Generation Three Open-Enrollment Charter Renewal Application Standard Renewal (Amended February 24, 2003)

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1 CHARTER SCHOOL NAME.~-'- - -L'''''''''''''''''~LJ.>-Oo",-COUNTY-DISTRICT #.J...l.!.J.~...LJ..L.-I-- e.a~~ Generation Three Open-Enrollment Charter Renewal Application Standard Renewal (Amended February 24, 2003) Application Due June ST CENTURY ACADEMY OF SCIENCE AND TECHNOLOGY ACADEMY OF BEAUMONT ACADEMY OF CAREERS AND TECHNOLOGIES CHARTER SCH ALPHONSO CRUTCIrS-UFE SUPPORT CENTER AMERICAN ACADEMY OF EXCELLENCE CHARTER SCHOOL AMIGOS POR VIDA-FRIENDS FOR LIFE CHARTER SCHOOL BRAZOS SCHOOL FOR INQUIRY & CREATIVITY CAREER PLUS LEARNING ACADEMY COMQUEST ACADEMY CROSSROADS COMMUNITY \il}.q"r CHARTER SCHOOL DALLAS COUNTY JUVENILE JUSTICE EAGLE PROJECT (ABILENE) EAGLE PROJECT (BEAUMONT) EAGLE PROJECT (BROWNSVILLE) EAGLE PROJECT (BRYAN) ) EAGLE PROJECT (DALLAS) EAGLE PROJECT (DEL RIO) EAGLE PROJECT (FT WORTH) EAGLE PROJECT (LAREDO II) EAGLE PROJECT (LUBBOCK) EAGLE PROJECT (MIDLAND) EAGLE PROJECT (PHARR-MCALLEN) EAGLE PROJECT (SAN ANTONIO) EAGLE PROJECT (TEXARKANA) EAGLE PROJECT (TYLER) EAGLE PROJECT (WACO) ERATH EXCELS ACADEMY INC FOCUS LEARNING ACADEMY FORT WORTH CAN ACADEMY FRUIT OF EXCELLENCE GEORGE I SANCHEZ CHARTER HS SAN ANTONIO GULF SHORES ACADEMY HONORS ACADEMY HOUSTON GATEWAY ACADEMY. INC. HOUSTON HEIGHTS LEARNING ACADEMY JAMIE'S HOUSE CHARTER SCHOOL KATHERINE ANNE PORTER SCHOOL KENNY DORHAM SCHOOL FOR TIlE PERFORMING MCCULLOUGH ACADEMY OF EXCELLENCE MIDLAND ACADEMY CHARTER SCHOOL OAK CUFF ACADEMY RANCH ACADEMY SAN ANTONIO CAN! HIGH SCHOOL SAN ANTONIO SCHOOL FOR INQUIRY & CREATIVITY SHEKINAH RADIANCE ACADEMY SOUTHWEST HIGH SCHOOL TEKOA ACADEMY OF ACCELERATED STUDIES TOVAS-TACTILE ORAL VISUAL ALTERNATIVE WA-SETPREPARATOY ACADEMY Texas Education Agency William B. Travis Building 1701 North Congress Avenue Austin, Texas Charter Schools Dated Material--Open Immediately Return on or before--5:00 p.m., Central Time Tuesday, June 30, 2003 Charter Schools Division RoomS-t07

2 ,, Application Instructions The Renewal Application is due to TEA/Charter Schools Division by 5 :00 pm, June 30, Timely submission of a complete renewal application will be used as part ofthe basis for renewal determination. After the application is reviewed by internal reviewers at the agency, applicants may be required to submit follow-up information to clarify or complete the original application. Applicants have fifteen working days after being contacted to submit any follow-up information unless a longer period oftime is negotiated. After that point, the application will not be considered timely and sufficient. The application form has been designed to be downloaded and responses can be entered directly onto the electronic application form on your computer. The spaces provided for answering questions are expandable. Use as much space as needed for responses. Attachments should be labeled as indicated in the applicatjon and submitted in prescribed order. The forms for Attachment 3, Board Member Biographical Affidavit and Attachment 6, Electronic Application Certification are included with the application.. Seven complete paper copies ofthe entire document must be submitted in prescribed order with only original signatures in blue ink. One copy (less attachments) must also be submitted on a 3.5 inch floppy diskette. (The agency uses a PC compatible text file.) Format ofapplication Number ofpaper copies: 7 Font: 12 pi.; Times New Roman Paper: 8.5"xll.O", white, one side only Binding: NONE! 00 NOT BIND May be rubber-banded or clipped List ofattachments Attachment I, Organizational Chart Attachment 2, Criminal History Records for Board Members Attachment 3, Board Member Biographical Affidavits Attachment 4, Documentation for Evaluation ofother Information Relevant to Performance Attachment 5, Special N eeds!programs Information Request Attachment 6, Electronic Application Certification Attachment 7, Written Resolution Adopted by Governing Body ofcharter Holder Amended February 24,

