ATTACHMENT 2 ACSA Board of Trustees

Transcription

1 ATTACHMENT 1 The Algiers Charter School Association ("ACSA") submits these revised applications to continue operation of Behrman Elementary School at 715 Opelousas Avenue, In New Orleans, Louisiana, With a Kindergarten through grade configuration. The ACSA proposes to continue to operate this school as a Type 5 charter with a capacity of approximately 650 students. The ACSA may explore the option of servicing Pre-Kindergarten students at this school.

2 ATTACHMENT 2 ACSA Board of Trustees Calvin W. Turner, Jr General De Gaulle, Suite 202 New Orleans, Louisiana Phone: [email protected] Bio: Calvin W. Turner Jr. is the Vice President and Business Banking Product and Marketing Manager of Whitney National Bank, and an Adjunct Instructor at the University of Phoenix, New Orleans campus. A prominent member of the local business community, Mr. Turner is a lifelong resident of Algiers who, before joining Whitney bank, has held leadership positions with some of the nation's top organizations including Hibernia National Bank, the Federal Reserve Bank, and United Parcel Service, as well as owning and operating his own businesses. Mr. Turner is an alumnus of the New Orleans Public Schools and a graduate of the O. Perry Walker High School class of He also attended Peter S. Lawton Elementary School, and Martin Behrman and Edna Karr JUnior High Schools. CalVin Turner initially attended Xavier University after high school before completing his undergraduate studies at Concordia University In Wisconsin with a BA in Business Management and Communications. He received his Master of Public Administration degree from Troy State University. Cassandra Bookman 4480 General De Gaulle, Suite 202 New Orleans, LOUisiana Phone: [email protected] Bio: Cassandra Bookman has over twenty years of experience in the field of SOCial work. She is currently employed by the Department of Social Services, Louisiana Rehabihtation Services as a Rehabilitation Employment Development Specialist. Cassandra has a Master's of Science in Rehabilitation Counseling from University of North Texas, a Bachelors degree from Dillard University and completed training from Kennesaw State University as a Career Development Facilitator. She is a charter member of Gideon Christian Fellowship and prior to Katrina was actively involved in their crisis counseling program providing counseling services Ms. Bookman has been married to Thomas Bookman for the past 25 years and IS the mother of three daughters that have all attended Orleans parish public schools. Her youngest daughter is currently a student In an Algiers charter school. Ms. Bookman is currently a member of the Mayor's advisory council for citizens with disabilities and has chaired the greater New Orleans job bank and job fairs in the area for persons with disabilities. She has been active 10 educational and career development Issues for the past 15 years. "

3 Mark L. McNamara 4480 General De Gaulle, Suite 202 New Orleans, Louisiana Phone: Bio: Mark McNamara has been a resident of Algiers for the last five years. He is currently employed as an attorney With the firm of Frilot, Partridge, Kohnke and Clements, l.c. Shortly after completing his undergraduate studies at the University of Dallas, Mr. McNamara worked as a junior high school history and social studies teacher in Jackson, Mississippi. After deciding to pursue a career in law, Mr. McNamara returned to school, earning his Juris Doctor from the University of Mississippi. Upon graduation he joined the law firm of Phelps Dunbar as an associate working in the commercial litigation and business groups. In 2002 he joined Fnlot, Partridge, Kohnke and Clements, where he has worked since. Mr McNamara is a member of the New Orleans Bar Association, the American Bar Association and the Defense Research Institute. He also served on the Young Leadership Council's - Recreate New Orleans Committee, and has volunteered his time for several other worthy causes throughout New Orleans. Elsie Rose 4480 General De Gaulle, Suite 202 New Orleans, Louisiana Phone: [email protected] Bio: Elsie Rose, a life member of the National Alliance of Black School Educators (NABSE), sits on the National Board of this organization. As a Board member, she chairs the Instruction and Instructional Support Committee and contnbutes to the Foundation. Mrs. Rose is also a founding member and past president of the Jefferson Alliance of Black School Educators and a former representative for the Southwest Region of NABSE. After 33 ~ years of service in the Jefferson Parish School System, Elsie retired as Title I Instructional Facilitator. During her tenure, she was an evaluator of teachers, an educational consultant, a summer school principal, a team leader for Title I School-wide Planners, a mathematics facilitator, and served on a Mathematics Standards Advisory Committee. Other professional associations include past board member of Communities in Schools, New Orleans, Inc., member of the American Federation of Teachers, and past president of the Greater New Orleans.council of Teachers of Mathematics. A lifelong resident of New Orleans, Louisiana and a graduate Orleans Pansh Public Schools, Mrs Rose is presently serving on the Algiers Charter School Board, and the advisory boards of the Disney Hand Teachers' Program and the National Teachers Hall of Fame.

4 Dr. Myles Seghers 4480 General De Gaulle, Suite 202 New Orleans, Louisiana Phone Bio: Dr. Myles Seghers received his M.Ed. in Educational Administration from Southeastern Louisiana Unfversity and his Ph.D. in Educational Leadership from the University of New Orleans, He is the Acting Dean of the Division of Humanities. Education, and Counseling at Our Lady of Holy Cross College. Prior to this position, he served the College as the Director of Student Teaching & Assistant Professor from , as Coordinator for the NCATE process & Associate Professorfrom and as the Director of Undergraduate Education and Certification -& Associate Professor from Dr. Seghers has also served the Office of Catholic Schools, Archdiocese of New Orleans, from , in a range Of administrative positions, including Associate Superintendent for Elementary Schools, Further, Dr. Seghers was the Principal of ArchbiShop Rummel Junior High School from He currently serves on the Jefferson CommunIty Charter School Board and is a past board member for the Kenner YMCA, New Orleans Goodwill Industry Board, St Louis Cathedral School Board, and the Crescent Academy School Board. Glenn Orgeron 4480 General De Gaulle, Suite 202 New Orleans, Louisiana Phone: [email protected] Bio: Glenn Orgeron has been a resident of Algiers for over 15 years. Mr. Orgeron is a product of-the pllblk:' school system, having graduated from West Jefferson High School. Mr. Orgeron has earned a Master of Science degree in Electrical Engineering from lsu and a Master of Laws in Intemational Law from George WashingtOn University. Currently Mr. Orgeron is employed as a partner with the firm of Kean, Miller, Hawthorne, D'Armond, McCowan, and Jarman. Glenn Orgeron has a long standing commitment to education, serving as a board member for st. Andrew the Apostle School, and the Dominican High School Parent Teacher Board, as well as serving on the 4th District Advisory Committee for the New Orleans Public Scfrools. Mr. Orgeron has volunteered his time on a number of civic and professional boards in an effort to develop Algiers into a community that New ()rteans can be proud of. His service on the Algiers Charter School Board is a continuation of his commitment. e,

5 OPSB Board Liaison Lourdes Moran 4480 General De Gaulle, Suite 202 New Orleans, Louisiana Phone: Blo: Lourdes Moran is married with three daughters. She and her family are residents of Algiers, where she has been actively involved in New Orleans public schools and numerous community and civic associations. She has been an involved parent, public school volunteer and chairperson of numerous fundl'alsing and event-planning committees. Mrs. Moran also currently serves as the representative for District 4 on the Orleans Parish School Board. Mrs. Moran has been president ofthe Algiers Franklin Parents, Inc., a two-term board member of the Plantation Athletic Club, and has also been active with the Kiwanis and Girl Scout organizations. She has over 20 years of accounting experience with multimillion dollar companies. Mrs. Moran is not currently serving on the ACSA Board, but the ACSA Board of Trustees recommends that she serve as a liaison from the Orleans Parish School Board Officers Dr Brian Riedlinger, CEO I Director of Instruction c/o Algiers Charter School Association 4480 General De Gaulle, Suite 202 New Orleans, Louisiana Phone: [email protected] Carrie B. Stewart, Intenm Chief Operating Officer c/o Algiers Charter School Association 4480 General De Gaulle, SUite 202 New Orleans, Louisiana Phone: ' [email protected] Enclosed In this attachment are the ACSA Board Agendas and Minutes from March 6, 2006 and March 17, 2006, that serve as notice that the Board reviewed and approved applications submitted for RSD schools. These documents also reflect that the Board has Identified the person with signature authority,-selected officers, Identified the CPA, and identified the Business Manager.

6 r PUBUC NOTICE ALGIERS CHARTER SCHOOL ASSOCIATION BOARD MEETING Monday, March 6, 2006, 6:00 P.M. Our Lady of Holy Cross CoUege 4123 Woodland Drive New Orleans, LA The Board of Trustees of the Algiers Charter School Assocration, Inc. ("ACSA'') will meet on Monday, March 6,2006, at 6:00 pm., at Our Lady of Holy Cross College, 4123 Woodland Dnve, New Orleans, LA Question and Answers AGENDA CaU to Order RoBCaU Meditation Pledge of AUegiance Approval of Minntes of the January 31, 2006 Meeting 30 min. 5 min. DISCUSSION ITEMS: 1. Non-Academic Manager's Report (Alvarez & Marsal) 2. Director Riedlinger's Report 3. Discussion of Recovery School District Process, Application for Type 5 Charters and Planning for ACSA 5 min. 5 min. 10 min. ACTION ITEMS: 1. Louisiana State Board of Ethics action (discussion in executive session) Public Comment Specific to this agenda item 30 min. limit 2. Signatory Power to new CFO Public Comment specific to this agenda item 30 min. limit 3. Change in Bylaws Public Comment Specific to this agenda item 30 min. limit 4. APplication to liecovery School District for Type 5 Charters Including Selecting Officers and CPA, Business Manager and Contact Designations Public Comment Specific to this agenda item 30 min. liniit 5. Signatory Power to Director to Sign Type 5 Charter AppUcations PubUc Comment Specific to this agenda item 30 min. limit Setting of Next Meeting Adjournment

7 PUBLIC NOTICE ALGIERS CHARTER SCHOOL ASSOCIATION BOARD MEETING Friday, March 17,2006,8:00 A.M. Our Lady of Holy Cross College 4123 Woodland Drive New Orleans, LA The Board of Trustees of the Algiers Charter School Association, Inc. ("ACSA") will meet on Friday, March 17, 2006, at 8:00 a.m., at Our Lady of Holy Cross College, 4123 Woodland Drive, New Orleans, LA AGENDA CALL TO ORDER ROLLCALL MEDITATION PLEDGEOFALLEGLANCE APPROVAL OF MINUTES OF THE MARCH 6, 2006 MEETING OLD BUSINESS 1. Update on Action by the Louisiana State Hoard of Ethics o Discnssion Item only 2. Amendment to ACSA Articles and Bylaws o Action Item-Public Comment 3. Approval of Application(s) to be submitted to the Recovery School District for Type 5 Charters for Murray Henderson Alternative School, Julius Rosenwald Elementary/Pre-K Center, Schwarz Alternate (New Tech) IDgh School, Paul B. Habans Elementary, McDonogh 32 Elementary, and Harriet R. Behrman Elementary o Approval of CPA and Business Manager o Authorization to Sign to Interim Director Riedlinger o Approval of Ethics & Conflict of Interest Potiey o Action Item-Public Comment 4. Election of ACSA Officers- President, President-Elect, Seeretary/Treasurer o Action Item-Pubtic Comment NEW BUSINESS: S. Approval of Extension of contract of Alvarez & Marsal to June 30 o Action Item- Public Comment 6. Approval of Extension of contract ofslc-dr. Riedlinger to June 30 o Action Item- Public Comment 7. Brief Update of Harte and Karr Enrollment Issue by Dr. Riedlinger o Discussion Item only SETTING OF NEXT MEETING Smin. 5 min. 10 min. 10 min. 15 min. 5 min. 5 min. 5 min. ADJOURNMENT

8 MINuTES OF THE ALGIERS CHARTER SCHOOL ASSOCIATION BOARD OF TRUSTEES Friday, March 17,2006,8:00 A.M. A meeting of the Board of Trustees of the Algiers Charter School Association, Inc. ("ACSA'') was held at Our Lady of Holy Cross College, 4123 Woodland Drive, New Orleans, LA The following Trustees were present: Lourdes Moran, President Elsie J. Rose Dr. Myles M. Seghers Cassandra Bookman Mark L. McNamara GlennP. Orgeron Absent: Calvin W. Turner, Jr. Also present were Carrie Stewart, Interim Operations Manager, Bob Fulton, ACSA Director of Finance, Interim Director Dr. Brian Riedlinger, and Curriculum Manager KeVin Guitterrez. The meeting was called to order at approximately 8:05 a.m. President Moran requested that counsel for ACSA, Lee C. Reid, act as Secretary of the Meeting and Parltamentarian. Mr. Reid called the roll, which was followed by the Meditation and the Pledge of Allegiance. Thereafter, the Minutes of the March 6, 2006 meeting were reviewed and a change was made to the location of the meeting. The minutes as amended were approved unanimously by the Trustees. The business agenda was then undertaken. Mr. Reid updated the Board on the -status of the request for advisory opiruon from the Louisiana State Board l)f Eth!cs. Mr. Reid reported that the Board of Ethics was extre:1nely supportive of the efforts of the ACSA. The Board of Ethics confirmed that the ACSA Board's proposed request that Ms. Moran serve as a non-voting liaison to the ACSA Board on behalf of the Orleans Parish School Board ("OPSB") did indeed comply with Louisiana ethics laws. In order to assume this role, Ms. Moran then announced her resignation from the Board. A formal request has been made to OPSB to have that body appoint Ms. Moran as a liaison to the Board. Counsel will keep the Board informed on developments. Several me:1nbers of the Board expressed their appreciation for Ms. Moran's service and their support for her re:1naj.mng as an advisor to the Board.

9 Due to Ms. Moran's resignation from the Board of Trustees, a motion was made by Ms. Rose and seconded by Ms. Bookman to elect Dr. Seghers to preside as Chair of the meeting in Ms. Moran's place The Board then moved to the Agenda's Action Items, and began with discussions relatmg to the approval of Amendments to the ACSA Articles of IncorporatIon and Bylaws. Each amendment was thoroughly discussed by the Board and approved unanimously. At the conclusion of the discussion, a motion to table discussion on the provision to stagger the terms of the ACSA Board members was made by Ms. Rose, seconded by Mr. McNamara and approved by the Board. A motion was then made by Mr. Orgeron and seconded by Ms. Rose to approve the proposed First Amended Articles of IncorporatIon and First Amended Bylaws of the ACSA WIth alterations as discussed. The Board unarumously approved that motion. The Board then discussed the applications to be subnutted to the Recovery School District for Type 5 Charters for Murray Henderson AlternatIve School, Julius Rosenwald ElementarylPre-K Center, Schwartz Alternate (New Tech) High School, Paul B. Habans Elementary, McDonogh 32 Elementary, and Hamet R. Tubman Elementary. In conjunction therewith, the Board discussed WIthin its approval of the charter applications the approval of Rebowe and Company as the ACSA's CPA and Robert Fulton as Business Manager, provided authorization to InterIm Director Riedlinger to sign the charter applications on behalf of the ACSA and approval of the Ethics and Conflict of Interest Pohcy. Following discussion by the Board and public comment, the Board unanimously approved the following resolution proposed by Mr. Orgeron and seconded by Ms. Bookman. ACSA RESOLUTION NO.1 APPROVAL OF AUTHORITY TO SUBMIT TYPE 5 CHARTER APPUCATIONS TO THE RECOVERY SCHOOL DISTRICT AND DIRECTOR'S SIGNATORY AUTHORITY ON ACSA TYPE 5 CHARTER APPUCATIONS WHEREAS, ACSA has been contracted and authorized to proceed with the opemng and operating of thirteen (13) charter schools on the Westbank of New Orleans, in the Algiers commuruty, and manage and operate the charter schools as a charter school management organization; WHEREAS, Eleven (11) of the charter schools designated as charter schools for operation by the ACSA were transferred to the LOUISIana Recovery School District by recent act of the LouiSIana Legislature; WHEREAS, the ACSA desires to maintain operation of the eleven (11) schools transferred to the Recovery School District ("RSD") as Type 5 charter schools; WHEREAS, in accordance WIth the process set forth by the Recovery School District legislation, the ACSA must subnut Type 5 charter applications for six (6) schools not yet open to students, seeking from the RSD the authority to operate these six (6) schools under the RSD's auspices;

10 , WHEREAS, the Type 5 charter applications require, inter alia, (1) review and approval of the charter applications by this Board of Trustees; (2) the identification of a designee authorized to execute the charter applications; (3) the designation of a qualified "business manager;" (4) retention of a Certified Public Accountant to perform independent financial services on behalf of ACSA; and (5) the selection of its officers; WHEREAS, ACSA Fmance Director, Robert Fulton, has substantial experience 10 finance and business, including serving as the Chief Fmancial Officer of a publicly traded company and possesses other credential and experience, all of which was reviewed and scrutinized by the ACSA during the hiring of Mr. Fulton and the highlights of which are presented in the ACSA Type 5 charter applications; WHEREAS, the Non-academic Manager, Alvarez & Marsal has 10terviewed and recommends the retention of Rebowe and Company, as the ACSA's independent Certified Public Accountant and whose credentials have been presented and reviewed by the Board of Trustees; WHEREAS, the Trustees, after review of the qualifications of each office and the duties and responsibilities as outline on the ACSA governing documents, discussion and deliberation, have nominated the fullowing Trustees to serve as its Officers for the term from March 17, 2006 to June 30, 2006:.~_ President: Dr. Myles M. Seghers VICf! President/Secretary: Ms. Cassandra Bookman WHEREAS, the RSl) application requires the formal adoption of an ethics and conflicts of interest policy iil compliance with LouiSiana law and ACSA legal counsel has presented and recommends a proposed Ethics and Conflict of Interest Policy for the Board's review, approval and adoption; NOW, THEREFORE, IT IS RESOLVE}) THAT, in order to continue operation of the schools transferred to the Recovery School District, the ACSA Board of Trustees approves the completion and submission of Type 5 charter applications to the Recovery School District to operate (1) Murray Henderson Alternative School, (2) Julius Rosenwald ElementarylPre-K Center, (3) Schwartz Alternate (New Tech) High School, (4) Paul B. Habans Elementary, (5) McDonogh 32 Elementary, and (6) Harriet R. Tubman Elementary as Type 5 charter schools; and be it FURTBER RESOLVE)), that Interim Director, Brian Rledlmger, be and hereby is authorized to execute the Type 5 charter applications on behalf of the ACSA; and be It FURTHER RESOLVED that Robert Fulton, current ACSA Finance Director IS designated as the "business manager" for the purposes required by the RSD in light of Mr. Fulton's credentials and experience 10 financial business matters; and be it FURTHER RESOLVED that Rebowe and Company be and IS hereby retained as ACSA's independent Certified- Public Accountants to perform those duties generally undertaken by an iridqyendent certified public accountant and as required to comply with RSD's requirements; and be it

11 FURTHER RESOLVED that the following Trustees shall serve as Officers of the Board for the term begmrung March 17, 2006 and ending June 30, 2006, having been du1y qualified and affinned their dedlcahon to fulfi1hng the responslbihhes of their respective offices: President: Dr. Myles M. Seghers VIce President/Secretary. Ms. Cassandra Bookman AND BE IT FURTHER RESOLVED, that the Ethics and Conflict of Interest Policy proposed by ACSA legal counsel be and hereby IS approved and adopted. The Board then discussed the election of the Board Officers. A motion was made by Mr. Orgeron and seconded by Ms. Rose to elect Dr. Myles M. Seghers for President of the ACSA Board. A motion was then made by Ms. Rose and seconded by Mr. McNamara to elect Ms. Bookman as Vice President/Secretary of the ACSA Board. After discussion and public comment, both mohons passed unanimously and Resolution No. I was again ratified unanimously with the inclusion of the idenhty of these officers. unanimously. The Board then discussed the Alvarez and Marsal contract and an extension thereof until June 30, After discussion on the extension and public comment was had, a motion was made by Ms. Rose to table the resolution to extend the contract until the next meeting of the Board. The mohon was seconded by Ms. Bookman and passed Thereafter, the Board discussed the extension of the School Leadership Center contract, WIDch provides for the ServIces of Intenm Director Dr. Brian Riedlinger to June 30, After discussion on the extension and public comment was had, a motion was made by Ms. Rose and seconded by Ms. Bookman to table the resolution unhl the next meehng of the Board. The Board unanimously approved the motion to table. At the conclusion of the achon items on the agenda, Dr. Riedlinger presented a bnefupdate on enrollment ISSUes at Harte Elementary and Karr Semor HIgh School and a review of the commumty fonml held last mght at Harte Elementary. The Board then discussed setting the next meeting of the Board, which will be held March 27, 2006 at 6:00 p.m. The busmess before the Board having concluded, a motion for adjournment was then made, seconded and unammously approved. The meeting was then adjourned at approximately 10:40 a.m. /s/lee C. Reid Secretary of the Meeting

12 ATTACHMENT 2 (continued) Holders of Louisiana Teaching Certificates 1 Name: RelationshIp to ACSA: Type of TeachIng Certificate: Teaching Certificate #: 2. Name' Relationship to ACSA: Type of Teachmg Certificate: Teaching Certificate #: 3 Name: RelatIonship to ACSA: Type of Teaching Certificate: Teaching Certificate #. Dr. Bnan Riedlinger Director of Instruction A A /25/1979 Life, Valid Kevin Guitterrez Cumculum Manager A,B A /15/1999 LIfe, Valid B /26/1997 Life, Valid Patty Spampneto Special Education Coordinator A,B A /19/1984 Life, Valid B /26/1981 Life, Valid

13 ATTACHMENT 3 The ACSA is tentatively targeting first day of school for students in the school year on Monday, August 7, 2006.

14 ATTACHMENT6A The Algiers Charter School Association proposes to continue to operate this school as part of a centrally administered association of up to 10 schools on the west bank of New Orleans (in Algiers) The ACSA provides both instructional and non-instructional support to schools In its association, which includes, but is not limited, to the following: Curriculum guidance and development Professional development Special education oversight and guidance Payroll processing Recruiting (and staffing services as requested) Benefits administration Human resource compliance administration Administration and guidance on performance evaluation Risk management I Insurance Security services Accounting & financial reporting Budget guidance and assistance Treasury services Information technology support Student transportation service administration FaCilities maintenance and custodial service administration Food service administration Procurement Fund raising support legal services As represented In the budgets in Attachments 46 & 47, the cost of ACSA's central administrative services is estimated to be approximately 7% of the per

15 pupil state and local MFP (estimated at $6,500 per pupil), which is partially dependent on the number of students that ACSA will serve. The more schools that ACSA operates, the ACSA will be able to deliver services at a lower per pupil cost. The terms of ACSA's operation of its schools under the Recovery School District, including provisions for termination and renewal, and the length of this obligation will be outlined in an agreement between the Recovery School District and the ACSA, In place of a contract between ACSA and each individual school that it operates. As evidence of a contractual agreement executed by the ACSA for the purpose of operating charter schools, please refer to the operating agreement as executed between the Orleans Pansh School Board and the Algiers Charter School Association on January 20, A copy ofthis operating agreement was submitted to the LDE In ItS school applications submitted to the RSD in March 2006.

16 ATTACHMENT 68 The Algiers Charter School Association ("ACSA") is a charter school management organization organized as a not-tor-profit corporation under Louisiana law. ACSA was conceived and created in the Fall of 2005 in the wake of Hurricane Katrina by a few concerned education proponents, including State Representative, Jim Tucker and Orleans Parish School Board Representative, Lourdes Moran. ACSA's initial mission was to provide a quality education to Orleans Parish Public School children utilizing the existing public school facilities on the west bank of Orleans Parish and by securing additional funding in the form of a portion of the $20.9 million federal grant money made available to Louisiana charter schools by the US Department of Education. Subsequent to Its organization and approval of the Orleans Parish School Board's Type 4 Charter application to the State Board of Secondary and Elementary Education, ACSA retained Alvarez & Marsal, as Non-academic Manager, to open and operate the ACSA charter schools, and Dr. Brian Riedlinger, of the School Leadership Center, as its Interim Director, to open and run as many of the Orleans Public Schools located in Algiers as would be necessary to accommodate the needs of Orleans Parish Public school students who wished to attend the ACSA charter schools Today, ACSA operates SIX Type 4 charter schools, all located in the Algiers community. The qualifications of both Alvarez & Marsal and Dr. Riedlinger are detailed throughout this application where appropriate. Notwithstanding, ACSA deliberated on who would be the best operational organization and curriculum design specialist to assist it with the opening and operating of its Type 4 charter schools. Alvarez and Marsal was not only a logical but, in the opinion of ACSA, the absolute best choice, given its vast experience with Orleans Parish Public Schools and the enormous amount of knowledge it had already institutionalized through its assignment with the Orleans Pansh School Board. Given the

17 . proposed target timeline to open schools, any other manager to operate Its schools was not a possibility. With respect to Dr. Riedlinger, ACSA did interview other potential candidates. However, given all considerations, Dr. Riedlinger and his experience as an administrator, teacher and coach in Orleans Parish, ties to the Greater New Orleans community, association with the School Leadership Center of Greater New Orleans, genuine desire for the appointment, and his proposed strategy to successfully open the ACSA charter schools, ACSA concluded that Dr. Riedlinger was the best candidate for the position of Interim Director.

18 ATTACHMENT6C Enclosed with this document are ACSA Articles of Incorporation, which serve as evidence that the ACSA is authorized to do business in the state of Louisiana. As of March 2006, ACSA manages six (6) schools: Behrman Elementary School 715 Opelousas Avenue New Orleans, Louisiana Eisenhower Elementary School 3700 Tall Pines Drive New Orleans, Louisiana Harte Elementary School 5300 Berkley Drive New Orleans, Louisiana Fischer Elementary School 1801 Whitney Avenue New Orleans, Louisiana Karr High School 3332 Huntlee Drive New Orleans, LouiSiana Walker High School 2832 General Meyer Avenue New Orleans, Louisiana ACSA has been in business since October ACSA's first fiscal year end will be June 30, 2006, therefore, there IS no annual report available at this time. Because ACSA is In its first year of operation of these schools and because the student population of the schools is significantly different than the schools' student populations prior to becoming a charter school, there are no applicable student achievement results to report at this time.

19 ATTACHMENT 7 The ACSA mission is to prepare every school and every teacher to teach every Child, so that all will learn. The leadership team of Behrman is refining the mission statement and in the development of the accountability plan via a process that will be facilitated by the School Leadership Center of Greater New Orleans. The School Leadership Center Leadership Initiative will take place on June Additionally, TAP will provide the vehicle for continuous professional growth and accountability for Behrman. TAP has developed a comprehensive system for evaluating teachers and rewards them for how well they teach their students. Teachers are held accountable for meeting the TAP Teaching Skills, Knowledge and Responsibility Standards, as well as for the academic growth of their students. All teachers are held accountable in a TAP school by participating in the TAP instructionally focused evaluation system. Within this system, each teacher is evaluated four to six times a year by multiple trained and certified evaluators using the TAP Teaching Skills, Knowledge and Responsibility Standards All teachers in the school are evaluated collectively based on the learning growth of all students in the school. Further, each teacher is also evaluated individually based on how much learning growth the students in his or her classroom have achieved during the school year. TAP also provides ongoing training, mentonng and classroom support during the school day to help teachers meet these accountability standards, while providing financial incentives for success. Master and mentor teachers are also held accountable for their additional roles and responsibilities. Instructionally focused accountability occurs in several steps, including: 1) A school committee, under the leadership of the principal, studies policies and procedures in the TAP Evaluation and Performance Award Guide to prepare for training all members of the school faculty.

20 , 2) Staff committee disseminates to the whole staff in faculty meetings, by written communication, at cluster group meetings and by individual communications, the important details of the TAP Instructlonally Focused Accountability and Performance-Based Compensation Systems. These must include the following elements: a) Planning standards and Scoring Rubrics b) Teaching standards and Scoring Rubrics c) ReqUirements and Scoring Rubrics for teacher portfolio d) Critena for achievement gains attributable to teacher and whole school e) Policies governing the Teacher Instructlonally Focused Accountability and Performance-Based Compensation systems 3) Gain support from the school to implement TAP Instructionally Focused Accountability System to document teacher skills and knowledge for performance awards 4) Conduct at least two practice evaluations per teacher in the first year of implementation. The first of these should take place no later than the end of January and the second no later than the end of Apnl. 5) Conduct four to six official evaluations per teacher each year thereafter. 6) Train the appropriate Leadership Team members how to use the Performance Appraisal Management System (PAMS) to help maintain inter-rater reliability and Identify trends in teacher evaluation results. Additionally, specific steps to certify members ofthe TAP Leadership Team as TAP evaluators include: 1) The principal, assistant principal, master teachers, and mentor teachers participate in training.

21 ,, 2) Establish annual date for certification test. The ACSA Director of Curriculum will serve as the liaison for the TAP master and mentor teachers across the network of schools. Monthly cluster meetings With Master Teachers from each school will take place and ongoing training and professional development via the Louisiana Department of Education and the Milkin Family Foundation will occur throughout the implementation of the Teacher Advancement Program (spiraled training and professional development as described above will occur as replacement Master and Mentor teachers are hired and other professionals new to the Behrman come aboard). Also, as described In the third bulleted response, Behrman will take part in the School Leadership Center of Greater New Orleans Leadership Initiatives training in conjunction with the Louisiana Department of Education's Region I Service Center at least four times per year. SIP (School Improvement Process) Training Will provide training in the school improvement planning process including the use of the LOUisiana Department of Education School Improvement Template as well as writing, implementing, and monitoring the plan. Training will include the use of the rubric for rating the school improvement plan. Additional training in the LANA (Louisiana Needs Assessment), DIG (Degrees of Implementation), Accountability, and E-Grants (Consolidated Application) will occur as described above. Additionally, the ACSA Chief Operation Officer and Director of Instruction, Dr. Bnan Riedlinger, Will conduct monthly walkthroughs at Behrman. Walkthroughs focus on student levels of engagement and evidence of implementation of ACSA Instructional initiatives. Walkthroughs are conducted in collaboration with the principal, assistant principal, teacher representatives, and other ACSA staff members (Director of Special Education and Director of Curriculum).

