The LAB

The Learning Academy for Boys in Rock Hill

1. Mission Statement and Executive Summary

Mission Statement

The mission of The Learning Academy for Boys in Rock Hill ( The LAB ) is Making Boys into

World Class Leaders . The LAB will provide a safe, caring and nurturing environment that will produce high academic achievement utilizing the state-adopted standards, Nature-Based classrooms, differentiated instruction, language integration and enhanced active engagement through instructional technology. Consistent with the South Carolina Charter Schools Act, The

LAB in Rock Hill is committed to providing world-class educational excellence within a single gender environment that well exceeds the state mandated requirements of a “minimally adequate education”. It is embodied in the mission of

The LAB to use rigorous instruction; actively engaging male learners to think critically, problem solve, and use targeted leadership skills to reach their highest potential and assume a stance as

“world-class leaders”

.

Executive Summary

Why an all boys’ school? Many researchers contend that America is experiencing a "boys’ crisis" not only in academic achievement, but also in social and economic well-being. Men represent a decreasing share of college enrollments and are experiencing slower rates of wage and employment growth than women. The Learning Academy for Boys in Rock Hill will work with the guidelines of the SC Charter School Act for “improving student learning, increasing learning opportunities for students, assisting South Carolina in reaching academic excellence and creating new, innovative, and more flexible ways of educating children within the public school sector” (South Carolina SDE).

The LAB in Rock Hill planning committee is relentlessly committed to student achievement. We know that all students can and must achieve. Our

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The Learning Academy for Boys in Rock Hill expectations are high , our desire for success is intense and our timeline is aggressive . We are currently seeking a planning grant for the 2015-16 school term with the expectation of opening the school in 2016-17. To ensure there is no conflict of interest, Ms. J.J. Chen, CEO, founder and director of Simply Language Academy; Mr. Christopher Williams, Regional Director of

Partnership Development for Tiny Techz; and Dr. Jacquetta Chatman, CEO/President of Mothers of Black Boys will not be allowed to serve on the governing board since The LAB in Rock Hill will utilize their products or services.

Choosing to make a difference in the “boys’ crisis” requires such passion and commitment that the mission of The LAB addresses what Gurian calls in The Minds of Boys, ”continuous, persistent and ongoing problems”. Issues such as failure to graduate on-time, dropping out of school, needless disciplinary actions, poor grades, over-identification for special education and low test scores must be tackled forcefully. Based upon various data sources, boys living within the Rock Hill School District appear to be facing these “continuous, persistent, and on-going problems” at an alarming rate. For example, as reported in the annual

EAA School Report Card

2013 for the Rock Hill School District, the on-time graduation rate for males is only 73.3%.

This is significantly lower than the other three districts in York County including the surrounding district of Lancaster County (EAA School Report Cards 2013). While even one drop-out is too many, the most recent report indicates the drop-out rate for males in the Rock

Hill School District exceeds York, Clover, Fort Mill and Lancaster School Districts (South

Carolina 2011-12 Dropout Rates Report). Additionally, the 2011-13 Persistently Dangerous

School Report shows a number of students in the Rock Hill School system charged with aggravated assault and drug distribution while suspension, expulsion and bullying rates are higher in the Rock Hill Schools than the state average (The South Carolina School Climate

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Initiative). If the research on male learners is correct, than a large percentage of the 2,500 plus students with special needs currently identified on the Exceptional Student Education web site for the Rock Hill School District are boys. While these statistics alone are startling, consider the academic performance of males in the Rock Hill School System. In every grade where SCPASS was administered, females outperformed their male counterparts in the “Met and

Exemplary” category on English Language Arts. Even in the subject areas of Mathematics and

Sciences traditionally seen as “boy-friendly subjects”, females again out performed males in the “Met and Exemplary” category for almost every SCPASS tested grade in the Rock Hill

School System. Fourth grade science was the only exception; boys surpassed the girls by only

2.3

percentile points! (2013 SCPASS Test Score Results www.ed.sc.gov/data/pass/2013)

According to the Rock Hill Strategic Plan FY 2013-14, the district absolute rating is Below

Average ; and 22 of 24 schools did not meet AYP! It is precisely because of these issues, the planning committee for The Learning Academy for Boys chose to focus on boys and to open its doors in Rock Hill, South Carolina. As a public charter school in South Carolina, The LAB in Rock Hill is available to all male students in the state regardless of disability, race, creed, national origin, religion, ancestry, athletic ability, or intellectual aptitude or achievement.

Additionally , there is no conflict with any school district desegregation plan or order in effect for the school district in which we are located. As reported in the Rock Hill School District Facts and Figures 2013-2014 , their student demographics are as follows: African-American 37.2%;

White 49.6%; Hispanic/Latino 7.1%; American Indian 1.6%; Asian 1.6%; and Other 2.8%.

Rock Hill School District has a 52% poverty rate. It is anticipated that The LAB in Rock Hill will open in the fall of 2016-17 with an enrollment of 225 students; starting with kindergarten to third grade and adding a grade each year until the eighth grade. Please see the growth plan as

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The Learning Academy for Boys in Rock Hill identified by the Ten Year School Enrollment Projection form in the Appendix O. Each grade configuration will have sixty male students; twenty per classroom; three classrooms per grade.

