remaining in office.

Section 2.07 Meetings: The Board shall hold regular monthly meetings throughout the school year, two of which must be public meetings, one of which shall be designated as the Annual Meeting. The Board may hold meetings at such times and places as the Board shall determine. Any or all members of the Board may participate in a meeting by conference telephone or similar communications equipment, so long as members participating in such meeting can hear one another, and such participation shall constitute presence in person at the meeting.

Special Meetings: Special meetings of the Board shall be called upon the request of the Chair or one-third of the Board. The Secretary shall send out email notices of special meetings to each Board member at least two (2) weeks in advance. Meeting Attendance: Each Board Member must attend a minimum of five (5) Board meetings per year. If a Board Member fails to meet this minimum, the Board may by two-thirds vote declare the position vacant.

Section 2.08 Action by Electronic Mail: Any action that may be taken in writing pursuant to

these Bylaws may be taken through electronic mail so long as the mail is sent in a format that can be stored or printed by the Association in accordance with District of Columbia Code. Notwithstanding the foregoing, meetings of the Board may not be conducted by electronic mail.

Section 2.09 Action Without a Meeting: Any action required or permitted to be taken at a meeting of the Board (including amendment of these Bylaws or the Articles of Incorporation) or of any committee may be taken without a meeting if all of the members of the Board or committee consent in writing (including communications transmitted or received by electronic means) to taking the action without a meeting and to approving the specific action and the written consents are included in the minutes or filed with the corporate records reflecting the actions taken. Action taken under this section is effective when the last Director signs (including by electronic means) the consent, unless the consent specifies an earlier or later effective date. A consent signed under this section has the effect of a meeting vote and may be described as such in any document.

Section 2.10 Inspection: Every Board Member shall have the right for any proper corporate

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purpose at any reasonable time to inspect all books, records, and documents, and to visit the office.

Section 2.11 Compensation of Board Members: Board Members shall not be compensated for serving on the Board; however, a Board member who also serves as an employee of The School may be compensated for their service as employee.

Section 2.12 General Standards for Board Members: Each Board Member shall discharge the

duties of a Board Member, including committee duties, in good faith with the care that an ordinarily prudent person in a like position would exercise under similar circumstances, and in a manner the Board Member reasonably believes to be in the best interests of The School.

ARTICLE III OFFICERS

Section 3.01 Officers: The elected Officers of the Association shall be the Chair, Vice Chair,

Secretary, and Treasurer. The EMO shall serve as an appointed Officer. The Parent Representative will serve as an appointed member. Two (2) or more offices may be held by the same person, except the offices of Secretary and Chair.

The elected officers, who shall be current or prior Board members, shall be elected by the Board to serve up to two three-year terms. The Board Development Committee shall coordinate the process of electing the Chair, Vice Chair, Secretary, and Treasurer. They shall normally be elected at the Annual end of the year Meeting; however, the Board may hold elections at a regular or special meetings to fill a vacancy.

Section 3.02 Duties: Subject to the control of the Board of Directors, all Officers shall have such authority and shall perform such duties as may be provided in these Bylaws or by resolution of the Board. An Officer shall discharge their duties in good faith with the care that an ordinarily prudent person in a like position would exercise under similar circumstances, and in a manner the Officer reasonably believes to be in the best interests of The School.

Duties of the Chair: The Chair shall serve as the presiding officer at meetings of the members, the Board, and the Executive Committee. The Chair shall perform all other duties customary to that office and have such other authority and powers as the Board of Directors may from time to time prescribe. In consultation with the board, the Chair shall prepare an annual review of the EMO and recommend compensation for consideration by the appropriate committee. The Chair shall

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work with the EMO to optimize the relationship between the Board and management of The School.

Duties of the Vice Chair: In the absence of the Chair, the Vice Chair shall perform the duties of the Chair and shall have all of the powers of and be subject to all restrictions upon the Chair. The Vice Chair shall perform such other duties and have such other powers as the Board of Directors may from time to time prescribe by resolution or as the Chair may from time to time provide, subject to the powers and supervision of the Board of Directors. The vice-chair shall chair committees on special subjects as designated by the board.

Duties of the Secretary: The Secretary shall be responsible for the keeping of an accurate record of the proceedings of all meetings of the Board of Directors and other business meetings of the Association, shall give or cause to be given all notices in accordance with these Bylaws or as required by law, shall maintain the permanent records of The School, and in general shall perform all duties customary to the office of Secretary.

Duties of the Treasurer: The Treasurer shall be responsible for all funds and securities of the Association. He or she shall keep or cause to be kept complete and accurate accounts of deposits, receipts, and disbursements of the Association. He or she shall at all reasonable times exhibit the books and accounts to any officer or Director of The School and shall perform or delegate and supervise the performance of all other duties incident to the office of Treasurer, subject to the supervision of the Board.

The Treasurer shall, if required by the Board of Directors, give such bond or security for the faithful performance of their duties as the Board may require, for which the Treasurer shall be reimbursed. The Treasurer shall serve as the Chair of the Finance Committee, and shall assist in the preparation of the budget, help develop fundraising plans, and make financial information available to board members and the public.

Section 3.03 Resignation and Removal: Resignations are effective upon receipt by the Chair or Secretary of a written notification. The Board of Directors, at its discretion, may remove any Officer by a two-thirds vote of the entire Board. Removal shall occur only after the Officer complained against has been given notice and a reasonable opportunity to respond to the Board.

Section 3.04 Vacancies: Vacancies existing by reason of resignation, death, incapacity, or removal before the expiration of a term shall be filled by the Board. The term of an officer filling a vacancy shall begin immediately and shall end as originally scheduled.

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Section 3.05 Duties of the EMO: The Board of Directors shall contract the EMO who shall

serve as a non-voting ex officio member of the Board of Directors. The EMO will shall have general and comprehensive management of the programs, affairs, and employees of The School and shall see that all orders and resolutions of the Board are carried into effect. The EMO shall perform other duties and have such other authority and powers as the Board of Directors may from time to time prescribe.

Section 3.06 Duties of the Parent Representative: to facilitate parental involvement, communicate with the parents and provide access to information, and bring their concerns and questions to The School’s Board, and resolve disputes. The representative must reside in the school district in which the charter school is located and may be a governing board member, charter school employee, or individual contracted to represent the parents on governing board. The parent representative’s name along with the names of the Board of Directors will be displayed on the Charter School Website.

ARTICLE IV

COMMITTEES Section 4.01 Executive Committee: The School shall have an Executive Committee,

comprised of the Officers of the Board, the EMO and the Principal. The Executive Committee shall implement and enforce the policies and decisions of the Board of Directors, and assist the EMO in managing the affairs of the Association. All actions taken by the Executive Committee shall be reported regularly to the Board of Directors.

Section 4.02 Standing Committees: In addition to the Executive Committee, there shall be Three (3) Standing Committees of the Board: the Board Development Committee, the Finance Committee, and the Fundraising Committee. The Chair and EMO shall jointly nominate for board approval the chairs of the standing committees, who shall be current members of the Board and shall serve one-year renewable terms.

The Standing Committee chairs shall normally be elected at the Annual Meeting. However, the Board may fill vacancies at any regular or special meetings of the Board. The Chair and EMO shall, in consultation with the chairs of the Standing Committees, jointly appoint the members of committees, all of whom shall be VAI members of the Board.

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Section 4.03 Other Committees: The Chair and EMO shall jointly establish, with the advice and approval of the Board, such other committees, networks, task forces, and commissions as are determined to be necessary to serve the goals of The School and its members. All such bodies shall be evaluated regularly and may be retained, revised, or eliminated by action of the Board.

Section 4.04 Committee Records: Descriptions of the functions and duties of all committees, networks, task forces, and commissions shall be submitted to and maintained by the Secretary and shall be made available to members upon request.

Section 4.05 All members of Committees must be VAI Board members in good standing.

ARTICLE V FINANCIAL ADMINISTRATION

Section 5.01 Fiscal Year: The fiscal year of the Association shall be August 1 to July 31 but

may be changed by resolution of the Board of Directors.

All revenue derived from State, Federal, District, grants or any other funding sources, sale of publications, shall be used entirely for the work, maintenance, and operations of The School. Such funds shall be expended in accordance with The School’s purposes consistent with its budget, or with the special terms of a grant or bequest consistent with The School’s purposes.

No part of the incomes of The School shall be paid to any member as a share or dividend, but Officers, committee members, and employees may be reimbursed for necessary pre-approved expenses related to their duties, and employees may be paid wages and salaries consistent with the board approved budget. No loan shall be made or contracted on behalf of The School, and no evidence of indebtedness shall be issued in its name.