22 Other standards that have been established to maintain high standards and quality at Behrman is the adoption of one-year contracts for all ACSA employees and a incentive based salary structure that rewards high achieving employees via specialized end-of"year reviews developed by the ACSA Human Resources staff. Additionally, specialized principal reviews will be conducted by Dr. Riedlinger, further maintaining and reinforcing high standards and individual accountability. Lastly, a pre and post test (AGS Pearson's GMADE and GRADE diagnostic and assessment tool for math and reading) was implemented during the first year of operation. A pre and post test (with a mid-year developmental assessment tool) will be utilized on a go forward basis at Behrman

23 , ATTACHMENT 12A Behrman will administer the LEAP test to its 4th and 8th graders and the ileap for grades 3,5, &7.

24 ATTACHMENT 128 Behrman will administer a nationally norm referenced pre and post test that will also provide diagnostic data (for example, the AGS/Pearson Group Mathematics/Reading Assessment and Diagnostic Evaluation (GMADEIGRADE)).

25 ATTACHMENT 13 A nationally norm-referenced, standards-based pre and post test will be administered in September and April to measure student growth each year. Testing experts agree this is the most accurate method to determine yearly progress. Additionally, the pre test will provide diagnostic information for each student enrolled at Behrman. Additionally, a simple 8-10 question parent survey developed and administrated each year. All parents will be sent surveys and asked to rate each question on a 5 point Likert scale. Results Will be reported for Behrman and the ACSA. Lastly, a persistence survey Will be utilized. Since all schools in the Algiers Charter School Association are open access, a count of how many students return to each school each year indicates the level of satisfaction at each school.

26 ATTACHMENT 15 Behrman will adhere to all provisions of federal and state laws applicable to LEAs related to exceptional students, including identification of students eligible for accommodations under Section 504 of the Rehabilitation Act of 1973, Identification of exceptional students, provision of FAPE, multidisciplinary evaluation, development and implementation of compliant IEPs, provision of services to disabled, gifted and talented students in the least restrictive environment, implementation of procedural safeguards, and participation of disabled and gifted student In appropriate district and statewide assessment programs in order to enable such students, to maximize their educational potential. Students suspected of functioning like a student with a disability will be screened and evaluated, using appropriate Instruments, to determine if accommodations to their learning environment are warranted In order for them to successfully achieve to their fullest potential. This will include, as appropriate, screening for characteristics of dyslexia in accordance with Louisiana Bulletin 1903, dysgraphia, dyscalculia, or other areas of disability as outlined in Section 504 of the Rehabilitation Act of An Individual Accommodation Plan (lap) will be developed for all students found to qualify which indicates the suspected disability, accommodations to be provided on an ongoing basis in the classroom, Including the provision of a multisensory language program for all students exhibiting characteristics of dyslexia, as outlined in Louisiana Bulletin 1903, and testing accommodations to be provided which are aligned with those provided in the classroom on an ongoing basis. laps will be reviewed annually and adjusted as appropriately, and students will be re-evaluated for eligibility for Section 504 accommodations at least every three (3) years. All required parental notifications will be conducted and approvals received before activities are conducted. A Section 504 file will be maintained for each student considered for eligibility which includes copies of all notices, original evaluation documentation, original laps, and exit information. This folder will be transferred to subsequent schools

27 as the child moves. A Section 504 file will also be kept by the Special Education Manager which includes copies of all laps as well as a copy of the district validation form submitted to the Department of Education as required. The school will designate a Section 504 coordinator to work with the Special Education Manager to assist school site staff in meeting program and reporting compliance requirements A free appropriate public education will be provided to all exceptional students in kindergarten through 8 th grade enrolled In the school. If an enrolled student has a current multidisciplinary evaluation from out-of-state or a private evaluation but no current IEP, the evaluation will be reviewed by a qualified pupil appraisal staff member employed or contracted by ACSA to determine if it is compliant with Louisiana Bulletin 1508 guidelines. Ifthe evaluation is found to be compliant, an IEP will be developed and services will be offered. If the evaluation does not meet LouIsiana Bulletin 1508 guidelines, the student will be referred to the Student Assistance Team (SAT) for initiation of the evaluation process as appropriate. Related services required by a student's IEP will be provided by itinerant or school-site staff employed by ACSA, including one or more speech therapists and adapted physical education teachers. The need for occupational therapy, physical therapy and orientation/mobility services Will be provided through contracted services as needed Additionally, a special education nurse coordinator who IS either employed or contracted by ACSA will provide services to all schools chartered by ACSA to ensure the safety of medically fragile students with regard to tracheotomy and g-tube care, seizure management, medication administration procedures, and consultation regarding other unique and possibly life-threatening conditions often exhibited by severely/profoundly and/or severely orthopedically impaired students, to assist in the development and implementation of Individual Health Plans (IHPs) and IEPs for medically fragile students, and to assist parents in understanding how their child's medical

28 condition affects their educational program. Based upon the needs of enrolled exceptional students, teachers holding appropriate louisiana certification and paraeducators meeting NClB standards will be employed to meet the needs of disabled and gifted students enrolled in the school. All evaluation activities shall be carried out in accordance with guidelines set forth in louisiana Bulletin All original documentation regarding a student's evaluation process will be kept in the student's special education file maintained by the ACSA Special Education Manager. A copy will be kept in the student's cumulative file at the school. All pupil appraisal activities will be supervised and appropriate documentation kept by the Special Education Specialist employed by ACSA, under the direction of the Special Education Manager. The school shall form a school site Student Assistance Team (SAn, also known as the School Building level Committee (SBlC), and appoint a SAT chairperson. The SAT will be comprised ofthe parent, the principal/designee, the student's regular classroom teacher, the special education teacher, if applicable, and/or the referring teacher (if different), the school-site special education coordinator and the SAT chairperson. The SAT may also include, as appropriate, a speech therapist, school counselor, support and appraisal representative, school nurse, social worker, and any other appropriate school site staff (e.g.. reading specialist, behavioral interventionist, etc.) The SAT shall be the vehicle for initiating the initial evaluation process for enrolled students. A direct request for an individual evaluation of an enrolled student from sources other than the SAT Will be referred to the SAT for the collection of required screening information and completion of pre-referral procedures. Re-evaluations will be conducted for all identified students at least every three years as required by law and more frequently if appropriate.

29 An individuahzed education program (IEP) which meets the requirements of LA- R S. 17: 1945(C)(2) and Louisiana Bulletin 1530 will be developed for all enrolled students identified as having a disability using Louisiana state-approved forms. IEPs will be updated at least annually, more often as appropriate, for all students with a current multidisciplinary evaluation which meets the requirements set forth in LA-R.S 17:1945 and Louisiana Bulletin Full and effective notice will be provided to parents in accordance with Louisiana law. This notice will include the date, time and location of the scheduled IEP meeting, the purpose of the meeting, a list of other individuals Invited to the meeting, and the name and phone number of a contact person should the parent have any questions or concerns. Copies of the full and effective notice will be kept In both the student's cumulative file at the school and in his/her central office special education file. An IEP due process checklist will be completed for each IEP attempted, documenting all notices given to parents and the resulting responses, participants invited, and the outcome of the IEP meeting. The original copy of the IEP and due process checklist will be kept in the student's central office special education file, a copy given to the parent, and a copy placed In the student's school file. IEP goals and objectives for students participating In the general statewide assessment program (LEAP 21, ileap, GEE) will be based upon the Louisiana Content Standards and Grade-Level Expectations (GLEs), with appropriate instructional modifications and accommodations noted. IEP goals and objectives for students participating in LEAP Alternate Assessment, Level1 (LAA 1) will focus on the most basic components, or critical functions, of the Louisiana Content Standards. IEPs Will be reviewed at least annually for comphance and returned to school site staff for correction. IEP compliance reviews will be completed by the ACSA Special Education Manager and/or the ACSA Special Education Specialist. Documentation of this annual review will be maintained by ACSA.

30 , Professional development will be provided annually for all special education teachers and school-site ODRs regarding the IEP process. Instruction of exceptional children Will take place In the general education classroom, in a resource room setting, and/or in a self-contained or combination self-contained special education classroom as determined by each student's IEP. Class size limits will, at minimum, comply with requirements set forth in Bulletin 1706, and, whenever possible, will be lower than those required. School site staff, under the leadership of the school site special education coordinator, and with guidance from the ACSA Special Education Manager, will develop and implement an inclusion model to meet the needs of enrolled disabled students and to ensure that exceptional students are educated in the least restrictive environment. Professional development opportunities on inclusive practices will be provided for school staff Exceptional students, both disabled and gifted, Will be involved in the development of and decisions regarding their IEP, along With their parents, to the greatest extent possible. All exceptional students and their parent/guardian shall be invited and encouraged to attend and fully participate in alllep meetings via full and effective notice. Students and parents will be given ample opportunity to contribute to and comment on all aspects of the IEP as it is being developed. All exceptional students will be afforded, along with their parents, the procedural safeguards required by LA.. R.S. 17: 1945 (C) (3) and LA-R.S. 17:1952. The parent/guardian of all exceptional children will be provided with a copy of "LOUisiana's Educational Rights of Children With Exceptionalltles In Public Schools" or "Louisiana's Educational Rights of GiftedlTalented Children In Public Schools" and the contents explained to them as necessary upon initial referral for evaluation, upon each notification of an IEP meeting, upon fe-evaluation of the student, and upon receipt of a request for a due process hearing. All students who have reached the age of majority will also receive a copy of the appropriate

31 , documents. Prior to their eighteenth birthday, all exceptional students will be notified in writing of the transfer of rights upon them reaching their eighteenth birthday. Parents will also receive notification of transfer of rights. Ifthe student has not reached the age of majority, and the parent cannot be identified or located, or the student is a ward of the state, a surrogate parent will be identified and provided to represent the child in all matters relating to the identification, evaluation and educational placement of the child, and the provision of FAPE to the child. ACSA will employ or contract with a social worker as part of its support and appraisal team whose responsibility it will be, in addition to serving on an evaluation team, to identify, train and assign surrogate parents to exceptional students, as well as to assist parents and students understand and fully participate in the evaluation and IEP process at all schools operated by ACSA as needed. As outlined in Louisiana Bulletin 1706, parents shall be given full access to review their exceptional child's special education records upon request, to participate In all meetings With respect to the identification, evaluation and placement of their child, and be provided, upon request, an independent educational evaluation If a due process hearing officer finds that the LEA's evaluation is appropriate, the cost of the independent evaluation shall be borne by the parent Notice Will be given to parents of exceptional students before any proposed changes In Identification, evaluation or educational placement of the student are initiated, or before the LEA refuses to Initiate such changes. Parental consent will be obtained before an initial evaluation and, whenever possible, before a re-evaluation is conducted, and before initial special education and related services are provided to an exceptional student. If a detailed record of telephone calls and other wntten attempts and reasonable measures to contact the parent for the purpose of obtaining consent for re-evaluation is documented,

32 , and it is further documented that those attempts were unsuccessful, the reevaluation will be completed without parental consent If parental consent is withheld, an appeal may be filed in the appropnate State court as outlined in Louisiana Bulletin ACSA and school-site special education staff will attempt to resolve any and all concems regarding the devefopment and Implementation of an exceptional student's evaluation and/or IEP through communication among all involved parties Disputes that are not resolved shall be subject to complaint management, mediation or a due process hearing as outlined In LouiSiana Bulletin All enrolled exceptional students in grades 3 and above will participate in the Louisiana statewide assessment program as required, including LEAP 21, ileap, GEE, LOUisiana Alternate Assessment Level 1 (LAA1) or LOUISiana Alternate Assessment Level (LAA 2) as specified in their IEP. Test Surveys indicating the test to be taken and Alternate Assessment Checklists will be compiled by the school-site special education coordinator submitted to the ACSA Special Education Manager. The ACSA SpeCial Education Manager and/or the Special Education SpeCialist will review all surveys and checklists for accuracy and compliance and will inform the ACSA test coordinator of special needs related to ordering test materials. ACSA will employ a school-site special education coordinator at each school It charters who will participate on each IEP committee, review the special education records of entering students, and forward such records to the ACSA Special Education Manager for placement and/or other appropnate action; serve as a liaison between school site staff and support and appraisal staff to facilitate the initiation and timely completion of evaluations and re-evaluations, and ensure that students' IEPs are being implemented as written, including timely and

33 t consistent provision of related services and services from any itinerant teachers as specified in their IEPs. The school-site special education coordinator will play a key role in the development and implementation of the school's inclusion plan, and will refer any identified programmatic or compliance problems to the Special Education Specialist and assist In their correction as required. Parents will be informed regarding their child's progress on annuallep goals and in the general curriculum according to the same tlmelines as general education students. IEP progress reports addressing progress on IEP goals, and objectives if required, will be completed and provided to parents each quarter. Report cards will be issued according to the same timehnes as general education students. For exceptional students being served by both special and general education teachers, the grade for each subject will be given by the teacher providing instruction in that subject. If more than one teacher provides instruction in a subject area, the teachers will jointly determine the student's grade. All special education and Section 504 records will be kept In a locked location at the school and/or in the ACSA office. Access to review student records will be made available only to: the parent/guardian, special education teachers and service providers, general education teachers who serve the student, pupil appraisal staff conducting an evaluation or re-evaluation, and administrative staff, including the Special Education Manager, the Special Education Specialist, the school site special education coordinator, the school's principal and assistant principal, for the purpose of Instructional programming, placement, scheduling and/or compliance review. All staff who review a student's special education records will be required to sign the Access to Confidential Records form which will be stapled to the inside front cover of each student's special education file, and Indicate the reason for the review. The school site special education coordinator will compile data and reports as requested by the SpeCial Education Manager related to compliance with state

34 , I and federal laws and regulations. This may Include, but IS not limited to, data regarding compliance with provision of free appropriate public education in the least restrictive environment, provision of appropriate accommodations, initiation and completion of evaluations, scheduling, and development of compliant IEPs, maintenance of class rolls, secunty of special education records and compliance with regulations goveming confidentiality, and provision of due process. The school site coordinator, under the supervision of the Special Education Manager, will provide Information to all parents of students enrolled In the school regarding the availability of special education services and the procedure for requesting such services. A letter providing this information will be sent home to parents twice a year. The school site special education coordinator will also provide general education teachers with information regarding techniques for identifying students who may have a disability or who may function like a student with a disability and the procedures to follow for referring a student to SAT for consideration. Screening of enrolled students who are suspected of being gifted will be conducted by a certified teacher employed by ACSA using appropriate screening instruments and techniques. If screening results Indicate that a child may benefit from gifted services, the student will be referred to SAT to begin the evaluation process. Screening of enrolled students who are suspected of being talented in the arts will be conducted by a teacher employed or contracted with ACSA who is certified in the suspected area of talent (visual arts, theater or music). If screening results indicate that a child may benefit from talented services, the student will be referred to SAT to begin the evaluation process. ACSA will employ or contract one or more pupil appraisal teams comprised of, at minimum, an educational diagnostician and a school psychologist, and as appropriate, an Adapted Physical Education (APE) evaluator and an appraisal SOCial worker also employed or contracted by ACSA; additionally, one or more speech/language pathologists and APE teachers employed by ACSA will serve on such teams as necessary and appropriate. The services of an occupational

35 therapist, physical therapist, and audiologist will be secured via a reimbursable or shared services agreement with another lea or charter school, or through contractual services. As required by state mandate, the services of two certified Talented In the arts evaluators from another lea will be secured via a reciprocal services agreement or through contracted services to serve on the evaluation team for students suspected of being talented in the arts. The IEP committee will be appropnately constituted and include the student, as appropriate, the parent(s) or legal guardian(s), the student's special education teacher or service provider, if applicable, a regular education teacher as appropriate, related service providers as appropriate, the evaluation coordinator in the case of re-evaluation IEPs, adult agency representative(s) addressing post-secondary planning, if applicable and available, and the OffiCially Designated Representative (ODR). The ACSA Special Education Manager is the Officially DeSignated Representative ofthe Algiers Charter Schools Association for the purpose of IEP development and Implementation. The following individuals may serve as the ODR designee: the ACSA Special Education Specialist, the school-site special education coordinator, the school site pnncipal, and the school site assistant pnncipal. Students age 14 years or older will be required to attend the IEP conference. If an IEP committee member is unable to attend, he/she shall provide to the ODR or student's teacher a draft of current performance, goals and, if applicable, objectives, as well as methods of measurement of achievement to be considered in the development of the IEP. Written parental consent Will be obtained if an IEP committee member IS excused. All teachers ofthe disabled and gifted will hold valid louisiana certification in the area In which they are teaching and will meet the requirements for being considered highly qualified as required by NClB. All paraeducators will also meet the requirements for being considered highly qualified. School site

36 coordinators will hold Louisiana generic certification or certification in two areas of exceptionality, will have or be working toward a master's degree, and will have completed a minimum of three years of teaching students with disabilities. The Special Education Specialist will hold Louisiana generic certification or certification in two areas of exceptionality, will be certified as a City/Parish Supervisor of Instruction or will complete a minimum of six (6) credit hours per year toward such certification until certification is obtained, will have or be working toward a master's degree, and will have completed a minimum of three years of teaching disabled students. The Special Education Manager will hold Louisiana generic certification or certification in two areas of exceptionality, will be certified as a City/Parish Supervisor of Instruction, be certified as a City/Parish Director of Special Education or will complete a minimum of six (6) credit hours per year toward such certification, Will have a Master's degree or higher, and will have completed a minimum of five (5) years of teaching disabled students The Special Education Manager, the SpeCial Education SpeCialist, school site special education coordinators, principals, school site 504 coordinators, teachers and paraeducators serving disabled or gifted students, and pupil and appraisal staff will attend appropnate training and technical assistance seminars as is required by the State Department of Education.

37 , ATTACHMENT 17 Behrman will address the needs of students at nsk of academic failure via three major initiatives outlined In the Executive Summary: Implementation of the Louisiana Comprehensive Curriculum Implementation of the School Wide Positive Behavior Support System Implementation of the Teachers Advancement Program Specifically, the activities included in the LCC provide research-informed activities that are developmentally appropnate and differentiated to address the individualleaming styles of the school's diverse student population. The curriculum IS systemic and provides strong connections within and among various content areas. Within the framework of the LCC, this model will utilize the Louisiana ComprehenSive Curriculum as the core instructional program. Appropriately aligned assessments will be utilized on a regular basis to monitor student progress and to determine the need for additional interventions with students who are not progressing in the core curriculum. Students who are identified for additional intervention will be provided With strategic/tier 2 intervention in addition to the core curriculum instruction to address the students' IndiVidual needs as Identified through the progress monitoring assessments. Strategic intervention will be provided with specialized materials, smaller groups, specially trained interventionists, and additional instructional time daily. Additional Tier 3 instruction will be provided for students who continue to experience academic difficulties and will provide more intensive Intervention for these students based on their individual needs. This instructional model will be utilized for all students and will ensure that all students progress appropriately and remain on grade level. The concept of deep curriculum alignment will be threaded throughout the instructional program enhancing the connection among the written, taught, and assessed curriculum.

38 Additionally, the School Wide Positive Behavior Support System provides a vehicle for the school to further address the needs of students at risk of academic failure. A major advance in school-wide discipline is the emphasis on school Wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school IS implemented in areas including the classroom and nonclassroom settings (such as hallways, restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and leaming occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that Improve lifestyle results (personal, health, SOCial, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional. Finally, the implementation of the TAP structure at Behrman will provide a framework for teachers to meet in cluster groups to discuss and analyze Instructional practices and to discuss methods of instruction as it relates to students at risk of failure. Cluster groups meet on a weekly basis with TAP trained and certified Master and Mentor teachers, thus providing opportunities to analyze the taught curriculum to ensure that it IS challenging. Cluster groups Will regularly check to see If the taught cumculum accommodates the leaming needs of all students while maintaining expectations for high academic performance.

39 ATTACHMENT 18 The Stewart B. McKinney Homeless Assistance Act (P.L ) defines a homeless individual as "one who lacks a fixed, regular and adequate nighttime residence and/or who has a primary nighttime residence that is a short-term or transitional shelter, or a place not designed for or ordinarily used as regular sleeping accommodation for human beings." The SOCial worker at Behrman will act as a contact person, outreach worker and advocate for homeless and highly mobile families and youth. As such, the social worker will engage in the following activities that will assist the homeless student population. Identify local service providers (shelters, food banks, community agencies) and print a contact sheet for newly amvlng families. Attend local homeless coalition meetings or other advisory groups where the needs of area homeless people are discussed. Print brochures and posters to Inform parents and youth of their right to public education, even if they don't have an address (samples are available from LDE), and to provide contact Information for assistance with school enrollment and attendance. Distribute printed material at shelters, food banks, laundromats, weekly rates motels, etc. Collect clothing, shoes, school supplies, hygiene products and other goods through donations and distribute to students and families in need. Try to locate sources for new items, Instead of only collecting used goods. Stnve to make newly arriving families and youth feel welcome at school and In your community, even if you know they are not planning to be in the area very long. Realize that homeless families may not have money for school supplies, field trips, lunch, or snacks--perhaps an adoptive parent or person could help With expenses. Realize that homeless children are in crisis and need a lot of love and positive attention to deal with their difficult experiences.

40 Set up a buddy system to make the homeless student feel more comfortable about this sudden change and difficult transltton. Making friends is difficult for many children as well as adults. Be patient with homeless children, knowing that they are not quick to trust adults. Many of these children have been let down by adults and In serious cases have witnessed their parents fighting and perhaps being beaten or battered severely. The following criteria will assist In the identification of homeless children: Children living in "doubled-up" accommodations due to loss of housing or similar circumstances which force them to share housing Children placed in motels for lack of shelter spaces Children placed in foster homes for lack of shelter space Migratory children staying in accommodations which are unfit for habitation

41 ATTACHMENT 19 Behrman will follow the requirements of Title I, Parental Involvement as established in the No Child Left Behind Act A synthesis of the research concluded that ''the evidence is consistent, positive, and convincing: families have a major influence on their children's achievement in school and through life. When schools, families, and community groups work together to support learning, children tend to do better In school, stay In school longer, and like school more." Studies have found that students with Involved parents, no matter what their income or background, are more likely to earn high grades and test scores and enroll in higher level programs; pass their classes, earn credits, and be promoted; attend school regularly; and graduate and go on to postsecondary education. Behrman will develop, jointly with parents of children attending the school, a written school parental involvement policy that describes how the school will carry out the parental involvement requirements such as a school-parent compact. A parent-teacher association will be established at Behrman. Through this vehicle, various activities bnnging together parents, children, and teachers will be developed. These activities will address the development of parental knowledge around the curriculum being delivered and the level of expectations the teachers hold for student performance. Parents will be provided with opportunities for teacher conferences and to participate in the development of school Improvement plans. Additionally, Behrman, in conjunction with other ACSA schools will: Hold neighborhood meetings to explain the structure ofthe association. Inform parents about their role in the development of the school's "focus".

42 Work to develop a network or partners and supporters, through the use of meetings with local business, religious, civic, and political leadership and through informational brochures and newsletters; Interact with and promote ParentfTeacher Organizations; Implement parent-stude nt-teacher conferences at the beginning of the school year so that teachers can understand the child and parents can understand the expectations of the school; Contact local churches and civic organizations to schedule opportunities to discuss the schools; Include workshop elements within the structure of regularly scheduled parent meetings to make them more beneficial to parents; Work to develop a directory of social services for parents as well as providing parenting information that parents may not otherwise have access to; Educate staff members as to the environment needed to facilitate strong parent to school communication; Focus on creating a database of parental and community volunteers, and finding school based volunteer coordinators; Issue parent surveys to gauge quality of service, impressions of schools, development of strategic goals, knowledge of school programs, and parental involvement; Use as part of its professional development, training in parent/school communications; Utilize ESL teachers to communicate LEP information to parents; Provide year-end reports on the schools which detail vital academic and operational Information, and, Make available the professional qualifications of its teachers via the Teach Louisiana website. Communication Parents will receive Information in the following ways:

43 Teacher correspondence (weekly communications from every elementary teacher) and monthly for students receiving interventions Conferences (quarterty conferences for every student) Interim Reports (mid-quarter reports for all students) Report Card (quarter reports for all students) Notice/Flyers (penodic communications regarding special activities) Office Bulletin Board (calendar in school offices) Staff E-malls (a directory of staff s) The Algiers Charter School Association maintains a web site which will provide Behrman parents with up to date information. Each school can develop a link on this site to afford parents an opportunity to access current school specific information and staff s for ongoing correspondence.

44 ATTACHMENT 20 The community often offers a number of resources that can be valuable to both the ACSA schools, including Behrman, and the families that these schools serve. Community resources include volunteers, non-profit, civic and business organizations that offer financial support, innovative programs, or intemship and career-related information, and other agencies that may provide social services for students and families On behalf of Behrman, the Algiers Charter School Association will first collect an inventory of local human services providers, both public and private, businesses, nonprofits, and other local organizations, while paying particular attention to organizations that operate In Algiers currently. The Algiers Charter School Association will send out Information regarding its structure and operations so Its focus is made clear to the people of the community, and that feedback from those interested in successful public education can be taken. The ACSA will outline a list of expectations of community partners prior to engaging in any relationship including length of partnership, type of relationship to be created, and goals. The ACSA can also create an environment where Behrman becomes a hub of the community. Ways that this can happen include: Behrman can provide Information for students and families on community health, cultural, recreational, social support, and other programs or services; Behrman can provide information on community activities that link to leaming skills, including summer programs for students;

45 Partnerships involving school, civic, counseling, cultural, health, recreation, and other agencies and organizations, Making Behrman a center for students and families through the arts, music, drama and senior activities. The ACSA will also communicate progress of the school through annual reports, standardized tests including state-mandated tests, parent conferences, and report cards or student progress reports. Other possible methods may include reports in local newspapers, public presentations, newsletters, and parent satisfaction surveys.

46 REQUEST NO. 21 Enclosed with this document are: 1. Articles of Incorporation 2. Certificate of Incorporation from the Louisiana Secretary of State's office (c)(3) determination from the IRS. 4. Set of by-laws for the non-profit corporation applicant

47 REQUEST NO. 22 A, B & C Enclosed with this document are: A. Copy of the ACSA unaudited statement of financial position, unaudited statement of activities, and an unaudited statement of cash flows signed by the president of the board of directors before a notary public attesting to the accuracy and completeness of the information provided in these financial statements for the period December 1, 2005 to February 28, B. Credit report dated March 2, 2006 from Hibernia Bank IS attached hereto C. No form 990 has been filed to date by the Algiers Charter School Association. ACSA has obtained an Employer Identification Number and have been designated by the Internal Revenue Service to be a tax exempt public charity We are required to file Form 990. The form 990 will be filed by November 15, 2006 which is the 15th day of the 5th month after the organization's accounting period ends.

48 , ATTACHMENT 23 The Algiers Charter School Association was established in order to meet the academic needs of students In Orleans Parish It was determined that a charter organization would be the fastest and most efficient way of reopening schools in a section of the city that had seen less hurricane damage than many others. Those reasons included: Creating charter schools was a financially advantageous method for restarting educational services in the Orleans Parish area. Charter schools were eligible for the $2,000 per pupil allocation from the federally awarded charter school grant recently received by the State Board of Elementary and Secondary Education (BESE) to address the needs of students Impacted by Hurricane Katrina. These charter grant funds, leveraged With all other state, local and federal funds available, supported the re-opening of schools in Creating charter schools provided the appropriate infrastructure and Instructional innovation to improve the educational performance of these schools and their students. Eleven of the thirteen schools on the west bank or Orleans Parish were performing below the state average for all schools in Louisiana prior to Hurricane Katnna. Eight of these schools have School Performance Scores below 60 and are identified as Academically Unacceptable by the state. Over the past 6 years of the Louisiana Accountability System, these schools have shown little improvement in their performance. The Algiers Charter School Association currently operates six schools on the west bank of New Orleans. The ACSA has conducted staff development for Its teachers in order to help them maximize their abilities. The teachers have worked with the Grade Level Expectations In order to prioritize and tailor them to the students that they serve.

49 , Algiers Charter Schools use the Louisiana Comprehensive Curriculum (LCG) that encompasses the Grade Level Expectations. All curriculum programs will enable each student to make continuous and substantial academic achievement. The alignment of all selected instructional resources to the LCC will be documented through the use of the tools provided within the professional development related to the implementation of the LCC. As teachers grow professionally through the TAP structure, they will be able to submit to the ACSA staff enhanced leaming activities to be included within the curriculum documents. The design of these leaming opportunities will meet all state performance standards and be deeply aligned to the content, context, and cognitive level of the LEAP and ileap assessments. The Algiers Charter School Association is not affiliated with any religious organizations, nor does it engage in any activities with a religious purpose. ACSA proudly reports that it has no liens, sanctions from any local, state or federal agency levied against it. The only official litigation In which ACSA has been involved as of the date of this filing IS a matter captioned Renard Lotts, et al v. Orleans Pansh School Board, CA No , Dlv. N-8, pending in the Civil District Court for the Parish of Orleans. ACSA has not yet been served and has been Informed by plaintiffs counsel that plaintiff shall dismiss ACSA. The matter involved claims against the Orleans Parish School Board for failing to provide an education to children post-katrina and failing to provide accommodations for certain special needs students. The primary allegation against ACSA was that plaintiff incorrectly alleged that OPSB loaned ACSA $1.5 million when OPSB claimed it could not open schools under its administration due to funding concems State Representative, Jim Tucker, was the incorporator of ACSA. Below is biographical information on Representative Tucker. Should the RSD require any additional information, ACSA would be pleased to submit it.