3 Definitions Please review TEC and 19 TAC Chapter I for definitions ofterms. Listed below are some selected terms and defmitions: I. Charter holder - the entity to which a charter is granted under TEC, Chapter Charter school- a Texas public school operated by a charter holder under an open-enrollment charter granted by the State Board ofeducation pursuant to TEC, I 3. Governing body ofa charter holder - the board ofdirectors, board of trustees, or other governing body ofa charter holder 4. Governing body ofan open-enrollment charter school- the board ofdirectors, or other governing body ofan openenrollment charter school. The term includes the governing body ofa charter holder ifthat body acts as the governing body ofthe open-enrollment charter school 5. Management company - a person, other than a charter holder, who provides management services for an openenrollment charter school 6. Officer ofan open-enrollment charter school- the principal, director, or other chief operating officer ofan openenrollment charter school; an assistant principal or assistant director ofan open-enrollment charter school; or a person charged with managing the fmances ofan open-enrollment charter school Amended February 24,

4 General Scope of Agency Review As authorized in Texas Education Code , the commissioner may modify, place on probation, revoke or deny renewal ofthe charter ofan open-enrollment charter school ifthe commissioner determines that the charter holder: I) committed a material violation ofthe charter; iocluding failure to satisfy accountability provisions prescribed by the charter; 2) failed to satisfy generally accepted accounting standards of fiscal management; 3) failed to protect the health, safety, or welfare ofthe students enrolled at the school; or 4) failed to comply with this subchapter or another applicable law or rule. The Commissioner's Rules Concerning Open-Enrollment Charter Schools, 19 TAC, Chapter 100, provides more specific information about commissioner action and intervention and other issues concerning open-enrollment charter schools. Internal reviews for all renewal applications will be conducted by TEA staff in areas such as student performance, busioess and fmancia! management, and compliance. Components for determining adequate student performance generally ioclude accountability ratiogs, AEIS iodicators, and other relevant student performance ioformation, as reported by the charter school on this application and as supported by required evidence and documentation. Components for evaluating business andfinancial management generally consist ofa review by the Fioancial Audits Division ofannual fmancial audits and other relevant documents. Agency compliance requirements that may be generally considered include, but are not limited to, timely and accurate submission ofgrant expenditures and evaluations, PEIMS reports, accountability/accreditation ioformation (iocludiog data requested prior to on-site visits, and follow-up information such as corrective action plans for bilingual and special education programs and PASIDAS risk levels), assessment requests (iocludiog requests for and submission oftestiog materials), other special education ioformation, governance data, student transfer data required by Civil Action 5281, and the renewal application. Complaints made against the charter school through the Agency complaints process may also be considered, as well as any issues concerning the health, safety, and welfare ofstudents. Amended February 24,

5 SHEKINAH LEARNING IN PAGE El2/05 Open-Enrollment Charter School Renewal Application Generation Two - Standard Part 1. Charter Update Charter Holder Name: Shekinah Learning Institute (I.e., nonprofit organization, institution of higher learning, or governmental entity) Charter Sehool Name: Shekinah Radiance Academy Charter School CountylDistrict #: Campus Name(s) Shekinah Radiance Academy Shcltinah Radiance Acad. Watzem CouJltylDlstrict!Campus # Shekinah Radiance Acack:mY Hope Section I. Maximum Enrollment, Grades Approved, and Geographic Boundaries In the spaces below, please list the lllilximum enrollment, the grades the charter school is approved to serve (indicating ifthere is an approved GED program), and the geographic boundaries. A. Maximum EnroDment: 500 B. Grades Approved to Served: Prek-12 ~K~) Approved GED Program: nsd NO I&! C. Geographic Bonndaries (all school districts within geographic: boundaries): Coma! ISO, Dripping Springs ISO, East Central lsd, Edgewood ISO, Harlandale ISO, Hays CISD, Judson ISO, Lackland ISO, Marion ISO, Navarro ISO, North East ISO, Notrhside lsd, Randolph Field ISO, San Antonio ISO, San Marcos CISD, Schertz-Cibolo-U City lsd, Seguin lsd, South San Antonio ISO, SO\1thsidc ISO, Wimberley ISO. Amended February 24,

6 <!Ul SHEKINAH LEARNING IN PAGE 03/el5 Section n. Governance Structure and Procedures Review TEC. Sec aru119 TA.C Chapter 100, Division j (Charter$chool Governance), which lists, among other things, powers and duties that must be exercised by the governing body ofthe charter holder, and nepotism and conflict ofinterest prohibitions and exceptions. Where indicated, list all relatives ofthe members ofthe Governing Body ofthe Charter Holder, ofthe Governing Body ofthe ChBrtet School, and ofthe Officers ofthe CharteT School within the third degree ofconsanguinity or affinity. These include your spouse and the following relations to you and to your spouse: parents, children, grandchildren, Siblings, grandparents, great-gmlc!parents, nieces, nephews, aunts, uncles, and great-grandchildren. A, Governipg Body of CharterHolder 1. In the spaces below please list the names ofthe members ofthe goveming body of the charter holder, t1w offices held, any board member's relative within the third degree ofconsanguinity or affinity (see definition ahove), and any compensation or remuneration from the charter holder or charter school received by the board members. Board Member Vema Henson, PhD AI Sma Glen YaJe,m President Secretary Member Relativo(s) Within lb. Third Degre. of Consangulnily or Affinity Who ar~ Also Serving on tbe Board None None None 2. Will any relative ofthe board member within the third degree ofconsanguinity or affinity (see definition above) be employed by or receive any compensation or remuneration from the charter holder or the charter school? Ifyes, provide details in the space provided below. YES 0 NO [8J serves as ofher compensation as Superintendent from the charter school. Amended February 24,