Kindergarten will have an instructional assistant helping to lower the pupil to teacher ratio. The mission of The Learning Academy for Boys in Rock Hill requires student academic data to be the driving influence upon all school wide decisions. With this sustained focus on student growth and achievement, the positive student performance outcomes associated with the charter school would precipitate and encourage an engaged discussion of “How do I enroll my son in The LAB in Rock Hill ?” thereby helping to create optimal financial viability and sustainability. In order to open the doors to foundational, private, and public partnerships, The LAB in Rock Hill will implement an aggressive partnership plan involving universities, colleges, corporate businesses, non-profits, professional sport teams, and other supporters to ensure the continued success of the school. The primary purpose of the charter school is to improve the educational outcomes of male students in the state, but especially in or near the Rock Hill community. There are 27 schools in the Rock Hill School District, but no all male school. Although there are magnet schools, religious schools and other charter schools in the vicinity, there isn’t an all male school within miles. The closest all boys’ school in South Carolina is in Orangeburg and in North

Carolina; the Male Leadership Academy of Charlotte. The Learning Academy for Boys in

Rock Hill will also provide options for those parents who sons have not shown academic, social, and mental growth in a traditional school environment. With The

LAB’ s distinctive learning brand, parents would be assured that their son’s exposure to Mandarin Chinese, and Spanish; along with male specific teaching methods, structures and strategies are geared toward preparing students to assume roles as world class leaders. The LAB in Rock Hill intends to implement a year round calendar, global arts, monthly parent academies, extended day opportunities, school

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The Learning Academy for Boys in Rock Hill uniforms, community partnerships, student-led conferences, weekly professional development, and critical friends (mentoring program). Besides teaching Mandarin Chinese to all boys , the use of a year-round calendar is also unique within the Rock Hill community and surrounding areas. Students will have the opportunity to attend school longer than the required 180 days and participate in enrichment programs built into the school year as “Intercessions”. In addition, an extended day plan will provide structured extra-curricular activities and provide an appropriate educational avenue for international community service projects. With the compilation of these

“best practices” and unique learning framework,

The Learning Academy for Boys in Rock Hill will indeed fulfill its mission of Making Boys into World Class Leaders !

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2.

Evidence of Need and Support

The LAB in Rock Hill Charter School Planning Committee was specifically designed to include business, civic, and educational leaders in the communities of both North and South Carolina who have a shared belief that single gender education can significantly improve the educational, social and emotional outcomes of male learners. Co-founders of The LAB , Todd Pipkin and

Dr. Mildred Huey originally met in July 2012 as a part of the collaborative for an all-boy’s school in Charlotte, North Carolina: The Male Leadership Academy of Charlotte. Because of this school’s success, that same collaborative began conversations with the Mayor of Rock Hill, educators from York Technical College, York School District and the Rock Hill School District, along with a variety of community and business leaders to explore the possibility of beginning a male leadership academy of Rock Hill. After meeting with a variety of stakeholders, it was determined that Rock Hill needed such a school. However, at the beginning of June 2014, prior commitments required a realignment of the collaborative. Rather than risk losing community and parental support, Mr. Pipkin and Dr. Huey decided the need was too great to delay program development. Consequently, through conversations and a variety of meetings, co-founders of

The LAB in Rock Hill created a new charter school planning committee consisting solely of

South Carolinians:



Todd Pipkin, Head of School, The Male Leadership Academy of Charlotte



Dr. Mildred Huey, Director of Instruction and Assessment, York School District



Ginger Hill, Executive Director for the Charted Association Advisor of SC

DECA program



J.J. Chen, CEO and Founder, Simply Language Academy

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

Christopher Williams, Regional Director of Partnership Development,

TinyTechz



Dr. Jacquetta Chatman, CEO/President, M.O.B.B (Mothers of Black Boys)



DeAnn Woodhall, Community Advisor



Joe Drennon, CEO/Owner, International Auto of Rock Hill



Erica Brown, Assistant Controller, Precision Drive Systems,



Anita Rookard, Senior Admin., The Male Leadership Academy of Charlotte

(Highlighted names are not eligible to serve on the Governing Board The LAB in Rock Hill ).

Profiles

Todd Pipkin , is chairman of The LAB in Rock Hill Charter School Planning Committee. As the

Head of School for The Male Leadership Academy of Charlotte , an-all boy’s private Christian school, Mr. Pipkin was instrumental in establishing community partnerships with Speedway

Charities, The Foundation of the Carolinas, Jason Deli and UNCC Urban Collaborative.

In addition, he has ensured that student performance at every grade level and in every subject area tested is consistently above national norms on The Iowa Tests of Basic Skills (ITBS). Prior to this position, Mr. Pipkin was the Vice President of Education Services with EdisonLearning Inc., an international education management organization. In this capacity, Mr. Pipkin was responsible for helping to improve the student outcomes for the school districts of Marlboro and

Clarendon County in South Carolina and the Petersburg School District in Petersburg, Virginia.

Prior to EdisonLearning, Inc, Mr. Pipkin worked as a Principal for an urban charter school in

Phoenix, AZ where the school achieved remarkable AIMS scores in Math, Writing and Reading.

Phoenix Magazine recognized the school as one of the top Charter schools in Phoenix while the

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Arizona Department of Education recognized their exemplary drop-out prevention program.

Before his administrative assignment in Phoenix, Mr. Pipkin was a Principal in Charlotte-

Mecklenburg School District and was a part of the only successful school conversion in the country. Supported by the Coalition of Essential Schools and funded by the Bill and Melinda

Gates foundation; the project converted a large high school into five smaller schools.

Dr. Mildred Huey is currently employed as Director of Instruction and Assessment for York

School District One. She has served on numerous state and national committees including co- chairing the Project 180 Council, standard setting for the Palmetto Assessment of State Standards

(PASS), SCPASS Scoring Rubric revision for writing, PASS writing item selection, the

Language Arts Review Committee to help select items for the South Carolina Palmetto

Achievement Challenge Test (PACT) and The High School Assessment Program (HSAP), and assisted with the development of the writing scoring rubric for PACT and HSAP. She has also served on the Title One Committee of Practitioners, DRC Range Finding, English Language Arts

Curriculum Review Panel, ABACUS Content Review, and the High School Exit Exam Content

Review. She has also chaired a number of External Review Team visits evaluating schools and districts. Dr. Huey has presented at various local, state and national conferences including international educational reviews to New Zealand, Barbados and Puerto Rico. She has written several training manuals on assessment, reading strategies, learning styles, gender differences, brain-based learning and writing, and a book, So Just Write .

J.J. Chen has over ten years of experience teaching Mandarin Chinese and is the CEO, founder and director of Simply Language Academy , in Fort Mill, SC. Her exceptional business and leadership skills have made Simply Language Academy one of the best language service providers in the Carolinas. Ms. Chen holds the highest level of certification from American

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Council on the Teaching of Foreign Languages and has a degree in Law from Peking University.

Simply Language Academy will partner with The LAB in Rock Hill to provide Spanish and

Mandarin Chinese for students in grades k-3.