50 , JIM TUCKER State Representative - House District 86 Westbank Orleans and Jefferson Professional Experience Louisiana House of Representatives March 2001 to date Committee Assignments: Insurance Retirement Transportation, Highways & Public Works Managing Member - Tucker Properties, a real estate development firm Founding Partner: Holley, Tucker, Bossier & Nosacka Financial Advisors Howard, Weil, Labouisse, Friedrichs, Inc Municipal Analyst Director of Muntcipal Research Vice President, Public Finance Department Education The University of New Orleans - Bachelor of Science in Finance, Minor In Economics and Securities AnalysIs O. Perry Walker High School Professional, Civic and Business Affiliations New Orleans Regional Chamber of Commerce Algiers Development Distnct, Chairman Algiers Economic Development Foundation The Jefferson Chamber Louisiana Association of Business & Industry Christian Health Ministries Foundation, Trustee Southeast Louisiana Council of the Boy Scouts of America, Trustee Our Lady of Holy Cross College, Board of Regents Terrytown Civic Association Oak Park Baptist Church

51 ATTACHMENT 24 In accordance with the Bylaws of the Algiers Charter School Association, the authorized number of Trustees, to be set by the Board of Trustees, shall be no less than four (4) and shall not exceed seven (7). At least one member of the Board of Trustees shall possess significant experience in financial affairs, to assist the Board in better managing the fiscal affairs of the AssociatIOn. Subsequent to the expiration of the initial term, all Board Seats will be filled and occupied by members of the Algiers community, who has either resided or been employed in Algiers for no less than 3 years prior to his or her application for service on the Board, has demonstrated substantial involvement or significant experience in either education or community service in the Greater New Orleans Metropolitan area, and fulfills other critena that may be specified by the Board.

52 ATTACHMENT 25 MEMBERS OF THE BOARD OF TRUSTEES OF THE ALGIERS CHARTER SCHOOL ASSOCIATION Cassandra Bookman Mark McNamara Glenn Orgeron Elsie Rose Dr. Myles Seghers Calvin Turner, Jr. Seat temporarily unoccupied Lourdes Moran serves as a liaison from the Orleans Parish School Board. Enclosed with this document are the Biographical AffidaVits for each Board Member.

53 ATTACHMENT 26A The Trustees of the Algiers Charter School Association shall have oversight authority over the financial, management and academic operations of the charter school. The Board has hired a CEO/Director to oversee all academic operations, which includes management of personnel, schools and curriculum The Board has also contracted with the firm of Alvarez and Marsal to build and manage on an interim basis the operational Infrastructure supporting Its charter schools, including Behrman. To perform their oversight function, the Trustees shah be given reports at each monthly Board meeting from the Chief Executive Officer / Director and the Interim Chief Operating Officer These reports will detail current academic and financial performance, the degree of achievement of approved objectives, and the need to address forward-planning issues, financial statements, with appropriate segment breakdowns; compliance with law and policies, and material litigation, legislative and regulatory matters and provide for Input from the Trustees. Trustees shall have open access to Inspect all books, records and facilities of the charter school and have a direct line of communication with the all principal external and Internal advisers including outside legal counsel and accountants to verify personally the information received through the reporting system. SpeCifically, the Board of Trustees wih be responsible for approving fundamental operating, financial, and other organization plans, strategies, and objectives; evaluating the performance of the organization and its semor management; selecting, regularly evaluating and fixing the compensation of the senior executives; requiring, approving, and implementing senior executive succession plans; adopting policies of conduct; reviewing the process of providing appropriate financial and operational information to decision makers (including board members); and, evaluating the overall effectiveness of the organization and its board.

54 ATTACHMENT 27 For the school year, the ACSA proposes to operate 10 schools. The ACSA Chief Executive Officer (CEO) would report to the Board of Trustees. Reporting directly to the CEO: The Chief Operating Officer (COO) would lead all non-instructional operations for schools, including human resources, finance & accounting, payroll, procurement, security, transportation, child nutrition services, facilities maintenance, communications and information technology. The School Principals would lead individual schools. The Director of School AdminiStration would run day-to-day school administratipn and principal mentoring. The Director of Curriculum would guide curriculum at the schools within the theme of what IS described in this application. The Director of Special Education would manage all special education and nursing personnel. The School's proposed organizational chart is as follows: I ~ManaDer Snan Riedinger CEO I """'" E_ r-- 1>- _n~ eouriselo< i As"~ II Pnncipat L.. H---I COunSelor I! I I ~ ~"'''~I r.....", GuidElince Ubl1llrlan _""port Speaallat --' Data Speaahst ParaprofeSStORaI School Nurse

55 The ACSA's proposed organizational chart is as follows:

56 ATTACHMENT 29 On February 21, 2006, the ACSA General Counsel, Interim CEO/Director and Interim COO, Alvarez and Marsal, performed an in-service for the Board of Trustees. The in-service included an onentatlon program directed at educating the Board of Trustees on the financial, organizational and academic operations of the ACSA. The Board of Trustees was also educated on their legal responsibilities as members of the Board and the pertinent charter school and other Louisiana laws that govem their personal conduct and the activities of the Board of Trustees. Such in-service sessions will be held with the Board of Trustees going forward on a bi-annual basis. On May 18, 2006, the ACSA non-instructional management team conducted a seminar to further educate board members on public education budget issues. Future sessions will focus on training in board collaboration, community involvement in the board process and continued ethics training. Board members will be evaluated by their participation in the board process and in-services. The President/Chairman will determine appropriate mandatory alternative training sessions for board members that consistently fail to participate.

57 ATTACHMENT 30 Behrman will have an open enrollment policy for students who reside in Orleans Pansh. Behrman'S enrollment and admissions process shall ensure equal access for all students regardless of Intellectual ability as ascertained by an intelligence quotient examination, race, religion, gender, ethnicity, national origin, or identification as an exceptional child (LA-RS 17:3991(BX3». NOTE: Families living in Orleans Parish prior to Hurricane Katrina who have been displaced and are now residing in surrounding parishes will qualify for enrollment in the Algiers Charter Schools through the Families in Transition/Homeless policy For the school year, ACSA will hold registration for Behrman from June 18 through July 18, If the school has a surplus of students at any grade level qualifying for admission in the school year, a lottery will be used to determine acceptances ACSA would conduct this lottery for Behrman, only if necessary, in July The President of the Board of Trustees would conduct this lottery with the CEO/Director of the Charter Schools, the school principal and at least one member of the Board of Trustees. The lottery would take into account the following preference procedures in the order as listed below 1. Students enrolled in the charter school In the previous year 2. Students enrolled in the public school in the previous year (pre Katrina) 3. Siblings of students enrolled in the school in the previous year 4. Open access thereafter throughout the parish of Orleans If a waiting list is kept at Behrman in the school year, this list will be kept through the first semester The list will include all eligible student registrants who are unable to enroll at Behrman through the above process due to Behrman's eligible registrant population exceeding the school's capacity. To the extent that seats become available during the first semester, students will be chosen from

58 , the waiting list in the order in which they were accepted onto the waiting list on a grade by grade basis. After the first semester, Behrman will no longer maintain a wait list, nor will Behrman accept new students for the school year The process for student withdrawal from Behrman would be as follows. 1. With the permission of the principal, a student may be withdrawn from school under any of the following conditions: a. Student is eighteen years of age-parent's signature not required; student's signature is sufficient unless the student has a disability. b. Student is under the age of 18 and is moving out-of-district; parent's signature required. c. Student IS under the age of 18 and is transferring to another schoolpublic or private; parent's signature required. 2. The principal in conjunction with wntten parent approval, has the authority to permit students to withdraw from school for any of the following reasons: a Entrance into a Job Corps program b. Entrance into a G.E.D. program c. Joining the armed services d. Employment

59 , ATTACHMENT 31 The following discipline rules and procedures draft will be used as a starting point for Behrman. Additionally, the School Wide Positive Behavior interventionist and the accompanying committee will actively review the school's discipline procedures to ensure that an effective program of school-wide student behavior emphasizes self-discipline and responsibility. Discipline Rules and Procedures - DRAFT SUSPENSIONS A student may be suspended from any school for not more than 10 school days in any school year. The suspension may be for a minimum of 1 day and a maximum of 5 days Offenses for which a student may be suspended include, but are not limited to: 1 Willful disobedience; 2 Treating a teacher, principal, superintendent, member, or employee of the local school board With Intentional disrespect; 3. Making an unfounded charge against a teacher, principal, superintendent, member, or employee of the local school board; 4. Using unchaste or profane language; 5 Engaging in immoral or vicious practices, or of conduct or habits injurious to his/her associates; 6. Using tobacco or possessing alcoholic beverages or any controlled dangerous substance govemed by the Uniform Controlled Dangerous Substances Law, In any form, In school buildings, on school grounds, or on school buses. 7. Disturbing the school and habitually violating any rule; 8. Cutting, defacing, or injuring any part of the school buildings, any property belonging to the school buildings, or any school buses;

60 , 9. Wnting any profane or obscene language or drawing obscene pictures in or on any school material or on any school premises, or on any fence, pole, sidewalk, or building on the way to or from school, or on any school bus; 10. Carrying firearms, knives, or other implements which can be used as weapons, the careless use of which might inflict harm or injury; 11. Throwing missiles liable to injure other persons on the school grounds or while on any school bus; 12. Instigating or participating in fights while under school supervision; 13 Violating traffic and safety regulations, 14. Leaving the school premises without permission; 15. Leaving the classroom during class hours or detention Without permission, 16. Being habitually tardy or absent; 17. Committing any other serious offense. An Informal Conference (Pre-Suspension Conference) Suspension shall be preceded by an informal conference conducted by the principal or his/her designee between the student, and whenever practical, the teacher, supervisor or school employee who referred the student to the principal. At the conference, the student shall be informed of the reason for the disciplinary action and the evidence against himlher; he/she shall be given the opportunity to present his/her version and evidence in support of his/her defense. Informal Conference May be Omitted This conference may be omitted if the principal or his/her designee determines that an emergency situation exists An "emergency situation" involves a clear and present danger to the lives, safety or health of students or school personnel. If the pre-suspension conference is not held, both the parent/guardian and student shall be notified of the student's right to return to school for the purpose of a conference. The conference shall be held within two school days, unless the

61 student IS physically unable to attend for any reason. In such case, the conference will be held as soon as the student is physically able to retum to school. Authority to Suspend All requests for student suspension are to be processed by the principal or his/her designee of the school in which the student is enrolled at the time of the misbehavior. Parents/Guardians Notification At the time of the suspension, a school employee shall make a reasonable effort to contact the parent/guardian by telephone or in person. Whenever a student is suspended, the parent/ guardian shall be notified in writing of the suspension. This notice shall state the reasons for suspension and the date and time when the student may retum to school. Should school officials wish to ask the parent/guardian to confer regarding matters pertinent to the suspension, the parent/guardian should respond to such requests without delay. Parent Conferences Regarding Suspension Whenever a student IS suspended, school officials shall schedule a conference to meet with the parent/guardian to discuss the causes and duration of the suspension, the school policy Involved, and any other pertinent matters. While the parent/guardian is required to respond without delay to a request for a conference about a student's behavior, the student will not be allowed to retum to school until the parent attends the conference. extension of Suspension Any extension of the original period of suspension shall be preceded by notice of such extension With an offer to hold a conference concemlng the extension, giving the student an opportunity to be heard This conference may be held in conjunction with a meeting requested by the student or parent/guardian to

62 challenge the original suspension. Extension of the suspension may be made only if the principal or his/her designee determines, following a meeting in which the student and the student's parenuguardian were Invited to participate, that the student's presence at the school or at an alternative school would endanger persons or property or threaten to disrupt the instructional process. Right of Appeal Parents have a right to appeal a suspension. The appeal must be filed with the principal In writing within 5 days of the parent's receipt of written notice of the suspension. The appeal will be heard by the School Discipline Review Board (3-4 teachers selected to serve for at least one school year who the principals' leadership team feels are consistently objective in their decision-making, with one teacher serving as the chair). The School DiSCipline Review Board will determine whether to uphold, reverse, or modify the decision to suspend the student. Decisions of the School Discipline ReView Board are final EXPULSIONS Offenses for which a student may be expelled include, but are not limited to: 1. Possessing, use or transmittal of a firearm 2. Possession, use of a knife 3. Possession or use of a controlled substance 4 Committing or attempting to commit a sexual assault or committing a sexual battery 5. Possessing use or transmittal of a prohibited weapon 6. Committing Aggravated Assault 7. Committing Aggravated Battery 8. Committing Arson 9. Involved in Gang activity 10 Possession, use or transmittal of alcohol 11. Committing Assault With Bodily Injury 12. Habitually violating school rules or policies

63 13. Upon the 4th Suspension Student's Right to Expulsion Hearing The student is entitled to a hearing to determme whether the student should be expelled. The hearing shall be held within 10 school days after the principal or designee determines that an act for which the consequences may be expulsion has occurred The student is entitled to one postponement of an expulsion hearing for a period of not more that 3 calendar days. The request for postponement shall be in writing. Once the hearing starts, all matters shall be pursued with reasonable diligence and concluded without unnecessary delay. Student Right to Written Notice of the Expulsion Hearing Written notice of the hearing shall be forwarded to the student and the student's parent/guardian before the date of the hearrng. The notice shall advise the student and the student's parent/guardian of: 1 The date and place of the hearing; 2. A copy of disciplinary rules which relate to the alleged violation; 3. The opportunity for the student or the student's parent/guardian to appear in person or to employ and be represented by counsel; 4. Their rrght to inspect and obtain copies of all documents to be used at the hearing in advance of the hearrng; and 5. Their opportunity to question all evidence presented and to present oral and documentary evidence on the student's behalf, including witnesses. Student Right to Wrrtten Notice of the Expulsion Decision The prrncipal or his/her designee shall send written notice of the decision to expel to the student or parent/guardian. This notice shall include the following: a Notice of the rrght to appeal the expulsion to the ACSA Board

64 b. Notice of the student's or parent/guardian's obligation to inform any new district in which the student seeks to enroll of the student's status with the expelling district, and c. Notice ofthe alternative educational placements available to the student during the time of expulsion. Right to Appeal The student or parent/guardian is entitled to file an appeal of the decision of the school to the ACSA Appeal Board. The appeal must be filed with the ACSA secretary in writing within 5 days school's decision. A committee ofthree ACSA Appeal Board Members will review the written request and recommend to the ACSA to uphold, reverse, or administer another consequence (Le 10 day suspension). Decisions of the ACSA Appeal Board are final.

65 ATTACHMENT 33 School uniforms will consist of solid colored pants/skirts and shirts. In many cases, school uniforms are less expensive than the clothing that students typically wear to school Nonetheless, the cost of purchasing a uniform may be a burden on some families. Examples of the types of assistance that could be provided follows: community and business leaders provide uniforms or contribute financial support for uniforms; and/or school parents/ptas work together to make uniforms available for economically disadvantaged students; and/or used uniforms from graduates are made available to incoming students.

66 ATTACHMENT 34 School food services for breakfast and lunch are currently being provided at Behrman under a contractual arrangement between the ACSA and Sodexho School Services The contracted food service provider is responsible for collaborating With the ACSA and the community in planning school menus. the procurement and preparation of meals. and assisting with clean-up after meals. The provider is also responsible for all hiring. training. and management of cafetena employees and most administrative personnel associated With the food service program. In accordance with Federal Law. the ACSA provides personnel to administer the Free and Reduced Price Meals program.

67 REQUEST NO. 37 The Algiers Charter School Association's policies and procedures for compliance with the Louisiana Public Records Law, La. R.S. 44:1 et seq, will mirror the requirements ofthe Louisiana Public Records Law. The Algiers Charter School Association shall comply with all requirements of the Louisiana Public Records Act by responding in compliance with all records requests in a manner consistent with the Act. This legal requirement is set forth in the ACSA bylaws, which are enclosed with this document.

68 . ' REQUEST NO. 38 The Algiers Charter School Association's policies and procedures for compliance with the Family Educational Rights and Privacy Act (FERPA) will mirror the requirements of FERPA. The Algiers Charter School Association shall comply with all requirements of FERPA. To facilitate compliance, students' records will be kept in a locked file In a secure location with limited access. This legal requirement is set forth in the ACSA bylaws, which is enclosed with this document.

69 ATTACHMENT 42 How to transfer student records to the school district of location of the charter school and to provide a copy of such records to each student's parent of legal guardian & How to transfer students: In the event of the dissolution of Behrman, students and student records, shall revert to the recovery school district or Orleans Pansh School Board, however the law shall mandate. In the event of a dissolution of this school, ACSA as charter operator would provide a copy of student records to each student's parent of legal guardian. The process for holding pubhc meetings to provide information on the school's dissolution to parents: In the event of the dissolution of Behrman, the ACSA would conduct a number of public meetings throughout Algiers and at the school site. These meetings would be publicized on the ACSA website and in the local media. Parents would be provided with the necessary Information and materials to attend to their child's specific academic needs at these meetings. How to transfer the school's fixed assets and cash on hand to the chartenng authontv & a commitment to establish an escrow account of no less than $ to pay for leaal and audit expenses that would be associated With a dissolution should it occur: ACSA would provide that in the event that there is a dissolution of Behrman school, within 30 days of that day, students shall no longer be attending the school, the ACSA shall tender to the chartering authonty all Behrman physical assets purchased With public funds and will withdraw all of its personnel from Behrman. ACSA would execute a lease agreement with the Recovery School District. ThiS document would establish that the ownership of the Behrman building lies outside the ACSA and Behrman School, and the owner of the building will be responsible for Insunng the contents and the building. ACSA will

70 be clearly identified as the steward of these assets but ownership will always rest outside the ACSA. In the event there is a dissolution of Behrman, within 30 days of that day, students shall no longer be attending the school, the ACSA Finance Manager will deliver to the chartering authority as one package on the same day: I. A listing of the Behrman accounts payable and accruals which are to be paid by the ACSA. Such payables and accruals will include amounts to move, record and store the financial and operational records of the ACSA for a penod of seven years after it ceases to operate Behrman, and to maintain a small office and staff of 2 to 3 people for a period of 120 days after the day students are no longer attending the school; II. A listing of the cash on hand; III An escrow account agreement with a Louisiana chartered bank with a branch location in New Orleans funded in the amount of $25,000 which will provide the funds in this account are to be used to pay for legal, tax return filings, and audit expenses associated with the dissolution of ACSA; IV A check designating the chartering authority as payee for the amount of unencumbered cash which is defined as cash in hand, less the listing provided in paragraph ii above less the amount $25,000 listed in paragraph IIi above. V. In the event when all Behrman accounts payable and accruals are paid and the Algiers Charter School Association has remaining public funds designated for Behrman, the ACSA will deliver a check designating the chartering authority as payee in the amount of all such remaining funds VI. The chartering authority will not be responsible or liable for any Behrman unpaid debts if Behrman does not have sufficient funds to pay all of Its debts at the time Behrman ceases operation under the ACSA unless any shared services arrangements or contracts require otherwise.

71 How to designate one or more trustees as stewards of school records (financial and operational): The Board of Trustees will appoint at its meeting of dissolution of the school an individual who will be directly responsible for ensuring the orderly packing, recording of files and storing of the paper financial and operational records of Behrman under the operation of the ACSA. Digital files will be maintained on CD or other storage media found appropriate by the trustee and stored either at the same location as the paper records or at another location at the discretion of the trustee. Such records will be moved to a facility off of the Behrman premises within 30 days of the day students shall no longer be attending the school.

72 ATTACHMENT 43A The school personnel policies regardmg teachers employed by the school pnor to its transfer Into the Recovery School District will be the same as those who were not employed prior to the transfer. All are designed to meet the qualifications of NClB. They will be as follows: Our goal is to hire the best, highly qualified, certified teachers to teach at The Association. We want our teachers to not only be strong academicians, but Interested in the mission of The Association and the development of our community. In regards to meeting the requirements of NCLS and to assure that all teachers of core academic subjects are highly qualified and that all paraprofessionals are highly qualified at the time they are hired. The Hiring Process ACSA carefully selects its employees through a written application, pre-screening test of math and English, set at the eight grade level, designed and graded by a third party organization, personal interviews, and background, certification and qualification checks Specifically, Interested candidates submit an application, take the pre-screening test, fill out the background consent form and preemployment questions. Before a candidate is granted an Interview, we must receive an approved background check, they must receive a passing score on the pre-screen test, and their certification and qualification be verified. After a candidate has passed these steps, and has been Interviewed by a school principal, they can be recommended for a position. See attached example documents This selection process helps ACSA find and employ people who are concerned with the success of its students; people who want to do a Job well; people who can carry on their work with skill and ability, and people who are comfortable with the start-up environment of ACSA and who can work well not only with our team, but within a team environment.

73 ACSA rehes on the accuracy of the information provided in these written applications and personal Interviews, as well as the accuracy of other data presented throughout the hiring process and employment. Any misrepresentations, falsifications, or material omissions in any of this information or data may result In exclusion of the individual from further consideration for employment or, if the person has been hired, termination of employment. ACSA Employment Within a brief introductory period to ACSA, all ASCA employees will be required to sign an Employee Handbook that will specify the terms and conditions of the employee's employment, ACSA's policies and procedures, ACSA's general expectations regarding the employee's performance, and what the employee can expect from ACSA. See attached documentation. Expected Work Days A. All full-time employees are required to work a 40 hour work week as expressed in the employee handbook. Full-time staff are expected to be present at the school from a minimum of 15 minutes prior to the beginning of the normal school day to a minimum of 15 minutes after the normal school day, unless other arrangements are approved by the Director. B. In addition, teachers and staff, are required to participate in programs related to their professional duties that may be held outside school hours. These days include in-service sessions conducted within the regular work hours, staff meetings, parent-teacher-student conferences, and informational nights. Teachers may also be required to participate in 30 hours of additional duties per year.

74 Teachers, counselors, librarians, and social workers will be expected to work 175 student days and 12 professional development days a year Some employees will also be requested to teach summer school. Equal Employment Opportunity ACSA is an equal employment opportunity employer. Employment decisions are based on merit and business needs and without regard to age, sex, race, religion, national origin, disability, veteran status, political belief, sexual orientation, marital status, familial status, or any other factor protected by law This policy applies to all areas of employment including recruitment, hiring, training and development, promotion, transfer, termination, layoff, compensation, benefits, social and recreational programs, and all other conditions and privileges of employment in accordance with applicable federal, state, and local laws. Management is primarily responsible for seeing that ACSA's equal employment opportunity policies are Implemented, but all members of the staff share in the responsibility for assuring that by their personal actions the policies are effective and apply uniformly to everyone. With regards to LA R.S. 17:1990(0) which provides that at the time of the transfer of a school to the school district, any certified teacher with regular and direct responsibility for providing classroom instruction to students who is employed in the transferred school by the prior system shall be given priority consideration. All potential employees will be given the same consideration and will have to participate and pass the same pre-employment procedures. Any certified teacher from the transferred school will have the right to participate In this process, but will not automatically be given a role if they can not pass the hiring process set to meet the NClB and ACSA standards we have set.

75 With regards to LA-R.S. 17:1990(E)(1)(a) which states that the benefits and privileges of any person employed in a school by the Recovery School District who was employed by the prior system at the time a school is transferred to the Recovery School District's jurisdiction shall be the same as those required by law for employees in the city, parish, or other local public school systems of this state, except as provided by law for the operation of a Type 5 charter school. Personnel on Leave from a Local School Board The Association employees, who, previous to their employment at the charter school, were employees of the local school board, may request a leave of absence up to three years. This allows a three-year period to decide on permanency of charter school employment. If a teacher requests to return to the school system, he or she will retain the status, rights, and benefits gained prior to the authorized leave [LA-RS (8»). Regarding LA-R.S. 17:3997(A)(2) which states that an employee of a local school board granted a leave of absence to teach at a charter school, for the duration of such leave, shall contribute to and be eligible for the school employees' and teachers' retirement systems. Retirement Benefits Individuals who were employed by a local public school system, and who are currently participating in the Louisiana Teacher Retirement System of Louisiana or any other LOUisiana retirement system will be eligible for staying with their system. With regard to, LA-R.S. 17:3997(A)(3) which provides that charter school employee eligibility for benefits which would otherwise accrue under state law is contingent upon the charter school's participation In such benefits programs. ACSA IS committed to sponsoring a comprehensive benefits program for all eligible employees. In addition to receiving an equitable salary and having an

76 equal opportunity for professional development and advancement, ACSA employees may be eligible to enjoy other benefits that will enhance their job satisfaction. ACSA will periodically review the benefits program and will make modifications as appropriate to the company's condition. ACSA reserves the right to modify, add or delete the benefits it offers, providing reasonable notice of such changes to our employees. 12-month, 11-month, 10-month, and 9.5-month employees are eligible to receive benefits in accordance with the provisions of this Employee Handbook. Temporary employees are not eligible for benefits. As well as benefits and leaves required by law, benefits may include, but not be limited to the following: Medical Benefits Effective February 1, 2006, Coventry HealthCare will be the health Insurance carrier for Algiers Charter School Association. ACSA will contribute 75% of fulltime employees' medical premium coverage during employment by ACSA and 50% of their dependents. Employees are eligible for coverage the first day of the month following 30 days of employment. Eligible employees, who choose not to obtain medical insurance through ACSA, must sign a waiver of participation in the benefit programs. Dental Benefits ACSA will provide a passive PPO dental plan that allows employees to seek treatment from the dentist of their choice. Basic Life & AD&D Insurance ACSA will provide full-time employees with $20,000 group life and accidental death and dismemberment (AD&D) Insurance, and pay the full cost of this benefit.

77 Sick and Personal Leave All 12-month, 11-month, 10-month, and 9.S-month employees are eligible to eam up to ten days of paid sick/personal leave in a 12-month period. Temporary employees are not eligible to earn sick/personal leave. From their date of hire, employees will eam two days of sick/personal leave for every 30 days worked. ACSA will pay employees for any accrued, unused sick/personal days on the first regular payday following the last day for teachers each school year. Vacation Leave Policy Paid vacation is eamed only by employees who are in a regular position and are scheduled to work for 12 months/year. Employees In these positions earn vacation at the rate of one workday for each month worked in the school year, beginning on the day that school commences. An employee may earn no more than ten vacation days per school year. All vacation days earned by June 30 in one school year must be used before the beginning of the following school year. Various Bonuses, including, but not limited to: On the Spot Bonuses ACSA employees are eligible to eam on the spot bonuses from Principals, Assistant Principals and central office staff at any time. "Harder-to-fill"-Bonuses ACSA employees are eligible to eam bonuses for filling "harder-ta-fill" positions, which will be determined annually as the market changes. Workers' Compensation On-the-job Injuries are covered by our Workers' Compensation Insurance Policy. This insurance is provided at no cost to ACSA employees. This job-injury

78 Insurance is paid for by ACSA. Employees who cannot work due to a job-related Injury or illness, will have their medical bills and a portion of their income paid by Workers' Compensation insurance until they can return to work. Unemployment Compensation Depending upon the Circumstances, employees may be eligible for Unemployment Compensation upon termination of employment with ACSA. Eligibility for Unemployment Compensation is determined by the Division of Unemployment Insurance of the State Department of Labor. ACSA pays the entire cost of this insurance program. Medicare As a wage eamer, employees may be required by law to contribute a set amount of their weekly wages to the medicare system. ACSA may be required to deduct this amount from each paycheck. Regarding LA-R.S. 17:3996(0), which provides that the provisions of any collective bargaining agreement entered into by the local school board in whose jurisdiction the charter school is located shall apply to a charter school established and operated in accordance with the provisions of the charter school law and its approved charter and the school's officers and employees, except as otherwise provided in the approved charter. Collective Bargaining The Association will not participate in any collective bargaining agreements.

79 ATTACHMENT 43B In regards to the procedures for hiring and dismissing school personnel; Our goal is to hire the best, highly qualified, certified teachers to teach at The Association. We want our teachers to not only be strong academicians, but interested in the mission of The AssocIatIon and the development of our community. In regards to meeting the requirements of NClB and to assure that all teachers of core academic subjects are highly qualified and that all paraprofessionals are highly qualified at the time they are hired. Procedures for Hiring School Personnel ACSA carefully selects its employees through a written application, pre-screening test of math and English, set at the eight grade level, designed and graded by a third party organization, personal Interviews, and background, certification and qualification checks. SpeCifically, interested candidates submit an application, take the pre-screening test, fill out the background consent form and preemployment questions. Before a candidate is granted an interview, we must receive an approved background check, they must receive a passing score on the pre-screen test, and their certification and qualification be verified. After a candidate has passed these steps, and has been interviewed by a school principal, they can be recommended for a position. See attached example documents. This selection process helps ACSA find and employ people who are concerned WIth the success of its students; people who want to do a job well; people who can carry on their work with skill and ability; and people who are comfortable with the start-up environment of ACSA and who can work well not only WIth our team, but within a team environment. ACSA relies on the accuracy of the InformatIon provided in these written applications and personal IntervIews, as well as the accuracy of other data presented throughout the hiring process and employment. Any misrepresentations, falsifications, or material omissions in any of this information

80 or data may result in exclusion of the individual from further consideration for employment or, if the person has been hired, termination of employment. ACSA Employment Within a brief introductory period to ACSA, all ASCA employees will be required to sign an Employee Handbook that will specify the terms and conditions of the employee's employment, ACSA's policies and procedures, ACSA's general expectations regarding the employee's performance, and what the employee can expect from ACSA. See attached documentation. Expected Work Days A All full-time employees are required to work a 40 hour work week as expressed in the emptoyee handbook Full-time staff are expected to be present at the school from a minimum of 15 minutes prior to the beginning of the normal school day to a minimum of 15 minutes after the normal school day, unless other arrangements are approved by the Director. B. In addition, teachers and staff, are required to participate in programs related to their professional duties that may be held outside school hours. These days include in-service sessions conducted within the regular work hours, staff meetings, parent-teacher-student conferences, and informational nights. Teachers may also be required to participate in 30 hours of additional duties per year. Teachers, counselors, librarians, and social workers will be expected to work 175 student days and 12 professional development days a year. Some employees will also be requested to teach summer school. Equal Employment OpportUnity

81 ACSA IS an equal employment opportunity employer. Employment decisions are based on merit and business needs and without regard to age, sex, race, religion, national origin, disability, veteran status, political belief, sexual orientation, marital status, familial status, or any other factor protected by law. This policy applies to all areas of employment including recruitment, hiring, training and development, promotion, transfer, termination, layoff, compensation, benefits, social and recreational programs, and all other conditions and privileges of employment In accordance with applicable federal, state, and local laws. Management is primarily responsible for seeing that ACSA's equal employment opportunity policies are implemented, but all members of the staff share in the responsibility for assuring that by their personal actions the policies are effective and apply uniformly to everyone. Procedures for Dismissing School Personnel Termination of Employment All employees will be hired under an annual contract and their employment will expire at the end of their annual contract In the event the school does not have funding, the school will attempt to give the employee written notice at least 10 calendar days before termination. The Pnncipal, With the approval of the Director may terminate or suspend the employment of any employee if he/she determines that the employee has failed to fulfill the duties and responsibilities of the position and/or failed to demonstrate the qualities outlined in the job description or violation of any of the policies or procedures set forth in the Employee Handbook, or if other good cause exists, including poor performance, misconduct, neglect of duty, jncompetence, inefficiency, dishonesty, breach of trust, fraud, moral turpitude. All staff sign and tum In an agreement to abide by the policies and procedures written in the handbook, and which are amended online. The Employee Handbook is available on-line 24 hours a day to all staff.