7 3. Will any board member's spouse or any ofthe spouse's relatives within the third degree ofconsanguinity or affmity (see defmition on page 2) be employed by or receive any compensation or remuneration from the charter holder or charter school? Ifyes, provide details in the space provided below. YES D NO [21 4. Will any person who is a relative within the third degree of consanguinity or affinity (see defmition on page 2) ofa charter school officer (i.e., a person charged with the duties of, or acting as, a chiefexecutive officer, a central administrator, a campus administration officer, or a business manager) be employed by or receive any compensation or remuneration from the charter holder or charter school?!fyes, provide details in the space provided below. YES [21 NoD Dr. Washington serves as Superintendent and is a charter school officer. Please refer to our responses to A.2, Page 6. B. Goveminl BodI of Charter School I. Ifthe governance structure includes more than one board (i.e., a governing body that is separate from the governing body of the charter holder), in the spaces below please list the names ofthe members ofthe governing body ofthe charter school, the offices held, any relative ofa board member within the third degree of consanguinity or affmity (see definition on page 2), and any compensation or remuneration from the charter holder or charter school received by the board members. Board Member Name OffieeHeld ReJative(s) Witbin tbe Tbird Degree of Consanguinity or Affinity Wbo are also Serving on tbe Board N/A Board Member Compensation or Remuneration Per Year Amended February 24,

8 2. Will any relative of a board member within the third degree of consanguinity or affinity (see defmition on page 3) be employed by or receive any compensation or remuneration from the charter holder or the charter school? Ifyes, provide details in space provided below. YES r8l NO 0 Please see response to A2, Page Will any board member's spouse or any ofthe spouse's relatives within the third degree ofconsanguinity or affmity (see definition on page 3) be employed by or receive any compensation or remuneration from the charter holder or charter school? Ifyes, provide details in the space provided below. YES 0 NO C81 C. Roles and Resl!!:!osibilities ofgoverninr; Bodies Describe the roles and responsibilities ofboth the charter holder and charter school governing bodies. Ifthis represents a change from the governance structure currently on file with the Agency, please indicate that it is a change and describe the difference from the previous structure. The Borad ofdirectors for the Shekinah Radiance Academy Charter School is responsible for the governance ofthe Charter School to include, fiscal management, policy adoption, approval ofperformance objectives, operating budgets, curriculum selection, employmemt and staff development, (see attachment pamphlet section 11.0 II Organization). The Board, Campus Administration, and Campus Action Team work as a unified government to meet school goals and mission. The Board ofdirectors also has the authority to appoint the Superintendent for a specified term or terms to manage the school program and lead the school staff. The Campus Action Team serves as the Site-Based Decision Making Committee for the campus, established under Section The School Advisory Committee (SAC), in the original documentation on file with the Agency, will now be a Site-Based Decision Making Committee. The Site- Based Dicision Making Committee will work with and through the board approved Campus Action Plan. D. Omanizational Chart, Criminal Riston:: Records. BioKranhieaJ Affidavit Submit an organizational chart. Include this document as Attachment 1, Organizational Chart. Submit a criminal history record for each board member. Include these documents as Attachment 2, Criminal History Records for Board Members. Submit a biographical affidavit for each board member. Include these documents as Attachment 3, Board Member Biographical Affidavit. Amended February 24,

9 Section III. Teacher Qualifications In the space provided, describe the qualifications required for all classroom teachers and other instructional staff. Ifthis represents a change from the charter application on file with the Agency or approved amendments, please indicate that it is a change and describe the difference from the previous requirement. All must Degree an University at least two years experience ofworking with youth. All educators must be commited to persuing teacher certification and or the equivelant staff development throughout the school year. All teachers are required to attend a minimum two summer inservices if they are not taking courses at college or university. Shekinah Radiance Academy will comply with the No Child Left Behind Law in tenns ofthe "Highly Qualified Teacher". All para professionals will be certified and obtain college hours as outlined by No Child Left Behind. All consultants and licenced contractors will be required to meet all qualifications outlined in the NCLB law and the charter. Section IV. Code of Conduct In the space provided, describe the methods used to infonn parents and students about school rules and guidelines governing student behavior. Include policies regarding student expulsion and suspension and procedures that satisi)' due process requirements. The student handbook outlines the code All students are given the handbook during the first week ofschool. Parents and students are infonned ofthe student guidelines at the initial enrollment interview. Teachers go through the guidelines and code ofconduct with their students at the beginning ofthe school year. Guidelines are reinforced and discussed periodically throughout the school year as neded. Teachers are encouraged to hold parent conferences for those students who violate the code of conduct in any way. Conferences are held with the students parents, teachers, administration and students for students who persistently misbehave to develop a behavior plan. Ifthe student continues to violate the code ofconduct then depending upon the violation the student will be refered to AEP, suspended or expelled as outlined by TEC guidelines, (chapter 37). Any student who needs to be refered to an Alternative Education Program is referred to one of several charter schools in San Antonio who offer this setting. (see attatchement) Section V. Complaints In the space provided, describe the methods used to infonn parents, students, and employees about the procedures for receiving and responding to complaints. (Note: Under 19 TAC IOO.lIOl(e), the governing body ofa charter holder shall not delegate fmal authority to hear or decide employee grievances, citizen complaints, or parental concerns.) The parents, students employees ofshekinah Radiance Academy are infonned about the procedures for receiving and responding to complaints through the student and staffhandbooks. The procedure explains process and the timelines for filing a grievance. Most complaints are channelled through and heard, response and advancement is handled by the campus administration. The Superintendent and the School Board also have opportunities to deal with complaints and grievances. Parents, staff and students can voice their opinions through the Campus Action Team (site based decision making team) representitives and through parent groups and community focus teams. Amended February 24,