Erica Brown has a bachelor’s degree in business management from Meredith College and a

Master’s degree in business finance from the University of Phoenix. She has expertise with

Small Businesses, Major Manufacturers, and the Not-For-Profit sector. Taxation, Compliance,

Business development, budgeting, and financial reporting are also among her areas of expertise that she will use when working with The LAB in Rock Hill .

Ginger Hill is a veteran teacher with 32 years of experience. Her expertise with marketing and business concepts has earned her numerous awards, honors, and recognition as she encourages, develops and facilitates leadership skills in students. Ms. Hill is the Executive Director and

Chartered Association Advisor of South Carolina DECA and manages collaborative partnerships among diverse organizations. Ms. Hill designed the logo for The LAB in Rock Hill and will continue to assist with the outreach program .

Christopher Williams is the Regional Director of Partnership Development for Tiny Techz.

Tiny Techz programs provide technology enrichment and teach digital literacy to children on-site at childcare centers, schools, after school programs, churches and community centers. The LAB in Rock Hill and Tiny Techz will partner to provide an extended day program.

Dr. Jacquetta Chatman is CEO/President of M.O.B.B (Mothers of Black Boys, is an organization committed to resolving the issues of black males and the achievement gap. She will use her expertise to provide parent involvement training for The LAB in Rock Hill . Dr.

Chatman received her Bachelor of Science in Elementary Education from Benedict College, a

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Master of Education in Divergent Learning from Columbia College, and a Doctorate of

Education in Education Leadership from Nova Southeastern University.

DeAnn Woodhall , is a Community Advisor, committed to steaming the tide of male drop-outs, low achievement among males and their high incarceration rate. As a community leader, Ms.

Woodhall met with a variety of business leaders to gauge their interest in an all boys’ school in

Rock Hill (See appendix A.) Ms. Woodhall will continue to secure community support.

Joe Drennon, is CEO/Owner of International Auto of Rock Hill. As a parent of two sons who attended the Rock Hill School System, he is very aware of the difficulties male learners face, and the limited learning opportunities provided for a single gender education. Mr. Drennon met with other business owners to gauge interest and support for an all boy’s school. He will continue to secure community support for The LAB in Rock Hill .

Anita Rookard is a Senior Administrator for The Male Leadership Academy of Charlotte. As a community leader, Ms. Rookard believes that providing an all boys school is the answer to the dire statistics confronting male learners. She has witness first hand, the consequences of an inadequate education’s impact upon the number of gangs in Charlotte and its surrounding areas.

As a Senior Administrator for an all-boy’s school, Ms. Rookard will continue to lend administrative support to The LAB in Rock Hill.

The outreach efforts include chat times at Earth Fare, GNC, Dollar Tree, International Auto;

Popeye’s and Wendy’s restaurants; community booths at Wal-Mart, Public’s grocery store,

Chick-fil-la, Kate’s Skating Rink, Radio Shack and Harris Teeter; fliers and signs. Community forum were also held at the Sunshine House, Busy Bee, Carolina Kids, Palmetto Children’s

Academy and Carolina CDC. (See appendix B for signatures).

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3. Enrollment

The admission policies and procedures of The Learning Academy for Boys in Rock Hill provide that, subject to space limitations, the charter school will admit all males who are eligible regardless of disability, race, creed, national origin, religion, ancestry, athletic ability, or intellectual aptitude or achievement. Each student will complete a basic application form (either by mail or in person) which includes the student's name, address, school currently attending, last grade completed, current grade, and telephone number. The parent or sponsor will be required to sign the admission form. The LAB in Rock Hill will open in the fall of 2016-17 with an enrollment of 225 students in kindergarten to third grade. If the number of applications exceeds the capacity of the program, class, grade level, or building, students will be accepted by lottery, as specified in federal or state guidelines. If the school is not oversubscribed on April 15, 2016 all eligible students who complete the application process will receive written notification of acceptance on a first come, first serve basis. As indicated in the Charter School Act, it is permissible for The LAB in Rock Hill to deny admission to female students, and to give priority in the following order to:

(1) Returning students are automatically granted admission for the subsequent academic year.

Once a student has been admitted, he is automatically guaranteed a seat at The LAB for all subsequent grade-levels, unless that student withdraws from the charter school.

(2) Any male sibling(s) of a pupil currently enrolled who applies by the application deadline will be assigned a seat in the school and will not need to enter into the admission’s lottery if needed.

A “sibling” is defined as a student who shares a biological parent or a legal guardian with a current LAB student.

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(3) Any male child of an employee or The LAB Charter Planning Committee who applies by the application deadline will, provided that space is available, be automatically assigned a seat in the school and will not need to enter into the admissions lottery if this priority enrollment does not constitute more than twenty percent. If the number of applications exceeds the capacity of a class, grade level, or building, students must enter into the admission’s lottery held two weeks after the April deadline. If The LAB denies admission to a male student, for reasons other than the lottery, the student may appeal the denial to the sponsor. The decision is binding on the student and the charter school. When new seats open up in a particular cohort (such as when a student declines an enrollment offer or withdraws from The LAB after enrollment), a waitinglist process will be used to fill these openings. All students NOT admitted through the lottery process will be put on the waiting list for their particular cohort. They will be notified accordingly (along with their position on the waiting list) after the completion of the lottery.

Students on the waiting list will be accepted in the order resulting from the lottery if space becomes available. All applicants entitled to receive a placement preference shall be identified prior to the lottery. Only applications received prior to the established deadline will be eligible for lottery participation. The lottery, supervised by the Charter Planning Committee, will be held no later than two weeks following open enrollment in an open meeting; may rely on computer numbering; and will be easily understood and followed by all observers. The lottery will be conducted using the following process:



A member of the League of Women Voters or a local South Carolina Notary Public will witness and verify the lottery process.



The name and grade of each student who has submitted a complete application will be entered on an index card and placed in a plain envelope.

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

For each class or grade level, envelopes will be placed in a large container and shuffled.



Envelopes will be randomly selected from a container by a volunteer with no relationship to The LAB .