82 If work performance for any employee is not satisfactory, management will follow a three"step dismissal process during the school year A. Submit a verbal warning to Human Resources documenting the conversation with employee and suggested ways to improve; B. Submit a written warning to Human Resources documenting the specific incidents and employee behavior and suggested ways to improve; C. Submit to Human Resources a termination letter documenting the specific steps the Supervisor took to wam the employee. In the event of termination of employment prior to the end of an employment contract, the employee shall be entitled only to the prorated salary and benefits eamed through the last date of employment. Any employee may submit a grievance regarding dismissal, discipline, and termination pursuant to the grievance process outlined below. Notice of Separation Employees who voluntarily end their employment with ACSA are expected to give ACSA's Human Resource Manager at least two weeks advance written notice of their termination date. Exit Interviews In a termination situation, ACSA management likes to conduct an exit interview to discuss an employee's reasons for leaving and any other impressions that the employee may have about ACSA. DUring the exit interview, employees can provide insights into areas for improvement that ACSA can make. Every attempt will be made to keep all information confidential.

83 The Grievance Procedure In the event of a dispute involving employment practices or the enforcement of the personnel policies contained in the Employee Handbook, and after a good faith effort with the supervisor to thoroughly resolve the dispute, all employees may submit their grievance following the procedures outlined below. The good faith effort shall be documented, including problem identification, possible solutions, selection of resolution, timeline for implementation, and follow-up. This documentation will be included in the personnel file. Failure to follow the procedures and timelines below constitutes a waiver of the employee's right to gneve. A. The employee may submit hlsiher grievance in writing to the ACSA Human Resources Director within seven calendar days of a failed good faith effort to resolve the dispute. B. Within fourteen calendar days of receipt of the written grievance, the ASCA Human Resources Director will appoint a Personnel Committee and shall schedule a hearing at a mutually convenient time and place for discussion of the complaint with all parties involved, but no event later than twenty days after receipt of the written grievance and after notification to the employee. C. The ACSA Personnel Committee will hold a hearing and render a decision, as established by a majority vote of the members of the Personnel Committee. If the Director or any member of the Personnel Committee IS an involved party, he/she will be precluded from heanng the grievance and participating in the decision. The decision shall be rendered within seven calendar days of the completion of the final hearing Any such proceedings shall be conducted in closed session, unless otherwise requested by the employee. The employee may not have counsel present at the hearing. In the event that additional information, investigation, or hearings are necessary after the initial hearing, the hearing may be continued and the final decision shall be made within seven calendar days of the last committee hearing

84 D. The decision of the Personnel Committee shall be final unless appealed by the employee to Director, who may review and modify the decision of the Personnel Committee if it finds that the Committee failed to properly follow the gnevance process described above. A request for an appeal must be submitted to the Director within seven calendar days of the decision of the Personnel Committee. After receiving an appeal request, the Director shall schedule a meeting with the Personnel Committee to consider such an appeal as soon as administratively practical. Any ACSA employee or affiliate, who IS an interested party, shall excuse themselves from any reviews of Personnel Committee dec1sions. Any such proceedings shall be conducted in closed session, unless requested othelwlse by the employee. The employee may not have counsel participate in any such proceedings. In regards to the school's qualifications for hiring teachers, school administrators and other employees; ACSA Intends to hire certified and qualified teachers and professionals, to the extent possible and to the extent that such certifications and qualifications are reasonable for certain positions, which require these certifications and qualifications. To this extent, we will consider the following in our hiring process: School Administrators Every effort will be made to hire a Principal who is an experienced school administrator with academic credentials, business and management experience Teachers As required by state law, at least seventy-five percent of the teachers will be certified by the state board. Teachers who are not certified Will be actively pursing certification. Teachers who are not currently certified will meet the following requirement: Be authorized under law or state board regulation to teach temporarily while seeking a regular certificate.

85 To be a certified teacher: Teachers (in middle and high school) must have all of the following: 1) a major in the subject they teach 2) credits equivalent to a major in the subject 3) passage of a state-developed test 4) HOUSSE (for current teachers only) 5) an advanced certification from the state or a graduate degree. Multiple certifications will be preferable, but not required To be a highly qualified teacher: Must have a bachelor's degree, a full state certification or licensure and, Must have proof that you know each subject you teach. In regards to a complete job description and responsibilities for all staff members; Below is a list of the primary roles within ACSA. ACSA Administration Chief Executive Officer/Charter Director Chief Operating Officer School Administration Director Finance Director Human Resource Director IT Director Purchasing/Operabons Director Special Education Director Cumculum Director Head of Secunty Accounting Controller Nurse Manager Communications Manager Human Resource Specialist Financial Analyst Administrative Secretary Operations Clerk School Based Positions Pnnclpal AsSistant PrinCipal Teacher Librarian Speech Therapist & Interventionist Positive BehaVior Support Specialist Social Worker GUidance Counselor School Nurse Data SpeCialist Paraprofessional School Secretary Security Counselor

86 Examples of two job descriptions are below. The first example, the Chief Operating Officer, is a short version used for posting the job in an advertisement. The second example is the formal job descnption handed out to new employees in their new hire packet. Below that are bnef descnpbons of the remaining current jobs and responsibilities of staff members. As new roles are identified, additional job descriptions will be developed.

87 Algiers Charter School Association (New Orleans, LA) Job Description Effective Date: Job Title: Department: Location: Reports to: March 2, 2006 Chief Operating Officer Operations Central Administration Chief Executive Officer This is an opportunity to participate In revolutionizing an Industry, revitalizing a community, and continuing to build your career In the wake of Hurncane Katnna, the city of New Orleans was forced to evaluate and redesign much of the public school system. With reform came the creation of the Algiers Charter School ASSOCiation, which provides services to a newly formed network of 13 charter schools. Currently, five of the thirteen schools are open with plans to open some of the remaining eight in the next school year. Still in its beginning stages, this new network of schools Will give candidates the opportunity to shape the culture and strategic focus of ACSA, as well as the environment for the students of these public schools The Algiers Charter School Assoclallon seeks an enthusiastic, entrepreneurial Chief Operating Officer to direct, coordinate, and manage all non-instructional operations for the member schools Addillonally, the Chief Operating Officer Will serve as a member of the elght-person academic and operaltonal executive team which IS responsible for both providing strategic direction for the start-up organization and building longer term capacity for the ongoing concern of thirteen schools. Responsibilities include (but are not limited to) the following Oversight and management of all non-instructional operations of ACSA (Finance, Informalton Technology, Human Resources, Transportation, Food Services, FaCilities and Maintenance) Develop and Implement short-term and long-term operaltonal plans and budgets based on ACSA's strategic objectives Secure longer term financing arrangements, with an opportunity to play an integral role In re-shaping local school funding structures and to build relationships With educational foundallons throughout the country Qualifications Master's degree In business, public, admlnlstralton or related field and seven to ten years of operations experience. Govemmental institution or school district experience preferred; Advanced knowledge and/or skills In one or more ofthe following areas: Finance, Information Technology, AnCillary Services, Contract Administration, Procurement! PurchaSing, Demonstrated strong management and leadership capability.

88 Algiers Charter School Administration (New Orleans, LA) Job Description Effective Date: Job Title: Department: Location: Reports to: February 28, 2006 Teacher - Charter Schools School Site Charter School Pnnclpal Job Summary To help students leam subject matter and/or skills that Will contnbute to their development as mature, able, responsible men and women who become lifelong leamers Essential Duties and Responsibilities include the following To perform this Job successful/y, an individual must be able to perform each essential duty satisfactorily. Other minor duties may be assigned Understand the unique ACSA start-up environment and be able to uphold the mission of the school. Meet those standards of performance for hislher Individual teaching assignment developed by the Principal of the school, the LDE. and other state & federal requirements. Including following the standards of the LOUISiana ComprehensIVe Curnculum. GUide the leaming process of students in the classroom toward the achievement of cumculum goals set by the Principal while upholding all state and federal guidelines. Assist the administration In Implementing all school and ACSA policies. Achieve those objectives/activities included in the ProfeSSional Growth Plan developed Jointly With the Pnnclpal or Assistant Pnnclpal as part of the accountability process mandated by the State Legislature and BESE policy Consult with administrator(s). colleagues. students and/or parents on a regular basis Plan and supervise purposeful tasks for paraprofesslonal(s) and volunteer(s) assigned. Cooperate with administrator and/or department head In assessing the performance of teacher aide(s) and volunteer(s) assigned Serve on and participate In professional staff committees/meetings required Perform other related duties as required. Stnve to maintain and Improve personal and professional competence Successfully carry out the LA Components of EffectIVe Teaching. Serve the diverse, multiculturalleamlng populallon by teaching to alliearmng styles and being cogmzant of varying cultural needs. Supervisorv Responsibilities Students, Paraprofessional (5) and Volunteer (s)

89 Qualifications The requirements listed below are representative of the qualifications necessary to perform the job A. Education and Expenence A Major In a minimum of one subject they teach Credits equivalent to a major In the subjecl Passage of the Louisiana state tests HOUSSE (for current teachers only) Preferably, an advanced certification from the state or a graduate degree Multiple aertificabons Will be preferable, but not requll'ed B. Certificates. Licenses. Registrations or Other Requirements LOUisiana Teacher CertificatIOn Accredited to No Child Left Behind and IS highly qualified. C Other Knowledge. Skills or Abilities Required Requires flexibility, patience, ability to deal with ambiguity and work In a team environment. Requires some nights and weekends In order to meet the needs of the children. The ability to fulfill the responsibilities listed above Work Environment Listed below are key points regarding environmental demands and work environment of the job. Reasonable accommodations may be made to enable individuals With disabilities to perform the essential functions of the job ReqUired to use motor coordination with finger dexterity (such as keyboarding, machine operation, etc) part of the work day; Required to exert physical effort In handling objects less than 30 pounds rarely, ReqUired to be exposed to physical occupational risks (such as cuts, bums, exposure to toxic chemicals, etc) rarely: Required to be exposed to physical environment which Involves dirt, odors, noise, weather extremes or Similar elements rarely: Normal setting for this job IS an officelschool setting.

90 Brief descriptions of remaining ACSA jobs and responsibilities: Chief Executive Officer The Chief Executive Officer will provide the creative, dynamic, and forward thinking leadership, necessary to promote the ACSA schools and fulfill the ACSA vision and mission. School Administration Director The School Administration Director will be responsible for student support and discipline, staff support and development, campus activities and other areas as needed. Finance Director Directs and administers the planning and management of the School Administration's financial services. Human Resource Director The Human Resources Director provides employment-related services by providing guidance and assistance relative to policies, practices and procedures applicable to a broad spectrum of Human Resources activities. IT Director Directs, coordinates, and administers the development and production activities of the computerized management information systems department. Purchasing/Operations Director The PurchaSing/Operations Director will be responsible for all of the contracted outsourcing services for ACSA and its schools, including, but not limited to: Repairs and Maintenance/Facility Management, Custodial Services, Secunty, Student Transportation, and Food Service Management.

91 Special Education Director Manage and administer the development, implementation, and evaluation of the appraisal services, special education curricula and instructional programs, and related services for the School District. Curriculum Director Manage the development, coordination and implementation of curricular and Instructional programs relevant to the needs of The Algiers Charter School Association student population. Security Director Manage the security function, including, patrolling a school campus and adjacent property to ensure ACSA's pupil, staff and property safety, supervises pupils and staff on campus and at school activities, and assists in the enforcement of rules and regulations. Controller Directs accounts receivable and accounts payable and grant funds for Algiers Charter School Association. Nurse Manager The School Nurse Manager directs all aspects of student and community care for the association, which includes managing nursing personnel anc! material resources In a cost-effective manner, planning and the initiation of innovative clinical and management practices With emphasis on retention strategies. Communications Manager Manages the ACSA communications function by coordinating and performing a Wide variety of activities relating to all aspects of ACSA communications. Human Resource Specialist

92 Supports the HR function by providing employment-related services for the ACSA schools and ACSA administration by providing guidance and assistance primarily relative to staffing policies, practices and procedures. Financial Analyst Administers the budget and payroll, and assists with student counts, accounts receivable and accounts payable and grant funds for Algiers Charter School Association. Administrative Secretary The administrative secretary will be responsible for managing the central office. The administrative secretary will provide administrative support to the CEO & COO, Directors and Managers and other staff as needed. Operations Cleric The operations clerk will be responsible for data entry and analysis related to meal applications. Principal The Principal will serve as the leader of the individual charter school, accountable to The Association Director and responsible for keeping them Informed about the operation of the school and for working With them to develop Association policies and goals. The Principal will create management systems for all funding sources, prepare financial reports, and oversee all financial matters as required by law and Association policy. In addition, the Principal will directly supervise site-based bookkeepers and monitor all activities including money collection, identification of vendors, and contracting services. Assistant Principal The Assistant Principal will aid the Principal in managing the day-to-day operations of the school. The Assistant Principal will be responsible for student

93 support and discipline, staff support and development, campus activities and other areas as needed. Special Education Teacher The Special Education teacher will be certified to provide Instruction in grades K- 8 and/or High School. Librarian The school librarian will be responsible for managing the library and the schools media resources. He/she will teach library skills such as research and reference skills. The IIbranan will also promote reading across all grade levels. Speech Therapist & Interventionist The primary responsibilities Include screening, evaluating and providing appropriate services to students with communication disorders (articulation, VOice, language, fluency) and helping each student reach his/her maximum potential to understand and use speech In a meaningful way Also Included In the responsibilities IS participating In admission, review and dismissal committees regarding students, parents, and staff In assigned schools Positive Behavior Support Specialist Establish a positive learning environment that promotes a high level of achievement for a diverse population of students in the schools. Social Workers The social worker will be involved in social action designated to Improve educational and psycho-social conditions for children and families of the school district. Guidance Counselor The counselor will serve as a guidance and resource person to students.

94 School Nurse The school nursing service is dually focused on the needs of the individual child or young person and the school community as a whole, as well as parents and caregivers. They are responsible for direct and indirect care given to students in compliance with school district policies, professional standards of practice, physician's orders, and the Individual Health Plan. Data Specialist The Data Specialist will assist the Principal in the management of the school's computerized management systems created by the Principal. The Data Specialist Will be the first-line of defense for all Data and IT related issues in the school. Their primary role is to obtain, organize, and distribute student records. Paraprofessionals Paraprofessionals assist the regular and special education teachers In the classroom. Security Counselor Patrol a school campus and adjacent property to ensure ACSA's pupil, staff and property safety; supervises pupils and staff on campus and at school activities, and assists in the enforcement of rules and regulations. School Secretary The secretary will be responsible for managing the school office. The secretary Will provide administrative support to the Principal, assistant principal and other staff as needed. The secretary will be responsible for payroll, Including gathering and recording employee time worked, managing time sheets and distributing payroll checks.

95 , In regards to the procedure regarding the implementation of LA R.S. 15:587.1 and SESE Policy for Charter Schools Relative To Criminal Offenses; Criminal History Review The Association will ensure the implementation of the BESE Policy for Charter Schools Relative to Criminal Offenses. As a condition of their employment, all employees are required to submit to a criminal history review. The criminal history review will include an initial criminal history review of their parish and the national sexual offenders list by an outside provider who can tum around requests in a week. It will also include a fingerprint check and simultaneous FBI check, however this process is currently taking up to six weeks. We will continue to perform the initial check until the state process can reduce the turnaround time. Individuals who refuse to submit to a criminal history review or whose criminal history review reveals that they have been convicted of a crime or have violated the law may not be offered employment and/or may be subject to termination. Individuals whose criminal history review reveals that they have been convicted of a felony will not be offered employment and/or will be terminated. No person who has been convicted of a crime or who has pleaded nolo contendere to a crime listed In R.S. 15:587.1 shall be hired by an Association Charter School for a position of supervisory or disciplinary authority over school children including teaching and non-teaching roles. No person who has been convicted of or who has pleaded nolo contendere to a crime related to misappropriation of funds or theft shall be hired by an Association Charter School.

96 Individuals whose criminal history review reveals that they have been convicted of a felony will not be offered employment and/or will be terminated. In regards to any employment benefits offered; ACSA IS committed to sponsoring a comprehensive benefits program for all eligible employees. In addition to receiving an equitable salary and having an equal opportunity for professional development and advancement, ACSA employees may be eligible to enjoy other benefits that will enhance their job satisfaction. ACSA will periodically review the benefits program and will make modifications as appropriate to the company's condition. ACSA reserves the right to modify, add or delete the behefits it offers, providing reasonable notice of such changes to our employees 12-month, 11-month, 10-month, and 9.5-month employees are eligible to receive benefits in accordance with the provisions of this Employee Handbook. Temporary employees are not eligible for benefits. As well as benefits and leaves required by law, benefits may Include, but not be limited to the following: Medical Benefits Effective February 1, 2006, Coventry HealthCare will be the health insurance carner for Algiers Charter School Association. ACSA will contribute 75% of fulltime employees' medical premium coverage during employment by ACSA and 50% of their dependents. Employees are eligible for coverage the first day of the month following 30 days of employment. Eligible employees, who choose not to obtain medical insurance through ACSA, must sign a waiver of participation in the benefit programs. Dental Benefits

97 ACSA will provide a passive PPO dental plan that allows employees to seek treatment from the dentist of their choice. Basic Life & AD&D Insurance ACSA will provide full-time employees with $20,000 group life and accidental death and dismemberment (AD&D) Insurance, and pay the full cost of this benefit. Sick and Personal Leave All 12-month, 11-month, 10-month, and 9.5-month employees are eligible to eam up to ten days of paid sick/personal leave In a 12-month period. Temporary employees are not eligible to eam sick/personal leave. From their date of hire, employees will eam two days of sick/personal leave for every 30 days worked. ACSA Will pay employees for any accrued, unused sick/personal days on the first regular payday following the last day for teachers each school year. Family & Medical Leave ACSA will not discriminate against employees as a result of the approved use of family care or medical leave or a proper request for such leave. Requests for family care and medical leave will be considered without regard to age, sex, race, religion, national ongin, disability, veteran status, political belief, marital status, familial status, or any other factor protected by law Eligible employees may take up to 12 workweeks of unpaid, job-protected leave under the Family and Medical Leave Act ("FMLA") in a 12-month penod for specified family and medical reasons. Additional information regarding this policy may be obtained from the Human Resource Manager. Employee Eligibilitv: To be eligible for FMLA leave, an ACSA employee must have:

98 Worked for ACSA for at least 12 months; and Worked at least 1250 hours for ACSA (an average of 25 hours per week) during those 12 months. Conditions Triggering Leave: FMLA leave may be taken for any of the following reasons. 1. The birth of an employee's child and to care for the newborn child; 2. The placement and care for a newly-adopted or recently-placed foster child; 3 To care for a spouse, child, or parent (but not parent-in-law) who has a serious health condition; or 4 An employee's own serious health condition that renders the employee unable to perform one or more of the essential functions of his or her job. Duration of Leave: Eligible employees may receive up to 12 workweeks of unpaid leave during a "rolling" 12-month period, measured backward from the date of any FMLA leave. FMLA leave for the birth or placement of a child for adoption or foster care must be completed within 12 months of the birth or placement. Use of Accrued Paid Leave: Any unused paid leave that is available at the time of the request for FMLA leave will be applied concurrently and at the beginning of the FMLA leave. Except for any paid leave that is applied, an employee is not entitled to any compensation during FMLA leave. Intermittent Leave:

99 Employees may request intermittent leave or reduced schedule leave to care for a family member with a serious health condition or If they have a serious health condition that warrants such a request. Notice and Medical Certification: When seeking FMLA leave, employees must provide: Thirty (30) days advance notice of the need to take FMLA leave, if the need is foreseeable, or notice as soon as practicable in the case of an unforeseeable leave, Medical certification supporting the need for leave due to a serious health condition affecting an employee or an immediate family member must be returned before their leave begins, or if not possible, Within 15 days of ACSA's request to provide the certification. If they fail to do so, ACSA may delay the commencement of their leave or withdraw any designation of FMLA leave, In which case their leave of absence would be unauthorized, subjecting them to discipline up to and Including termination. Second to third opinions and periodic recertification may also be required; Periodic reports as deemed appropnate during the leave regarding their status and intent to return to work; and Medical certification of fitness for duty before returning to work if the leave was due to their serious health condition. Failure to comply with the foregoing requirements may result in delay or denial of leave. Maintenance of Benefits: While on a leave of absence provided for under this policy, ACSA Will continue an employees group health insurance benefits under the same terms as provided to other employees, for up to a maximum of 12 weeks

100 , leave during anyone year period. If their leave extends beyond 12 weeks, they shall be offered the opportunity to purchase continuing coverage under state and federal COBRA continuation rules. Employees who fail to return to work after expiration of FMLA leave may be required to reimburse the ACSA for health insurance premiums paid during the leave. Other accumulated fringe benefits such as retirement, service credits, sick pay, vacation pay, and the like, shall be preserved at the level accrued as of commencement of the leave, but shall not be earned or accrue further during any such leave period. Reinstatement: Subject to certain exceptions permitted by law, ACSA will restore employees to their original and equivalent positions upon return from FMLA leave. If, due to medical circumstances, an employee is no longer able to perform their original job, ACSA will attempt to transfer them to alternate suitable work, if available. Vacation Leave Policy Paid vacation IS earned only by employees who are In a regular position and are scheduled to work for 12 months/year. Employees in these positions earn vacation at the rate of one workday for each month worked in the school year, beginning on the day that school commences. An employee may eam no more than ten vacation days per school year. All vacation days earned by June 30 in one school year must be used before the beginning of the following school year Various Bonuses, including, but not limited to: Skip Level Bonuses ACSA teaching staff are eligible to earn a skip level bonus at the end of the year depending upon their performance evaluation. Skip level bonuses are earned by

101 going above and beyond the normal course of work and will be defined in the performance evaluation. On the Spot Bonuses ACSA employees are eligible to eam on the spot bonuses from Pnncipals, Assistant Principals and central office staff at any time. "Harder-to-fill"-Bonuses ACSA employees are eligible to eam bonuses for filling "harder-to-fill" positions, which will be determined annually as the market changes. Workers' Compensation On-the-job injuries are covered by our Workers' Compensation Insurance Policy. This insurance is provided at no cost to ACSA employees. This job-injury insurance is paid for by ACSA. Employees who cannot work due to a job-related injury or illness, will have their medical bills and a portion of their income paid by Workers' Compensation insurance until they can return to work. Unemployment Compensation Depending upon the circumstances, employees may be eligible for Unemployment Compensation upon termination of employment with ACSA. Eligibility for Unemployment Compensation is determined by the Division of Unemployment Insurance of the State Department of Labor. ACSA pays the entire cost of this insurance program. Medicare As a wage earner, employees may be required by law to contribute a set amount of their weekly wages to the medicare system. ACSA may be required to deduct this amount from each paycheck.

102 J J Online HR Access As an additional benefit to working with ACSA, employees will have access to a one-stop shop for human resources related communications and Information, including benefit communications, check history, training opportunities, upcoming events, company facts, and other valuable information, which they can access 24-hours-a-day, 7-days-a-week from anywhere that they have access to the Internet. In regards to the salary ranges for all employees; The goal of ACSA's compensation program is to attract potential employees, meet the needs of all current employees and encourage well-performing employees to stay with our organization. With this in mind, our compensation program is built to balance both employee and ACSA needs. Compensation Philosophy It is ACSA's desire to pay all regular employees' wages and salaries that are competitive with other employers in the marketplace in a way that will be motivational, fair and equitable. Compensation may vary with individual performance and ACSA's performance. ACSA applies the same principles of fairness to all employees, regardless of their age, sex, race, religion, national origin, disability, veteran status, sexual orientation, political belief, marital status, familial status, or any other factor protected by law. Basis for Determining Pay Several factors may influence an employee's rate of pay. Some of the items ACSA considers are the nature and scope of someone's job, what other employers pay their employees for comparable jobs (external equity), what ACSA pays their employees in comparable positions (internal equity), and individual as well as ACSA performance.

103 ,. IAsslstant Pnnclpal ISolee(:h Therapist & Intervenllonlst IPo";!;'/,, Behavior Support Specialist ISoclal Workers IGulidance Counselor ISc:holol Nurse Specialist ,732 34,561 33,614 37,793 33,909 36,316 33,804 33,191 13, The proposed teaching budget uses a salary scale between 7.7% and 18.6% higher than Orleans Parish Public Schools salary schedule for teachers joining ACSA with up to 12 years of experience. ACSA reserves the right to cap the years of experience that we honor at 12 years for an employees' initial year with us. Human Resources Director Director I Pllrctlaslng,IO~)Emltlons Director I!':r'hn,nl Administration Director IS~)ecllal Education Director IC"mr",llIlm Director I Securiity Manager IN'I'... Manager Communications Manager Human Resources SpeCialist Financial Analyst Secunty Counselor Secretary ,652 76,327 64,878 58,637 58,637 58,637 57,796 50,755 41,247 30,515 22,085 34,000 22,734 32,435 33,060 17,500 23,723 Some employees may be paid with green circle rates, rates below the minimum, if they do not possess the required skills for the Job. Employees paid with red circle rates, rates above the maximum, typically occur due to adjustments to the

104 , pay structure, a pay Increase granted to a deserving employee who reached the top of the pay scale, or the restructuring of a position. ACSA had very few green or red circle rate employees during the school year and we expect that we will address these In

105 ,. ATTACHMENT 44 Below is the suggested roster for all school based staff at schools operated by ACSA. However, certain staffing decisions will be made by the school principal. ACSA intends to hire certified and qualified teachers and professionals, to the extent possible and to the extent that such certifications and qualifications are

106 _. reasonable for certain positions, which require these certifications and qualifications. To this extent, we will ronsider the following In our hiring process to ensure we are in compliance with all state and federal law: School Administrators Every effort will be made to hire a Principal who is an experienced school administrator with academic credentials, business and management experience. Teachers As required by state law, at least seventy-five percent of the teachers will be certified by the state board. Teachers who are not certified will be actively pursing certification. Teachers who are not currently certified will meet the following requirement: Be authorized under law or state board regulation to teach temporarily while seeking a regular certificate. To be a certified teacher: Teachers (in middle and high school) must have all of the following 1 ) a major in the subject they teach 2) credits equivalent to a major in the subject 3) passage of a state-developed test 4) HOUSSE (for current teachers only) 5) an advanced certification from the state or a graduate degree Multiple certifications Will be preferable, but not required. To be a highly qualified teacher: Must have a bachelor's degree, a full state certification or licensure and, Must have proof that you know each subject you teach.

107 , ATTACHMENT 458 The following methods will be utilized to evaluate teachers and other instructional staff at Behrman: A. Confidential Personnel File The Association shall maintain a confidential personnel file for each employee. The personnel file will contain the evaluation documents discussed in this section, as well as any other employment-related documents or correspondence. All documents placed in the personnel file Will have been signed by all concerned parties. B. Professional Development Portfolio All instructional and professional staff will create and maintain a Personal Development Portfolio containing the goals and outcomes of the school and the employee's personal plan for meeting those goals and outcomes and for continuous Improvement. After an initial meeting between the Principal or direct supervisor and the employee, at which time mutual goals are reviewed and a professional growth program is developed, the employee will create the Portfolio, and include samples of classroom, school or administrative work, personal reflections, and any other matenal deemed appropriate as evidence of continuous improvement C. Employee Observations All employees will be observed on an ongoing basis by the Principal or their direct supervisor, using both formal and informal observations. Formal observatrons will Include a pre-observation conference as well as a postobservation conference First-year employees shall have at least two formal observations prior to the three-month review outlined In Section D, below. Prior to the six-month review, descnbed in Section D, at least two additional formal observations will be conducted for first-year employees. Returning staff will have three formal observations prior to the six-month review Described In Section E,

108 below. Results of formal observations, consisting of the employee's and the Pnncipal's or direct supervisors observations and recommendations, will be put in writing and included within the employee's own Personal Development Portfolio and the school's personnel file. Nothing in this section limits the PrinCipal from conducting other observations of an informal or unannounced nature. D. Formal Reviews - First Year Employees For all first year employees, there shall be a formal review three months after the start of the school year. The purpose of the three-month review shall be to review the employee's self-assessment, the job description, areas of responsibility, and progress toward goals and outcomes, noting particularly good work, areas for improvement and skill development, and deficient work, and developing a clear plan for improvement. In addition, at the three-month review, the employee will provide feedback to the Principal or direct supervisor on the Principal's or direct supervisors job performance and the Principal or direct supervisor will share with the employee his/her own self-assessment. Any written feedback or self-assessment materials may be placed into the Principal's personnel file. After six months from the start of the school year, a second review will be held to determine progress made toward the Improvement plan. At that time, the PrinCipal will inform the employee and report to the Personnel Committee whether the school Intends to continue employment for the subsequent school year. Results of these reviews will be put in writing and placed within the employee's own Personal Development Portfolio and the school's personnel file. E. Formal Reviews - Returning Employees For returning staff, there shall be a formal review six months after the start of the school year. The purpose of the review will be to review progress toward the employee's personal plan and professional growth program described above in Section B. In addition, the employee will provide feedback to the PrinCipal on the

109 Principal's job performance, and the Principal will share with the employee his/her own self-assessment. Any written feedback and the Principal's selfassessment may be placed into the Principal's personnel file. At that time, the Principal will inform the employee and report to the Personnel Committee whether the school intends to continue employment for the subsequent school year. Results of these reviews will be put in writing and placed within the employee's own Personal Development Portfolio and the school's personnel file. Enclosed with this document is a sample of instructional and non-instructional staff performance review forms, which display the criteria used to evaluate personnel occupying various positions in the organization. COndUc:l: I~ Pedorrnance & PD ExpectatJon Setting Meeting "'pa~ Individual """- Conduct Final Performanca Revi_

110 ATTACHMENT 46 In December 2005, the ACSA was asked to open and operate schools at the same time It was starting-up as an organization. As a result, there is no start-up penod for which to provide a budget.