Section 5.02 Checks, Drafts, and Contracts: All contracts, checks, drafts, or other orders for payment of money by The School shall be signed by the Treasurer, EMO, or designee of The School as authorized by The School Board of Directors.

Section 5.03 Monthly Financial Statements: A financial report and budget update will be provided at the monthly Board meetings.

Section 5.04 Annual Financial Statements: Complete financial statements shall be presented to, and reviewed by, the Board of Directors after the close of each fiscal year.

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ARTICLE VI RECORDS

Section 6.01 Books and Records: The School shall keep correct and complete books and

records of accounts, and minutes of the proceedings of its Board of Directors and committees having any of the authority of the Board of Directors.

Section 6.02 Public Disclosure: After receiving IRS recognition of its federal tax-exemption, The School shall keep available for public inspection at its principal place of business copies of the exemption application as filed (including all correspondence with the IRS) and any Form 990 filed within the past three years. As required by the tax code and regulations, The School shall either (i.) make such materials widely available to the public, such as by posting on the Internet, or (ii.) provide copies of the materials to any member of the public making a request in person during normal business hours or in writing.

ARTICLE VII BYLAW AMENDMENTS

Section 7.01 Amendments: The power to make, alter, amend, or repeal these Bylaws is vested

in the Board of Directors. Any such action shall be upon approval of a two thirds majority vote at a meeting at which two-thirds of the voting members are present.

ARTICLE VIII CONFLICT OF INTEREST POLICY

Section 8.01 Conflict of Interest Policy: The Board shall by resolution adopt a conflict of interest policy applicable to officers, Directors, members of committees of the Board, and employees that shall (i.) define conflicts of interest (including competing financial interests or fiduciary duties); (ii.) require that conflicts be disclosed; and (iii.) require that the conflicted person be recused from any decision-making with regard to the matter. This policy shall be attached as an exhibit to these Bylaws and shall be annually distributed to and signed by all officers, Directors, and members of committees of the Board.

Section 8.02 Annual Statements: Each Director, officer, and member of a committee with

Board delegated powers shall annually sign a statement which affirms that such person: (i.) has received a copy of the conflict of interest policy; (ii.) has read and understands the policy; (iii) has agreed to comply with the policy; and (iii.) understands that the Association is charitable and that in order to maintain its federal tax exemption it must engage primarily in activities which accomplish one or more of its tax-exempt purposes.

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ARTICLE IX INDEMNIFICATION

Section 9.01 Definitions: “Matter” shall mean any actual or threatened civil, criminal, or

administrative action, arbitration proceeding, claim, suit, proceeding, or appeals therefrom, or any criminal, administrative, or congressional (or other body’s) investigation, hearing, or other proceeding. “Eligible Person” shall mean any person who at any time was or is a Director, a member of any committee or subcommittee, an officer, an agent, an employee, or a volunteer of The School.

Section 9.02 Right to Indemnification: Any Eligible Person made a party to or respondent in a Matter by reason of their position with or service to The School shall to the fullest extent permitted by law, be indemnified by The School against all liabilities and all expenses reasonably incurred by him or her arising out of or in connection with such Matter, except in relation to Matters as to which .i) the Eligible Person failed to act in good faith and for a purpose which he or she reasonably believed to be in the best interests of The School, (ii.) in the case of a criminal Matter, the person had reasonable cause to believe that their conduct was unlawful, or (iii.) the person shall be adjudged to be liable for misconduct or negligence in the performance of a duty.

Section 9.03 Limitation on Right of Indemnification: Except where an Eligible Person has been successful on the merits with respect to such Matter, any indemnification hereunder shall be made only after (i.) the Board (acting by a quorum consisting of Directors who were not involved in such Matter) determines that the Eligible Person met the applicable indemnification standard set forth in Section 9.02 above; or (ii.) in the absence of a quorum, a finding is rendered in a written opinion by independent legal counsel that the person or persons met the applicable indemnification standard set forth in Section 9.02 above.

Section 9.04 Other Rights: The right of indemnification provided hereunder shall not be deemed exclusive of any other right to which any person may be entitled in addition to the indemnification provided hereunder. This indemnification shall in the case of the death of the person entitled to indemnification inure to the benefit of their heirs, executors, or other lawful representative.

Section 9.05 Insurance: The Board may authorize the purchase of and maintain insurance on behalf of Victory Academy Inc., and any Eligible Person against any liability asserted against or incurred by him or her which arises out of such person’s status in such capacity or out of acts taken in such capacity, whether or not The School would have the power to indemnify the person against that liability under law.

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APPENDIX C:

Sample Position Descriptions of Principal and Teacher Sample Contract Agreement and Initial Draft of Employee Handbook

Proposed Principal’s Job Description and Employment Agreement Job Title: PRINCIPAL

Job Code: 012014 Created: 07/2015

PURPOSE The Principal serves as the site-based leader of the school. Responsible for implementing and managing the policies, regulations, procedures and Victory Academy Inc.’s curriculum, to ensure all students have a safe learning environment and receive instruction that meets or exceeds the Academy’s standards. The Principal is responsible for leading curriculum content and course development, program evaluation, extracurricular activities, personnel management, financial management, facilities operations, emergency procedures, and resource scheduling. ESSENTIAL DUTIES AND RESPONSIBILITIES Serves as Educational Leader of the School

• Develops and coordinates educational programs in accordance with Victory Academy Inc., Broward School District, and state standards and guidelines.

• Supervises the guidance program to enhance individual student education and development.

• Leads school-level planning of processes to ensure development, implementation, and evaluation of all school programs and activities.

• Supervises the instructional programs of the school, ensures lesson plans are evaluated and observes classes on a regular basis to encourage the use of a variety of instructional strategies and materials consistent with VAI’s guidelines and procedures.

• Requests and allocates supplies, equipment and instructional material as required in Victory Academy’s and the School District’s guidelines and procedures.

• Formulates student personnel policies within guidelines. • Approves and provides supervision to school student activity programs. • Provides regular opportunities for students to celebrate success in instructional

programs and extracurricular activities Serves as Chief Administrator of School

• Plans, organizes, and directs the implementation of all school activities. • Works to achieve and sustain 100% of projected student enrollment capacity. • Establishes and promotes high standards and expectations for all students and

staff for academic performance and responsibility for behavior. • Maintains a professional rapport with students and staff at all times.

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• Operates school within approved budget, following budgetary guidelines. • Delegates authority to responsible personnel to assume responsibility for the

school in the absence of the principal. • Tours school frequently to monitor safety, security and effectiveness of school

programs. • Plans and directs building maintenance. • Supervises all operations involving the management of the school including

school funds, payroll, purchases, inventories and office operations. • Prepares and submits the school’s budgetary requests and monitors

expenditures. • Prepares or supervises the preparation of reports, records, lists and all other

paperwork required or appropriate to the school’s administration. • Develops a school Safety Plan; and Plans and supervises fire drills, emergency readiness

programs to ensure a safe school environment. • Directs preparation and maintenance of class schedule, cumulative records and

attendance reports. • Ensures personnel and student records are complete and secure. • Ensures compliance with Federal, state, and local regulations and policies. • Communicates with the Governing Board regularly about the needs, successes, and

general operation and performance of the school. • Supervises and establishes schedules and procedures for the supervision of

students in non-classroom areas, including before and after school, and student pick-up and drop-off areas.

• Completes in a timely fashion all records and reports as requested by Victory Academy Inc., or the Broward School District.

• Manages and administers Victory Academy Inc. Worker’s Compensation program. • Follows policy for the school District’s Abuse posting requirements. • Adheres to statutory, regulatory and company hiring guidelines, including

completing background checks for all school personnel, contacting references and verifying employment history.

Supervises and Develops Staff

• Motivates staff to achieve school objectives. • Communicates with staff and is responsive to their workplace - related needs. • Evaluates performance of staff and provides ongoing performance feedback. • Counsels staff regarding inappropriate behavior or violation of Victory Academy Inc., or

Broward School District policies and/or practices. • Adheres to Human Resources policies and practices. Notifies appropriate • CSUSA personnel of serious employee violations. • Maintains a productive and positive employee climate. • Selects and hires school staff, including teachers and school-based support staff. • Adheres to statutory, regulatory and company hiring guidelines, including policies and

procedures for background check and employment history verification. • Ensures the annual re-appointment process of staff is completed timely and

within budget.