The volunteer will announce the name of the selected student who will be assigned a sequential lottery number. The name and number will be recorded in a notebook by The

LAB Board member in attendance.



Selection in this method will continue until all envelopes have been drawn, announced and recorded.



The name and lottery numbers will be matched to fill the enrollment level available in each class or grade level.



Names not selected will be placed on a waiting list in lottery number order. The waiting list will not carry over to the following school year. The lottery process will start anew for each succeeding school year.

After the lottery process is completed, students will receive written notification of acceptance for the upcoming school term. They must affirmatively respond in writing to the offer of acceptance within ten days of notification. A student enrollment packet will then be sent to students who have a selected slot and must be returned within 10 business days of notification. Students who do not enroll within the designated period will be withdrawn from the accepted enrollment list and must re-apply if they wish to attend. That vacated slot would then be offered to the next student on the waiting list. Every effort will be made to reach each student who has not completed a student enrollment packet in its entirety. If there are still open slots at the school

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The Learning Academy for Boys in Rock Hill after the lottery drawing has taken place, late applicants will fill these slots in the order in which their applications are received. If there are not open slots, the school will take these late applicants and add them to the end of the waiting list based on the date in which their applications are filed. If viable, The Learning Academy for Boys in Rock Hill will begin operations regardless of the number of students enrolled on opening day. Information about the formation of the charter school will be disseminated accordingly:

 Print media

 Information sessions held at a variety of community sites at varying times

 Awareness through social media

 Direct mail to students and parents throughout York County

 Web Outreach, advertising, search, links

 Website

 Word of mouth

 Advertising

 Open Houses (face to face and virtual)

The LAB in Rock Hill assures that there is no conflict with any school district desegregation plan or order in effect for the school district in which we are located. The SCPCSD is not under a desegregation order (see Appendix D). The LAB in Rock Hill intends to offer a fair and open enrollment process to market to students of any ethnicity or socio-economic status.

Consequently, the racial composition of the charter school enrollment will reflect the Rock Hill

School District differing by no more than twenty percent from that population. As reported in the Rock Hill School District Facts and Figures 2013-2014 , their student demographics are as follows: African-American 37.2%; White 49.6%; Hispanic/Latino 7.1%; American Indian 1.6%;

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Asian 1.6%; and Other 2.8%.

Rock Hill School District has a 52% poverty rate. The marketing plan includes e-mail campaigns, direct mail efforts, online and offline directory listings, online information sessions, online advertising, public relations, in-person community meetings, print advertising, and possibly radio advertising. This broad marketing outreach is intended to encourage a racially diverse enrollment mix that mirrors the population of Rock Hill School

District. Enrollment policies will be random in selection of students, with any male student eligible to apply for admission.

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4. Educational Program

Nelson Mandela once stated, “Education is the most powerful weapon which you can use to change the world” It is this quote that undergirds the mission of The Learning Academy for

Boys in Rock Hill. Making Boys into World Class Leaders requires a systemic, rigorous, and appropriate and results-oriented educational program to be “the weapon which changes the world”. The chart below illustrates how the innovations of The LAB in Rock Hill

’s educational program differ from the current ones offered in the Rock Hill School District.

Innovation How It Differs

The Lab is an all boys’ school. Rock Hill does not have an all-boys’ school.

The Lab is a year round school (193 days). Rock Hill’s calendar is 180 days.

The Lab has a Mandarin Chinese and Rock Hill has a Spanish and French language

Spanish language integration program. immersion program for elementary students.

The Lab applies male-oriented learning and Rock Hill applies female-oriented learning and support structures (Natural-Based Learning). support structures.

The Lab has as a longer instructional day. Rock Hill has the minimum 6.5 hour day.

The Lab uses student led conferences.

Rock Hill uses teacher led conferences.

The

Lab’s average pupil teacher ratio is 20:1.

Rock Hill’s average pupil teacher ratio is 23:1.

The Lab uses MAP in grades k-3. Rock Hill uses MAP only in grades 2-5.

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Natural-Based Learning Environment (Male-Oriented Learning and Support Structures)

More? Sometimes more is not a good thing, especially if you’re a boy! Why? Because boys tend to have more discipline problems, more office referrals, more disabilities, more

“bad” grades, more struggles with reading and writing, more low test scores, and more behavior disorders (Gurian & Stevens, 2005 ).

But more doesn’t always have to be a bad thing!

Research shows that by introducing more boy-friendly teaching strategies in the classroom, the more the gender gap closes! Using the research of Michael Gurian, The LAB in Rock Hill will take the traditional classroom setting that is more attuned to the verbal-emotive, sit-still, takenotes, listen-carefully, multitasking girl and transform it into an enriched natural-based boy friendly learning environment. As proposed by Gurian’s research, scholars at The LAB in Rock

Hill will use the natural tendencies that they bring to learning— impulsivity, single-task focus, spatial-kinesthetic learning, and physical aggression and use these tendencies as assets instead of problems. For instance, because of neural and chemical reasons, boys are more naturally aggressive, impulsive and competitive (Gurian, 1996). Rather than assigning them to special education, labeling them as “hyperactive”, taking away recess as punishment or handing out a multiplicity of discipline referrals; teachers at The LAB in Rock Hill will create a boyoriented environment which actually uses competitive learning to help build those relationships characterized by aggression nurturance (the hitting and playful “dissing” boys continually engage in to support one another). In addition, with the use of more effective modes of discipline i.e.,

“power assertion”

(clearly stating the rules and explaining how they were broken) and

“attention withdrawal”

techniques, teachers at The LAB in Rock Hill can more effectively deescalate the anger, suspiciousness and defensiveness often caused by what Heyman and Legare call induction (How would you feel if you were Johnny?). Because boys' brains go

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The Learning Academy for Boys in Rock Hill into what neurologists call a “rest state” many times each day, movement, active involvement and engagement are crucial to keep them from drifting off, zoning out, or sleeping through class. (Unfortunately, some boys have learned to avoid these rest states by engaging in such activities as tapping their pencils or hitting a classmate with a spitball. For some boys— especially those with behavioral issues—these self-stimulating and disruptive behaviors are symptomatic of emotional or psychological problems. But for many boys, these disruptions simply reflect male brains trying to stay awake in a classroom that is not well suited for their kind of learning.) Teachers at The LAB in Rock Hill understand this and will ensure boys use