111 ATTACHMENT 47 ACSA has previously provided the LDE with the consolidated ACSA budget for and understands from the LDE that this is sufficient for submission. - -

112 ., ATTACHMENT 48 Enclosed with this document is a five year budget plan for Behrman.

113 ATTACHMENT 49 The assumptions attached herein outline many important metrics that impact the budget, including: State and local MFP per pupil estimates Federal and other grant funding estimates Classroom staffing ratios School administrator staffing School support personnel staffing Health and welfare benefits estimates Contracted school support service estimates (transportation, facilities, food service) School non-personnel costs (textbooks, equipment and supplies) ACSA central office cost estimates and per pupil allocation While these budgets represent estimates of future funding and expenditures, the support for these budgets is well-grounded The school's estimate for personnel expenditures is based on its current salary schedule and planned school staffing allocations. Estimates for health benefit costs are based on the premiums of the ACSA employee medical plan that is already in place for current ACSA employees. Estimates for contracted school support services such as transportation, custodial services, repair and maintenance services and grounds are based on the terms of contracts that ACSA currently has In place for schools it already operates.

114 ATTACHMENT 50 Policies and procedures are being implemented which centralize major cost centers such as payroll, procurement, transportation, food and janitorial services, IT and revenue funds within the ACSA central offices. Except for those revenues and expenditures which must flow through the school's student activity bank accounts, all documentation relating to these centralized services and contracts will be maintained at the central offices ofthe ACSA. This will simplify the audit. Audit procedures and documentation requirements will be developed with the ACSA's audit firm, Rebowe & Co. All revenues and costs will be accounted through an the newly installed MUNIS accounting system developed by Tyler Technologies. The ACSA has developed a chart of accounts that will apply to Behrman to ensure that reports will be in a format that will accurately organize financial data to ensure the accuracy and integrity of the Annual Financial Report. The implementation of this accounting system will be reviewed by our audit firm. In addition to auditing our Annual Financial Report, the audit firm will also assist in ensuring that the ACSA accounting system provides the necessary data to apply for the various state and federal funds available to Behrman and to assist in any tax filings required by the federal govemment. Our Finance/Accounting Department will be tasked to maintain the accounting system and prepare monthly, quarterly and annual financial statements. The department consists of three individuals. The Director of Finance is responsible for all financial and accounting functions. To the Director of Finance reports the Controller whose primary responsibility will be maintaining the accounting system and ensuring all transactions, accruals, assets, depreciation, payables, funds and

115 other accounting entries are Inputted into the system. The Controller will have the primary interface with our auditors. Also reporting to the Director of Finance is a Financial Analyst who will assist the Controller with payroll, receivables and certain funds. The Financial Analyst will also have the primary responsibility to prepare the necessary applications for execution and review by the Director of Finance of grant programs, and the required reports to local, state, federal and private stakeholders to support the grants.

116 ATTACHMENT 51 All insurance for Behrman has been arranged by ASCA as follows 1. Workmen's compensation insurance to cover obligations imposed by federal and state statutes having jurisdiction over the Charter Operator's employees, and employers' liability insurance with a minimum limit of $100, Comprehensive General Liability insurance With a minimum combined single limit of $1,000,000 each occurrence 3. Comprehensive Automobile Liability insurance with a combined single limit for bodily injury and property damage or not less than $1,000,000 each occurrence with respect to the school's owned, hired or non-owned vehicles, assigned to or used In performance of the services offered by the school. At this time, the ACSA does not own or hire any vehicles. Some of the contractors to the ACSA own vehicles for which the contractor is required to insure. To cover any circumstances that may anse where the ACSA has a liability stemming from an incident in a vehicle not owned by the ACSA, the ACSA is actively looking for related insurance coverage. 4. Errors and Omissions Liability Insurance conforming to the following requirements: a Errors and Omissions Liability Insurance covers the Charter Operator for those sources of liability arising out of the rendering or failure to render professional services in the performance of this agreement, including all provisions regarding financial management and indemnification. b. The insurance shall be subject to a maximum deductible not to exceed $10,000 per claim. c The minimum limits to be maintained by the Charter Operator shall be no less than $1,000,000 per claim/annual aggregate. 5. The ACSA currently has Errors and Omissions Liability insurance with a $2,000,000 per claim/annual aggregate. The deductible IS $250,000 The ACSA, because it was a start-up operation, could not obtain a more

117 advantageous deductible in its first year and will continue to seek insurance in subsequent years that meets the stated requirements. The ACSA would add this school and its employees to this policy should the ACSA gain the authority to operate the school. The ACSA does not intend to obtain insurance for real property, building or contents that it has not purchased with private funds. It is the ACSA's understanding that the school facilities, its existing assets and those assets purchased with public funds do not belong to the ACSA and therefore, the ACSA would not intend to insure such assets unless otherwise required to do so by law.

118 ATTACHMENT 52 In accordance with this application, the ACSA would like to operate Behrman at the following street address: 715 Opelousas Avenue New Orleans, Louisiana

119 ATTACHMENT 53 Enclosed is a footprint of the Behrman facility, Its classrooms, offices and grounds. Estimated capacity for this school is 650 students. Approximate square footage ofthe buildmg(s} is estimated to be 134,550. Approximate acreage of the grounds is 3.23 acres.

120 ATTACHMENT 54 The Behrman facility was opened in the school year after certain code related renovations were completed under management of the building owner, Orleans Parish School Board. For renovations to buildings going forward, ACSA understands that as lessor of this facility, it would not have the financial burden of code-related renovations, nor the related assessments Nevertheless, ACSA is currently developing a Facilities Capital Plan which will outline all capital and maintenance issues currently existing in the school facility and the related cost of addressing such issues.

121 ATTACHMENT 55 Behrman is armed with a fully active and maintained perimeter and interior security system. The school is monitored from a remote location twenty-four hours per day, seven days a week, with actions reported to a security manager, school administrator such as but not limited to a school principal, assistant principal, head custodian, or assistant head custodian. The security devices employed are activated daily by one of the mentioned charter school employees at the end of each business day, after it is determined the building is clear of any personnel, student or worker. The building security system employs video recording of strategic locations on school and surrounding grounds. Motion detectors within the school building, door monitors, and audio alarms announcing disturbance of any entry doors, windows, or other access points deemed exploitable are also be utilized. In addition to building security, the Algiers Charter School Association provides, on a daily basis, at least one school security counselor during normal school hours. Security counselors, under the direction and supervision of a security manager, shall be properly screened, hired, trained and evaluated. Each security counselor IS first required to pass a background evaluation, as provided by state law. Then counselors are hired under the strictest of guidelines, taking Into consideration past experience in security, previous security training, ability to complete security training provided by the association, and expenence working in a school environment. Training for counselors IS multi-tiered exposing counselors to the latest techniques concerning school safety, conflict resolution, oral-written communication, and reporting of school incidents. The evaluation process, implemented by the security manager consists of dally and constant evaluation of security personnel along with the monitoring of school incidents involving students, faculty, and administrators. Security staff members receive training developed and given to the charter school positive behavioral support staff. This training supports the actions and

122 measures taken by positive behavioral staff members and administrators in the school. Counselors follow a set operations manual developed by the security manager directing how each counselor is expected to conduct himself/herself. Sanctions for inappropriate behavior by counselors will be listed in said operations orders and strictly adhered to. On April 12, 2006, the ACSA held an in-service for all of Its school administrators, Including those from Behrman, related to loss prevention Materials from this inservice are enclosed with this document Topics addressed include 1. what to do in the event of student, or employee or third party incident or injury on property 2. how to report potentially hazardous maintenance items 3. guidance on school supervision before/after school and dunng regular school hours 4. steps on how to handle threats to school safety Enclosed With this document is the school's Emergency Response Plan. The ACSA IS working with OPSB to add hurricane response procedures to this plan.

123 .. Enclosed with this document: 1. Articles of Incorporation 2. Certificate of Incorporation from the Louisiana Secretary of State's office (c)(3) determination from the IRS. 4. Set of by-laws for the non-profit corporation applicant 5. Copy of the ACSA unaudited statement of financial position, unaudited statement of activities, and an unaudited statement of cash flows signed by the president of the board of directors before a notary public attesting to the accuracy and completeness of the information provided in these financial statements for the period December 1, 2005 to February 28, Credit report dated March 2, 2006 from Hibernia Bank is attached hereto 7. Biographical Affidavits for each Board Member 8. Sample personnel performance evaluations 9. School'S Five Year Budget Plan 10.School facility diagram 11. Loss prevention in-service presentation and incident report forms 12 School Emergency Response Plan 13. Scholastic Audit Next Steps

124 ! 2 FIRST AMENDED AND RESTATED ARTICLES OF INCORPORATION OF ALGIERS CHARTER SCHOOL ASSOCIATION, INC. STATE OF LOUISIANA PARISH OF ORLEANS BE IT KNOWN, that on this 17th day of March, 2006, before me, the undersigned Notary Public, personally came and appeared the duly authorized Vice President/Secretary of the Algiers Charter School Association, Inc., identified hereunder, a person of the full age of majority and a citizen of the United States, who declared to me, Notary, in the presence of the undersigned competent witnesses, that, availing herself of the provisions of the Louisiana Nonprofit Corporation Law (La. RS. 12:201, et seq.), and upon the authority granted her by the Board of Trustees, hereby files these Amended and Restated Articles of Incorporation of Algiers Charter School Association, Inc., a Louisiana corporation incorporated on October 17, 2005; that this Restatement accurately restates the Articles, and all amendments thereto, in effect as of the date of this Restatement, without substantive change except as made by any new amendments contained in this Restatement; and that each amendment has been effected in conformity with the original Articles and applicable law and approved unanimously at an open meeting of the Board of Trustees. ARTICLE I. NAME The name of this nonprofit corporation shall be: Algiers Charter School AssociatIon, Inc. ARTICLE II. NONPROFIT CORPORATION Algiers Charter School Association, Inc. is a nonprofit corporation organized under the laws of the State of Louisiana in accordance with RS. 12:201 et seq. 1

125 f ARTICLEm. PURPOSES This nonprofit corporation is organized and shall be operated exclusively for the following purpose: (a) (b) (c) To improve student learning; To increase learning opportunities and access to quality education for all students; To encourage use of innovative teaching methods and a variety of governance, management, and administrative structures; (d) (e) (f) To create new professional opportunities for teachers and other school employees; and To provide a strong educational environment based upon the charter school structure to expeditiously and efficiently educate New Orleans students in the post-katrina era. To do and engage in any and all lawful activities which may be reasonably necessary to effectuate any of the purposes set forth in this Article, and to exercise all other powers and authorities now or hereafter conferred upon nonprofit corporations under the laws of the State of Louisiana, subject to the limitatlons set forth. However, in all events and under all circumstances, and notwithstanding anything else in these Articles of Incorporation, and notwithstanding merger, consolidation, reorganization, termination, dissolution or winding up of this Corporation, voluntary or involuntary or by operatlon of law, or amendment of the Articles of Incorporation, the followmg provisions shall apply: (1) No part of the acti"ities of this Corporation shall consist of carrying on propaganda or otherwise attemptlng to influence legislation; nor shall it in any manner or to any extent participate in, or intervene in (including the publishing or distributing of statements), any political campaign on behalf of any candidate for public office; nor shall it engage in any activities which are unlawful under the laws of the United States of America or the 2

126 (2) (3) State of Louislana, or any other jurisdiction where such activities are carried on; This Corporation shall never be operated for the primary purpose of carrying on a trade or business for profit. Neither the whole nor any part or portion of the assets or net earnings of this Corporation shall be used, nor shall this Corporation ever be organized or operated for the purposes which are not exclusively religious, charitable, scientific, literary or educational wlthin the meaning of Section 501(c)(3) of the Internal Revenue Code, as amended, or by a corporation, contributions to which are deductible under Section l70( c )(2) of the Internal Revenue Code, as amended. No compensation or payment shall ever be paid or made to any member, officer, trustee or other private person, or organizer of this Corporation, except as reasonable allowance for actual expendltures or services which are actually tnade or rendered to or for this Corporation and in furtherance of its stated purposes; neither whole nor any part or portion of the assets or net earnings, current or cumulative, of this Corporation shall ever inure to the benefit of or be distributed to or divided among such persons. ARTICLE IV. DEDICATION OF ASSETS AND DISSOLUTION A. The assets of this Corporation are pertnanently dedicated to assisting, promoting and enhancing all purposes described in Article III above. B. Upon the termination, winding up or dissolution of the Corporation, the Board of Trustees, Liquidator, or other appropriate representatives shall, after paying or making provisions for payment of all of the liabilities of the Corporation, distribute all assets of the Corporation to the Orleans Parish School Board, as prescribed by the Bylaws, or alternatively, to such organization or organizations organized and operated exclusively for charitable, educational, religious or scientific purposes as shall at the time qualify as an exempt organization or organizations under section 501(c)(3) of the Internal Revenue Code. If necessary, the Board of Trustees, Liquidator or other appropriate corporate representative shall determine the identity of the alternative organization or orgarnzations to which the assets in liquidation shall be distributed. Any such assets not 3

127 so disposed of shall be disposed of by a Court of Competent Jurisdiction of the parish in which the principal office of the corporation is then located, exclusively for such purposes or to such organization or organizations, as said Court shall determine, which are organized and operated exclusively for such purposes ARTICLEV. DURATION This Corporation shall have perpetual existence. ARTICLE VI. STRUCTURE OF THE CORPORATION A. The Corporation shall not be a membership organization. B. This Corporation shall be organized on a non-stock basis. ARTICLE VII. Corporation. LIABILITY OF MEMBERS No member of this Corporation shall be liable personally for any obligation of the ARTICLE VIII. BOARD OF TRUSTEES The general authority for all affairs of the Corporation shall be in the Board of Trustees consisting of at least three (3) trustees, but not more than seven (7) trustees, who shall have and may exercise all of the powers of the Corporation as permitted by federal law, Louisiana law, these Articles of Incorporation, and the By-laws of the Corporation as from time to time in effect. The classification, qualifications, manner of election, time 4

128 and place of meetings and powers, duties and tenus of the trustees may be prescribed by the By-laws adopted by the Board of Trustees. If permissible under the law, the Board of Trustees may also take any and all action by executing a unanimous consent signed by all of the trustees. This written consent shall be in place of a meeting and the actions taken in the written consent shall have the full force and effect as if the resolutions were addressed and voted upon in an actual meeting. The written consent may be executed in counterparts by the various trustees of the Corporation. ARTICLE IX. LIMITATION OF LIABILITY OF OFFICERS AND TRUSTEES No officer or trustee of the Corporation shall be individually liable to either the organization itself or to third parties for any act or omission resulting in damage or injury, provided that: (l) The Corporation is a nonprofit organization qualified as a tax exempt organization under Section 501(c) of the Internal Revenue Code; and (2) The person is not compensated for services as an officer or trustee on a salary basis; and (3) The act or omission resulting in damage or injury arises out of the exercise of the person's judgment in the formation and implementation of policy while acting as a trustee or officer or arises out of the management of the affairs of the organization; and (4) The person was acting within the scope of his official functions and duties; and (5) The person was acting in good fa.j.th and the damage or injury was not caused by the person's wanton or willful misconduct. ARTICLE X. 5

129 OFFICERS The Officers of the Board of Trustees shall consist of a President and Vice President/Secretary. The qualifications, terms of office, manner of election and right to powers and duties of all officers of the Corporation shall be prescribed by the By-laws. ARTICLE XI. AMENDMENT OF ARTICLES A The Secretary of the Corporation, upon the written concurrence of legal counsel for the Corporation, is empowered to amend these Articles of Incorporation solely for the purpose of having them conform to the requirements of the Internal Revenue Service governing tax exempt corporations and contributions to which are tax deductible. B. In all instances not prescribed by law and provided such amendments would in no way deprive the Corporation of its nonprofit status, these Articles of Incorporation may be altered, amended, or repealed by the vote of a two-thirds majority of the Trustees of the Corporation presently serving or by the written assent of a twothirds majority of the Trustees. ARTICLEXll. REGISTERED OFFICE The registered office of this Corporation is located at 4480 General De Gaulle, Suite 202, New Orleans, LOUIsiana The registered agent for service of process is Mark R. Beebe, 't-500 One Shell Square, New Orleans, LA ARTICLE XllI. 6

130 I INCORPORATOR The names and addresses of the incorporators of this nonprofit corporation are: 1. James Tucker 732 Behrman Highway, Suite C-2 Terrytown, LA /s/ James Tucker (in original) [SIGNATURE PAGE TO FOLLOW] 7

131 , (SIGNATURE PAGE TO AMENDED AND RESTATED ARTICLES OF INCORPORATION OF THE ALGIERS CHARTER SCHOOL ASSOCIATION, INC.] THUS DONE AND PASSED, in New Orleans, Louisiana, on the date written above, in the presence of the undersigned competent witnesses who have hereunto signed their names with the appearer and me, Notary, after a due reading of the whole. Vice President/Secretary Witnesses: NOTARY PUBLIC Print: Notary ID#: My Commission Expires 8

132 FIRST AMENDED BY-LAWS OF THE ALGIERS CHARTER SCHOOL ASSOCIATION, INC. ARTICLE I: Designation and Articles of Incorporation The Name, Purposes, Limitatlons and Duration of the Algiers Charter School Association, Inc., sometlmes hereinafter referred to as "the Association," are stated in its Articles of Incorporation. ARTICLE II: Offices 2.1 Principal Office. The principal office of the Algiers Charter School Association, Inc. shall be located within the Algiers community, currently designated Ward 15 in New Orleans, Louisiana. 2.2 Other Offices. The Association may have such additional offices within the State of Louisiana as the Board of Trustees may establish. ARTICLE III: Structure 3.1 Members. The Association shall not be a membership organization, and shall have no members. 3.2 Stock. The Association shall be organized on anon-stock basis. ARTICLE IV: Board of Trustees 4.1 General Powers. The Board of the Association shall be referred to as the Board of Trustees. Subject to the limitations contained within the provisions of the Louisiana Non-profit Corporation law (La. R.S. 12:201 et seq.), the Articles of Incorporation, these By Laws, and all policies established by the Association's Board of Trustees, the Board of Trustees shall set the policies of the Association, shall supervise, manage, and control the affairs and activities of the Association, and may adopt positions

133 on issues of substance related to the purposes of the Association. All powers of this Association shall be exercised by, or under the authority of, the Board of Trustees. Without prejudice to such general powers, but subject to the same limitations, it is hereby expressly declared that the Board of Trustees shall have the following powers, to ",it (I) To select and remove the officers of this Association, to prescribe such powers and duties for them as may not be inconsistent with the Louisiana Non-profit Corporation law, the Articles of Incorporation, or these By Laws, and to employ, discharge, and fix the compensation of, Association personnel. (2) To conduct, manage, control and establish policies concerning the affairs and business of the Association; to determine on an annual or other basis the substantive areas in which the Association's activities are to be concentrated; to establish on an annual or other basis the priorities of the Association; and to oversee generally the implementation ofthe Association's program. (3) To borrow money and incur indebtedness for the purpose of the Association, and to cause to be executed and delivered therefore, in the name of the Association, promissory notes, bonds, debentures, deeds of trust, mortgages, pledges, hypothecations, or other evidences of debt and securities therefore. Among the policies to be set by the Board shall be policies prescribing the obligations of Board members mth respect to fundraising and financial contributions, attendance at Board meetings, and commitment of time and effort to the affairs of the Association. 4.2 Number and Qualification of Trustees. The authorized number of Trustees, to be set by the Board of Trustees, shall be no less than four (4) and shall not exceed seven (7). At least one member of the Board of Trustees shall possess significant experience in fmancial affairs, to assist the Board in better managing the fiscal affairs of the AssociatIon. -2-

134 4.3 Appointment and Initial Term of Office. The Board of Trustees shall be made up of the following Algiers residents, who shall serve as Trustees through June 30, 2009 ("Initial Term"), subject to the provisions of this Article 4 regarding qualification, resignation and the filling of a vacancy: Seat 1- Vacant Seat 2 - Elsie Rose Seat 3 -Dr. Myles M. Seghers Seat 4 - Glen Orgeron Seat 5 - Cassandra Bookman Seat 6 - Mark McNamara Seat 7 - Calvin Turner Subsequent Terms. After the Initial Terms expires, the Subsequent Term for Board Seats 1 through 7, shall expire three (3) years from the election to the Board, subject to the Article IV, Section 4.4 governing a Board vacancy. The Board of Trustees shall elect the Trustees to serve subsequent terms General Provisions applying to all Terms. The term of each Trustee shall expire upon the election and qualification of their successors. Trustees may serve no more than two full terms consecutively. Should a Trustee fill a vacancy with less than twelve (12) months left in the unexpired portion of the term of the vacant Trustee Seat, the filling of the vacancy shall not be considered a full term Qualifications of Trustees. Subsequent to the expiration of the initial term, Board Seats I through 7 will be filled and occupied by a member of the Algiers community, who has either resided or been employed in Algiers for no less than 3 years prior to his or her application for service on the Board, has demonstrated substantial involvement or SIgnificant experience - 3-

135 in either education or community service in the Greater New Orleans Metropolitan area, and fulfills other cntena that may be specified by the Board. 4.4 Board Vacancies A Board vacancy or vacancies shall be deemed to exist if any Trustee dies, resigns, or is removed, or if the authorized number of Trustees is increased The Board may declare vacant the office of any Trustee who has been convicted of a felony, or has been found to have breached any duty arising under Louisiana Law or to be of unsound mind, by any court of competent jurisdiction, or has failed to attend three (3) or more meetings of the Board of Trustees in any calendar year Removal of a Trustee for one or more of the reasons listed in subsection above may be initiated by written petition of any member of the Board. The Board shall hold a public meeting within ten (10) school attendance days of receiving such a petition. Such meeting shall be conducted with regard for the reasonable due process rights of all parties and in public, except where either the Board or the Trustee whose removal is sought requests a closed session. Where a closed session is held, the final action of the Board of Trustees shall be taken in public. After reasonable notice and an opportunity to respond, a Trustee may be removed at any time, for cause, by a vote of two-thirds (2/3) of the Board of Trustees then serving if in their judgment the best interests of the Association would be served thereby A vacancy on the Board shall be filled in the manner of selection as prescribed in Article IV, Section 4.3. Notwithstanding, until such time as a Trustee is elected and qualified to fill a vacancy, a vacancy may be filled by a majority vote of the remaining Trustees, although less than a quorum. Each Trustee so elected shall hold office until a successor has been appointed and qualified. Any vacancy shall be filled only for the remainder of the term of the Trustee whose seat is vacant No reduction of the authorized number of Trustees shall have the effect of removing any Trustee prior to the expitation of the Trustee's term of office. - 4-

136 4.5 Resignation. Subsequent to the initial meeting of the Board, November 4, 2005, any Trustee may resign at any time by notifying the Board President or Secretary in writing. Such resignation shall take effect on the date of receipt of such notice or at any other time therein specified, and, unless otherwise specified, the acceptance of such resignation shall not be necessary to make It effective. 4.6 Compensation. Trustees shall not receive any salaries or fees for their services as Trustees, and shall be further prohibited from serving the Association in any other capacity or providing goods and services and receiving compensation therefore. To the extent permitted by law, Trustees may be reimbursed for ordinary and necessary expenses that he or she may incur in transacting business on behalf of the Association, but only after securing written approval from the President of the Board prior to incurring such expenses. 4.7 Indenmification of Trustees. To the fullest extent permitted by law, the Association shall indemnify its Trustees and Officers, or former Trustees and Officers, against judgments and fines (whether civil, criminal, administrative, or investigative) and amounts paid in settlement, costs, and expenses (including reasonable attorneys' fees) actually and necessarily incurred by him or her in connection with the defense of any pending or threatened action, suit, or proceeding in which he or she IS or may be made a party by reason of having been such Trustee or Officer, for acts or omissions committed within the scope of activity as a Trustee or Officer, provided that the Board of Trustees determines that the person or persons to be indemnified reasonably believed that he or she was acting in the best interests of the Association, and did not act willfully, with gross negligence, or with fraudulent or criminal intent. - 5-

137 ARTICLE V: Officers of the Board 5.1 Officers. The Officers of the Association shall be a President and Vice President/Secretary and other officer so created by a vote of at least 2/3 of the Trustees then serving. The Association may also have, at the discretion of the Board of Trustees, such other Officers as may be appointed by the Board of Trustees. 5.2 Election. The Board of Trustees shall elect the Officers annually. Each officer shall hold office until he or she resigns, is removed, or otherwise is disqualified to serve, or until his or her successor is elected. Officers may serve more than one term. In electing its officers, the Board may seek recommendations from, the Nominating Committee.. Vacancies (due to removal, resignation, disqualification, death, or otherwise) may be filled for the unexpired portion of the term, or new offices created and filled, at any meeting of the Board of Trustees, by majority vote of the Board of Trustees. 5.3 Resignation and Removal. Any Officer may resign his or her office at any time by notifying the President or Secretary in writing. Such resignation shall take effect on the date of receipt of such notice or at any other time therem specified, and, unless otherwise specified, the acceptance of such resignation shall not be necessary to make it effective An Officer may be removed at any time, for cause, by a vote of two-thirds (2/3) of the Board of Trustees then serving if in their judgment the best mterests of the Association would be served thereby. 5.4 President. It shall be the duty of the President of the Board to preside at all meetmgs of the Board, to name the members of all standing and special committees of - 6-

138 the Board and to fill all vacancies in the membership of such committees, in accordance with the provisions of these Bylaws. 5.5 Vice President/Secretary. It shall be the duty of the Vice President/Secretary of the Board to preside at all meetings of the Board in the absence of the President of the Board. The Vice President/Secretary shall also serve as custodian of the Board's records. Copies of all minutes, papers and documents of the Board may be certified to be true and correct copies thereof by the Vice PreSident/Secretary of the Board or legal counsel if serving as Secretary of the Meeting. ARTICLE VI: Board Committees 6.1 COmmtttees. The Board of Trustees may create and organize itself into various other committees in order to better fulfill its responsibilities, including Committees to address Finances, Personnel and Grievances. Members of the Association's Executive Management, including without limitation, the Director and Non-Academic Manager, may also serve on a committee of the Board. Any such committee shall not be authorized to act on behalf of the Association, but shall serve solely in an advisory capacity in making such recommendations to the Board of Trustees as it concludes are desirable or expedient. 6.2 Nominating Committee. The Board shall have as a standing commtttee, a Nominating Committee, consisting of no less than three (3) members who either reside or are employed in the Algiers community. Non-Trustees may serve on the Nominating Committee. The Nominating Committee shall be responsible for reviewmg the applicants for appointment to the Board of Trustees, for making recommendations for appomtment to the Board of Trustees for vote by the Board of Trustees. -7-

139 6.3 Appointment and Term of Committees. The President of the Board shall appoint members of all committees. The term of committee appointees shall run concurrently with that of the President of the Board. Vacancies occurring among the appointive members of any committees, however arising, shall be filled by the President of the Board for the remainder of the term. ARTICLE VII: Meetings of the Board 7.1 Annual, Regular, Special Meetings and Committee Meetings. All annual, regular, special and committee meetings of the Board of Trustees shall be held in accordance with La. R.S. 42:4.1, et. seq. 7.2 Regular Meetings. Beginning with the School Year, the Board shall attempt to meet monthly, but in no case less than ten(lo) times per year at a meeting locatlon to be determined by the President of the Board, and within the Algiers community, currently designated Ward 15 in New Orleans, Louisiana. 7.3 Special Meetings. A special meeting of the Board may be called by the PreSident of the Board and shall be called by the President of the Board upon receipt of a written request signed by four (4) members of the Board specitying the purpose of the desired meeting. Notification shall be sent by mail or wire to each member of the Board at least five (5) calendar days before the time of the meeting. 7.4 Quorum. Four (4) of the authorized Trustees then in office shall constitlite a quorum for the transaction of business at any meeting of the Board of Trustees. Not less than one-half (1/2) of the Trustees presently serving on any committee shall be necessary to constimte a quorum for the transaction of business at any such committee meetmg, but - 8-