10 Section VI. Admissions Policy In the space provided, describe the timeline used foradmitting students, including the application deadline and the process for the admission ofstudents by lottery. (Although state law permits students to be accepted on a frrst come, first served basis or through a lottery, a charter school tbat is oversubscribed must use a lottery to beehgible to receive federal funds.) Students can enroll in Shekinah Radiance Academy at any time throughout the school year. In March ofeach year preenrollment and re-enrollment forms are distributed for the upcoming school year. When a parent wishes to enroll their child, they pick up an application packet from the school. Each packet outlines the paperwork which is required and gives some information about the school. Parents are usually given a guided tour of the facility. Parents are required to submit all paperwork prior to enrollment, this includes, but is not limited to; PIEMS registration forms, home language survey, current report card, withdrawl form, birth certificate, social security card, immunization and health record. Once all the paperwork is completed, the prospective student and their parents are invited to an enrollment inerview. At this interview the expectations ofthe student are made clear, discipline procedures are outlined and parental involvement is discussed. The next stage, is for all new parents and students to attend the annual orientation prior to the first day of school, where they will meet other students and their teachers. Ifa grade level is full (18: 1) at the time of enrollment, students are placed on a waiting list. Once a place becomes available a lottery occurs to determine which student from the waiting list will be enrolled. Amended February 24,

11 Part 2. Program Evaluation Section VII. Evaluation of Student Performance In the spaces provided, describe student perfonnance. Address student progress over time and perfonnance as it relates to AEIS base and additional indicators and in tenns ofany other relevant performance information. A. AEIS Base Indicators Describe student perfonnance as it relates to AEIS base indicators (i.e., TAAS scores and dropout rates). Be specific about indicators such as percentage ofstudents passing exams and annual dropout rates. Note:Campuses rated under the Alternative Education Accountability system may also have student attendance and Texas Learning Index (TLl) growth as base indicators. Under system, was given an "Acceptable" rating. 80% ofour students passed reading compared to 63.4% in ,83.3% passed writing compared to 40% in and 57.5% passed math compared to 30% in Under alternative education accountability 4 long tenn students out of9110ng tenn students were not promoted and one student earned less than halfthe credits expected under alternative accountability. Shekinah Radiance Academy (Schertz Campus) ( ) and Shekinah Radiance Academy Hope (fri I) in was given a "recognized" rating under regular accountability. 80% ofstudents passed Reading and 88.9% passed Math. In , so far after the first test session 100% of3'd graders at the Hope Campus passed reading T AKS, 92% passed at the Walzem campus and 69.2% passed at the Main campus. The Attendance Rate for the district in is 94.3% and the dropout rate was 0% The district T AKS scores are 68% passed reading, 42% passed math, 64% passed writing, 61 % passed science and 100% passed social studies. Shekinah Radiance Academy has a high at risk population, 68% are economically disadvantaged, 63% African American, 22% Hispanic, 12.5% white and 1.7% other. B. AEIS Additional Indicators Describe student perfonnance as it relates to AEIS additional indicators (i.e., attendance rates, 4-year completion rates, college admissions testing, and participation in the recommended high school program). Be specific about indicators such as average Texas Learning Index (TLI) growth, year-tn-year progress, and accountability ratings. Note:Campuses rated under the Alternative Education Accountability system may also have campus-selected additional AE/S indicators. tenn students next average number ofcredits earned by long tenn students. The average number ofcredits earned by long tenn students was 6.2 and the % oflong tenn students promoted to the next grade level was 95.6%. Amended February 24,