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Communicates with Stakeholders • Communicates regularly with parents, seeking their support and advice, to create

a cooperative relationship to support the students in the school. • Establishes and maintains relationships with area colleges, community organizations

and other constituents to promote the school. • Confers with teachers, students, and parents concerning educational and • behavioral issues in school. • Maintains a positive, cooperative, and mutually supportive relationship with • Victory Academy Inc., parents and community. • Confers with Board Members and responds appropriately to issues that arise • Represents school and Victory Academy Inc. at community functions. • Uses effective presentation skills when addressing students, staff, parents, board • members and the community. • Articulates the school’s vision, values, and goals and models those values. • Attends special events held to recognize student achievement, attends school • sponsored activities, functions and athletic events. • Promotes the school in the community. •

**MAY PERFORM OTHE DUTIES AS ASSIGNED** DISCLAIMER The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties and skills required of personnel so classified. SKILLS AND KNOWLEDGE

1. Demonstrated ability to lead people and get results through others. 2. Ability to think strategically and plan over a 1-2 year time span. 3. Ability to organize and manage multiple priorities. 4. Problem analysis and problem resolution at both a strategic and functional level. 5. Ability to collaborate with others to establish and manage the school’s budgets and

resources, including negotiating variances and related reporting. 6. Employee training and development. 7. Strong customer and student orientation. 8. Establish excellent interpersonal relationships between all constituents: being courteous,

professional, and helpful; Oral (including presentations), Written, Interpersonal (active listening), Negotiating and Influencing.

9. Develop high performance teams and is a strong team player. 10. Strong track record for analyzing complex problems/issues, identifying patterns and

recommending creative solutions. 11. Broad conceptual perspective and forward-thinking on business issues and their

long-term impact on the business unit, the finance function and the Academy. Ability to systematically analyze complex issues and data.

12. Is proactive and takes initiative. Thinks creatively. Drives projects to completion. Insists on highest level of quality.

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13. Detailed knowledge of Federal, State, and local requirements for K-12 schools and charter school law preferred.

JOB REQUIREMENTS

• Master’s degree (MA) from an accredited college or university or equivalent. • Florida Professional Certification in Educational Leadership (preferred). • 2 - 5 years relevant experience (in school administration preferred) and/or training. • Experience in student instruction. • Computer literacy skills; proficient in Windows, MS Word, Excel, Outlook,

PowerPoint; Student Information System (SIS). • Equivalent combination of education and experience. • Such alternatives to the above requirements as Victory Academy Inc. may find

appropriate and acceptable for this position. PHYSICAL DEMANDS No physical exertion required.

• Required to sit and/or stand for long periods of time. • Light work: Exerting up to 20 pounds of force occasionally, and/or up to 10 • pounds of force as frequently as needed to move objects.

WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is moderate. Noise level may rise during periods of high student traffic. TERMS OF EMPLOYMENT:

• Salary and benefits shall be paid consistent with Victory Academy Inc. salary and benefit policy. Length of the work year and hours of employment shall be those established by the Broward County School District and Victory Academy Inc.

• This document does not create an employment contract, implied or otherwise, other than an “at will” relationship.

FLSA OVERTIME CATEGORY: Job is exempt from the overtime provisions of the Fair Labor Standards Act (FLSA). EVALUATION: Performance will be evaluated in accordance with State of Florida and Broward County School District Policy. DECLARATION Human Resources retains the sole right and discretion to make changes to this job description. Any employee making changes unauthorized by the CEO or the Senior Director of Human Resources will be subject to disciplinary action up to and including termination

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EMPLOYMENT AGREEMENT BETWEEN

Employee Name AND

Victory Academy Inc.

THIS AGREEMENT made and entered into this Day of Month, Year, between Victory Academy Inc. (“School”) and Employee Name (“Principal”). School and Principal are also referred to hereinafter individually as a “Party” and collectively as the “Parties.”

WITNESSETH:

WHEREAS, the School is desirous of securing a Principal to supervise and direct the educational programs of the School under the general supervision of the Governing Board; WHEREAS, the School and Principal believe a written employment agreement is necessary to describe specifically their relationship and to serve as the basis of effective communication between them as they fulfill their governance and administrative functions in the operation of the educational program of the School and develop future campuses; NOW THEREFORE, in consideration of the mutual promises contained herein, the School hereby employs the Principal and the Principal hereby accepts such employment upon the following terms and conditions: 1. TERM. This Employment Agreement for the Principal will begin Starting Date and continue through and terminate Ending Date except as modified by this Agreement. 2. SALARY. The Principal shall be paid Seventy Five Thousand Dollars ($75,000.00) for the period from Pay Start Date through Pay End Date. The Principal’s salary shall be paid in twenty four (24) equal monthly payments. The salary for any subsequent year (if renewed) of this Agreement will be determined by the Board no later than February 1 of each year.

3. DUTIES. The Principal will work closely with the School’s Governing Board to operate and manage every aspect of the educational program and environment that will provide the best educational opportunities for students within the guidelines established by the Charter and Florida State law and further the mission of the School. The Principal shall have general responsibility for the management of all aspects of the educational program and day to day operation of the campus. The official job responsibilities of the Principal as adopted by the Governing Board are attached hereto as The Principal’s Job Description. The Governing Board maintains the right to modify the duties as it sees fit to fulfill its mission as set forth in their charter contracts and application. The Principal shall devote full time, skill, labor and attention to these duties.

4. EVALUATION. Annually, and not later than August 15, the Principal shall initiate a meeting with the Governing Board or its assigned committee. The goals and objectives shall be

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collaboratively established and be among the criteria for evaluation of the Principal. By February 1, the Principal and the Governing Board or its assigned committee shall meet for the purpose of evaluation of the performance of the Principal and expressing recommendations and observations on how such performance may be improved. The Principal shall be evaluated on the job performance, the Principal’s progress towards professional goals set by the Governing Board or its assigned committee. 5. WORK YEAR/VACATION/LEAVES. The work schedule for this position shall be: Full-time, salaried, exempt, 250 days per year, Monday through Friday, with a minimum daily work schedule as approved by the Board. Full-time employees working forty (40) hours per week year round are entitled to paid vacation allowance. Vacation time for the Principal under this Agreement shall be ten (10) paid vacation days, earned at the rate of one (1) day for every twenty (20) days worked. Full-time employees working forty (40) hours per week year round shall also receive ten (10) paid holidays per year as designated on the School’s calendar. In support of the achievements of the School’s students, the Principal is encouraged to attend various school functions and events as available. Further, the Principal shall be required to participate in certain School programs which may be held outside of normal work hours for the purpose of promoting the School’s academic program and building relationships within the School’s school community. Examples of such programs include staff meetings, parent meetings, community meetings, certain school board meetings, trainings, school-wide and campus based special events and student promotion and or graduation ceremonies. These time commitments shall be designated by the both the Principal and the Governing Board and are factored into the annual compensation.

By virtue of the administrative nature of this position and the required education and training of the employee, the Principal is considered an exempt employee. As such, this position is not eligible for overtime or compensatory time. 6. FRINGE BENEFITS. Except to the extent this Agreement provides to the contrary, the Principal shall be provided no less than those same employment benefits provided to all School employees and administrators, as well as additional benefits as may be directed by the Governing Board. 7. EXPENSES. The School shall reimburse the Principal for all incidental expenses necessary for the operation of the School and the fulfillment of his/her responsibilities herein consistent with the School’s policies and procedures. 8. OUTSIDE PROFESSIONAL ACTIVITIES. Upon obtaining prior written approval of the Governing Board, the Principal may undertake for consideration outside professional activities, including consulting, speaking, and writing. The outside activities shall not occur during regular School work hours. The School shall in no way be responsible for any expenses attendant to the performance of such outside activities.

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9. CONFLICTS OF INTEREST. The Principal understands that, while employed at the School, he or she will have access to confidential and proprietary information. Employee therefore shall not maintain employment or contracts for employment, or engage in any consultant or independent contractor relationship, with any other agency or school that will in any way conflict with his/her employment with the School without approval from the Governing Board. 10. TERMINATION OF EMPLOYMENT CONTRACT. A. Termination for Mutual Agreement. This Agreement may be terminated at any time and under any settlement provisions mutually agreed upon by both parties. B. Termination for Cause. The School may terminate this contract for cause. Cause shall include unlawful conduct, moral turpitude detrimental to the operation of the School, any of the grounds upon which an employee may be dismissed or for breach of this contract. If the School intends to terminate this Employment Contract for cause, Principal shall be entitled to a due process hearing before the Governing Board prior to the effective date of such termination. Due process shall include a written notice of reasons, containing reasonable specificity, why the School intends to terminate the contract, the right to appear before the Governing Board, at the option of the Principal, and the right to a prompt written decision stating the reasons for the decision of the Governing Board. The School shall give Principal no less than thirty (30) days written notice in advance of termination, but this shall not affect the School’s right to suspend the performance of Principal’s employment, without loss of pay, pending such termination. C. Early Termination Without Cause. The Governing Board may unilaterally and without cause or advance notice terminate this Agreement. In consideration of the Governing Board’s right to terminate this Agreement without cause, the Board shall pay to the Employee the remainder of his/her salary (based on any remaining calendared work days) for the term of this Agreement or for a period of three (3) month(s) following the effective date of termination, whichever is less. 13. RENEWAL OF EMPLOYMENT AGREEMENT. The parties may agree to enter into a new Agreement at the conclusion of this one. The decision to enter into a subsequent Agreement will be made no later than February 1, 2016. 14. PROFESSIONAL LIABILITY. The School shall hold harmless and indemnify the Principal from any and all demands, claims, suits, and legal proceedings brought against the Principal in his individual capacity or in his official capacity as agent and employee of the School, provided the incident arose while the Principal was acting within the scope of employment. In no case will individual Governing Board members be considered personally liable for indemnifying the Principal against such demands, claims, suits, actions, and legal proceedings. If, in the good faith opinion of the Principal, conflict exists regarding legal defenses to a third-party claim against the Principal and the School (i.e., pressing the defense of one party would tend to injure the other party), the Principal may engage separate counsel, and the School shall indemnify the Principal for the costs of such counsel, subject to the same limitations, provisions,