140 in no event shall a quorum consist of fewer than two Trustees. Any or all Trustees may participate in any meeting of the Board of Trustees or any committee of the Board. 7.5 Rules of Order. When not in conflict with any of the provisions of these Bylaws, Robert's Rules of Order (latest revision) shall constitute the rules of parliamentary procedure applicable to all meetings of the Board. 7.6 Order of Business The order of business for regular meetings of the Board may ordinarily be as follows: 7.7 (I) Roll call (2) Approval of minutes (3) Old business (4) Reports and recommendations of committees (5) Reports and recommendations of the Director (6) New business and Action Items (7) Remarks from Trustees (8) Adjournment Open Meetings. All regular meetings of the Board shall be open except when otherwise ordered by the Board for the consideration of executive matters as prescribed by law, LSA-R.S. 42:6.1 et seq. No final or binding action shall be taken in a closed or executive session. The President of the Board shall prepare and forward to each member of the Board a tentative agenda for the meeting. At his or her discretion, the President of the Board may place a particular item or subject on the agenda upon the request of any member of the Board. Additionally, if 72 hours prior the a scheduled meeting, a majority of the Board concurs that a particular item or subject should be placed on the Board's agenda as determined by a poll conducted by the President, the item or subject shall be placed on the agenda. All matters requiring action of the Board, -9-

141 however, may be acted on even though not carried on the agenda, if agreed upon by 2/3 of the Board members present. 7.8 Public Comment. Citizens or other individuals or delegations who desire to speak on an agenda item before that item is discussed and voted on by the Board may do so by submitting a fully completed and signed "Speaker's Card" and submitting it to the President of the Board or Secretary of the Meeting prior to the start of the Board meeting and up until the Roll Call. After Roll Call has begun, any further requests to address the Board may be denied at the Board's discretion. In the case of a delegation wishing to address the Board, each delegation shall select one of its members to be its speaker and identtfy the speaker on the submitted Speaker's Card. Comments by any speaker shall be strictly limited to the agenda item before the Board. Scheduled and unscheduled comment periods shall be limited to a total of one half-hour (30 minutes) with individual speakers limited to three (3) minutes at the discretion of the Board. Speakers shall refrain from making accusatory or defamatory comments about individuals by uame. Speakers who violate this policy may be denied the opportunity to continue to address the Board during that meeting. Each speaker may address the Board only once per meeting. 7.9 Minutes. The minutes of the meetlngs of the Board shall record official action taken upon motions or resolutions that are voted upon by the Board, and may contain a sununary or report and pertinent discussion. In all cases when the action is not by a unanimous vote, the "ayes", "uays", and abstentions of the individual members shall be recorded upon the request of any member of the Board. The minutes of the Board - 10-

142 become official only when completed by the Secretary of the Meeting and approved by the Board. ARTICLE VIII: Miscellaneous 8.1 Tax Returns and Financial Statements. The Association shall file timely its armual federal income tax as required by the tax regulations and instructions. 8.2 Execution of Documents. The Board of Trustees may authorize any officer or officers, agent or agents, or the Trustee, to enter into any contract or execute any instrument in the name of and on behalf of the Association, and such authority may be general or confined to specific instances. Unless so authorized by the Board of Trustees, no officer, agent, or other person shall have any power or authority to bind the Association by any contract or engagement or to pledge its credit or to render it liable for any purpose or to any amount. 8.3 Compliance Public Records Law. The Association shall comply with all aspects of the Louisiana Public Records Law R.S. 44: 1 et seq, 8.4 Inspection of By-Laws. The Association shall keep in its principal office (once established) and official website the original or a copy of these By Laws, as amended or otherwise altered to date, certified by the Secretary, which shall be open to inspection by the Board of Trustees at all reasonable times during office hours. 8.S Fiscal Year. The Fiscal Year of the Association shall begin on - July 1 and end on June 30, unless otherwise determined by the Board of Trustees. 8.6 Accountant and Legal Counsel. The Association shall have the right to have an accountant and legal counsel

143 8.7 Polices and Procedures. Any action by the Board establishing policy or methods of procedure, administrative, business, academic or otherwise, not contained in these Bylaws shall be known as "Policies and Procedures of the Board". 8.8 Policies and Procedures of the Board may be adopted by the Board, or may be amended or repealed, in whole or in part, at any meeting of the Board in accordance with law. Article IX: Articles of Incomoration and By Laws 9.1 Adoption. The Articles of Incorporation or these By-Laws may be adopted by a majority vote of the Trustees of the Association. 9.2 Alteration, Amendment. or Repeal. The Articles of Incorporation or these By-Laws may be altered, amended, or repealed by the vote ofa two-thirds majority of the Trustees of the Association then presently serving. ADOPTED this _ day of March I certify that the foregoing Bylaws of Algiers Charter School Association, Inc. were approved and adopted by and on behalf of the AssociatIOn by its Board of Trustees on March _ 2006, and are currently in effect. Date: March --> 2006 Vice President/Secretary - 12-

144 BYLAWS OF me ALGIERS CHARTER SCHOOL ASSOCIATION, INC. ARTICLE I: Designation and Articles of Incorporation The Name, Purposes, Limitations and Duration of the Algiers Charter School Association, Inc., sometimes hereinafter referred to as "the Association," are stated in its Articles of Incorporation. ARTICLE II: Offices 2.1 Principal Office. The principal office of the Algiers Charter School Association, Inc. shall be located within the Algiers community, currently designated Ward 15 in New Orleans, Louisiana. 2.2 Other Offices. The Association may have such additional offices within the State of Louisiana as the Board of Trustees may establish. ARTICLE III: Structure 3.1 Members. The Association shall not be a membership organization, and shall have no members. 3.2 Stock. The ASSOCiation shall be organized on a non-stock basis. ARTICLE IV: Board of Trustees 4.1 General Powers. The Board of the Association shall be referred to as the Board of Trustees. Subject to the limitations conurlned within the provisions of the Louisiana Non-profit Corporation law (La. R.S. 12:201, et seq.), the Articles of Incorporation, these Bylaws, and all policies established by the ASSOCiation's Board of Trustees, the Board of Trustees shall set the policies of the Association, shall supervise, manage, and control the affairs and activities of the Association, and may adopt positions on issues of substance related to the purposes of the Association. All powers of this Association shall be exercised by, or under the authority of, the Board of Trustees. Without prejudice to such general powers, but subject to the same limitations, it is hereby expressly declared that the Board of Trustees shall have the following powers, to wit: (l) To select and remove the officers of this Association, to prescribe such powers and duties for them as may not be inconsistent with the Louisiana Non-profit Corporation law, the Articles of Incorporation, or these Bylaws, and to employ, discharge, and fix the compensation of, Association personnel.

145 (2) To conduct, manage, control and establish policies concerning the affairs and business of the Association; to determine on an annual or other basis the substantive areas in which the Association's activities are to be concentrated; to establish on an annual or other basis the prioritles of the Association; and to oversee generally the implementation of the Association's program. (3) To borrow money and incur indebtedness for the purpose of the Association, and to cause to be executed and delivered therefore, ill the name of the Association, promissory notes, bonds, debentures, deeds of trust, mortgages, pledges, hypothecations, or other evidences of debt and securities therefore. Among the policies to be set by the Board shall be policies prescribing the obligations of Board members with respect to fundraising and financial contributions, attendance at Board meetings, and commitment of time and effort to the affairs of the Association 4.2 Number and Oualification of Trustees. The authorized number of Trustees, to be set by the Board of Trustees, shall be no less than four (4) and shall not exceed seven (7). At least one member of the Board of Trustees shall possess significant experience ill financial affairs, to assist the Board in better managing the fiscal affairs of the Association. 4.3 Appointment and Term of Office. The initial Board of Trustees shall be made up of the seven (7) elected members of the Orleans Parish Public School Board with the Orleans Parish Public School Board District 4 Representative serving as Chair and President of the Association's Board Initial Term and Board. The initial Board shall be as follows: Seat 1- Lourdes Moran, Chair and President Seat 2 Heidi Lovett Daniels Seat 3 Cynthia Cade Seat 4 Jimmy Fahrenholtz Seat 5 Phyllis Landrieu Seat 6 Una Anderson Seat 7 Vacant (due to resignation of Torin Sanders) Seat I shall be filled by the then currently elected District Four Representative of the Orleans Parish School Board, who shall also serve as Chair and PreSident of the Board and the initlal term shall run concurrently with the term of service as the District Four Representative of the Orleans Parish School Board. The initial term of Seats 2 and 3 expires on November 30, The initial term of Seats 4 and 5 expires on December 31,2005. The initial term of Seats 6 and 7 expires on Jannary 31,

146 4.3.2 Subsequent Terms. After the initial tenn expires, the tenn for Board Seats 2 through 7 shall expire three (3) years from the appointment by the Nominating Committee to the Board, subject to Article IV, Section 4.4, governing a Board vacancy. The tenn of each Trustee shall expire upon the appointment and qualification of their successors. Trustees may serve no more than two full terms consecutively. Should a Trustee fill a vacancy with less than twelve (12) months left in the unexpired portion of the tenn of the vacant Trustee Seat, the filling of the vacancy shall not be considered a full tenn. The Board reserves the right to later create additional classes and redefine the classes of directors to stagger the tenns of the Trustees Qualifications of Trustees subsequent to the Initial Board. Subsequent to the expiration of the initial term, Board Seats 2 through 7 will be filled and occupied by a member of the Algiers community, who has either resided or been employed in Algiers for no less than 3 years prior to his or her application for service on the Board, has demonstrated substantial involvement or significant experience in either education or community service in the Greater New Orleans Metropolitan area, and fulfills other criteria that may be specified by the Board. 4.4 Board Vacancies A Board vacancy or vacancies shall be deemed to exist if any Trustee dies, resigns, or is removed, or if the authorized number of Trustees is increased The Board may declare vacant the office of any Trustee who has been convicted of a felony, or has been found to have breached any duty arising under Lonisiana Law or to be of unsound mind, by any court of competent jurisdiction, or has failed to attend three (3) or more meetings of the Board of Trustees in any calendar year Removal of a Trustee for one or more of the reasons listed in subsection above may be initiated by written petition of any member of the Board. The Board shall hold a public meeting within ten (10) school attendance days of receiving such a petition. Such meeting shall be conducted with regard for the reasonable due process rights of all parties and in public, except where either the Board or the Trustee whose removal is sought requests a closed session. Where a closed session is held, the fmal action of the Board of Trustees shall be taken m public. After reasonable notice and an opportjrnity to respond, a Trustee may be removed at any time, for cause, by a vote of two-thirds (2/3) of the Board of Trustees then serving if in their judgment the best interests of the Association would be served thereby A vacancy on the Board shall be filled in the manner of selection as prescribed in Article IV, Section 4.3. Notwithstanding, until such time as a Trustee is either appointed or elected and qualified to fill a vacancy, a vacancy may be filled by a majority vote of the remalmng Trustees, although less than a quorum. Each Trustee so -3-

147 elected shall hold office until a successor has been appointed and qualified. Any vacancy shall be filled only for the remainder of the term of the Trustee whose seat is vacant No reduction of the authorized number of Trustees shall have the effect of removing any Trustee prior to the expiration of the Trustee's term of office. 4.5 Resignation. Subsequent to the initial meeting of the Board, November 4, 2005, any Trustee may resign at any time by notifying the Board President or Secretary in writing. Such resignation shall take effect on the date of receipt of such notice or at any other time therein specified, and, unless otherwise specified, the acceptance of such resignation shall not be necessary to make it effective. 4.6 Compensation. Trustees shall not receive any salaries or fees for their services as Trustees, and shall be further prohibited from serving the Association m any other capacity or providing goods and services and receiving compensation therefore. To the extent permitted by law, Trustees may be reimbursed for ordinary and necessary expenses that he or she may incur in transacting business on behalf of the Association, but only after securing written approval from the President of the Board prior to incurring such expenses. 4.7 Indemnification of Trustees. To the fullest extent permitted by law, the Association shall indemnify its Trustees and Officers, or former Trustees and Officers, against judgments and fmes (whether civil, criminal, administrative, or investigative) and amounts paid in settlement, costs, and expenses (including reasonable attorneys' fees) actually and necessarily incurred by him or her in connection with the defense of any pending or threatened action, suit, or proceeding in which he or she is or may be made a party by reason of having been such a Trustee or Officer, for acts or OmISSIOns committed within the scope of activity as a Trustee or Officer, provided that the Board of Trustees determines that the person or persons to be indemnified reasonably believed that he or she was acting in the best interests of the Association, and did not act willfully, with gross negligence, or with fraudulent or criminal intent. ARTICLE V: Officers of the Board 5.1 Officers. The Officers of the Association shall be a President, a Vlce- President, and Secretary. The Association may also have, at the discretion of the Board of Trustees, such other Officers as may be appointed by the Board of Trustees. 5.2 Election. Except for the office of President, which shall be filled by the Board member elected to Board Seat 1, the Officers shall be elected annually by the Board of Trustees and each shall hold office until he or she resigns, is removed, or otherwise is disqualified to serve, or until his or her successor is elected. Officers may serve more than one term. Vacancies (due to removal, resignation, disqualification, death, or otherwise) may be filled for the UIiexpired portion of the term, or new offices created and filled, at any meeting of the Board of Trustees, by majority vote of the Board of Trustees. -4-

148 5.3 Resignation and Removal. Any Officer may resign his or her office at any time by notifying the President or Secretary in writing. Such resignation shall take effect on the date of receipt of such notice or at any other time therein specified, and, unless otherwise specified, the acceptance of such resignation shall not be necessary to make it effective. An Officer may be removed at any time, for cause, by a vote of two-thirds (2/3) of the Board of Trustees then serving if in their judgment the best interests of the Association would be served thereby. 5.4 President. It shall be the duty of the President of the Board to preside at all meetmgs of the Board, to name the members of all standing and special committees of the Board and to fill all vacancies in the membership of such committees, in accordance with the provisions of these Bylaws. 5.5 Vice-President. It shall be the duty of the Vice-President of the Board to preside at all meetings of the Board in the absence of the President of the Board. 5.6 Secretary. The Secretary of the Board shall serve as custodian of the Board's records. Copies of all minutes, papers and documents of the Board may be certified to be true and correct copies thereof by the Secretary of the Board. ARTICLE VI: Board Committees 6.1 Committees. The Board of Trustees may create and organize itself into various other committees in order to better fulfill its responsibilities, including Committees to address Finances, Personnel and Grievances. Members of the Association's Executive Management, including without limitation, the Director and Non-Academic Manager, may also serve on a committee of the Board. Any such committee shall not be authorized to act on behalf of the Association, but shall serve solely in an advisory capacity in making such recommendations to the Board of Trustees as it concludes are desifable or expechent. 6.2 Nominating Committee. The Board shall have as a standing committee, a Nominating Committee, consisting of no less than three (3) members who either reside or are employed in the Algiers community. Non-Trustees may serve on the Nominating Committee. The Nommating Committee shall be responsible for reviewing the applicants for appointment to the Board of Trustees, for making recommendations for appointment to the Board of Trustees, and appointing Trustees to Seats 2 through Appointment and Term of Committees. The President of the Board shall appoint members of all committees. The term of committee appomtees shall run concurrently with that of the President of the Board. Vacancies occurring among the appointive members of any committees, however arising, shall be filled by the President of the Board for the remamder of the term. - 5-

149 , ARTICLE VII: Meetings oftbe Board 7.1 Annual. Regular. Special Meetings and Committee Meetings. All annual, regular, special and committee meetings of the Board of Trustees shall be held in accordance with La. RS. 42:4.1, et. seq. 7.2 Regular Meetings. Beginning with the School Year, the Board shall meet quarterly and no less than (4) times per year at a meeting location to be determined by the President of the Board, and within the Algiers community, currently designated Ward 15 in New Orleans, Louisiana. 7.3 Special Meetings. A special meeting of the Board may be called by the PreSident of the Board and shall be called by the President of the Board upon receipt of a written request signed by four (4) members of the Board specifying the purpose of the desired meeting. Notification shall be sent by mail or wire to each member of the Board at least five (5) calendar days before the time of the meeting. 7.4 Ouorum. Four (4) of the authorized Trustees then in office shall constitute a quorum for the transaction of business at any meeting of the Board of Trustees. Not less than one-half (112) of the Trustees presently serving on any committee shall be necessary to constitute a quorum for the transaction of business at any such committee meeting, but in no event shall a quorum consist of fewer than two Trustees. Any or all Trustees may participate in any meeting of the Board of Trustees or any committee of the Board. 7.5 Rules of Order. When not in conflict With any of the provisions of these Bylaws, Robert's Rules of Order (latest revision) shall constitute the rules of parliamentary procedure applicable to all meetings of the Board. 7.6 Order of Business. The order of business for regular meetings of the Board may ordinarily be as follows: (l) Roll call (2) Approval of minutes (3) Old business (4) Reports and recommendations of committees (5) Reports and recommendations of the Director (6) New business and Action Items (7) Remarks from Trustees (8) Adjournment 7.7 Open Meetings. All regular meetings of the Board shall be open except when otherwise ordered by the Board for the consideration of executive matters as prescribed by law, LSA-RS. 42:6.1, et seq. No final or binding action shall be taken in a closed or executive session. The President of the Board shall prepare and forward to each member of the Board a tentative agenda for the meeting. At his or her discretion, the - 6-

150 I President of the Board may place a particular item or subject on the agenda upon the request of any member of the Board. Additionally, if 72 hours prior to a scheduled meeting, a majority of the Board concurs that a particular item or subject should be placed on the Board's agenda as determined by a poll conducted by the President, the item or subject shall be placed on the agenda. All matters requiring action of the Board, however, may be acted on even though not carried on the agenda, if agreed upon by 2/3 of the Board members present. 7.8 Public Comment. Citizens or other individuals or delegations who desire to speak on an agenda item before that item is discussed and voted on by the Board may do so by submitting a fully completed and signed "Speaker's Card" and submitting it to the President of the Board or Secretary of the Meeting prior to the start of the Board meeting and up until the Roll Call. After Roll Call has begun, any further requests to address the Board may be denied at the Board's discretion. In the case of a delegation wishing to address the Board, each delegation shall select one of its members to be its speaker and identify the speaker on the submitted Speaker's Card. Comments by any speaker shall be strictly limited to the agenda item before the Board. Scheduled and unscheduled comment periods shall be limited to a total of one half-hour (30 minutes) with individual speakers limited to three (3) minutes at the discretion of the Board. Speakers shall refrain from making accusatory or defamatory comments about individuals by name. Speakers who violate this policy may be denied the opportimity to continue to address the Board during that meeting. Each speaker may address the Board only once per meeting. 7.9 Minutes. The minutes of the meetings of the Board shall record official action taken upon motions or resolutions that are voted upon by the Board, and may contam a summary or report and pertinent discussion. In all cases when the action is not by a unanimous vote, the "ayes," "nays," and abstentions of the individual members shall be recorded upon the request of any member of the Board. The minutes of the Board become official only when completed by the Secretary of the Meeting and approved by the Board. ARTICLE Vln: Miscellaneous 8.1 Tax Returns and Financial Statements. The Association shall file timely its annual federal income tax as required by the tax regulations and instructions. 8.2 Execution of Documents. The Board of Trustees may authorize any officer or officers, agent or agents, or the Trustee, to enter into any contract or execute any instrument in the name of and on behalf of the Association, and such authority may be general or confined to specific instances. Unless so authorized by the Board of Trustees, no officer, agent, or other person shall have any power or authority to bind the Association by any contract or engagement or to pledge its credit or to render it liable for any purpose or to any amount -7 -

151 8.3 Inspection of Bylaws. The Association shall keep in its principal office (once established) and official website the original or a copy of these Bylaws, as amended or otherwise altered to date, certified by the Secretary, which shall be open to inspection by the Board of Trustees at all reasonable times during office hours. 8.4 Fiscal Year. The Fiscal Year of the Association shall begm on July 1 and end on June 30, llniess otherwise determined by the Board of Trustees. 8.5 Accountant and Legal Counsel The Association shall have the right to have an accountant and legal counsel. 8.6 Polices and Procedures. Any action by the Board establishing policy or methods of procedure, administrative, business, academic or otherwise, not contained in these Bylaws shall be known as "Policies and Procedures of the Board." 8.7 Policies and Procedures of the Board may be adopted by the Board, or may be amended or repealed, in whole or in part, at any meeting of the Board in accordance with law. Article IX: Articles of Incorporation and Bylaws 9.1 Adoption. The Articles ofincorporation or these Bylaws may be adopted by a majority vote of the initial Trustees of the Association. 9.2 Alteration. Amendment. or Repeal. The Articles of Incorporation or these Bylaws may be altered, amended, or repealed by the vote of a two-thlrds majority of the Trustees of the Associanon then presently serving. ADOPTED this 18th day of November I certify that the foregoing Bylaws of Algiers Charter School Association, Inc were approved and adopted by and on behalf of the Association by its Board of Trustees on November 18, 2005, and are currently in effect. Date. November 18, 2005 lsi Loun[es ~oran President -8-

152 - Summary of Response to Next Steps Scholastic AudIt Report for Martin Behrman Charter Elementary School Instruction: Differentiate Instruction All teachers will be tramed to use the Student Academic ReVIew Process. Teachers will utilizes two day of team planning each week to discuss students who are expenencing academic difficulties and proven instructional strategies. Teachers will utilize two days of team planning each month to conduct the Student AcadenIlc Review Process with the Instructional Team. The Instructional Team shall be compnsed of an administrator, SAT representative, counselor/social worker and a lead teacher. School Leadership will monitor collaborative team planning by implementing study/focus projects, observations, and monitoring. All teachers are participating an on on-going process ofprionttzing GLEs to be implemented for the school year. Teachers will study various protocols and use said protocols to refine instructional practice and improve student aclnevement. Protocols must be identtfied in the lesson plan and implementation will be monitored Maximize Instructional Time Teachers and students will adhere to established guidelines/schedules when making transittons. Tardy and attendance procedures for Martin Behrman Charter School were given to parents, students, and teachers. Through the use of a student assembly, the procedures for unplementation were reviewed. Teachers are required to mcorporate at least two interactive activities into every lesson. These activities will be morutored through lesson plan review and observation. Planning: School Improvement Plan The School Improvement Process is in process. The plan which mcludes a new vision and mission IS expected to be completed by May Leadership: Faculty and staff will be in-serviced on the professional evaluation process by ACSA. Professional Growth Plans will be developed based on the results of the evaluation process.

153 The school will incorporate the use of the LEAP Data Query System to access data and make informed instructional decisions for students in fourth through eighth grades. The Walk-through protocol is used by Martin Behrman Charter Elementary School and ACSA. Teachers are given timely feedback usmg individual meetings and collaborative team meetings.

154 - '"-, "oon! of Non.SpeClal Ed Students 90% ~n;ent of Spedal Ed. Students" 10% 'Ou... l... &fii1 GIl Principals ;st PrinCipals General Teachers K..s General Teacher Aides Specjal Educ:abon T eschar Special Educallon Aides Master Teacher Mentor Teaeher Spooial Ed Cooidlnator SpelCh TherapISt IAdapted Physical Education PE Teachers Librarians CoLDlseiors SOCIaI Worker ISchobl Secretaries Dati Spooialists Positive Behavior Support Nurse/Health SeMC'.eS ISeouril o 1 1 per school per school per 21 students per 45 students per 10 students per 1 teachers per 300 students per 150 students per school per school per schoof parschoot per 999 students per 300 students per school per school per school per school per school school ICommunily Service ActIvities -.. r Revenue From Local Sources Contributions and Donations Boo"" and Suppllos Sold Other MIsce1laneous Revenues

155 - ~ Stale Per Pupil Aid Other Unrestricted Revenues Restf1cted Granto-ln-Ald EdUOShon Support Fund (89) PIP K-3 Reading and Math LEAP 21 Tutonng High Stakes Remedlabon other Restncted A:avenues Books and Supplies Sold Other Miscellaneous Revenues, I 3, Assume 20% of 4th and 8th graders - no high school students at all Assume 20% of 4th and 8th graders - no high school students at all I Impactlud RestriCted Grants-In-AId Direct From the I Other Restricted Grants - DIrect Restticted Grant&-In-Ald From Fedoral 3ov'I Th'" SIaIO School Food Service S_.I'l'duco1tOn IDI'A - Port B IDI'A - P... chool other Special Edycstlon Progll'ms No Child left Behind (NCLB) noel TIUe I, Part C - Magrant TItle V - tnnovative education )grams - Safe and Drug Ftee Schools - Te$cher & Principal $

156 ~,.. $ $ Director $ Director $ $ $ $ $ $ $ $ $ $ $ $ $ $ Manager $ Ed Deparbnent $ Secretary $ Clerk $ 120, , ,000 75,000 75,000 75,000 85,000 15,000 60,000 57,000 15,000 54,000 53,000 25,000 25,000 45,000 45,000 41,000 32, ,000 25,000 20,000 5,665 5,665 5,665 5,665 5,665 5,685 5,665 5,665 5,665 5,665 5,665 5,665 5,665 5,665 5,665 5,665 5,665 5,665 5,665 5,665 5,665 5,665 $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ 12, $ 10, $ 1, $ 10, $ 1, $ 7, $ $ 7, $ $ 7, $ $ 6,BB4 10 $ $ 1, $ $ 6, $ $ 6, $ $ 1, $ $ 5, $ $ 5, $ $ 2, $ $ 2, $ $ 4, $ $ 4, $ $ 4, $ $ 3, $ $ 47, $ 4, $ 2, $ $ 2, % 145% 1590% 4 28% First $7k only

157 -.' 1, $ $ $ 16 Central 0fIk:0 only 12, $ $ 1, $ 106 $1000 per roonth 4, $ $ 4n 12 $ 40 Run rate estimate 2, $ $ $ 21 Run fate estimate 8, $ $ $ 71 Run rate estimate 50, $ $ 5, $ 441 Get dais from PauUBob 7, $ $ $ 67 $30 per day for 21 days per month 2, $ $ $ 18 Run rate estimate 36, $ $ 3, $ 318 Run rate estimate 6, $ $ $ 53 Run rate estimate System $ 14, $ $ 1, $ 128 Run rate estimate 22, $ $ 2, $ 194 Contra t $ 42, $ 3,530 $1 51< per month Pa),cilex._1(.8 $ studenls high school $ terrorism $ Professional Liability $ Auto liability

158 ~,r~ '. "

159 HIBERNIA WMm q till' March Robert E. Fulton A1gim Charlet School AlISOcialion 4480 General DeGau lie New Orleans, LA Rc: Credit Report 1'0 whom it may Concern: The Algiers Charter School Association opened fifteen depository accounts at Hibernia National Bank on January 9, Of these, five are savings accounts with total average balances. in the low seven figures and nine are non in~t bearing aecounts with total average balances in the mid to high SIX figurcs. All accounts have been handled in a most satisfactory manner. Also,oll February 7,2006, Hibernia National Bank extended the A1gu:rs CIw1cr SchoOl Association a moderate seven figure secured line of credit for working capital pujposcs. To date. no draws have been made on this line and all matters relating to thib credit facility have been bandied satisfactorily. Please feci ftco to call me directly at if you bave any additional queslloas or requirements. Elrncst L. Eustill, III Senior Vice Presidcttt w.frt=rntan4tlnn.' Q"",.,.. C'''C!~l'IIl:cu''cn''''V<lll' ''. ""... ~,;... ~A... ~'"... ~ ---."'.....

160 RESPONSE TO ANY EMERGENCY Assess s1tuation, venfy mfonnanon, and notify 911(ifnecessary). Notify the pnnc1pal, who will nonfy the Superintendent. Notify CPR/first rod-certified persons in school building ofmedj.cal emergenc1es, if necessary. Nrunes ofcprifirst aid certified persons listed m Crisis Terun Members section. Assemble Crisis Terun and seal offhigh--risk area. Take charge of area until incident is contacted or relieved by Operanons DJ.rector. Shelter in place or evacuate the budding. Nature of incident may require alternative evacuation site. Designate a control area and maintain a phone log of all calls made and received and a timed sequence of events. Crisis terun runners deliver and additional instructions from control center to classrooms and collect infonnanon. Refer med1a DaVld Grubb (504) ; (504) ; (504) Distnct Spokesperson Telephone numbers (home, work, mobile) Staff Responsibilities Principal or Designee: Venfy InfonnatlOn Call 911, 1f necessary Seal offhigh-nsk area Convene crisis terun and 1mplement cnsis response procedures Notify Operations Director Nonfy students and staff(depending on emergency; students may be notified by teachers). Evacuate students and staff, if necessary. Refer med1a to distnct spokesperson (or designee). Notify community agencies, 1f necessary. Implement post-crisis procedures Keep detailed notes of crisis event. Teachers: Verify Infonnation Lock classroom doors, unless evacuanon orders are issued Wam students, if so advised Account for all students

161 Stay with students during an evacuation. Take class roster to evacuation site. Refer media to district spokesperson (or designee). Keep detailed notes of crisis event. Crisis Team: Assume roles and responsibilities, complete Cnsis Response DocumentatIon Fonns.

162 WEATHER LIGHTNING: Protective ActIon: 1. School Grounds:... Get out of open areas Into an enclosed building as qulckly as possible upon the approach of a storm. Do not seek shelter under isolated trees or close to metal fences, playground equipment, or shelter in exposed locations. 2. School Grounds:... Stay indoors. Do not venture outside unless absolutely necessary.... Stay away from open doors and Windows, metal objects, electrical appliances and plumbing until the storm has passed.... Keep telephone use to a miuimum.... Do not handle flammable liquids in open containers.... TV sets, computer equlpment, all electrical equipment and appliances should be unplugged, if possible. TORNADO Watch has been Issued in an area near school. Monitor Emergency Alert Stations (See Emergency Phone Numbers section.) or NOAA Weather Stations (National Weather Service, Weather Channel). Take all persons inside building( s). Close Windows and blinds. Review tornado drill procedures and locations of safe areas. Tornado safe areas are under desks and in hallways away from windows and large rooms. ReVIew "drop and ruck" procedures with students. TORNADO Warning has been ISSued in area near school or tornado has been spotted near school. Shut off gas Move students and staff to safe areas. Remind teachers to take class rosters to evacuation site. Ensure that students are in "ruck" positions. Account for all srudents. Remain In safe area until WarnIng expires or until emergency personnel have issued an all-clear signal.