12 C. Other Information Relevant to Student Performance Describe unique accomplishments ofthe charter school as they relate to student performance. Be specific in describing accomplishments and provide supporting evidence and documentation as Attachment 4, Doeumentation for Evaluation of Other InfonnationRelel'antto Performance. Refer to questions threeand four ofthe charter application on file for any additional accountability provisions, in addition to those required under Texas Education Code, Chapter 39, under which the performance ofthe openenrollment charter may be assessed. Refer to question five ofthe application for any basis; in addition to a-basis specified under Texas Education Code, Chapter 12, on which the renewal ofthe charter may be denied. Staff Development has been an integral part ofthe overall student improvement plan for the school. After School Tutoring Program and Saturday School have been an integral initiative in school-improvement through one on one intervention combined with extra hours ofschooling. Intensive reading intervention took place 3 m _5 th grade, as aresuh ofa-reading grant initiative; Scores in these grade levels increased from 56% of students passing reading in to 77% ofstudents passing (see attached "State of Shekinah"). Students received more time on task and as a result made significant achievement gains ~- ~~ Seetion VIII. Student Performance Goals In the spaces provided below, identity the school's academic goals for Student learning for the next five years in terms ofaeis base and additional indicators and other relevant performance information. Some accountability standards and criteria for 2004 and 2005 are available in the 2002 Accountability Manual, which is available at TAKS passing standards for Exemplary and Recognized are the same as in Rating criteria and standards have not yet been determined beyond 2002 for completion rate, dropout rate, the State-Developed Alternative Assessment (SDAA), and the Academically Acceptable! Acceptable rating. A. AEIS Base Indicators- Describe student performance goals in terms ofaeis base indicators (i.e., TAAS scores and dropout rates). Be specific about indicators such as percentage ofstudents passing exams and annual dropout rates. Note: Campuses rated under the Alternative Education Accountability system may also have student attendance and Texas Learning Index (Tll) growth as base indicators. In ; 55% ofall students and -student special populations will meet the minimum requirement ofthe reading, writing and math portions ofthe T AKS test. The drop out rate will be 5% or less. Attendance rates will be 95% or more. fu , 60% ofall students will meet the minimum requirement in reading, writing and math portions ofthe T AKS test. Drop out rates will remain at 5% or less and attendance rates will remain at 95% or more. In % ofstudents will meet the requirements oft AKS in all T AKS subject areas including science and social studies. In ,75% of students will meet the state requirements on all portions ofthe TAKS test, this will continue through the school year. Amended February 24,

13 B. AEIS Additional Indicators Describe student performance goals in terms ofaeis additional indicators (i.e., attendance rates, 4-year completion rate, college admissions testing, and participation in the recommended high school program). Be specific about indicators such as average Texas Learning Index (TLI) growth, year-to-year progress, and accountability ratings. Note:Campuses rated under the Alternative Education Accountability system may also have campus-selected additional indicators. The Shekinah Radiance Academy ofschools will continue to strive for excellence. 95% and above ofall students will be promoted tu the next grade level. Attendance Rates will continue to be 95% and above. Drop out rates will be 5% and less. Students will enagage in enrichment program acceleration. Students will be involved in language acquisition and cultural awareness education through interdisciplinary studies and interaction. C. Other Relevant Performance Goals Describe other relevant student performance goals that may be unique to your school. During the first three weeks ofthe new school year, new students are required to either take the IOWA test ofbasic skills or a TAKS release test to evaluate their performance. This testing is used to place students who have enrolled at Shekinah from home school, private school or schools located in other states. Throughout the school year students in grades 3-12 continue to take release TAKS benchmark tests to evaluate performance and diagnose strengths and weaknesses. Shekinab Radiance Academy also uses report cards, curriculum tests and progress reports to monitor student performance throughout the school year and to recognize honor roll students at the end ofeach report card period. Another indicator used at Shekinab Radiance Academy are the results from the student success initiative. All K-2 take the Texas Primary Reading Inventory and the prescribed times throughout the year, as a result 100%, 69.3% and 92% of3'" graders at the three Shekinah Campuses passed the reading TAKS on the frrst administration in February All but two students in the Shekinah Radiance Academy district passed T AKS after the second test administration Section IX. Plans and Initiatives to Improve Student Performance Describe plans and initiatives to improve student performance for the next five years. Explain how the school plans to accomplish its goals. Shekinab Radiance Academy will continue to develop its extended day, extended week and extended year program to give more academic time to students who need additional reinforcement and acxademic enrichment. Swnmer TAKS camps will be an intgegral part ofthis initiative. This will also give more time on task. Shekinah Radiance Academy has the middle school after school initiative grant and will be working with middle schoolers on charater development, mentoring and academics, to improve the success rate ofmiddle school students. Shekinab Radiance Academy will als(y continue to reinforce its charater education (Character First) program throughout the school to increase character development which in tum reflects in academic success.the sports program has been a success in middle school and will expand this program to include our elementary students. The sports after school program will assist in improving grades, building strong character, teamwork and increase selfesteem. The no pass no play policy will be a large part ofthe program to encourage students to excell in their academics. Shekinab Radiance Academy will begin to introduce foreign language aquisition into its academic program during the next 3 years. A foreign language will become mandatory in all grades. The language will be integrated into all subjects in the lower grades and will be a specific class in the upper grades. Spanish will be the frrst language ofchoice. After Amended February 24,