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and exceptions set forth above. The School shall not, however, be required to pay the costs of any legal proceeding in the event the School and the Principal have adverse interests in any litigation. 15. APPLICABLE LAW. This Agreement is made and entered into the state of Florid and will be interpreted, construed and enforced in accordance with all applicable laws of the state of Florida. 16. ENTIRE AGREEMENT; MODIFICATION. This Agreement including the attached Appendices contains the entire understanding of the parties and supersedes all prior Agreements and understandings between the parties. The parties may, during the term of this Agreement, mutually agree to modify any of its terms. Any modifications will be in writing, signed by both parties and attached to this document. 17. CONSTRUCTION AND SEVERABILITY. The Parties agree and acknowledge that this Agreement is the product of negotiations between sophisticated entities and individuals. Accordingly, ambiguities in this Agreement, if any, will not be construed in favor of any Party, but rather, will be given a fair and reasonable construction. In the event that a provision of the Agreement is rendered invalid or unenforceable by state statute or regulation, or declared null and void by any court of competent jurisdiction, the remaining provisions of this Agreement will remain in full force and effect and the entire Agreement will continue to be valid. The School pursuant to the authority of its Board of Directors has caused two originals of this Agreement to be signed in the name of the School by the Governing Board and the Principal. ____________________________________________ By: Director’s, Director, Victory Academy Inc. Date: Date ____________________________________________ By: Principal Name , Principal of Victory Academy Inc. Date: Date

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AT-WILL EMPLOYMENT AGREEMENT

Between

Employee Name

And

Victory Academy Inc.

__________________________

For the 2015-16 School Year

THIS EMPLOYMENT AGREEMENT (“Agreement”) is entered into by and between the above named employee (“Employee”) and the Governing Board (“Board”) of the Victory Academy Inc. (“School”) a Florida public charter school approved by the Broward County School District (“District”). The Board desires to hire employees who will assist the School’s Principal in achieving the goals and meeting the requirements of the School’s charter. The Board desires to engage the services of the Employee for purposes of assisting the School in implementing its purposes, policies, and procedures. WHEREAS, the School and Employee wish to enter into an employment relationship under the conditions set forth herein, the parties hereby agree as follows: A. WHEREAS, the School is desirous of securing a Teacher to serve in the capacity of Classroom Teachers to the School and the Principal under the general supervision of the Principal; WHEREAS, the School and Employee believe a written employment agreement is necessary to describe specifically their relationship and to serve as the basis of effective communication between them as they fulfill their governance and administrative functions in the operation of the educational program of the school; NOW THEREFORE, in consideration of the mutual promises contained herein, the School hereby employs the Employee and the parties hereby accept the following terms and conditions: B. EMPLOYMENT TERMS AND CONDITIONS 1. Duties

Employee will perform such duties as the School may reasonably assign and Employee will abide by all School policies and procedures as adopted and amended from time to time. Employee understands that he/she must create and

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maintain accurate records of pupils’ progress, attendance and academic performance. Employee further agrees to abide by the provisions of the School’s charter.

A copy of the job description for the above position is attached hereto and incorporated by reference herein. These duties may be amended from time to time in the sole discretion of the School.

2. Work Schedule

The work schedule for this position shall be 7:45am to 4:45pm. Workdays for the Employee shall be consistent with the applicable calendar of workdays for this position. The current year schedule is attached hereto and incorporated by reference herein.

Employee will not render services in person or by electronic means, paid or otherwise, for any other person or entity during contracted work hours with the School.

3. Compensation

Employee will receive compensation in the amount of $39,000 annually and be paid twenty four (24) equal monthly payments from which the Board shall withhold all statutory and other authorized deductions. Such compensation shall be dependent upon the Employee’s Full-Time Equivalent (“FTE”) status.

4. Employee Benefits

All full time employees shall be entitled to participate in designated employee benefit programs and plans established by the Board.

5. Performance Evaluation Employee shall receive periodic performance reviews conducted by his/her supervisor. At a minimum, performance evaluations will be conducted annually, on or about the anniversary date of employment with the School. The frequency of performance evaluations may vary depending upon length of service, job position, past performance, changes in job duties, or recurring performance problems. Failure to evaluate Employee shall not prevent the School from disciplining or dismissing Employee at-will in accordance with this Agreement.

6. Employee Rights

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Employment rights and benefits for employment at the School shall only be as specified in this Employment Agreement, the School’s charter, the Charter Schools Act and the School’s Policies and Procedures, which from time to time may be amended and modified by the Board. Employment rights and benefits may be affected by other applicable agreements or directives or advisories from the Florida Department of Education or State Board of Education. During the term of this Agreement, Employee shall not acquire or accrue tenure, or any employment rights with the School.

7. Licensure

Employee understands that employment is contingent upon verification and maintenance of any applicable licensure credentials.

8. Fingerprinting

Fingerprint clearance for Employee will be acquired through submitting the Employee’s fingerprints to the Department of Justice. The clearance must be received prior to the Employee’s first day of service.

9. Child Abuse and Neglect Reporting

Florida statutes require any child care custodian who has knowledge of, or observes, a child in his or her professional capacity or within the scope of his or her employment whom he or she knows or reasonably suspects has been the victim of child abuse to report the known or suspected instance of child abuse to a child protective agency immediately, or as soon as practically possible, by telephone and to prepare and send a written report thereof within thirty-six (36) hours of receiving the information concerning the incident.

By executing this Agreement, the Employee acknowledges he or she is a child care custodian and is certifying that he or she has knowledge of Florida statutes pertaining to mandatory reporting of child abuse and neglect and will comply with these provisions.

10. Conflicts of Interest

Employee understands that, while employed at the School, he or she will have access to confidential and proprietary information. Employee therefore shall not maintain employment or contracts for employment, or engage in any consultant or independent contractor relationship, with any other agency or school that will in any way conflict with his/her employment with the School.

C. EMPLOYMENT AT-WILL

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The School may terminate this Agreement and Employee’s employment at any time with or without cause, with or without advance notice, at the School’s sole and unreviewable discretion. Either party may immediately terminate this Agreement and the School’s employment upon written notice to the other party. Employee also may be demoted or disciplined and the terms of his or her employment may be altered at any time, with or without cause, at the discretion of the School. No one other than the Board of the School has the authority to alter this arrangement, to enter into an agreement for employment for a specified period of time, or to make any agreement contrary to the term of this Agreement, and any such agreement must be in writing and must be signed by the Board of the School and by the affected employee and must specifically state the intention to alter this “at-will” relationship.

Without impacting the at-will nature of the employment relationship, the School may attempt to remedy and address issues of unsatisfactory performance with the Employee in accordance with the School’s policy on Evaluation/Reviews.

D. GENERAL PROVISIONS

1. Waiver of Breach

The waiver by either party, or the failure of either party to claim a breach of any provision of this Agreement, will not operate or be construed as a waiver of any subsequent breach.

2. Assignment

The rights and obligations of the respective parties under the Agreement will inure to the benefit of and will be binding upon the heirs, legal representatives, successors and assigns of the parties hereto; provided, however, that this Agreement will not be assignable by either party without prior written consent of the other party.

3. Governing Law

This Agreement will be governed by, construed, and enforced in accordance with the laws of the State of Florida.

4. Partial Invalidity

If any provision of this Agreement is found to be invalid or unenforceable by any court, the remaining provisions hereof will remain in effect unless such partial invalidity or unenforceability would defeat an essential business purpose of the Agreement.