163 FIRE In the event a fire, smoke from a fire or a gas odor bas been detected: Assess the situation. Pull fire alarm. Evacuate students and staff to a safe distance outside of building. Follow normal fire drill route. Follow alternate route If normal route is too dangerous. Teachers take class roster to evacuation site. Take (call) roll after being evacuated. AdVise Principal of missmg students. Tum power and gas off to the building(s). Pnncipal notifies police (call 911) and Superintendent. Principal or Superintendent must report incident to Fire Marshal. After consultmg with Superintendent, Principal may move students to If weather is inclement or building has been damaged. Prunary reiocallon center Principal/Assistant Principall Crisis Team attend to those mjured by fire/explosion until EMS arrives. Perform necessary Immediate first-aid on victim(s): smother fire by rolling victim on ground, deluge with water. Provide fire department With map of school and location of fire. ProVide master key(s) to building. No one may reenter buildmg(s) until entire buildmg(s) bas been declared safe by fire or police personnel. Principal notifies students and staff or termmation of emergency. Resume normal operations. Complete CriSIS Documentation Form (Cnsis Manual). Warning: Do not use water on elecmcal fires. Do not attempt to fight fires mvolving explosives. Do not attempt to fight fires mvolving toxic chemicals or strong oxidizers. Incident occurred on campus Assess the situation. Call 911 PrinCipal notifies Superintendent, Fire Department, Law Enforcement and OEP. Prmclpal seals off area of leak/spill. Fire/OEP of Law Enforcement will recommend shelter or evacuation or sheltering. Announce Cnsis Codes. Use mtercom system for communicating instructions to staff and students. Principal IS m charge of area until fire personnel contain mcldent. Notify parents If students are evacuated. Resume normal operations after consulting with fire officials. Announce "all clear code." Complete Chemical SpilllHazardous Materials Form. Incident occllited off campus Fire/Law EnforcementiOEP will notify Superintendent and/or PrinCipal. Announce Crisis Codes. Assemble Crisis Team. Fire officer in charge of scene will recommend shelter or evacuating actions. Follow procedure for sheltering or evacuation. Notify parents if students are evacuated. Announce "All Clear" code after consulting With FireiOEP/Law Enforcement officials. Complete Chemical SpilllHazardous Materials Form.

164 HAZARDOUS MATERIALSIRADIOLOGICAL INCIDENT Schools WIthin lo-mile radius of a Nuclear Power Plant WIll be notified by local Emergency Management Officials via tone alert recetversltelephone, to shelter in place or to evacuate to a designated reception center Sheltering Notification: Take all persons inside bwldmg(s). Close all exterior doors and windows Turn off any ventilation leadmg outdoors. Cover food not in containers or put it in the refrigerator. In advised, cover mouth and nose with a handkerchief, cloth, paper towels or tissues. Evacuation Notification: PrmCipal contacts Operations Director and informs hrrnlher that evacuation IS taking place. Principal notifies srudents and staff. Prmclpal closes all windows. Principal rums off all lights, electncal eqwpment, gas, water faucets, air conditioning and heating system. PnnciPal places evacuation Sign m WIndow. Principal locks doors. Teacher responsibilities dunng evacuation: Rerum to homeroom or keep classes mtact. Take (call) roll. Explain procedures to srudents. Instruct srudents to take belongings to the relocation center. Wait I classroom until principal or designee mforms teachers that buses have arrived. Take class roster to relocation center. Take (call) roll again after arriving at relocation center. Remain with srudents until they have been picked up by parents.

165 ASSAULTSIFIGHTS Ensure the safety of students and staff first. Call 911, if necessary Notify CPR/first aid- certified persons in school building of medtcal emergencies (Names of CPR/first atd certified persons are listed In Crisis Team Member section). Notify Pnnclpal, who will assemble Crisis Team. Alert SRO, security guards. Seal off area where assault took place. Defuse situation If possible by identifying key players and concerns, isolating key players in a neutral area, conferring with key players. PrinCipal notifies police if weapon was used, if victim has physical injury causing substantial pain or impatnnent or physical location, or IS assault involved sexual contact (Intentional touching of anus, breast, buttocks or genitalia of another person in a sexual manner without consent. This contact Includes those areas covered by clothing). Principal notifies Superintendent and parents of students involved in assault. Principal documents all activities and asks victim(s)/wimess(es) for their account of incident. Assess counseling needs ofvictim(s) or wimess(es). Implement post-crisis procedures. Complete crisis document fonn.

166 , BOMB THREAT Upon receiving a message that a bomb has been planted In school: Get all the facts. Ask the following questlons; ''What is It made of?", "When WIll It go om". "Why did you place it in the school?", "Is it in the East, West, etc.", "In a locker?", "How old are you?", "What does it look like?", "Where IS It located?", "Who is this calling?" Use bomb threat checklist. Listen closely to caller's VOIce and speech patterns and to noises In background. NotifY Principal or designee. Do not share information about call with others. Principal mitlates Cnsis Code and orders evacuation of all persons inside school building(s). Principal notifies police (Call 911) and Superintendent. Principal or Superintendent must report incident to Fire Marshal. DO NOT USE RADIOS OR CELLULAR PHONES, SINCE RADIO BEAMS CAN CAUSE DETONATION. Complete Bomb Threat Report Fonn. Evacuatlon Procedures: PrIncipal warns stlidents and staff. (Do not mention "BOMB THREAT.") Use standard fire drills procedures. Direct students to take their belongings to the evacuation site. Students and staff must be evacuated to a safe distance outside ofscliool building(s). After consultlng Superintendent, PrinCIpal may move students to if weather is IncleInent or Pnmary relocatton center building has been damaged. Try not to move stlidents to area openly visible for the street. The Bomb Threat could be diversion to get students out In open area. Teachers take (call) roll after being evacuated. Advise Principal of missing students. No one may reenter bmlding(s) has been declared safe by fire or police personnel. Pnncipal notifies students and staff oftennination of einergency. ("all clear" code) Resmne nonna! operations. CnSlS team ManageInent completes Crisis Response DOCUlDentation Fonn.

167 INTRUDERIHOSTAGE Intruder -An unauthonzed person who enters school property Notify Principal. Ask another staff person to accompany Principal before approaching intruder. Pollte1y greet mtruder, identify yourself, and ask the intruder the purpose ofhis/her VIsit Inform the intruder that all visitors must register at the main office. If mtruder's purpose is not legitunate, ask hirn/her to leave. Accompany intruder to exit. If mtruder refuses to leave: Warn mtruder of consequences for staying on school property. Inform hirn/her that you will call police. Notify secnnty or police and Pnnclpal if intruder still refuses to leave. Give pollce full description of intruder. Walk away from intruder Ifhelshe indicates a potenbal for violence. Be aware of intruder's acbons at this time (where helshe is located m school, whether helshe carrying a weapon or package, etc). When Law Enforcement arnves, they are in charge. Principal notifies Superintendent and may ISSlle lock-down procedures. (See Lock-Down Procedures secbon.) Issue an "All Clear" when incident is under control. Complete Cnsis Documentation Form (Crisis Manual). Hostage Ifhostage-taker is unaware of your presence, do not intervene. Call 911 immediately. Give dispatcher details of situation; ask for assistance from hostage negotiation terun. Contact SROlLaw Enforcement. Nobfy PnnClpal. Principal notifies Superintendent. Seal off area near hostage scene. Give control to law enforcement and negotiabon team. Be prepared to provide: Number ofhostage-taker(s) Descnption ofhostage-taker(s) Types of weapon hostage-taker(s) have. Number and names of hostages Demands and mstruction hostage-taker(s) has given. CriSIS Management team completes Crisis Response Documentation Form. If taken hostage: Follow instructions of hostage-taker. Try not to pamc. Calm sbidents if they are present. Treat the hostage-taker as normally as possible. Be respectful to hostage-taker. Ask permission to speak and do not argue or make suggestions.

168 KIDNAPPING/CHILDNAPPING Any non-custodtal adult who takes a child from the campus without the permission of the court ordered parent/guardian may be guilty of a felony. Procedures to Follow when Releasing Students to Parents/Guardians during the School Day: All adults entenng a school campus must sign in at a central area. Visitor passes must be worn by all VIsItIng adults on campus. The name of the parents /guardian must be indicated on Emergency Card Parents are responsible for provldmg current court orders. Court orders should be kept on file by the school. The parent/guardian should be present photo identification The parent/guardian must sign out the student through front office. Sign-out logs must be carefully mamtained. Checking out smdents during the last 30 minutes ofthe school day should be dtscouraged. ****NOTE: Elementary schools should implement a security code system in which parents designate a secret code that identifies them as the parent/guardian. If a child is Kidnapped/Child napped From School; Crisis Team Management calls the SROllaw enforcement. Crisis Team Management contacts the custodial parent/guardian Crisis Team Management obtains witness statements Crisis Team Management assists the police in their investigation.

169 SERIOUS INJURYIDEATH If mcident occurred in school, the Crisis Team Management will: Assess the situation. Call 911. Notify CPR/first aid certified persons in school building of medical emergencies. (Name of CPR/first aid certified persons are listed m CrisIs Team Members sectton ) If possible, isolate affected student/staff member. Notify Principal. Principal notifies Supenntendent, Central Office Personnel, (Parents, Guardians, Spouse of affected students/staff.) Acttvate school cnsis team. Designate staff person to accompany injured/ill person to hospital. Gather mfonnation: Student/Staff schedule and emergency contact person, Student/Staff close friends, siblings, and schools they attend, Name ofwimesses, If any. Adjust scheduled activlties. Keep school personnel updated on events and circumstances. Refer media to: David Grubb (504) (504) District Spokesperson Telephone Numbers Designated School Spokesperson Telephone Numbers If incident occurred outside of school the Crisis Team Management will: Activate school cnsis team. Notify staff before nonnal operating hours. Determine method of notifying students and parents. (Fonn letter I Crisis Manual) Announce availability of counseling services for those who need assistance. DeSignate room location( s) Refer medl':-'a-to-:-=d:-a-vl-:d-=gru:--:b7'b-- (504) (504) (504) Dislrtct Spokesperson Telephone Numbers(home, work, mobtle) Post-crisis intervention Meet With school counseling staff and to determine level of Mental Health Worker intervention for staff and students. Anticipate absences on the day of a funeral and consider altemative scheduling. DeSignate rooms as private counseling areas. Escort affected student's siblings and close friends and other "highly stressed" students to counselors. Assess stress levels of staff Recommend counseling to overly stressed staff. Procure personal items of the deceased from lockers, desks, etc. Identify and commumcate with other affected schools. Be visible on campus. Follow-up with students and staffwho received counseling Designate staff person(s) to attend funeral. Follow-up the student day with loss/injury. Allow the faculty the opportunity to share experiences and suggestions.

170 Announce the loss to the entire school providtng facts about that WIll reduce rumor. Provide a moment of silence. Complete CnSlS Documentation Form.

171 STUDENT UNREST/STABBING/SHOOTING Students Unrest NotifY police if necessary. Ensure the safety of the students and staff first. Contain unrest. Seal off area of msturbance. NotifY Pnnclpal. Principal notifies Superintendent. Crisis team alert. PnnClpai may issue lock-down. (See Lock-Down Procedure section.) Shut off bells. MQve students involved in msturbance to an isolated area. Meet With student representatives to address issues. Document incidents with cassette recorder or take detail notes. Teachers: Keep students calm. Lock classroom doors. Do not allow students outside of classroom until you have received an all-clear Signal from principal. Make a list of students absent from the classroom. Document all mcidents. Notification ofincident (Shooting/Stabbing) Take over, If necessary USE Caution. Assess the situation; provide for your own safety. If there are Witnesses or other present, mrect one of those mdlvlduais to the office to sununon immediate assistance. If no one is available, personally notify office immediately, request medical assistance If necessary, and return to the Victim. Ifvehicle is involved, attempt to identify (CYMBAL) Color of Vehicle Year Make Body (two door, type of vehicle) Anything else of importance (direction of travel, etc.) License number. Attempt to IdentifY the individuals in vehicle and/or the area. Inmcate the location of incident. Do not disturb the crime scene. AdtnimstratIve Action: ShootIng (drive-by) - No mjuries Assess the situation. Contact the SRO If not available, call 911. Ifnecessary, announce Code and follow procedures. Crisis Team reports Isolate the Witness (es) with an adtninistrator. Gather mformation. Secure the crime scene. Re-route traffic from effected areas.

172 , Prepare written statements for callersime<iia, m cooperation with law enforcement. Provide updates as av81lable. When the area is clear and the emergency is over, 811llounce all clear. Prepare a wntten statement for students to take home. Designate a place for parents who amve on campus. Have school media spokesperson on hand to answer questions. Hold a faculty meeting at the end of the day to inform and update the faculty staff. Hold an administrative meeting to debnef and assess responses. Complete CnSIS form. Administrative Action: Shooting/Stabbmg - With Injuries. Assesses the SItuation. lfnecessary, 811llounce CODE. Follow Procedures. Contact the SRO-if av81lable, or call 911. Prepared to Describe the SItuation Indicate whether the perpetrator has been identified andlor Isolated Describe the injuries. Cnsis Team reports. Give medical assistance until help amves. Isolate the wimess( es) WIth an administrator. Gather information. Secure the crime scene. Re-route traffic from affected areas. Notify county personnel if emergency is over, 811llounce "all clear." Complete all cnsis documentation forms.

173 SUICIDE ATTEMPT Swclde Attempt m School Verify InformatIon Call 911, If person requires medical attention, has a weapon, or needs to be retrained. Notify school Psychologist/Counselor, Pnnclpal and Mental health worker or ---,,..-,-- other sluclde mtervenuon SeIVlCe Determme method of notifying staff, srodents and parents. Hold daily staff debriefing before and after nonnal operating hours as needed. Principal calls Supenntendent and parent(s) or guardians if smcldal person IS srodent. Pnnclpal may schedule meeting with parents and school psychologist/counselor to determine course of action Calm suicidal person. Try to Isolate suicidal person from other srodents. Ask suicidal person to sign a "no suicide contract". Stay with person until counselor lsuicide Intervention arrives. Do Not Leave Suicidal Person Alone. ActIvate school crisis tearn to implement post-crisis intervention. (See next column.) Determme level of intervention. Suicidal Death! Serious Injury Verify Infonnation ActIvate school crisis temn PrinCIpal notifies Superintendent. NotIfy staff in advance of next school day following suicide or attempted suicide. Detennine method of notifying stl1dents and parents. Do not mention "suicide" or details about death in notification. Do not hold memorials or make death appear heroic. Protect privacy offarmly. Implement post-crisis intervention. Post-Crisis Intervention: Meet WIth school counseling staff and to determine level of intervention for staff and srodents. Mental HeaI1h Worlrer DeSIgnate rooms as pnvate counseling areas. Escort siblings and close friends and other "highly stressed" srodents to counselors.

174 Assess stress level of staff. Recommend counseling to overly stressed staff. Refer Media to DaVId Grubb Do not let media question students or staff. Follow-up with students and staff who received counseling. Resume normal routines as soon as possible. Staff or student who is aware of a weapon brought to school: Student: Send report student to the office, if possible If the reporting student IS unablelunwillmg to report, to follow steps below. The student may remam anonymous. Notify Principal Teacher: Send sealed message with trusted student that includes Your name and location The name/descnption of the suspect Whether the suspect has threatened anyone Any informanon regardmg the weapon's location/type Discreetly call the office if the suspect is not present. Seek assistance from another teacher m reporting the incident. If teacher suspects that weapons are in classroom, helshe should confidentially notify a neighboring teacher. Teacher should not leave classroom; helshe should wait for administranve response.

175 WEAPONS PrinCIpal: Alert SROllaw enforcement If a weapon is suspected, as reported by staff or student (reasonable). QuestIOn him/her. CriSIS code announced. If student reported the weapon, isolate himlher. Two administrators/sro proceed to the area under suspicion. One admirustratorlsro should escort suspect to a private area to wait for law enforcement, the other should carry all of the suspect's belongings at a safe distance. At no time should the suspect be allowed to put hislher hands in pockets or handle belongings (book, bags, purses, lockers, autos). Inform suspect ofhislher nghts and the reasons you are conducting a search. Conduct search WIth SROlLaw enforcement and a reliable witness. Take possession of and secure the weapon. Keep detailed notes of all events and reasons the search was conducted. If suspect threatens you with a weapon, do not try to disarm hinilher. Back away WIth your arms up and remain calm. Notify parent(s) or guardians(s) if suspect is a student. Explain why search was conducted and what results of the search have been determined. Complete GunlWeapon on Campus Crisis Form (Crisis Manual).

176 SCHOOL CRISIS TEAM MEMBERS Position Name Work Phone Home Phone MobilelPager Room # Principal Asst. Principal Psychologist Counselor Nurse Secretary Food Service Manager Custodian Teachers CPRIFirst Aid Certified Persons m School Swlding Name Room# Certification (circle): CPR CPR CPR CPR FIRST AID FIRST AID FIRST AID FIRST AID D1Stnct Cnsls COIDIDlttee Coordinator Position Name Work Phone Home Phone Mobile! Pager

177 (OperatIons Director) Alternate Coordinator (Director ofinstruction) Spokesperson (Communications Manager) Alt. Spokesperson Attorney Finance Manager Drug Free Schools Bus TransportatIon

178 . WARNING AND NOTIFICATION (CODES) Call 911, If necessary Assess hfe and safety issues first. Inform --,--:-_-:- ---'in o,r,m'--="_--,,_. PrinCipal Room # Designee Room # PrincipallDesignee notifies _-:-_--:-_-;:- or -::::-- -::-::c -:-_(telephone numbers m crisis team member section) Operations Director Director ofinstruction Warn students and staff. If emergency requrres immediate actjon to protect the safety of students and staff, activate -=:---:- -:- -;:-_-=-::- ' Warning system: i.e., p.a. announcement, sounding of bell Use coded words in warning, If necessary. Codes should be used in situations in which immediate notificatjon is necessary, but safety of students and staff may be compromised if everyone m school buildmg knows of emergency. For example, a hostile intruder may panic if the principal announces intruder's presence over the P A system. The codes will inform personnel of the type of emergency and appropnate actions. The codes are as follows: Code Words Emergency Actions If innnediate actjon IS not required, notify staff at meeting before or after school hours. Teachers Will debrief students during class unless an assemble or announcement over PAis preferred. notifies parent(s) or guardian ofvictim(s), if necessary. -;--:--:-:--:-----:;-;-;_--:;-:--::-...cnotifies other schools in district. The school(s) with Siblings of the victim(s) should be called first. Statements: Teachers, we have a secl1nty code-h-2-lockdown. H Hall - 2 or High School (Hall or Wing) M Middle School ---- Hall or wmg - 2 E Elementary School --- Hall or wing ---2

179 LOCK-DOWN/SHELTERING PROCEDURES Lock-down procedures may be issued in situations involving dangerous intruders or other incidents that may result In harm to persons inside school building. Principal will Issue lock-down procedures by announcing warning codes over PA system, sending a messenger to each classroom or sounding bells. P A announcement may be a coded or basic alert. Drrect all students, staff and visitors Into classrooms. Lock classroom doors. Cover windows of classrooms. Move all persons away from windows and doors. Allow no one outside of classrooms until all-clear Signal is given by Principal or until Law Enforcement, Fire Official or Emergency Preparedness official evacuates your room. Teachers are to take class roll book to holding are in room. Sheltering provides refuge for srudents, staff and public within school building during an emergency. Shelters are located in areas that maximize the safety of inhabitants. Safe areas may cliange depending on emergency. Identify safe areas in each school building. Principal initiates Crisis Code Alert. Teachers assemble class team to cover Windows and air leaks around doors, and vents. Close all exterior doors and windows. Turn off any ventilation leading outdoors. Use public address system for communicating instructions to staff and srudents. Principal warns students and staff to assemble in safe areas. Take all persons inside building(s). Teachers take class roster to the safe area. Cnsls Team Management contacts cafeteria manager. Cover food not In contamers or put It In refrigerator. If advised, cover mouth and nose With handkerchief, cloth, paper towels or tissues. Teachers should account for all srudents after arriving in the safe area. All persons must renjaln In safe areas until notified by PrinCipal or emergency responders, Law enforcements issue an "all clear" code. Cnsis Team Management completes Crisis Documentation Form

180 EV ACUATIONIRELOCATION PROCEDURES Call 911, if necessary. Pnnclpal issues call for Cnsis Team to report to office. Pnnclpal issues evacuation procedures and notlfies'--, Operations Director Principal detennines whether students and staff should be evacuated outside ofbuildmg or to relocation centers. coordinates transportation If students are evacuated to Crisis Team Member relocation center.,contacts, --', and mfonns himlher that evacuation is taking place Pnncipal notifies relocation center. Direct students and staff to follow fire drill procedures and route. Follow altemate route if nonnal route is too dangerous. Maps should be posted in all classrooms indicating primary and secondary egress routes and holding areas/assembly points. Close all windows. Tum offhghts, electrical equipment, gas, water faucets, rur conditioning and heating systems. Place evacuation sign in window. Look doors. Teachers should ensure all students are out of the classroom and adjommg bathrooms. Instruct the first student inline to hold open exit door( s) until all persons m the class have evacuated. Continue this process until the building IS clear. Teachers: Drrect students to follow nonnal fire drill procedure unless Pnncipal alters route. Take class roster to relocation center. Close classroom doors and turn out lights. When outside building, account for all students. Infonn Principal immediately Ifstudent(s) is/are missing. If students are evacuated to relocation center, stay with class. Take( call) roll agrun when you arrive at relocation center Relocation Centers List pnmary and secondary student relocation centers for each school in district. The primary site is located close to school. The secondary site is located farther away from school (in case of community-wide emergency). Establish a management post at the off-site evacuation location (command post). Notify Bus Transportation Director for alternate bus schedule. Law Enforcement will be in charge of evacuation procedures. Complete Crisis Response Documentation Fonn.

181 Primary RelocatIon Center Secondary Relocation Center Address: Address: Phone: Phone.

182 MEDIA PROCEDURES All staff must refer media to district spokesperson. School District assumes responsibility for issuing public statements during an emergency. District spokesperson. David Grubb (504) During an emergency, adhere to the following procedures: Prmclpal relays all factual information to Superintendent. Prepare factual, written statements for the pass, in cooperation with Law Enforcement, or agency acting as Incident Commander. Be certain every media member receives the same mformation. Update media regularly. Do not say "No Comment." Set limits for time and location for interviews. When handling interviews: Ask In advance what specific questions will be asked. Don't say "no comment." If an answer is not known, offer to get Information and get back WIth them. Don't Speak "Off the Record." Before agreeing to have staff members interviewed, obtain their consent. Students under the age of 18 may not be interviewed on campus without parental permission. Yearbook and school newspaper photographs are public documents. Access to them must be provided Don't argue WIth media. Maintain log of all telephone inquires. Use scripted responses to inquiries Crisis Team Management completes Crisis Response Documentation Form. Media Statement Create a general statement before an incident occurs. Adapt statement durmg crisis. Emphasize safety of students and staff first. Briefly describe school's plan for responding to emergency. Issue bnef statement consisting of only the facts.

183 , Respect privacy ofvictnn(s) and the family ofvlctim(s). Do not release names to media. Refrain from exaggerating positive or sensationalizing crisis. Emphasize positive action being taken. Tum negative questions Into simple, positive statements. MEDIA PROCEDURES EMERGENCY PHONE NUMBERS/ALERT STATIONS Referrals Cnsis Intervention (504) Rape CriSIS Hotline (504) Suicide Prevention (800) Victim Assistance Child AbuselNeglect Reporting Line (800) Runaway Hotline (for Srudents) (800) RUN-AWAY National Center for Missing!ExplOited Children (for parents) (800) Crime Victims Bureau (888) Domestic Violence (888) Hazardous MateriaisIPOison Hazardous Materials Leak or Spill (800) POlson Control Center (800) Disaster Assistance American Red Cross (504) Emergency Management Agencies Use the following space to list other important pansh numbers. Fire, EMS, Police: NOPD: 4th District 1348 Richland Street, 911 (Emergency)! NOFD: 911 (Emergency)! EMS: West Jefferson Medical Center 1101 Medical Center Boulevard Marrero, LA Local Hospital: Ochsner Clinic Foundation Algiers 3401 Behrman Place, (504)

184 Local UtilitIes: Electrical: Entergy New Orleans (Emergency)/ (Outages) Sewerage and Water Board Local Red Cross! Office of Emergency Preparedness: City of New Orleans Office of Emergency Preparedness Listen to the following radio stations information regarding a potential or impendmg emergency: WWL Newsradio 870 AM 87.7 WDSU Radio

185 },... Algiers Charter School Association Balance Sheet All Funds February 28, 2006 Assets Cash $ 3,185,411 Other Assets $ 93,712 Total Assets $ 3,279,122 Liabilities Salanes $ 446,634 Benefits $ 90,978 Professional Services $ 780,446 Property Services $ 156,659 Other Services $ 487,466 Supplies & Ublltles $ 17,695 Purchases of Property $ 59,298 Total Liabilities $ 2,039,175 Fund Balance $ 1,239,947 INTERNAL UNAUDITED DRAFT FOR DISCUSSION PURPOSES ONLY

186 Algiers Charter School Association Income Statement - All Funds February 28, 2006 ~,. Revenue NOPS Start Up Funds State MFP LocalMFP Other Cash receipts Donabons Total Revenue Expenses Cash flow disbursements Accrued expenses Total Expenses Net Surplus I (Deficit) $1,500,000 $2,451,836 $1,979,811 $1,922 $84,333 $6,017,902 $2,813,876 $1,964,079 $4,777,955 $1,239,947 INTERNAL UNAUDITED DRAFT FOR DISCUSSION PURPOSES ONLY

187 i,... Algiers Charter School Association cash Flow Statement - All Funds February 28, 2006 November December January February Total NaPS Start-Up Funds $ 1,500,000 $ 1,500,000 Donations $ 1,000 $ 83,333 $ 84,333 Other Receipts $ 27 $ 1,895 $ 1,922 State MFP $ 426,182 $ 1,007,516 $ 1,018,138 $ 2,451,836 Local MFP $ 1,979,811 $ 1,979,811 Total Receipts $ 1,500,000 $ 426,182 $ 1,008,543 $ 3,083,177 $ 6,017,902 Object Code Description 100 Salanes $ 145,619 $ 306,328 $ 1,014,728 $ 1,466, Benefits $ 32,065 $ 50,164 $ 299,111 $ 381, Purchased Proffesslonal Services $ 3,800 $ 31,936 $ 312,679 $ 335,859 $ 684, Purchased Property Services $ 6,432 $ 3,095 $ 2,401 $ 11, Other Services and Insurance $ 740 $ 1,636 $ 180,241 $ 182, Supplies & Utilities $ 249 $ 24,446 $ 61,846 $ 86, Purchases of Property $ 18,615 $ 18,615 Total Disbursements $ 3,800 $ 217,041 $ 698,347 $ 1,912,801 $ 2,831,990 Receipts less Disbursements $ 1,496,200 $ 209,141 $ 310,196 $ 1,170,376 $ 3,185,912 Cumulative Receipts less Disb. $ 1,496,200 $ 1,705,341 $ 2,015,536 $ 3,185,912 INTERNAL UNAUDITED DRAFT FOR DISCUSSION PURPOSES ONLY

188

189 , fiis'zo:(ssiii)nooviioo.gadtl~~'_:sino.tlxymahii'(.has.iawu. pjpllls~lww.lt:8 9OIZI9I11VU. 8/1 Dd ID.temlil Tax ExemptiGovemment EntItI.. Division [TEIGE) Revenue Serviee Facsimile Covel'Sheet TO: Algiers Charter School AaaocIation Inc - Robert L WoIIfarth Adams and Reese UP Phmw Nwnlltr: FAX Number: PoImNJlmber; Application Fonn Number: PnIm: 1YItr N Cbumner ID Numller: ,. Number of,... CJIIaIUiIInI-..., : ~,:.::58;.=;3~_ Copy, to: We are reviewing your appllclllicln for a favorable detennlnalfan ~r on the &bow referenceci appl":.n. Howewr. we need md~ Inf'ormatlon before we can continue the pi"oc8u. The content of this fax I'8IJIlllltlIhe additionallnfarmltlon n.,ded and, If eppiicibi c:hangei and/or II11Indments to be IUbmlltlld. PIeaae IMId your reply by the responiti date to the adcll'lllll'ax listed belawwllb I oopy ofthla C!MI!'JIIBl. If you have any quaetiona or cat mot meet 1he raaponae date,... coni8ct the person whole name lind phone numtlm' are shown above. PIeaIe cd between the hours of 8:30 a.m. MCI 4:30 p.m. (E.&. T.) For l'omia.r:lio'jj1ijci4in... IRS 1iNI.tte at ",""",bt.m to dowiii'nd fllmlt.1nitluctiona _ PIIlIlicllllotM Ccmmenta:..., il :U 1 u... I1:..... au Ii Enclosed 1n this fax is the determination letter we are mailinq you regarding your section 501Ce) (3) exemption request. Thank. you for your prompt attention reqardinq our request for addit1:)nal infomation. Tyler Chumney.. luna Wen. '11!IGa P.O."_ """"'n CIncIJlIIIII, OM AtIn: Tyler N Chtnney, Grp 7IZ1 DOUft"I - FaxNumbtl! (513) om. DIll"", 1EIU! Dlvl8km F.O.8. " In 8tIHt CIIlCln..., OM AtIn: Ty\Ir N CIIuIIIMJ, Gil' ,,_~IIIIl'.....,pafn... ",.... I aonln_ GOIIIIdeodllol_~"'~ I..._ IF' II -..._"' p'.anlngt... II~""""OI''''.. ~Ia.w..._...-.nIoIIIon"'... d.,...,..._,tor '... VOU_-... "-II"... dk-' or ImmIS 1.,..,II'lpll... _ra.-... UnIIoIoI... n-t_