14 the students become proficient in one foregin language they will transition into a second language. Each ofthe above programs will be evaluated in tenns of student grades and students participation on a nine week basis. Parent involvement will continue within Shekinah Radiance Academy using the parent point system (parent gians points for everything they do in the school). Our goal is to increase parent participation in the school which will in tum increase student achievement. We wnvisage a 5% increase in parent participation every year for the next five years. Shekinah Radiance academy will continue with the staffdevelopment initiative. Shekinah Radiance Academy will follow the NCLB guidelines in tenns of having highly qualified staff in all positions. Shekinah Radiance Academy will address math improvements through the initiatives above as well as through a variety of technological programs which will include but not be limited to Accelerated Math, Odessyware and Lightspan programs Section X. Monitoring Follow-Up Discuss improvements made and other actions taken to address any and all [mdings, recommendations, or sanctions by the Agency including those resulting from monitoring on-site visits or hearings. Provide specific information about compliance status with all special program indicators, including corrective action plans for bilingual and special education programs, and about PASIDAS risk levels. The Special Education Complaince Status ofshekinah Radiance Academy is "Corrective Action Compliant". The overall PAS risk level ofshekinah Radiance Academy for the year is three (3). The overall DAS risk level for Shekinah Radiance Academy is N/R. The P AS and DASRisk Levels for are as follows: PAS overall risk level is zero (0). DAS overall risk level is zero (0). Amended February 24,

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16 Parents or an authorized representative ofthe parent have the right to access, review, and make copies ofthe child's confidential folder. Shekinah Radiance has the right to charge for photocopying requested by the parent. A parent has the right to request information which it deems misleading or inaccurate in the child's folder to be changed. IfShekinah Radiance does not feel a change is valid then a hearing will be called to assess and assure that all information is accurate. Results ofall hearings"are put in writing and given to the parents, Shekinah Radiance does not release any information to other agencies without the parents consent. Shekinah Radiance Academy ensures that all records remain confidential at all times. C. Procedural Safeguards (34 CFR ) When a student is referred for Special Education for the first time a comprehensive assessment is completed. A procedural safeguard notice and explanation ofrights along with consent for testing form is given to the parents at this time. The documentprovides information to the student, parent or guardian their rights ifthey decide to admittheir child into the special education program. The procedural safeguards are also given to the parent or guardian -at all Admission, Review and Dismissal (ARD) meetings -upon re-evaluation ofany student -upon receipt ofrequest ofdue process -upon a manifestation determination Each time a procedural safeguard is given out it is documented in the student's eligibility folder. The Procedural Safeguard notice includes all ofthe procedural safeguards available as developed by TEA. It includes a description and timeline ofhow to file any complaints, The procedural safeguard notice isina language understood by parents. D. Notice of admission, review & dismissal (ARD) committee meetings (34 CFR ; 34 CFR ; TEC ; 19 TAC ; 19 TAC ) Shekinah Radiance Academy encourages both parents and adult students to participate in ARDIIEP meetings. Written notice ofthe ARD is sent to parents and adult students. The notice is provided to parents at least five days in advance ofthe ARDIIEP meetings. The notice is in the native language ofthe parent. The notice will include the purpose, time and location ofthe meeting and who will be in attendance. The notice will also invite the student. The notice provides an opportunity to schedule the meeting at a mutually agreed upon time and place, including rescheduling the meeting. Up to three notices can be sent out. Each notice sent is documented in the student eligibility folder. Along with the notice copies ofthe whole process by which an IEP is developed and the ARD is included. Amended February 24,

17 E. Evaluation ofchildren to determine eligibility (34 CFR ; TEC ; 19 TAC ; 19 TAC ; 19 TAC ) Before a student is referred to Special Education, a child having difficulties in the General Education classroom will be recommended for all support services the school offers. These services include but are not limited to title I reading and math support, after school tutorials and Saturday School. Ifthe student continues to have difficulties the student's teacher starts the referral process, The Special Education coordinatorlteacher will ensure that the evaluation packet is complete. A Full and Individual Evaluation (FIE) will be conducted for each student being considered for special education services. The evaluation will be completed before the initial provision of special education and related services will: a) determine ifthe student is a student with disability in accordance with federal and state requirements; and b) determine the educational needs ofthestudent. TheARD committeewill meet within 30 days ofthe FIE. An FIE or a Review Existing Evaluation Data (REED) will be conducted every three years on each special education student to determine continuing eligibility. The evaluation materials used are selected and administered so they are not discriminatory. The student is assessed in all areas according to students' disability and will be sufficiently comprehensive to identify all ofthe services the child needs. Data is also collected from the parents, teachers, and observations. The determination ofstudent eligibility is made by the ARD committee based upon all evaluations conducted. Additional personnel may be present at an ARD for students classed with learning disabilities for example a remedial reading teacher. This would be in addition to the regular teacher. Shekinab Radiance follows state criteria to determine ifthe student has a learning disability. If a child is suspected ofhaving a learning disability documentation will be on file from-the ARD committee, which shows how this eligibility will be determined. F. Developmeut and implementation of the individualized educational program (IEP); Extended school year (ESY) services (34 CFR ; 34 CFR ; TEC ; 19 TAC ; 19 TAC ; 19 TAC ; 19 TAC ) Shekinah Radiance Academy makes up an ARD committee for each student who requires an FIE. The ARD committee will make decisions regarding students referred within thirty (30) days from the date ofcompletion ofthe FIE report. A parent can request an ARD meeting at any mutual agreeable time to express concerns. An IEP is in place at the beginuing of each school year for a child with a disability. An IEP is implemented as soon as possible after an IEP meeting and is implemented and accessible to the regular ed teacher, special ed teacher, and service provider. The Individual Educational Program (IEP) is written based upon areas ofconcern and needs that have been identified through the assessment and collection of data of individual students. The IEP includes: I) The student's present level ofcompetencies taken from the results ofthe initial and most recent evaluation data. 2) Measurable annual goals, including benchmarks or short term objectives. 3) Reviewed and developed annual goals and objectives 4) Latest information provided to each general education teacher or is accessible to al special education teachers, related service provider, and other service providers who are responsible for its implementation. 5) Each teacher and provider is informed ofhisjher specific responsibilities related to implementing the child's IEP. For a student who transfer into Shekinab Radiance Academy the ARD committee will meet when a copy ofthe student's IEP is available. The current IEP is followed from the previous school. The ARD committee may determine that there is insufficient material from the previous school; therefore, the student will receive temporary services until all data has been received. A second ARD meeting must be held within 30 days ofthe initial ARD meeting to fmalize or develop a current IEP. Free Appropriate Public Education (FAPE) is provided for all students at Shekinah Radiance Academy. Shekinah Radiance Academy conducts ARD for the purpose ofdeveloping, reviewing, and revising the IEP. The ARD committee will discuss the child's progress, needs or any other matters concerning the IEP. The IEP team usually consists ofthe parents, regular ed teacher, special ed teacher, administrator, and other specialists (who are certified in the area ofspecialty) can be present depending on the services which are needed by the child. Iftransition services are to be discussed the student may also attend this meeting. Parent participation is encouraged in IEP meetings by sending letters and making telephone calls. IEPs can not take place if parents can not be present. Parents are given copies of child's IEPs. Amended February 24,