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E. ACCEPTANCE OF EMPLOYMENT

By signing below, the Employee declares as follows: 1. I have read this Agreement and accept employment with the School on the terms

specified herein.

2. All information I have provided to the School related to my employment is true and accurate.

3. A copy of the job description is attached hereto.

4. This is the entire agreement between the School and me regarding the terms and

conditions of my employment. This is a final and complete agreement and there are no other agreements, oral or written, express or implied, concerning the subject matter of this Agreement.

____________________________________________ By: Chairperson’s Name Board Chairperson, Victory Academy Inc. Date: Date ____________________________________________ By: Principal Name , Principal of Victory Academy Inc. Date: Date ____________________________________________ By: Employee’s Name , Teacher at Victory Academy Inc. Date: Date

This Employment Agreement is subject to ratification and approval by the Governing Board of the School

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APPENDIX D: Accounting Manual

Victory Academy

Financial Services

Handbook

By

School Financial Services

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Introduction This handbook is to serve as a guide for various financial processes from Victory Academy Inc. operational perspective. Current technology is utilized so that completion of the processes can be expedited. As technology changes, procedures will be enhanced to continually advance our level of service. The mission of SFS is to provide quality business and financial services to your school. This mission shall be accomplished using sound managerial and stewardship principles in an environment that stresses teamwork and cooperation at all levels.

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Table of Contents Deposits

Local Bank Account Purchasing Purchase Requests Travel Reimbursement Requests Prepaid Credit Card Purchases Uses and Limits of the Prepaid Credit Card Reconciliation Requirements Invoices Payment Process Other Reimbursements and Payments Reimbursement Requests Property Property Requirements Annual Inventory Disposal Requests Budget Annual Budget Requests Budget Amendment Requests

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Deposits Local Bank Account • A local bank account has been or will be established to which all operating revenue, capital

funding, and state and federal grants received by school will be deposited immediately upon receipt.

• Funds are deposited by the administrative assistant or designated school employee per Charter School Board policy. One employee will prepare the deposit slip and another will make the deposit, thus ensuring 2 employees are involved in cash receipts and deposits. Both will be school employees. An employee of School Financial Services will reconcile the bank account(s).

• Depending on the district, funds are deposited by the use of these methods:

1. Direct Deposit – Money from the district is transferred to the school’s bank account. The validated deposit slip is then mailed to the school. In this instance, no one at the school is involved in making a deposit.

2. Remote Deposit – Money from the district is mailed or picked up by the school. After it is received by the administrative assistant or designated school employee approved by the Charter School Board, this employee will scan all checks or money orders into the remote deposit machine provided by the bank. Daily deposit limits are set by bank but can be overridden by bank if necessary. Original checks and money orders are kept in a locked, fireproofed cabinet for 90 days then destroyed by designated school employee such as administrative assistant per Charter School Board requirements.

3. Mailed or taken directly to bank – Money from the district is mailed or picked up by the school. The administrative assistant or designated school employee approved by the Charter School Board stamps checks or money orders “for deposit only” with school stamp noting the schools account number, fills out a deposit slip, makes a copy for record purposes and then mails or takes money for deposit to the bank.

• After administrative assistant completes the deposit, they will fax or email a copy of the

checks received, the validated deposit slips and backup documentation to the banking specialist at SFS. The SFS banking specialist is responsible for reconciling the bank account and is not an authorized check signer.

All fundraising activities, parent groups, or school support groups which do not use the school’s Federal Employer Identification Number (FEIN) but have their own FEIN may establish a separate bank account for their use. The receipt and disbursement of these funds will not be accounted for by SFS or included in any financial reports prepared by SFS. Any group that uses the school’s FEIN must be included in the school’s General Ledger and Financial Statements.

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Purchasing (If applicable) Purchase Requests • To purchase goods and services, a Purchase Request (Appendix A) will require 2 or more

people to approve. A Purchase Request will be initiated by the school employee or VAI School Board member making the request. The request will be approved by the site administrator or the designated VAI School Board member such as treasurer or similarly positioned member if one is delegated with this authority depending on VAI School By-Laws and policy. Typically RFP’s over $10,000 need to be approved by the Charter School Board but the Charter School Board can adjust this limit as per their policy. Purchase request is emailed or faxed to SFS for processing. The Charter School Board sets the amounts that the site director may approve for purchase and the amounts the Charter School Board must approve.

• CSP purchases over $750 will require approval of 2 or more employees or Board Members.

• The Purchase Request must be verified for transaction and budget authority. After the Purchase Request is processed, a Purchase Order (Appendix B) will be generated by SFS. Three copies of the Purchase Order will be generated. Two copies will be sent to the school, one copy to the originator of the Purchase Request and the receiving copy to the designated person to receive the goods. The third copy is the vendor copy used for order confirmation

Travel Reimbursement Requests • Travel Reimbursement will be completed by submitting a Reimbursement of Travel Expense

form (Appendix C). Only travel and related expenses approved by the site administrator or the delegated Charter School Board member will be reimbursed, according to Charter School Board policy.

1. The mileage rate is set by Charter School Board. 2. Meal reimbursement usually follows federal guidelines depending on Charter School

Board policy. 3. Lodging expenses are reimbursed fully unless Charter School Board policy states

otherwise. 4. Reimbursements for toll fees incurred are paid fully unless Charter School Board policy

states otherwise.

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Grant Travel (Effective During the Project Duration) Travel Reimbursement for CSP reimbursed travel: mileage and per diem are set to match the published guidelines by the Florida Department of Education.

Prepaid Credit Card Purchases Uses and Limits of the Prepaid Credit Card • The site administrator or administrative assistant may be issued a prepaid credit card upon

Charter School Board request. The Prepaid Credit Card is primarily for low cost or urgent / emergency purchases. A monthly limit is established by Charter School Board not to exceed $2,500.

Reconciliation Requirements • Each purchase must be listed on the Prepaid Credit Card Log (Appendix D). On each

Tuesday (providing the card has been used), this log and matching receipts will be sent by administrative assistant or card holder to SFS for reconciliation of purchases and restoration of the allotment if needed. The card will be restored to the account balance when it drops to or below 25% of the card limit. The designated ESP representative must approve expenses before any card is restored. It is recommended that the cardholder retain a copy of the log and receipts for their records.

• Each cardholder will receive a monthly printout of their individual Prepaid Credit Card

Register. In the event a charge is incorrect, the cardholder can contact SFS to dispute the charge within 60 days of the transaction date.

Invoice Payment Process • In order to process an invoice, the invoice must be approved by the site administrator via bill

transmittal. After approval, the administrative assistant emails or faxes the bills to SFS. Due to auditing purposes, original invoices must be kept. If bills are emailed or faxed, originals can be mailed to SFS or housed at school depending on Charter School Board policy. Note on invoice or transmittal if previously submitted. The Accounts Payable Specialist then confirms the bill transmittal with invoice amount, verifying mathematical accuracy of the invoice and extensions. Accounts Payable Specialist must pay from an invoice rather than a statement or quote. This will help avoid duplicate payments or paying sales tax. Prior to payment, the bank register balance must be confirmed to have sufficient funds for invoice batch. The Accounts Payable Specialist, using Cougar Mountain Software, will process the checks. Once checks are printed, Accounts Payable Specialist will enter into bank register noting any special routing instructions.

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• In order to meet the deadline of check processing, SFS must receive the bill transmittal no later than on Tuesday at noon of each week, unless it is urgent. The accounts payable specialist is required to generate a spreadsheet detailing invoices due before check processing begins on Thursday of each week. This is sent to and approved by designated ESP representative.

• Any Accounts Payable Specialist, who did not process the check batch, may review the

batch. This includes checking that the amount has been approved and has supporting documentation, the check amount is correct, the remittance address has been verified, and initials check copy.

• SFS president will confirm the Accounts Payable Specialist’s initials, spot checks for

documentation at random, signs checks, and gives to mail clerk for distribution. The SFS president is not responsible for maintaining the general ledger. The mail clerk then checks for signature, makes copy of remittance to send with payment, and mails check by selected carrier, being UPS, Priority Mail, Express Mail, or regular mail.

Other Reimbursements and Payments Reimbursement Requests • In most cases, school related purchases will be handled by a Purchase Request, Prepaid

Credit Card, or Travel Reimbursement. However, if a faculty member incurs a school-related expense that could not have been purchased by normal procedures he / she can submit the receipt to the site administrator for approval and submission for reimbursement to SFS. This request will be in writing with the original receipts attached.

Property Property Requirements • The State of Florida defines equipment as accountable property if the following criteria is

met:

1. It can last more than one year.

2. It is nonexpendable; that is if damaged or worn out, it can be repaired without replaced.

3. It does not lose its identity through fabrication or incorporation into a different or

more complex unit.