“standing stations” when responding to questions, listening or conferencing; physically interact with the content; have frequent “large-movement” breaks, and utilize mechanicalspatial reasoning. These teachers know that boredom is not an option since this causes the male brain to shut down and drift into a state that negates learning and performance. When the male's brain gets bored, it is extremely difficult to take notes, write words down, or listen carefully (Gurian & Stevens, 2005). Since boys are primarily visual, logical, musical, kinesthetic, and naturalistic learners; verbally structured classrooms, while important to girls, tend to decrease motivation and performance of boys. Boys simply learn better through experiential doing thus teachers at The LAB in Rock Hill will ensure kinesthetic learning in a project-based format rather using print or computer screen-based thematic reading. This is critical, since boys are more analytical and think more in terms of plot and action; while girls see more global outcomes and themes, which is how most schools in our state structure English

Language Arts and Social Studies (Jonassen and Grabowski, 1993).

To further maximize male-oriented learning , The LAB in Rock Hill will pay special attention to the physical environment it creates for their scholars. Male learners simply need more

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The Learning Academy for Boys in Rock Hill opportunity to move , the flexibility to work alone or in 3-7 member teams and be given a higher tolerance for noise . Tables and chairs will be arranged so scholars have ample space to spread out, have “large motor” options and claim learning space. Learning Centers that use a game-format and are competitive and include fine-motor and eye-hand coordination activities, such as threading small items, finger-knitting, playing Jacks, picking up items with tweezers or chopsticks, pushing coins through a slot, etc. By having only twenty boys per classroom, the teacher can give each child the assistance and attention he needs to excel academically and socially; catering to each child’s particular learning style through differentiated instruction.

In addition, classrooms will be equipped with a variety of seating options (desks, tables, gel seats, podiums, easy chairs, pillows, rug area etc.), clearly marked visuals, lots of

“hands-own” learning items including “fidgets” to help their brain stay focused (increased blood flow and oxygen), have the appropriate temperature for learning (69 degrees), accentuate the colors that the male eye can see (silver, blue, black, grey, and brown), and utilize cooler slightly blue lighting to enhance problem-solving, long-term recall and mood (David Chadwell, 2010).

Besides the standing stations mentioned earlier, each classroom would also have a

“feelings corkboard,”

which uses safe, plastic darts and incorporates feelings words like “sad,” “scared,” and “excited, to allow boys an appropriate way to access, and then talk about their feelings.

Water stations will also be used since water is especially critical to improving student performance, and needed during stressful times, i.e. testing, behavior incidents.

At The Lab in Rock Hill , students will also be required to wear school uniforms . Research indicates that school uniforms: improve student perceptions of the school climate (Wilson,

1999); reduce conduct problems (Elder, 1999); reduce peer sexual harassment; prepare students for the work world (DeMitchell, Fossey, and Cobb, 2000) and reduce discipline referrals while

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The Learning Academy for Boys in Rock Hill improving attendance, achievement, self-esteem, and school climate (Brown, 1998). The LAB in Rock Hill’s scholars will wear a collared shirt of any solid color during the first year. After the initial school year, students will be required to wear white, blue or green collared shirts.

School uniform shirts should have no logo or pattern on them unless it is The LAB in Rock

Hill’s embroidered logo. Pants can be blue, khaki or black. Jeans or dungarees are not acceptable uniform bottoms, unless approved for casual days. Besides uniforms, an extended day and a year-long approach (45-15 plan) will be used at The LAB in Rock Hill . Scholars attend school from 8:30 am until 4:00 pm, 45 days and then get three weeks (15 days) off. The usual holiday breaks are still built into this calendar (See appendix E). Tiny Techz (See appendix

G) will provide exposure to STEM concepts during the extended day; while the 15 day intercessions will be used for additional RtI enrichment and acceleration activities, depending upon formative and summative assessment results. RTI at The Lab in Rock Hill will use a multitier model of intervention. Each tier represents an increasing level of instruction matched to the student needs. In this RTI model, all students in K-3 are universally screened (MAP, mCLASS:

Circle, and state determined tests including SCPASS) and monitored for specific educational outcomes. Students needing additional assistance are provided targeted interventions and their progress is carefully monitored.



Tier I – all students receive high quality curriculum and instruction in the regular education classroom. The teacher assists all learners-80 to 90% student mastery.



Tier II – interventions are provided to students who need more support than they are receiving from the general curriculum. Services and interventions are provided in smallgroup settings in addition to instruction in the general curriculum. There are many

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The Learning Academy for Boys in Rock Hill different kinds of interventions and instruction that can happen in the classroom, outside the classroom, in small groups or one-on-one instruction.



Tier III – students are given individualized instruction more frequently but in addition to

Tier I and Tier II supports.

Movement between tiers is a collaborative decision between the parent, regular education teacher, special education teacher, Guidance Counselor and the Academic Dean. Students who make limited progress despite intensifying degrees of support are referred for a multidisciplinary evaluation to determine eligibility for special education services. Students will have opportunities to relearn material, practice skills, catch up, or experience nonacademic enrichment activities. RtI is also aimed at using intercessions to prevent summer learning loss which according to research is more pronounced for math facts, spelling, and other concrete academic material (Cooper, Nye, Charlton, Lindsay & Greathouse, 1996). During the school year, students experience an additional block of ELA and Mathematics to address RtI instructional needs.

Teachers will also monitor student behavior progress and make further referrals if needed. The

RtI team meets twice per month during data-team meetings to ensure that appropriate interventions are selected for students. Teachers chart academic and/or behavior interventions to determine the effectiveness of their interventions.

Additional counseling, mentoring, and tutoring will be provided according to student needs.