190 Di'l1iWiAL RlIVS!IUII IIBRVl:CB P. O. BOX 250. C:mcIlOlATI, 011 4oS:flOl nate, JAIl 0 II JWilIIRS CHIIRTBR BCBOOL ASSOClA'l'%OlII :rhc C/o ROBBIt'l' L 1IOLLI'AR'l.'H MdIMS AIm RBBSl!l LloP 701 POr.DRAS ST S~ ~50o..., OR'.I!US, LII Employer Identification liiiiiiber: DLR ' CcmtaClt PerIlOll.: TYLliII II CIIUMIIIY mil CloDtaClt 'rt!ilepbane liuiiibe:: (877) 82'-5500 AoCOlll1tiDg E'e:iod Rndi D!j"' J\me 30 Public Chariey Statu (bl (11 (A) (iii FOrm 990 Required: Y" stfeeti ve Date of BxeIIIption. oeeobe: CloDuillut:l.oo DeducCib.l1i ty, Y Dear, Applicmt, Wa are pleued to ~om you that upon nrvi_ ot your application for tax ezempt.tat,.. we have deta:an1aed that you ara exempt from Fede:al incaae tax 1mde: tiiection 501 (c) (3) of the IntlU:Ml ReWnue COde. coiit:ibut1ona to you ~:e.. 4lJ,Ctible under secticm 170 of the Code. You are also qualified. to receive tax ded\lctible ~t., devisee. trad8fers or \rifts WIdeZ' 8aotion 2055, 210'; - or 2522 of the COda. II_Wle thb letter COUld!l8lp rel101ve any quutiollll reguding }'OUX' axempt..tat... you IIhould keep it in your pemaji8dt. records. O:ganiaatiaDa ~t under al!cticlll SOlie) (3) of the Coda are fu1:tber claas1t:lec1 u either pul)lic: charities or private foqddationll. we detezmidad that you eoe a public cbarity UDder the Code nc:tioll Is) listed in tbe beading of thi& letter. Please _ enoloaed IDfozmat;i.on tar BXA!lq)t Org~atiOllll lj.ddiir Sec:tiOl1 501 (el (3) for.ami! bl!ilpful informatioll ellout YOm' r_poiiiiibilitiaa alii iill exelllpt C)~i"at.iOl1. Letter 947 (DOl (XII 9lZl> 9C ts lin I J 3:) I ~ l3i'nls1:l3d

191 -2- we have """,t copy of thi. lettaz' to YQUZ' zoepre*eqtati WI a. ~ of attonlaly. idd.ic:atad in yc>1l%' Sinc:ez-ely. 0'/<.. y. C::" "" ' Lei!! G. ~ ;Directozo. mtempt 02:ganizaUCItUI Ru11ng8 and Agreement. RnclO*Uf:eB: :rnfoxmatiem f~ Ozoganizationa BXempt ODder Sactiem 501 (c) (3) Letter 947 (OO/O:J) IlNlJ 3::>I±Il ~

192 lmissoulll)licilml.t1lmu'~:~._:sifo.tixv~.iawu 1UIPIIlS~ lww-li::8k'1111v ~ 8It 39Vd ' IIIIBIIB 'l'o GB'1' POlUIS AlG) IIBLP FOrms aac1 1DIIt1:UCltion. IIIIIY he obtaj.ned by callidg toll free a9-31S75, throuljh the Internet web Site at _.irs.gov. and. al.o at local tax usista,n.::e centers. Additional izlformati= about any topic discussed below N.Y be obtained tlttou,1h our gg.tomer service ~ian by callidg toll free between 8.30 a.m. - S.lO p.m. Bastern time. If you ClUIJIge your _. addree., purpoau. operatiods or.ouro... of fi.llanci'll support. pl.. se inform our TB/GB cuatomer Ac:COUDt Servi"". Office at the fol.lowing addres... Inte=al Servioe, P.O. Box cincidnatl.. OlIio If you IIIIIEC1 your oz;gom1zaticmal d.ocumant or by-laws. or di.-olve yott organization, provide the cuetomer ACcount Services O!:fice with... Cbpy of tha amet>ded documentli. Please use your aplayer identificatiol1 n\llllber 011 all rsturna ybu file IID4 in all. cor1"ellpqdd.ace with the mtemal ReVSIIU& Service, I'ILDf(J RBQUIlIBMIiRT8 In your exei1\pti_ letter we iddicated wbethar you IINst fufli Fo%Ia 990. Return of ~.at1on ~ Ii'rClIII :rnccne 'l'ax. Form "0 (or Form ggo-bzl is filed witll the OgcSen S\lbmie.:I.OZL proceaa1dg center. Ogdea IJ'l' YOU are ~ire<l to file a FOrm 990 ODly if your gross receipts are normally more thad $ If your gro.. receipts are normally betw8&ll $ and $ and your total. a.s.ts are le... than $250,000, you. may file Form!l90-BZ. :U: your gran receipts are over $100,000, or your total usats are over $250,000. you IIIWIt til. the. ccllllpleta FO= ~'O. 'l'he FOr\II 990 illstz'uctiol1ll ehow how to compute y,)ur "normal r... ipt. FOrm 990 Schedule A is required for both Form no and Parm 990-SZ. If a return i. required. it _t be filed by the 15th day of the fifth IIIO.\ltll after the add. of your annual accouiltillg peri04. There are peiiilltiea for f.. ilidg to timely fue a CCIIPl..t. :return.!'or additional informatioll on peiiilltiu,.ee _,~O iniit1:ucitiodll or call our toll free nliidber. If you:t regeipt. are bel.ow $25,000. and we aenc1 you a Form,gO Packa!Je. follow the :ijuitruoti.9wl in the. package 011 how to complete the limited return to &Ch'iae u. that you are Dot required to file. If your ~t:l.cm letter.tates that you. are not required to file Font 990, you 80/M!I'd I 1N I J 3:) I:I:Il "'l3nt>l:&i3d ~tter '" (DO/CGl

193 -4- are exempt frolll thelle requiremenu. tlllpbtou'bi) B'OSDlBSS INCOMB TAX RBTORIII Xf you rec:eive more ~ $1.000 """,,ally in grou receipt8 fran a zoegular tr." ar :bwiifte811 you I1IIIY be BUb:l eot to lmrelated Bu8:lDeas InooIDe TaX and nquired. eo fil.. Po= "O-T. IboaIpt organi.zaticm. _u... mccme 'r1lx aetm:n. '!bel:e ar.e... ral 8XCOIpti0D8 eo this ~. 1. :mcoae yo\l _he frqiii tlie performanc& of yo\lz' a>ceii\pl: acti vil:y,is "lot unralatad bu8in... income. 2. :me... from fud4raisare CCIIIduoted by'l101unteer... rkera. or wbere &:mated IIMIJ:ch""db.. is b not unrelated huaines8 1n"O'll&. 3. Irmome fran routine ~tments lluoh.. certificat of depodt.. Vingll acclollllt8. or.tock d:l.videndjj is u8ually not unrelated. huaiul'lss income. '1'here are apeeial rulea for.iucome derived f:nxn real... tate or other investmeuts purt:hqe4 with borrowed fundal. '!'hi.:lucome 18 0&11ed. -debt f:l.u!!mced" lnoome. FOr at.fditioual informati_ reiardins unrelated huaines. ll100me tax.ee PuiUicat:l.an 598. TaX 011 UDra1ated _ide.. IDcome of IboaIpt 0Z'i-:L ticma. or 0&11 our toll tras DUmber abowd aiiioye You are required to IIake your liiii1ual int~ti_ ret~. Pol'll! 990 or FQm avallllh1e for public ia8pection for three yesra aftar the later 0:1: tlle due date of the return. or the date the return i. Uled. You are USc reqw.l:ed 1;0 make avaij.~le for public :l.nspecti_ your ex..mpt:ioll applieat:l.an, BUY.upport.:Lug ~ts. sud your...,...qpt:lon l.etter. COpie. of the... dao\dmgt8 lire al80 required to be provided to any :l.ud:l.vid.ual. upon written or :I.u penon requea;t witllout abaz'ge other tlwi reuou.ble fees for copy:lug and postage. YOU -.y fulr:lll. this requir_t by placing the.e documimta = the IJltez:uet. Peua1tie. may be iqlosed. tor failure to OClq)J.y with tliese requi~t8. AdditiODal. :LufOnlllt!OII i8 availabl.e :I.u Publication 55'7. 'l'ax-blceiiipt Statu. fo] your O%'!JanizatiOll. or you may call our toll free nulllber shown 1IIbove. Contributi0ll8 to you are deducltib1e only to tlia extent that they are gifta no oonaiderat:l._ ia received :I.u retum. Depe%KI:Lug on the c:l.z'ciliiiiitanoes. t10et purcha.es and.:i.m11a.r paymeut8 in OOIIjuuction with flmdrab1ug event. may DOt. qualify a. fully deductible ooutrihut:loilb. ClOIiI'l'RDItJTIOIIII OF $250 OJ!. MOlIB Donora _t llave 1R'itten IlUbatant:iaticm from the cluirity for any c:baz"ital:ll.e contr:lbutioll of,250 or more. Alt.bcugl:l it 1. the doiior' a reaponai1lility eo ~ta:lu written llubat.utiat.:i.an :l:rcm the cbar1ty. you can udst donors by Letter 947 (DO/CQ) 80/SIij'd IlNIJ 3JI±lO ~

194 ~S-m~_NOO.YlI1O,9lZUCI~:as3,.9:sIK" tixy~lh8w l[auupjlp1lls~~iww.u:6911ll9111v~,819i1vd, 5 pr<;nr;l.41ng a written IItat_t lillt1ug any caiih ClODtE':ihutian or debcr1b:ijlg an!, dcoated ~tty. Thill written atat_t _t be ~4ed at th8 time of the ccdltribution. Thora i. DO presce'ibed. fo_t for the written atat_t. 1Iettsra, po.toarda! and.ueotr=io (e-~i1) or oaaputer-gene:ra~ forma are aooepeaklle. The donor ill reapcms1ble for the valuatian of dodated property. HOweve:r, ycur writted statemomt liiwit provide a 1I~f:l.cieDt dellcription to IIUppOrt the danor' II contr:ihutian. For additianal infcmaatiqll regarding danor INbetantiatioD, 88<'1 PWblication 1771, Charitable Contr:ihutionll - SUb5tantiation and nillclosure Requirements. FOr inf_tion about the valuation of don.ted property, lie. Publ.ication 561, nete,.,04n tn!l the vaj.ue of _ted property. C<lR'l'ltXB'CI'l':tO!IS 01' MOltB!l'II.IIlf $ 75 AlQ) CDRr.I'Y I'IIovmBS GOODS 011. SIIRVlCB8 YOU JIIUIIt pj:ov'ide a writtlld dillclonre.tat_t to donors who receive goode,',r liervice. fz'oiii you iii exchange for c:ontr:ihutioda in axeuii of $75. Contribution deducticmll are allowabl. to ckmora only to the extedt tbeir ContributioDe MCBed the value of the goocsli or.ej:v1cu reoeived in exehen!l'l' Ticket purchuea and a1m1lar ptlyuicltll in conjudctioll with fundraillillg evantii may not DeCusadly c;[wiluy 4.11 fully a.ductible contdbutiollb, dep...!dg OIl the circulll8t&dq8tl. :If:your <n'lranisatian aanduote full4raillillli _te.uch.. benefit didderll, 1IhoWII, mu.ber8h1p drivea, eto., wbere eanethiug of value b received, you are ~ired to pj:ov'ida a writtdill lltatement informing donora of the fair _rket value of the -.pecific it_ or... mollil you provided in exchedge for' contributioll8 of more than $75..' YOU.hould provide the written d1aclcaure lltatement iii.4vaoce of any _t, determine the fair market value of any benefit rec:ej.ved, detemine the amount of the contr:ihuticm that b deductible, and!ltate this information in your fundraibing materials such &II.-olicit:a.tiana, tickets, and reaeiptij. The &III011Dt of the CODtl'ibutiDl1 tllat is daduct!bla is l:ijllited to tile el<!fl of cry Il\ODey (usd the value of any property other tbe. 1IIOlIaY! CQlGtr1buted by the donor leu the value of goode or 8erviQ88 prcri.ded by the cbarity. Your di.cl08ure IItat_t IIbould be made, 110 later tluui., at the tllae PBl'A*lt ill reaeivac1. SUl:Iject to certain exceptianll, your di_lollure r8bpo1l111bility appl.ie. to usy fundrailling circ:wdlltancm where each complete paymeilt, including the c:ontrihutidl1 porticm, MCeedB.75. I'Or add1tianal idformatioo,.. e Publioatj,OIl 1771 and Public.tieD. 526, C!IIaritakll.. CoDtributiana. BltCI!88 BBIIIIPrr TlUUiSACTXORS Bxee benefit eran.a.ctione are SOVUDed by aect:i.oil 4958 of the Code. IxceSf. bedefit tranaactioaa inyolv. situatiooa wbare II liaction SOl(o) (3) organiaaticc prcwide8 an unreuoll/ll)le ~fit to II per.oil wiio i. in II pobitiqll to _reilll' llubatlmtial. influeoo. over the ozganizatiod. affair.. :tf you believe the~ may be an exce benefit tralulllotion involving your erganisat.1ou., you abould nport th8 tranae.ction OD I'Orm '90 or no-liz. Jldditional idfoz\at1on can be Letter 947 (DO/C'G! 80/90'd IlNl:> 3:>I±:IO ~

195 t -6- foll!l4 in the instructiozl8 for Fo%IIl 990 and pom 990-HZ, or you may call our tall tree number to obtain addi.tional. intoz1llation on bow to oon.et and "report this t~aaaaction. BMPLOYMBII'l' 'l'l\xis If you have eqlloyee&, you an wbject to 1ncome tax witjlholdillg and the lioclal aecurity taxeli imposed under the Pederal maurance CtmtributiCID ACt (nca). 1'0\1 are required to witjlhold Fedeml. idc.,... tllx troll your eq>layee'll _gaa a:ld you are required to pay PrCA on eaoh eqlloyee who ia paid mare tlian $100 in wage. during a caleadar year. 'l'o Imtnr bow mw:!h 1n_ tax to withbo14, you ehould have a IrOrIn W-4, liiiiploye..,_ Witbbold1ng Allcnrance c:ert:lticate. on fil," tor _... loyee. Organizati... 4ea=:U1e4 in e""tioll SOl (c) (3) of the Code are not require4 to pay ftlderal 'IJI1eq;lloyJlleDt TaX (PIlTAl. Blllploymell.t taxell are reported OIl roan 9tl, Blllployer' _ Quarterly Federal Tax Retu=. Tba reqiliremant. for withholding. depoaitidg, rcportiug l1li4 paying employment. taxea are explai nee! in Circular B, I!IIIpl.oyer I _ TaX Gu:I.cla. (l'iibl1cation. 15), l1li4 Dployer'. SUppl_t.l Tax Quide, (PublicatioQ. ls-a) '1'beaa publication_ explairl your tax re"pqdllibiliue8.. lui. fiqiloyer. Churches may employ both liiini_terll and cburcb workera. Bmployees of churchej~ or church-codtrolled orvanizationa Q"e liw.j""t to h",.,... tax w1tbjaolcung. w.'. may be exempt frgm no. taxes. Churcb811 are not required to pay Ftl'.rA tax..i:n addition. althou.gh mini.ters are!il!!llerally CII&WII law employee., t~ are DOl'. treated as employee. for UlPloymec.t tax puzpo.e.. '1'IIe.. apecial eql10ymeut tax Nle& for member. of the cl4iz'!iy and relig:l.ou. worlten are explained in l'iiblication 517, social Security add other InfO%ll1llt:i.on. for Memben of the Clergy and Reli9:1.OWI worker.. ONJ:cbeII ahould alao CIODII\1lt P\1lIl.icationa 15 11M 15-A. Publicat:Lon Tax Guide for Churchea and Religiowl organizati..., al.o diacuii... the variowl l:iedefitll and reapona!biliues of thelle organization. under l!'~l tax law. PUBLIC CBAlUTr STATUS :&:very org-an1zation that qualuiea for tu:-ex.aaption..a lui. organization. de.cr:lbad 1.11 aectiou. SOl (e) (3) ill a pr1".te foul1d&t:l.an UDleaa it fall. into I:lI1e of the categorillll IlpecifiCl&lly excluded frcm the defin1t:i.cid of tbat tam [referred to in aection 509(8)(1), (2), (3), or ('»). In ecfect, the definition dividu ~e organizat1on.a into two cluaea, namely pri".te foundaticma am public cbarit:l.liii. Public chadtie. are generally tholle tbac either have broad public IIUPport 0:: activaly function in II aupporting relat:l.od8hip to tho.e org-an1 tiolul. Public obarit:l... enjoy &eve:l'al advaji.l:agell emu: private foundationa. There &"'e certain exgille caxea tbat spply to private foul1d&tiodll wt not to public c:l!ar1t:1.ell. A private foundation Il\U8t alllo iimlually file FOrm 990-1'P, Return of Private I'oImdat1on, _ if it bad no revwuue or expena... LettlIZ' "7 (oo/rxj) IlNI:l 3JI::I:D ~

196 ; t:a<i -d ItUUJ. ~9'ZO:(ssow)IIOI1_.tlZKtztIroS~.0g:sNI. m:ll~.iauu PJIIIIIS ~1W~t:. _I LYQA3.8IIDd ALG:IBIIS amtttll1t SCHOOL ASIIOCZAT.IO!I The Code aect:ion Imdez' which you. an classified.e a public charity ie shown in the heading of your exemption let.ter. Tbi. det.erminauon is based on the information you pz'oy1d.ed IUId tlie ~equeat you on your II'ont application. Ple... refer to Publication 557 for adc11t.ional info:mati_ alxnt public dbarity.tatua. GlUI!I'1'S '1'0 IRD1vlDUALS TIle following info~tion 18 provide4 fo~ organi.zauodii tbat. make <p'ant. to individuale. 11: you be!jui lui. idd.ividua1 gnzlt prog2:a.n ~t... not I!.. c~i.bel in you!: exeiiiption ~lieation. pl.e. il1form WI el:>out the pra<p'am. J'unds you di..tr1:buto to an individual as a grant muet he made on.. trua charitabl. heai. in fu:l:therance of the PUZPO... far which you are =vajda..". Therefore. you IIlIould. keep a4eqi1al:e r8c01."d8 aii4 cue histori.. tbat....",.tr."t. that gr4l1t. to 1rI4ividuale eerve your charitable purpoaea. 1I'o~ example. you shaull! be id a position to INb8taut.1aee the beeie for grant. awaned to individual. to J;eUeve poverty or UI1d.er a echolarahip or liduc;:.ticm loan p~. Ca.. IWltoriu reprdidg grant. to iddividualll llhaul.d IIIhow _II. l144rue..; pw:poeu of grantll, _ of lielection, aii4 nlat.ionahip (if any. t.o IIII!IIIIbers. offics2:li. t:ru.st..., or danors of funds to you. For more Uifazmat.iem em the exeluaicm of acholarahips from income by 1m indl. vidual recipient..ee Publieat1an 520. SCholU'tlh1pe IUId rellowllhips. DI1'ORMATICIR i'ojt CHlUl'l'BK SCHOOLS YOU are not llubjeot to the specific publ.illhing requi.remedt. of bvedu. l'roc:ed=e 75-50, (l.b., page 587, as long aj!i you are op82:ating WIder a oontnee with tll.. local gover!iiiic1t. U ~ metllcd. of operaucm cllangea to the extant that your ebarter 1e terminated, CIIZlCe11ed. or not rel18weli, you ehaul.1 DOt:l.fy us. You.,:1.11 &lao be reqw.red to comply with Rorvtmue.roeed"... 7!1-50 Letter 947 (l)o/c:g) 80/80'd

197 '. - ~ ACSA Non-Teacher Performance Developm.ent Appraisal ", 1 The Non-Teacher Perfonnance Development Appraisal for the, academic year will use,three primary categories on which staff will be evaluated. Within each category there are five elemertts to evaluate. For the academic year, we will use two or three elements per category. All of the elements are included because we may use them for the academic year. Each element is ranked on a scale of 1 to 5 WIth 1 being low and 5 being high. The minimum number of points that a teaching employee can receive is eight (8) and the mwumum number of points that a teaching employee can receive is forty (40). In general, perfonnance development appraisals tend to fallon a bell curve. This translates into approximately 60% of the non-teaching staff receiving a score between 20-28, which is equivalent to a ranking of "Proficient"; 15% of the non-teaching staffwill receive a score between 29-34, which IS equivalent to "Succeeding"; 15% of the non-teaching staff receiving a score between 14-19, which is equivalent to "DevelopmglNeeds Improvement"; 5% of the non-teaching staff receiving a score between 35-40, which is equivalent to "Exceeding; and" 5% of the nonteaching staff receive a score between 8-13, which is equivalent to "Does not meet expectations" We will use the perfonnance development appraisal, along with the job description, perfonnance documentation, and your input to determine your final perfonnance rating. The categories and rating scale are explained below. rhl' ( ah'!!oric," for t~ll' Formal 'OIl-TCiChtr Pcrfonn:Hlce Deyc!opnlll'nt.\ppLl:i<-:a! mot': Page 1 of3 Created on 5/16/2006 5:33:00 PM

198 , ACSA f.n-teacher Performance Development AP!isal AdJlptability. Is flexible, getting thlllgs done QuaUty: Is atle1utve to delatl and commttted to excellence' Eos!lI\'s tim! do~ents are Thorough III analyzlilg needs and providing comprehensive info~ and tbat tbe proees$ed ~ Is perceived as extremely strong by <)thers and readily asslsts or """"I'tl. and as well as sound tasks.. signed In to Page2of3 Created on 5/16/2006 5:33:00 PM

199 ,,# (. AeSA Non-Teacher Performance Development Appraisal -,~, " 3 Proju:ient - Pcrfonnance consistently meets the standards requu-ed for the posllion and outhned m the perfonnance plan, and the results of the worl< are accurate, thorough, rchable and tunely Employee d<""lnonstratt.-s understandmg of pnnciples, techniques, and procedures necessary for efficient Job perfonnance and exercises judgment appropnate m the poslnod 2 Developing/lmprovement Needed - Perfonnance In one or more enlical areas docs not meet cxpectaljons Not all planned objeclives were accomphshed wlthm the estabh,hed standards and responslblhlies were not completely met I Did 1101 meet expectations ~ PerfOnDdllce does not consistently reflect the ~tandards of a tramed. experienced, PCrKm, or fallo;; below the minimum requirements for the position This level of perfonnance requires Improvement wlthm a.tated time period, With a 'poclfic work plan developed toward that goal Page 3 of3 Created on 5/16/20065:33:00 PM

200 ..,t. ~ ACSA Teacher Performance Development Appraisal,- The Teacher Perfonnance Development Appnusal for the school year will use three categones for evaluation. Within each main category there are a number of components for you to reflect on. The highlighted segments below are the areas we will NOT be evaluating this year. Beginrung next school year, we will use all four categories. Again, we will be evaluating our teaching staff on various skills and work habits within each ofthe four categories. All four categories and skill criteria are included here so that you can familiarize yourself with the entire set for the school year perfonnance development appraisal. Each component is ranked on a scale of 1 to 5 with 1 being low and 5 being high. The minimum number of points that a teaching employee can receive is eight (8) and the maximum number of points that a teaching employee can receive is forty (40). In general, in any professional environment, perfonnance development appraisals tend to fallon a bell curve. This translates into approximately 60% ofthe teaching staff receiving a score between 20-28, which is equivalent to a raj.lking of "Proficient"; 15% of the teaching staff receiving a score between 29-34, which is equivalent to "Succeeding"; 15% ofthe teaching staff receiving a score between 14-19, which is equivalent to "Developing/Needs Improvement"; 5% of the teaching staff receiving a score between 35-40, which is equivalent to "Exceeding; and" 5% of the teaching staff receive a score between 8-13, which is equivalent to "Does not meet expectations". KnOWIng this, the ACSA does not enter the evaluation period with any predetermined expectations as to what results these evaluations will yield, but we have an idea based on experience of what is the nonn. We ask that you complete this evaluation as candidly as possible. ' :"l We will use the perfonnance development appr31sal, along with the Job description, perfonnance documentation, and your Input to determine your final perfonnance rating. Factors such as job perfonnance, unexcused absences and tardiness, continued training and education, leadership abilities, positive attitude, and willingness to accept additional responsibilities, may also be considered In detenriining your rating. The categories and rating seale are explained below. The ( atc;,'"r;", lor Ihe ro,mal TC:H'hel' Pedormance Dn clop 1I1l'1l t,\pprai"ji arc: Page I of7 Created on 5/16/2006 5:13:00 PM

201 ACSA teacher Performance Development APpraiS' - ~ Student Students are consistently well-behaved, and on task Teacher and students estabhsh clear rules for learnmg and behavior The teacher uses several techruques such as SOCial approval, contmgent activities, and consequences to maintam appropnate student behavior The teacher overloqks mconsequenttal behavior The teacher deals With students who have caused disruptions rather titan the entire class ~ ',,', ' I " Teacher-student interactions demonstrate canng and respect for one another Students exhibit caring and respect for one another, Teacher seeks out, and IS receptive to the interests and oplmons of all students Instrucl!onal plans Include: measurable and expliclt goals aligned to state content standards activities, mate{tals, and ~ses~ that. o are ah~ to state stllndar\is. ' o are sequeoced from basic to complex. o build on prior student knowledge, are relevant to Student;<' lives, aod lategtate other disciplines o provide appropriate tune for student work, student reflection, and lesson and utut closure, evidence that plan is appropriate for t1ie age, knowledge, and interests of all learners Student Work. Asstgl1lllents require students tu. Page 2 of7 Created on 5/16/20065:13:00 PM

202 1 :',', I. ~ ACSA Teacher Performance Development Appraisal, draw conclusions, make generalizations, and produce arguments that are supported through extended wntmg. connect what they are learnmgjo el(penences, observations, feelmgs, or SltuatlOns significant in their datly bves both inside and outside of school. Assessment. Assessment Plans are ahgned with state content standards have clear measurement cntena measure student perfonnance in more than three ways (e.g., m the form of a project, expenment, presentatton, essay, short answer, or multtple choice test require extended wntten task.. are portfobo-based WIth clear Illustraltons of student progres.. toward state content standards mclude descnpttons of how assessment results will be used to mform future mstructton. Page 3 of7 Created on 5/16/2006 5:13:00 PM

203 ACSA 'eacher Performance Development APpraiS'.. d H '"I'(, Page4of7 Created on 5/16/20065:13:00 PM

204 ,...,... ~ ~ ACSA Teacher Performance Development Appraisal, The mstnk:tlonal groupmg arrangements (either whole class, small groups, pairs, indtvulual, hetero-or homogenous ability) consistently maxinnze stullent understandtng and learning efficiency o All students m groups know their roles, responslbthtte.., and group work expectanons o All students parllclpattng m groups are held accountable for group work and mdivlduai work lnstrucll.oual group COtnpoSltton IS varied (e.g., race, gender, ability, and age) to best accomplish the goal. of the lesson o Instructional ""oun. faclhtate onnortunltles fur students to set goals. reflect on. and evaluate theu Content o Teacher displays extensive content knowledge of all the subjects she or he teaches. Teacher regularly implements a vanety of sub.!ect-specdic mstructtonal strategtes to enhance student content knowledge.' o The teacher regularly highlights key concepts and Idea.., and uses them as bases to connect other powerfulldeas. o Lmuted content.. tau""t m sufficient death to allow for the Teacher Knowledge or Students: Teacher practtces display understandmg of each student's annclpaled leanung dlfficulttes. Teacher pracnces regularly mcorporate student interests and cultural hentage o Teacher regularlv nrmndes differentiated tn.trucnooal methods and content to ensure chtldren have the P I'" 2 A 'IIaI'lI!ty of suh,ett $pcclfic 1IL'ltnKtlOnai str.uegres lo teach reading c:on:!.pfl!benston, for example, would be wntmg summanes, predu:tulg. c;:i.arlfpng vocabulary, story maps, graphac orgawmrs. self momton'ng one's understanding. etc. Page 5 of7 Created on 5/16/2006 5:13:00 PM I

205 ,, I'!,;'}i..,>.. ~ t Acslfeacher Performance Development APpraisf ~, 4 &ohm Sternberg (1998) Pnnaplcs ofteadllng for SUOOlssIul Intelbgcocc h.tucaoooal Psyt.ho1ogIst, 33, 6S.. n S IbKi. 6 Ib.l 7 PerkLns, DN.. Goodru.h,H. TISbman, S, &Owen,J (1994) 'Ihlnkln&Connccuons:LeammglO Thmkand1'hm~ toleam AddL'IOn-Wesley Perfonnance defmitions are provided at levels 5, 3, and 1. Raters can score perfonnance at levds 2 or 4 based on their professional judgment. The levels definition is provided here. Page 6 of7 Created on 5/16/2006 5:13:00 PM ~

206 .. - ~ IJ ACSA Teacher Performance Development Appraisal Exceed/ng- Supeflor mastery of the position the requrrements and actively pursues and completes SelVes and is perceived as a role model for others Perfonned all Job respilnsd"htles far above tasks. With the highest quality results I. Perceived as extremely strong by others and readily assists or to SCfVlce m addition to 3 meets the standards required for the pos'tion and outhned m the perfonnance plan. and the results of the work are accurate, Employee demonstrates understandmg of pmclples, techniques. and procedures necessary for efficient Job performanee and exercises 2 areas does not meet expcctatjons were accomplished within the Did nol meet expectations - position This level of perfonnance reflect the standards of a tramed, experienced, person, or falls below the mmin>um requ... :ments for the a stated time period, With a specific work plan developed toward that goal. i ~., "~ 'I\'~,~(~ ~ ";~:\'~~,]lot Page 7 of7 Created on 5/16/20065:13:00 PM

207