4. It exceeds $750 per unit cost in value (see Grant Property below).

• When a school purchases equipment that meets the criteria above, SFS will send the site administrator a property number to attach to the property.

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Annual Inventory • An annual inventory, by each school, will be required of all property. SFS will send the site

administrator an inventory list to verify the equipment's location. Disposal Requests • Property that has been assigned an inventory number and is listed on the annual inventory

cannot be disposed of until approved. The site administrator will complete a Property Disposal Form (Appendix E) and send it to SFS.

• After SFS completes the request, approval and instructions for disposition will be sent

back to the school. Grant Property (Effective During the Project Duration)

• Property purchased with CSP Grant funds will meet all requirements as above, with the exception of it exceeds $500 per unit cost in value. This per unit cost does not determine if an item will be inventoried but rather whether classified as Capital or Non-Capital.

• All CSP purchased property with 600 series object codes (regardless of individual unit

cost) will be inventoried at least once annually and tagged: Property of School District School Name Inventory item ID/serial # Purchased with Federal CSP Funds

• Any proceeds from the sale of CSP funded equipment/inventory with 600 series codes

must be used for a like purpose. This provision continues even after the grant expires. • New CSP-funded equipment will be added/updated on the inventory report upon receipt

or when status changes (lost, stolen, damaged, sold).

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Budget Annual Budget Requests • SFS will prepare a proposed budget which combines input from the site administrator,

Charter School Board, and ESP. Discretionary fund amounts will be budgeted by the site administrator and / or Charter School Board. SFS will send budget request information to the site administrator and / or Charter School Board for completion and will assist with projections and determining historical costs as needed.

Budget Amendment Requests • The site administrator and / or Charter School Board may adjust and amended the school's

discretionary budgeted funds as needed during the year. This will be done by submitting the request to SFS for approval and posting.

Below you will find the five year strategic budget plan of revenues from 2016 – 2020.

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APPENDIX E: Proposed Strategic Budget Plan

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APPENDIX F: Sample Start Up Plan for Loan Amortization if needed.

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APPENDIX G: Draft of Employee Handbook

Victory Academy Inc. Policy and Procedure Manual

www.victoryacademyinc.org

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Vision To make high quality learning accessible to all children, to develop their capacity for model global citizenship, fruitful careers, and responsible contributors to society now and in the future. MISSION STATEMENT The mission of Victory Academy Inc. is to provide the community a competitive educational choice of the highest quality in academic curriculum and services provided through integrated rigorous, individualized learning experiences, fostering a safe holistic culture that engages students and parents, to facilitate student academic success, leadership, self-efficacy, and global citizenship, and lifelong learning for all students who enter our doors. At Victory Academy we are dedicated to the highest academic and behavioral standards. We will follow an approach to individualized learning that provides a quality education with an individualized approach that keeps learning lively, interesting, and memorable. It sets the standard of education excellence. We believe in working cooperatively with parents to create a culturally rich, safe, positively charged learning environment that is relevant to the lives of our students. We will nurture each student to develop spiritually, academically, and socially. Our goal is to provide every opportunity for students to reach their highest potential and empower them to achieve their goals and dreams in their life’s journey.

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Welcome!

We are pleased that you have decided to partner with us for the new school year here at Victory Academy Inc. Our goal is to create an educational interest in each student and educate him or her in a loving and friendly environment. This goal will be accomplished by providing our best possible care, training and Christian education with support and encouragement from their parents.

Victory Academy will strive to provide individualized educational options that meet or exceed the Florida Core Curriculum Standards and expectations The Victory Academy academic program has the best and high standards in education and curriculum designed to help our students to reach their full potential. The VAI academic program provides individualized, integrated, mastery-based program, to help students learn and grow to meet second generation core standards academically through the use of deliberate practice and the Marzano model of high effective strategies..

Here at Victory Academy we are committed to providing and educational, experiential and individualized fun setting, to encourage each child’s learning level, good conduct, and prepare the student for career and further education.

Once again, welcome to Victory Academy Inc.

Sincerely,

Your Principal

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School Operations Overview

The instructional day at the school will begin at 8:00 AM each day.

The instructional day at the school will end at 2:35 PM each day.

Minutes of instruction each day will be 395.

Number of instructional days per year will be 180.

Teachers – minimum calendar days per year will be 196.

Administrative and Office Staff – minimum calendar days per year will be 206.

Selected administrative/operational staff will have 12 month contracts.

Instructional personnel will be offered separate contractual opportunity to work during the

summer in the summer RAMP UP and or in After School Tutoring Programs.

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Victory Academy School calendar based on ACADEMIC CALENDAR - 2014 – 2015

DATE DAY SCHEDULE 8/18 Monday 1st Day of school / 1st Qtr. (48 Days) 9/1 Monday Labor Day / CLOSED 10/17 Friday Family Night 10/24 Friday Teacher Planning Day / CLOSED 10/27 Monday Start of 2nd Quarter (36 Days) 10/29 Wednesday Report Cards / 1st Quarter 11/4 Tuesday Teacher Planning Day/CLOSED 11/10 Monday Veteran’s Day / CLOSED 11/27-28 Thursday / Friday Thanksgiving Holiday / CLOSED 12/19 Friday Teacher Planning / CLOSED / End of 2nd Quarter 12/22 – 1/2/15 2 Weeks Winter Break / CLOSED 1/6 Monday Start of 3rd Quarter (54 Days) 1/8 Wednesday Report Cards / 2nd Quarter 1/24 Friday Family Night 3/20 Friday Teacher Planning Day / CLOSED 3/23-27 Monday – Friday Spring Break / CLOSED 3/31 Monday Start of 4th Quarter (46 Days) 4/2 Wednesday Report Cards / 3rd Quarter 4/17 Thursday Spring Holiday / CLOSED 4/18 Friday Spring Holiday / CLOSED 5/5 – 5/9 Monday – Friday Florida Curriculum Achievement (FCAT)* 5/26 Monday Memorial Day / CLOSED 5/28 Wednesday Kindergarten Graduation 5/30 Friday Awards Ceremony 6/4 Thursday Last Day of School 6/5 Friday Teaching Planning *Victory Academy students will also participate in the SB 736, FCAT, and TIMMS Note - Final report cards will be mailed home!

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Employee Handbook Agreement

It is the employees’ personal responsibility to read, ask questions, and understand all of Victory Academy Inc. policies and procedures and to abide by them at all times. If you have any questions please see the Principal before signing this agreement.

I ___________________________________, acknowledge that I have received and read the Employee Handbook. I fully understand the information within and by signing this agreement I agree to abide by all of the policies that are in the Employee Handbook.

Signature: ____________________________

Date: ____________________________

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Discipline Policy

We believe the primary responsibility for raising young children rests with the parents; however, the staff strives to assist parents in the training and guidance of their children. We will provide parents with feedback about their children (both positive and negative, if necessary). If you desire to help in dealing with a specific problem, please discuss it with the Principal. Staff is not allowed to discipline a child using prohibited methods (according to licensing regulations) even at the request of a parent.

1. Children are spoken to by the teacher and reminded that his/her behavior is not appropriate.

2. Children having difficulty interacting with other children in class will be separated for a specific period of time.

3. Any child who continually disrupts the classroom is sent to the office and spoken to. The parent is then contacted and made aware of the existing problem.

4. Children shall not be subjected to discipline, which is severe, humiliating, or frightening: No cruel, harsh, physical or unusual punishments are permitted, such as but not limited

to spanking, hitting, striking, biting, shaking, or pinching, hitting a child’s hand with any

object .

No child shall be delegated or permitted to discipline another child.

No physical restraint, equipment, devices, or furniture shall be used to confine a child,

including, without limitation, swings, walkers and spinners.

No child shall be punished for failure to eat, sleep, or for toileting accidents.

No child shall be Punished by with-holding food, rest, or use of the toilet.

Putting anything in or on a child’s mouth

Humiliating, ridiculing, rejecting, or yelling at a child

No child shall be subjected to profane or harsh language, threats, derogatory remarks, or other verbal abuse.

No child shall be confined in an enclosed area or in a locked or dark room, bathroom, box, or closet with the door closed

Requiring a child to remain silent or inactive for inappropriately long periods of time.

No child shall be threatened with any punishment that is prohibited by this paragraph.

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Victory Academy Inc. will follow the School District policies for discipline

I ______________________________, acknowledge that I have received and read the discipline policy. I fully understand all of the procedures and agree to abide by them at all times.