Curriculum, Instruction and Assessment

The LAB in Rock Hill will ensure that it’s scholars benefit from flexible pacing and customized instruction for students who need remedial attention as well as for those who are gifted and can move at an accelerated pace. Academics for all grades will be standards-driven (See Appendix

G1). The curriculum is aligned to ensure that students successfully meet/exceed goals and

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The Learning Academy for Boys in Rock Hill benchmarks of the state standards, as well as perform at proficiency or above on state and local assessments. Using the South Carolina State Standards for English Language Arts and

Mathematics and the South Carolina Standards for Science, Social Studies, World Languages and Arts, (see www.ed.sc.gov/standards ) , The LAB in Rock Hill will tailor all lessons and procedures based upon the research which has shown a positive impact upon male achievement.

All charter school teachers will be Highly Qualified and meet the requirements defined by No

Child Left Behind and employ “Best Practices” for male learners such as:

 Use differentiated instruction and assessments based on boys’ preferred learning styles and intelligences.

 Design units and lessons using Grant Wiggins’ Understanding by Design (1998)…Start at the outcomes and plan backwards, including appropriate authentic assessments.

 Provide reading choice. Boys comprehend more when they read about their interests.

 Use questions that ask what you would “do” as opposed to what would you “feel”.

 Give problem-solving assignments.

 Use “Daily Five” routine for literacy/language arts time to provide variety and movement during an extended instructional block. ELA is double-blocked to maximize student achievement and for RtI instruction.

 Study math in the morning when testosterone levels are higher.

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 Give advance notice of a change in routine using auditory and verbal cues (i.e. flick lights). Sometimes it helps to touch a boy on the shoulder as the teacher talks. Speaking into the right ear helps his left brain process the factual information being given.

 Use direct language in giving directions. Be matter of fact. Do not coddle.

 Be vigilant about monitoring work and returning results swiftly and constructively.

 Train students to take verbatim notes and then to summarize them.

 Use voice modulation. Speak lower and louder.

 Add touch and eye contact.

 Spend time teaching how to effectively use a planner, organize a binder, organize a backpack and maintain a clean desk or locker to facilitate stronger academic achievement.

 Provide additional time for transitioning between tasks.

 Use visuals, graphics, art, drama, music, and physical activities.

 Build in strategic “Brain breaks.”

 Use humor whenever possible.

 Use competition, with winners and losers, especially as part of a team.

 Put boys in groups larger than three.

 Play music during morning meetings to wake up both hemispheres of the brain.

 Will not over-compliment boys or sweeten comments without merit. Boys, unlike girls, will not do better if they think they are good in a subject. (Baumeister et al., 2003)

 Provide instructions by listing directions in bullet format on the board and provide a time frame for completing all steps, or even each step.

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 Collaboratively set and post short and long term organizational, behavioral, or academic goals.

 Teach how time, place and manner works (“Is there a better time, place or manner for this activity?”) to help with discipline expectations.

 Use last names to address the students.

 Read using teacher movement, gestures and other actions.

 Require students to get their own supplies, or turn in their work instead of staying seated during these transitions to encourage movement and “wake up” a sleepy brain.

The LAB in Rock Hill will use technology as a tool to enhance learning integrated in the curriculum across all grade levels in a developmentally appropriate way. In K- 2, scholars will use electronic game-based skill practice and learn basic computer skills such as word processing and keyboarding to implement the academic standards while using various programs such as

Google Earth to enhance the study of neighborhoods in second grade. Using blogs and wikis, technology will be used as a tool to help implement experiential learning. By third grade, students will add to their knowledge by using digital devices for researching, writing, and working on collaborative, long-term projects as required for effective standards implementation.

The LAB in Rock Hill expects to create a media center equipped with computers, high-speed internet access, printing and publishing hardware and various types of software designed to enhance the academic and reading programs. The school also plans to implement an efficient school-wide network of computers and laptops where appropriate in order to maximize functionality of the resources available to each member of the school community. As “World

Class Leaders”, it is imperative that our students’ technology skills are combined with values, critical thinking and integrity. To that end, great detail will be given to internet safety, ethics and

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The Learning Academy for Boys in Rock Hill integrity. In addition to using technology to advance the skills of literacy and mathematical problem solving, a school day may find boys exploring science through design like young engineers or tending to a garden and collecting data, learning dance, or augmenting early reading skills through story-telling and improvisation. The core values of leadership—brotherhood, merit, scholarship, and responsibility—will be woven into the texture of the day; acknowledging that the social-emotional growth of children is as important as the academic curriculum. These values cannot be tested like English Language Arts or math, but without them, boys cannot become healthy young men, nor can they thrive academically .

Making Boys into World Class

Leaders requires addressing leadership skills in addition to making our scholars technologically proficient.

To be a world leader, The LAB in Rock Hill scholars must also have language proficiency to communicate with global audiences, insight into the cultural perspectives that shape those audiences, and the ability to behave appropriately in a variety of cultural contexts.

Consequently, The LAB in Rock Hill will expose scholars to the three languages most widely spoken across the globe: English, Spanish and Mandarin Chinese (See appendix G for proposed implementation plan). In addition, these languages require scholars to use similar strategies and skills to become thoughtful and critical readers. For instance, Spanish, Chinese and English all read from left to right. Spanish and English both rely on a phonetic alphabet and 75% of the letters make the same sounds. In Chinese, each written character represents one word or syllable; terms students are familiar with.

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5. Program Goals and Objectives

The LAB in Rock Hill is committed to meeting students at their current achievement levels and to work collaboratively with all stakeholders to help our scholars achieve academic and personal success as they assume their roles as world class leaders. Academic success is accomplished when students demonstrate at least one year of growth per year of instruction on formative assessments along with the ability to score proficiency or better on state assessments.

Performance on each of the following goals will be measured by data produced, tracked, and results communicated formally by teachers to students and parents at least once each nine-week period. Quarterly reports will be presented to the Governing Board. An annual report will be provided to South Carolina Charter Public School Board and made available to the public via the website. Because the mission statement of The LAB in Rock Hill also promotes the development of personal qualities such as motivation, independent thinking, global awareness, and personal responsibility, these qualities are supported and encouraged through a strong, collaborative relationship between family and school that allows the student to critically explore and evaluate ideas. If the aggregate performance measures for each goal are not increasing as expected, the Head of School, Academic Dean, Guidance Counselor and teachers will collaborate to determine root causes and develop a plan of action to address those common root causes over which they have control. They will work with the students and parents/guardians as needed to address individual causes that may affect the aggregate. These are the goals, objectives and strategies for the 2015-2021 school terms:

G oal 1 –Mastery of Curriculum

80% of the scholars attending The LAB in Rock Hill will demonstrate mastery of key concepts and indicators for South Carolina Academic Standards in English Language Arts, Mathematics,

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Science, and Social Studies during each year of the school’s operation by meeting federal and state accountability.