18 A written report will document all the decisions made by the IEP committee and will document agreement or disagreement with the committee's decision. Transition services are provided for students age 14 or younger if detennined appropriate by the IEP committee. Shekinah Radiance Academy assures that child related services are provided in accordance with the IEP. Extended School Year is considered for Special Education students who are at riskofregressing during the Summer months away from school. The type and duration ofservices is detennined by the ARD committee. Discipline is determined by federal and state guidelines and laws for students with disabilities. When agreement over the IEP is not achieved the committee can break for a period oftime (not to accede 10 days) and reconvene to try and reach mutual agreement. Members who disagree can write statements ofdisagreements to be included in the IEP. Parents have a right to a due process hearing when they disagree with lep committee decisions. ShekinahRadiance Academy follows state, federal, and TEC code procedures and policies for the use ofconfmement, restraint, seclusion and time-out. G. Least restrictive environment (LRE) plaeement (34 CFR ; 19 TAC 89.63(a-c» Students.withdisabilities at Shekinah Radiance Academy areeducatedwith students whoare non disabled to the maximum extent appropriate to meet the student's individual education program and overall educational needs. In providing programs and services for the students with disabilities, Shekinah Radiance Academy shall frrst consider the least restrictive environment ofthe general education program. Special classes, separate schooling or other removal of students with disabilities from the general education environment only occurs when the nature and severity ofthe disability is such that education in general classes, including art, music and PE without the use ofsupplementary aids and services, cannot be achieved satisfactorily. The ARDIIEP committee assures that: a) Removal will be based on a reviewofthe students' educational status, which may include but not be limited to information from district staff, parents, evaluation data, grades, achievement data, psychological data, medical data, related services data, or other pertinent information. b) There is continuum ofservices and placements availahle to meet the needs ofthe students with disabilities for special education and related services-andaltemative placements are considered such as-school health services; bilingual classes, ESL, tutorials, TAKS remediation, title I, Pre K program, adaptive equipment, or other provisions as detennined by the ARDIIEP committee. c) The student is provided the opportunity to participate in non academic and extra curricular activities on the same basis with non-disabled students to the maximum extent appropriate to the needs ofthat student.lfthe student is not able to participate, the ARDIIEP committee will specify the activities considered and state why the student is excluded based on his/her individual needs and abilities. Non academic activities include' but are not limited to, lunch, reeess, transportation, recreational activities, and assemblies. Extra curricular activities include but are not limited to, athletics, band, choral groups and clubs. d) In selecting the least restrictive environment, consideration is given to any potential harmful effect on the student with disabilities ifthe student is removed from the general education class or any potential harmful effect on the quality of services that is needed. e) In annually detennining programs, services and activities for students with disabilities, Shekinah Radiance Academy shall first consider the general education curriculum, the students IEP, and those resources made available to students. The AROI lep committee assures that students receiving special education services will: i) remain in the general education program with special education support services, supplementary aids, or other special arrangements, ifneeded; ii) be educated to the maximum extent appropriate with students who are not receiving special education services; iii) be provided opportunities to participate in school activities on the same basis as students who are not receiving special education services iv) be offered an opportunity for interaction on a regular basis with students who are not receiving special education services; v) not be removed from education in age appropriate general education classrooms solely because of needed accommodations in the general education curriculum. Amended February 24,