Signature: _______________________________________

Date: _______________________________________

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Requirements Each employee will have the following items in their personnel file for it to be considered complete. The items can be used as a checklist for the file contents: ____Provide an Affidavit of Good Moral Character ____Each employee must successfully pass the FDLE/FBI clearance letter, and VECHS ____Background Screening as required by the School District and State of Florida. This must be completed before the start of work. ____Employment history (past three years) ____Physician’s statement of good health ____Child Abuse and Neglect Training statement ____Aids & HIV Training statement ____Child Discipline Policy Statement ____Proof of Education (GED, degrees) ____Proof of Teaching Certification ____First Aid/CPR training; ____Each teacher, staff member and administrator is required to attend the Teacher development Training sessions prior to the start of the academic year each year; and a total of 10 hours of annual in-service training (July 1- June 30). Employment Categories

Full Time Employees – are those who are not of temporary status and who are regularly scheduled to work a schedule of 40 hours per week.

Part-time Employees – are those who are scheduled to work no more than 30 hours per week.

Temporary or Substitute Employees - are those who are hired on an as needed basis for an indefinite period of time.

Employment Application

Victory Academy Inc. relies upon the accuracy of information contained in the employment application, as well as the accuracy of other verification data presented during the hiring and employment process. A misrepresentation, falsification or material omission may result in excluding the individual from further consideration, or if hired, termination. Termination of Employment

Victory Academy Inc. reserves the right to discipline employees at its discretion and as it sees fit, for performance related problems, violation of VCS rules and policies, and for behaviors that VAI deems unacceptable. We stress that the purpose of our discipline measures short of termination is corrective. That is to encourage employees to improve their conduct or performance so that they may continue employment with Victory Academy.

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The following is a non-exhaustive list of behaviors which Victory Charter School deems unacceptable and which, if engaged in, my result in disciplinary action up to and including termination:

1. Insubordination (rebellion against authority) 2. Chronic absenteeism or tardiness (habitual). Each employee should be aware

that their attendance and dependability are factors which impact another employee’s performance.

3. Theft Violation of VAI Tuition

There will be no tuition to attend Victory Academy Inc. but, there will be tuition for aftercare activities. Personnel Records

Victory Academy maintains a confidential personnel file for each employee. Each file includes employment application, resume, performance evaluations, salary grade, and other information relevant to your employment at VAI. Internal access is limited to those with a “need to know” and to the employee upon request. Keeping your personnel file up-to-date can be important to you with regard to payroll, tax deductions, correspondence and other matters. If the following items changes, please be sure to notify the office immediately.

1. Legal Name 2. Home Address 3. Dependents 4. Telephone number(s) 5. Emergency Contact Names and Numbers

Jury Duty

Victory Academy Inc. encourages employees to fulfill their civic responsibilities by serving jury duty when required. Jury duty pay will be calculated based on the employee’s hourly pay rate time the number of hours the employee was scheduled to work on the day of absence. The employee must show the jury duty summons to his/her supervisor as soon as possible so that arrangements can be made to accommodate their absence. The employee is expected to report to work as soon as possible. Holidays

Please refer to school calendar for days off.

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Dress Code Employees must wear business casual attire. Jeans and sneakers can be worn on casual Fridays. Strapless and halter tops as well as shorts are prohibited and unprofessional. The dress code has been established to convey a professional image and reflect the environment in which we work. We expect each employee to take pride in their personal grooming and appearance, as you represent the school. Guidelines

The following actions will take place when the procedures of our policy are not followed. o Verbal and Written Warnings o 2 weeks probation period o Termination

Outside Employment

During the time that you are employed by Victory Academy Inc. in a full-time position, we expect that your position here is your primary employment. Any outside activity or work must not interfere with your ability to perform your job at VAI. All employees will be evaluated according to their qualifications, academic preparation, skills, performance and commitment to VAI’s goals and values. Supervision

Teachers must remain in class at all times except for scheduled lunch hours. No child should be left unsupervised at anytime. One or more teachers must be able to observe the children’s activities at all times. If there is a need to leave the area where children are located, you must call another teacher or teacher’s aide to substitute. Any child that is found wondering in the hallway or in the lobby without the supervision of a teacher is cause for immediate write-up as an incident which will be placed in your personnel file and will be taken into consideration at the time of performance review. The entire outside play area must be supervised at all times from end to end to ensure and

prevent unnecessary accidents. Do not send your class outside unless you are available to monitor them in the play area. If you have work to be done in your classroom keep children occupied with table top activities, arts & craft, etc. You are responsible for your students until the end of your work day.

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ATTENDANCE Be on time to work

Victory Academy Inc. maintains regular business hours from 8:00am – 4pm Monday to Friday. Employees are expected to be to work on time, clocked in, properly dressed and ready to work at their scheduled starting time. Employees who are unable to attend work must personally call and report their absence at least two (2) hours prior to the time scheduled to report to work, so that a substitute worker can be alerted. Voice messages are acceptable, but a follow-up call is required by the employee the same day in order to have direct conversation with the supervisor. Employee will receive a written warning if above procedure is not followed. If an unexpected delay in arrival should occur please notify VAI administration immediately. Two (2) consecutive schedule work days of “no call, no show” is considered job abandonment and is cause for termination. Lunch Breaks

Each employee must take a one-hour lunch break. We all depend on one another and it is important that you be punctual to and from lunch breaks. This is an automatic deduction. Appointments We ask that you try to schedule all appointments after working hours, during vacation, holidays or days off. VAI will not be able to accommodate any appointments during working hours. Always keep a positive attitude about your job.

Your attitude is very important to your character and to the growth of the students. A positive attitude provides a positive learning environment and builds a strong team. Disrespect, dishonest, and false statements are prohibited and are cause for immediate dismissal. Do not speak unkindly about another staff member in front of staff, children or

parents. This is rude and unprofessional. Report all discrepancies to the principal for settlement.

Keep conversations professional and confidential.

Misconduct which discredits the school’s reputation or image while on property will not be tolerated. This includes rudeness or disrespect to clients, criticizing or degrading the school or its employees. Employees are expected to use good judgment in their behavior and actions at all times.

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Unsatisfactory work performance, including carelessness is unacceptable and employee will be placed on two weeks probation. An individual improvement plan will be established and agreed to, for a specific timeframe between the supervisor and employee. If no improvement has been made in the designated and agreed upon time frame, the employee will be placed on suspension. If no improvement has been made thereafter, the employee will be terminated. Report child abuse or neglect immediately

Teachers, administrators are mandated to report any child abuse or neglect. (Telephone number for the Abuse Hotline is available in the back of this handbook) Communication Devices

Use of personal communications devices, including but not limited to personal cell phones, Ipods, Ipads, notebook, etc. is prohibited in the classrooms and play areas during hours of operation without the express permission from the principal. The unauthorized use of any electronic device will result in a written warning. Accident/Incident Reports

All accidents and incidents must be reported to the Principal via the Accident/Incident Report. This form must be filled out by the attending teacher immediately after the care of an injured child. Do not disclose the name of the child causing the incident on the form. The injured child’s parent or guardian must sign the report and be provided with a copy. (Please see section labeled Appendix for the form) Reports

We are accountable to the State Charter Schools, the School District and the State of Florida. Students, parents and administrators must submit all reports before the end of the day or in the allotted time frame to the appropriate authorities. Keep parents informed on their child’s activities and progress

Part of our accountability and transparency at Victory Academy Inc. is to provide information to the parents of the students. Always schedule a parent conference when necessary and keep an open communication with parents who are partners in the child’s learning, growth and development. Keep a calm voice when speaking to children.

Cleaning

Each employee is responsible for the cleanliness and safety of their assigned classroom, activity or areas in which they work and are required to keep it cleaned at all times. Keeping our school clean will help limit germs that may cause allergies or colds to become irritated.

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Professional Development

Victory Academy Inc. places strong emphasis on the professional development of their employees. Administrators Teachers, staff, and support staff, and assistants are expected to participate in a professional development Program.

Administrators and Teachers and anyone that is involved with student learning and curriculum will be involved in a personal development plan. The basic Philosophy for professional development is the Deliberate Practice Model which links the student’s learning outcomes to teacher performance. Teachers will be expected to participate in formative self-evaluation and in summative performance evaluations with feedback.

Compensation & Benefits

The compensation and Benefits of the employees will be based on the contracts signed. Full Time VAI employees will receive a benefits package as part of their compensation.

They will be private employees, paid by VAI on a semi-monthly basis. Salaries will be commensurate with experience, academic preparation, certifications, and performance evaluations beginning year two. The budget enclosed provides a general base salary and an estimate of the health insurance, retirement, workmen’s compensation benefit allocation.