19 H. Transition planning (34 CFR ; TEC ; 19 TAC89.11l0) Before the age of 12 years old students and parents ofstudents in the special education program receive information about transition planning. Transition services offer a coordinated set ofactivities for a student with disability that is designed within an outcome orientated process that promotes movement from school to post school activities including post secondary education, vocational training, integrated employment, continuing and adult education, adult services, independent living or community participation. Planning begins at age 140r younger ifappropriate and is updated annually. A statement ofthe transition services needs ofthe student under the applicable components ofthe students IEP focuses on the students courses of study. Beginning at age 16 a statement ofneeded transition services for the student that includes appropriate interagency responsibilities or any needed linkages are discussed. Students and parents will be equippedwith the knowledge and skills needed to empower them to plan for their futures and make effective use of personal and public resources in achieving independence. I. Certified personnel for the provision ofservices to children with special needs (34 CFR ; 34 CFR ; 19 TAC ; SBEC requirements) All special education personnel will meet the approved Texas Education Agency! State Board for Educator Certification (SBEC) standards. All personnel will hold the approved or recognized certification, licensing, registmtion or other compamble requirements that apply to the area in which he or she is providing special education services. Teachers who hold special education certification or endorsement may be assigned to any level of a basic special education instructional program serving eligible students between the ages of three and twenty one in accordance with the limitations oftheir certificate. Persons assigned to provide speech therapy instructional services must hold valid certifications in speech and hearing therapy or speech and language therapy, or a valid state license as a speech/language pathologist. Teachers holding a special education endorsement for early childhood education for students with disabilities shall be assigned only to programs serving infants through sixth grade. Teachers assigned full-time to teaching students who have an orthopedic impairment or other health impaired, with the teaching station the home or the hospital, shall not be required to hold a special education certificate or endorsement as long as the personnel file contains an official transcript indication that the teacher has completed a three-semester hour survey course in the education ofthe students with disabilities and three semester hours directly related to teaching students with physical impairments or other health impairments. Teachers assigned to students with visual impairments, including deaf-blindoess shall be certified in education ofstudents with visual impairments. Teachers assigned to the instruction ofdeafstudents, including deaf-blindness shall be certified in the education ofstudents who are deafand severely hard ofhearing. When special education personnel provide physical education instruction; Shekinah Radiance Academy will document that the personnel have the necessary skills and knowledge. Documentation may include but be not limited to; in service records, evidence ofattended workshops and or conferences and tmnscriptsofcollege courses. Pamprofessional personnel must be certified and may be assigned to work with eligible students, general and special education teachers and related service personnel. Certified occupational therapy assistants, physical therapy assistants and interpreters for the deafmay be employed as teacher aids. Special education professional support personnel are those non instructional personnel who provide services to the special education program, related services program, student evaluation services and direct or supervise the total program. These support personnel include director, coordinator, counselor, and school psychologist, licensed specialist in school psychology and education diagnostician. Amended February 24,

20 J. Services to expelled students (34 CFR (d); 34 CFR ; TEC Chapter day rule) For students with disabilities who have been removed or suspended from school and their current placement for 10 days or less, Shekinah Radiance Academy need not provide services, if services are not provided to a child without disabilities who have been similarly removed. For students who have been removed for more than 10 days in a school year Shekinah Radiance Academy as outlined by F APE shall provide services to the extent necessary to enable the student to appropriately progress in the general curriculum and appropriately advance toward achieving the goals set out in the students IEP, ifthe removal is: a) under the Shekinah Radiance's authority to remove for not more than 10 consecutive school days as long as the removal does not constitute a change or placement, or b) for behavior that is not a manifestation ofthe child's disability. The school will provide services consistent with determination ofahernative setting. The school will also determine the extentto which services-are necessary to enable the child to appropriately progress in the general curriculum and appropriately advance toward achieving goals set out in the IEP ofthe student. In the event a student is removed to an AEP for 4S days or more Shekinah Radiance Academy will convene an ARD meeting. An exception to this that the student be placed for not less than 4S days by school personnel provided that a student without a disability would be subject to such discipline for a similar amount oftime, regardless ofthe resuhs ofthe ARDIlEP committee meeting. The ARD committee must determine the interim placement and such a placement must be selected to enable the child to continue to progress in the general curriculum although in another setting, and to continue to receive the services and modifications includinrthose outlined in the child's IEP. K. Allowable expenditures ofstate special education funds (19 TAC ) I) Personnel a) Persons paid from special education funds shall be assigned to duties in the special education program and or provide support services to the general education program in order for students with disabilities to be included in the regular program. b) Personnel assigned to provide support services to the general education program may be fully funded from special education funds. 2)Materials, supplies and equipment a) State Special Education funds may be used for special materials, supplies and equipment, which is directly related to the development of IEP ofstudents with special needs and which is not ordinarily purchased for the general classroom. b) Special equipment may include assistive technology devices; audiovisual equipment, computers and evaluation equipment. 3) Contracted Services, which include consultants for staffdevelopment, program planning, program evaluation and evaluations related to students. 4) Transportation to and from residential placements 5) Travel; funds are used to pay for special education staffto perform services directly related to the special education students. Funds may also be used to pay for travel to attend staff development for the purpose ofimproving performance in assigned positions. 6) Administrative costs, as outlined in TEC chapter 42 section C, no more than IS% are offunds expended for indirect costs. Amended February 24,

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