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IMPORTANT NUMBERS TO KNOW

Police Department ………………………………………………………………………….. 911

Fire Department ……………………………………………………………………………… 911

Paramedics …………………………………………………………………………………….. 911

Poison Control ………………………………………………………………………………… 1-800-282-3171

Abuse Hotline …………………………………………………………………………………. 1-800-962-2873

Fax …………………………………………………………………………… 1-800-914-0004

Voice Mail ……………………………………………………………….. 1-800-770-0953

State Department of Health ……………………………………………………………. 954-467-4800

Immunization Department ……………………………………………………………… 954-467-4856

Childcare Licensing & Enforcement ………………………………………………… 954-765-4646

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REQUEST FOR LEAVE OF ABSENCE

Employee’s Name: Date: Type of Leave: ___Sick ___ Personal ___ Vacation (1 wk advance notice) (1 wk advance notice) Reason: Total Numbers of Days: ___________ ____Paid ____Unpaid Start Date: _____/______/______ Start Date: _____/______/______ (For sick days) – A doctor’s note is required if out sick for three (3) or more consecutive working days. ___________________________________ Employee’s Signature (For personal and vacation days) Above is my request for time-off and I understand I am expected to return to work on the date indicated above. If additional time is necessary, I must give a 24-hour notice. If I fail to request additional time or return to my position, I understand that I may be terminated. ___________________________________ Employee Signature

Approved by: _______________________________________ Date: _____/_____/_____ Total Day(s) Paid: _______________

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ACCIDENT / INCIDENT REPORT

Date: Student’s Name: Time of Accident / Incident: Description of Accident / Incident: Action Taken: Employee’s Signature: Parent’s Signature:

Note: Parent receives a copy and original is placed in student’s file.

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Victory Academy Inc.

NEW HIRE CHECK LIST

Date Of Hire Position Employee ID # Date Position Title Employee ID#

Employee Name Social Security # School Location Enter Full Name Here

9-Digit Number School Location

FORMS TO BE FILED IN THE PERSONNEL FILE Employment Forms Check if

Complete Check if

Complete Completed Employment Application

☐ Salary $Salary

Copy of Driver’s License ☐ Hourly Rate $Hrly Rate Copy of Social Security Card ☐ Benefit Incentive (if applicable) $Incentive College Transcript (if applicable)

☐ Payroll Periods 1-26

Employment References ☐ Degree Type Florida Teaching Certificate ☐ Years Teaching Yrs Completed W-4 ☐ Lane Enter # Completed Direct Deposit Form

☐ Step Enter #

Proof of Fingerprinting ☐ School Room Key Assignment Enter # I-9 ☐ Start Date DATE Signed Contract ☐ Notification to Payroll Department Date

Benefit Enrollment Forms Check if Complete

Health Insurance Enrollment Forms

☐

Life Insurance Enrollment Forms ☐ Dental / Vision Enrollment Forms ☐ 401K or 403B Enrollment ☐ Other Benefit Enrollment: ☐

I have checked off and filed the preceding forms in the personnel file. Signature Date Name (Print)

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VICTORY ACADEMY INC.

EMPLOYEE APPLICATION POSITION INFORMATION List the position for which you are applying? Click here to enter text.

How did you hear of this position? Click here to enter text.

What are your salary requirements? Click here to enter text.

PERSONAL INFORMATION

First Name: Click here to enter text. Last Name: Click here to enter text. Middle Initial: Click here to enter text.

E-Mail Address: Click here to enter text.

Home #: Click here to enter text. Cell #: Click here to enter text.

Street: Click here to enter text. City: Click here to enter text. State: Click here to enter text. Zip: Click here to enter text.

Agency Name(s): Name of Agency if applicable

INFORMATIONAL

Do you have any relatives employed by School Name Here If so, list their names: Names of relatives

☐Yes ☐No

Are you a veteran of the U.S Military? If yes, list dates of active duty and discharge Date. From Click here to enter text. Date To: Click here to enter text. Discharge Date: Click here to enter text.

☐Yes ☐No

Did you receive a dishonorable discharge from the military? Answering “yes” will not necessarily bar you from employment. Each case will be judged on its own merit with respect to time, circumstances or seriousness of event.

☐Yes ☐No

Are you claiming veterans’ preference under Florida Law? If yes, include the Veterans Preference Claim Form included in this application.

☐Yes ☐No

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CRIMINAL CONVICTION INFORMATION

Have you ever been convicted of a felony or crime that constitutes a felony under the law of Florida, entered a plea of Nolo Contendre (no contest) to a felony or crime that constitutes a felony under the law of Florida, or received a suspended sentence (regardless of the ultimate adjudication) for a felony or crime that constitutes a felony under the law of Florida. If yes, please explain

☐Yes ☐ No

Have you ever been sued for causing death or injury to a person or for causing any property damage (e.g. for assault, batter, defamations, etc.)? If yes, Date: Click here to enter text. Please explain the nature of the claims in the lawsuit(s) and/or deposition(s).

☐Yes ☐ No

Have you ever been censured/disciplined or found to be in violation of ethical standards by a professional organization? If yes Please explain Click here to enter text. ☐Yes ☐ No

Answering “yes” to any of the above questions will not necessarily bar you from employment. Each case will be judged on its own merit with respect to time, circumstances, seriousness and type of position. EDUCATION Be prepared to provide original transcripts for all post-high school coursework. Check the highest level of attainment: High School: ☐9th ☐10th☐ 11th ☐12th ☐ GED College: ☐1 ☐2 ☐ 3 ☐ 4 Graduate School: ☐Yes ☐ No Name and location of education institution (secondary and beyond) Click here to enter text.

Semester or Quarter Hours Completed Click here to enter text.

Did you graduate ☐Yes ☐ No

Major Click here to enter text.

Minor Click here to enter text.

Degree Award Click here to enter text.

Name and location of education institution (secondary and beyond) Click here to enter text.

Click here to enter text.

☐Yes ☐ No

Click here to enter text.

Click here to enter text.

Click here to enter text.

Name and location of education institution

Click here to enter text.

☐Yes ☐ No

Click here to enter text.

Click here to enter text.

Click here to enter text.

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(secondary and beyond) Click here to enter text.

Name and location of education institution (secondary and beyond) Click here to enter text.

Click here to enter text.

☐Yes ☐ No

Click here to enter text.

Click here to enter text.

Click here to enter text.

EMPLOYMENT HISTORY

List all employment starting with your current or most recent job. Account for all periods including unemployment, U.S. military service and volunteer work. If you list military service as work experience, you must attach a copy of your DD-214. EMPLOYMENT HISTORY #1

Employer Name: Click here to enter text.

Job Title: Click here to enter text.

Supervisors Name: Click here to enter text.

Hours worked: Click here to enter text.

Starting Salary: Click here to enter text.

Ending Salary: Click here to enter text.

Part Time: ☐ Full Time: ☐

EMPLOYMENT HISTORY #2

Employer Name: Click here to enter text.

Job Title: Click here to enter text.

Supervisors Name: Click here to enter text.

Hours worked: Click here to enter text.

Starting Salary: Click here to enter text.

Ending Salary: Click here to enter text.

Part Time: ☐ Full Time: ☐

EMPLOYMENT HISTORY #3 Employer Name: Click here to enter text.

Job Title: Click here to enter text.

Supervisors Name: Click here to enter text.

Hours worked: Click here to enter text.

Starting Salary: Click here to enter text.

Ending Salary: Click here to enter text.

Part Time: ☐ Full Time: ☐

SKILLS, LICENSES, CERTIFICATIONS, SCHOLARSHIPS, AWARDS, HONORS, & MEMBERSHIPS

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Indicate any professional or occupational licenses, registrations or certification you currently hold. If a license or certification is required for a position, you must provide a copy of it to be the hiring department. Also list any special knowledge, skills or abilities you have. Click here to enter text.

List scholarships, awards, honors, and memberships in honorary and/or professional societies, publications, consulting work in professional field, etc. Click here to enter text.

Certification, Authorization and Signature

I hereby consent to the release of any information maintained about me by all previous employers, educational institutions, law enforcement authorities, licensing boards or any other entity, agency, or individual which the School may contact to secure references or records. I hereby authorize School Name to release information concerning my employment to any prospective employer or others seeing to verify my employment with School Name. I hereby release School Name from all liability for any truthful statement made by an employee, agent or official of School Name, authorized by Human Resources, which is made to any prospective employer and waive any claim that might arise from any such statement. I consent to the use of my social security number for School Name business. I certify that the information and answers I entered on this Application are true and complete to the best of my knowledge. I further understand that any false statements or omissions made on this application or supplement may be grounds for immediate discharge or removal from consideration of employment. Finally, acknowledge and agree to, as a post offer requirement, to be fingerprinted and have a background check if it is required for the position for which I am seeking. Signature: Click here to enter text. Date: Click here to enter text.

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THANK YOU!