Measurable Objective 1: 80% of the scholars attending The LAB in Rock Hill will meet the

Annual Measurable Objectives (AMO) for English Language Arts (ELA) and Mathematics in all appropriate subgroups beginning with the first year of school operations and will continue to met the required level of achievement (AMOs) in subsequent years as defined by the South Carolina

ESEA Title One Waiver and Education Accountability Act.

Strategies:

1.

The LAB in Rock Hill will adopt the same performance standards, timeline and expectations that South Carolina has established to meet AYP.

2.

Classroom teachers will assess and evaluate student achievement in using formative tests such as daily checkpoints, quizzes every 5-10 lessons, unit tests approximately every 10-

20 lessons, portfolios, and projects. 80% of the scholars will master 80 percent or higher on each of the assessments. Results will be compiled and reported by the classroom teacher in real time using the electronic grade book.

3.

Longitudinal growth of every scholar will be measured at least two times a year by a computerized adaptive test such as the Measures of Academic Progress (MAP) published by Northwest Education Association. Individual results will meet the recommended level for the student’s respective grade and will be used to develop student learning paths to improve achievement.

Evidence of Success:

During each year of operation, 80% of the scholars attending The LAB in Rock Hill will meet the Annual Measurable Objectives for ELA and Mathematics in all appropriate subgroups.

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Measurable Objective 2: 80% of the scholars in grades K-3 will develop a strong foundation of knowledge, facts, and skills in Social Studies and Science as evidenced by cumulative tests and/or performance based assessments.

Strategies:

1.

Students will apply the knowledge learned to understand and analyze complex issues and problems, both past and present.

2.

Students will understand the connections among these disciplines and their application to daily life.

3.

Students will develop critical reasoning and higher-order thinking skills to analyze and evaluate local, state, national, and world issues and trends.

4.

Classroom teachers will assess and evaluate student achievement in Science and Social

Studies using formative tests such as daily checkpoints, quizzes every 5-10 lessons, unit tests approximately every 10-20 lessons, portfolios, and projects. 75% of the scholars will master 80 percent or higher on each of the assessments. Results will be compiled and reported by the classroom teacher in real time using the electronic grade book.

Evidence of Success: During the baseline year, 75% of the students in each grade will achieve, at a minimum, proficiency as indicated by student performance in science and social studies will be measured by cumulative tests and/or performance based assessments. In each grade, the percent of students demonstrating mastery will increase incrementally (5 percent) each subsequent year.

Goal 2: Student Responsibility and Motivation

80% of the scholars will demonstrate effective work habits and leadership skills 80% of the time as noted by discipline referrals, pre and post teacher and parent surveys.

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Measurable Objective 1: 80% of the scholars will demonstrate leadership traits such as honesty, personal responsibility, perseverance, respect for others, diligence, and risk-taking 80% of the time as indicated by discipline referrals, pre and post teacher and parent surveys.

Strategies:

1.

Students will assume responsibility for their actions and learn from their mistakes.

2.

Students will work collaboratively with peers to achieve personal, team, and school goals

3.

Students will demonstrate leadership skills at home, in school and in the community.


1.

80% of the students will annually demonstrate integrity, responsibility, respect, tolerance for others, honesty and collaboration with peers through active participation and involvement 80% of the time as evidenced by the number of discipline referrals to the

Head of Schools.

2.

80% of the students will annually meet 80% of their personal, team, and school goals as evidenced by student and teacher surveys.

3.

80% of the students will annually conduct student-led conferences 80% of the time as evidenced by classroom conference reports.

Goal 3 – Family and Community Involvement

The LAB in Rock Hill will create a sense of school community by strengthening partnerships between students, teachers, and parents/guardians.

Measurable Objective 1: In the first year of operation, 70% of students and families will participate in 70% extra-curricular activities and on-site activities. The participation level will increase to 80% or more in the third year of operation, and to 90% or more in the fifth year.

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Strategies:

1.

Students will have opportunities to participate in community outreach programs such as field trips, onsite programs, service projects and extracurricular activities that are planned by the school.

2.

Parent/Guardian led initiatives and community partnerships will be implemented such as

Breakfast Buddies, Munchies with Mom, Dinner with Dads, Lunch and Learn, and

Goodies and Grandpas.

3.

The LAB in Rock Hill will utilize SIC and PTA inputs to focus on improving the educational environment.

4.

The LAB in Rock Hill will involve parents and the community through Parent

Academies, Master Mentors, Real Reading, Meet and Greet Night, or other school activities, i.e. Math/Science/Social Studies/Foreign Language Days.


Role logs and Sign-in Sheets will be used to document the percent of students and parents who participated in extracurricular and co-curricular activities.

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6. Evaluating Pupil Performance

The LAB in Rock Hill will adhere to federal and state accountability measures, administer all required state assessments and follow proficiency measures as mandated by law. This includes the following assessments (as shared by Liz Jones, Director-Office of Accountability and

Melanie Barton, EOC):

1.

State Assessments for English Language Arts, Mathematics, Science and Social Studies

2.

SC-ALT: Science and Social Studies; National Center and State Collaborative (NCSC)

ELA and Mathematics

3.

Gifted and talented identification assessments: Grade 2 Norm-Referenced Achievement

Test, Grade 2 Ability Assessment and South Carolina Performance Tasks

4.

mCLASS: Circle for kindergarten

5.

ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-

State for English Language Learners) through WIDA (World-Class Instructional Design and Assessment)

In addition to these summative assessments, The LAB in Rock Hill will use the Measures of

Academic Performance (MAP) as its formative assessment in all grades (as required pursuant to

Section 59-18-310). These assessments, including teacher-determined tests, will be used to direct instructional practices; evaluate pupil achievement of South Carolina Academic Standards; provide feedback identifying progress made; and determine current programmatic and student need. All assessment results will be shared with parents, guardians and students; and when summative tests are no longer embargoed, the SCCSD, the Governing Board and the community at large. Teacher-student conferences, student led parent conferences, Parent Portal, telephone

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The Learning Academy for Boys in Rock Hill calls, the school website, the accountability report card, SIC and PTA meetings and classroom and school newsletters are the primary vehicles used to share assessment results. Formal reports, shared by the Head of School and Academic Dean, will be made to the governing board during a fall and a spring meeting.

The LAB in Rock Hill believes that early intervention is most effective for students who are experiencing excessive difficulty with daily instruction or who have fallen below grade level. If student performance falls below achievement goals, an Academic Acceleration Plan, with input from parents/guardians and school support personnel, will be developed by the classroom teacher and the Academic Dean. The

“A” Plan

(Academic Acceleration Plan) will combine RtI progress monitoring information, MAP assessment results, benchmarks, diagnostics and other beneficial data detailing academic strengths and weaknesses. These students will be required to attend the summer intercession focused on test taking tactics, small group and individualized learning using scaffolding, advance organizers, activating strategies for closely reading text, and vocabulary instruction to reestablish their identity as learners and as contributing members of a classroom community. This spring to summer timeline will allow data to be analyzed before the upcoming school term to make any necessary adjustments to the curriculum, or to instruction; or to determine if additional targeted professional development is warranted. Teachers will be evaluated through both informal (walk-through) and formal (ADEPT) evaluation with the expectation of managing instructional practice through feedback and improvement plans.

Staffing changes will be made accordingly.

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










Identifying student progress at any point in the learning process is essential to ensuring student success and meeting pre-established goals. Consequently, The LAB in Rock Hill will use an assessment framework that is ongoing, continuous and consistent to measure both student achievement and school growth. Besides using the formative and summative assessments already identified in this section, student progress and achievement will also be measured using classroom observations, quizzes, tests, projects, portfolios, and checklists to:



Determine starting points for instruction that are based upon relevance and collaboration



Continuous monitoring of teaching practice and student learning opportunities



Determine baselines for appropriate pacing of instruction



Differentiate instruction to meet various learning levels of students



Identify immediate interventions through the RTI Model



Inform curriculum and instruction to maximize intentional learning



Adjust long and short term programmatic goals and objectives

In order to actualize the mission of The LAB in Rock Hill , the framework detailed in this section will provide assessments OF learning, FOR learning and AS learning . This will facilitate our goal of Making Boys into World Class Leaders .

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7. Serving Students with Special Needs

Special education students shall be provided with programs implemented in accordance with federal, state and local policies and procedures. This includes but is not limited to

● A non-discriminatory policy regarding identification location, evaluation and selection

● Free and Appropriate Public Education (FAPE)

● Individual Education Plans (IEP) to include IEP meetings with the parent and the

IEP Committee

● Section 504 Plan

The goal of special education at The LAB in Rock Hill will be consistent with the goal of regular education: optimizing student academic achievement and empowering students to reach their full potential to benefit the global community as world leaders. The LAB in Rock Hill will support the education of students with special learning needs within the regular classroom setting as the first preference of placement. Only when the regular classroom placement does not meet the needs of the students will alternative settings on a part-time or full-time basis be considered.

The LAB in Rock Hill will ensure that students with disabilities receive state and federally mandated services and are provided the same continuum of services as other schools in the

District. Teachers and administrators of The LAB in Rock Hill will be required to attend the special education training as a part of staff development.

The LAB in Rock Hill will create public awareness of special education opportunities and advise parents of the rights of children with disabilities by providing written, easily understood procedures and policies regarding the rights of children with disabilities without regard to ethnic, linguistic or cultural background. Efforts to bring public awareness to special education and to

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The Learning Academy for Boys in Rock Hill inform parents of the rights of their children with disabilities will be documented annually.

A Student Study Team (SST) will be used to address the needs of children who are experiencing academic and or behavioral difficulties in the general education classroom. The SST may consist of parents, general education teachers, guidance counselor, Exceptional Student

Specialist (ESE) and the Academic Dean. The SST works together to produce an IEP or 504

Plan to alter instruction or incorporate behavior management techniques to better meet the child’s needs in the general classroom. The process includes parent conferences (at least 2), anecdotal records, behavioral observations, general education interventions and screenings

(vision, hearing and speech). The classroom-based interventions are evaluated and analyzed by the SST in order to ensure that the student is making meaningful progress in the general classroom. If the intervention does not produce meaningful progress, the team will make a referral to a multi-disciplinary team. Once the comprehensive evaluation is conducted, with prior written consent of the parent, Placement of the student into the Special Education Program will be designed in the least restrictive environment. The SST will; make placement decisions and ensure that the individual instructional needs of the exceptional student are reflected in the student’s IEP, review placement decisions annually at the IEP review meeting, and ensure accurate placement occurs for the student based on that student’s IEP and Free and Appropriate

Public Education guidelines. The LAB in Rock Hill will also comply with the Section 504 of the

Rehabilitation Act of 1973 which states no person with a disability can be excluded from or denied benefits of any program receiving federal financial assistance. A person is disabled within the definition of Section 504 if he or she has a mental or physical impairment which substantially limits one or more of a person’s major life activities. In addition, Section 504 requires that a school evaluate any person who, because of a disability needs or is believed to

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The Learning Academy for Boys in Rock Hill need special education or related services. If it is determined that a student is disabled under

Section 504, the school must develop and implement the delivery of needed service and/or accommodations. The determination of what services and/or accommodations are needed must be made by a group of people knowledgeable about the student. In the event that a parent or guardian of a student should issue a complaint with respect to any matter relating to the identification, evaluation, or educational placement of the student that results in a hearing and appeal; legal counsel, in consultation with the SC Public Charter School District will represent

The LAB in Rock Hill during the proceedings. As required by federal law, The LAB in Rock

Hill will also survey all scholars upon enrollment to determine if a language other than English is spoken in the home. Once a scholar is identified as a PHLOTE (Primary Home Language Other

Than English) student, he will be screened to determine the level of English proficiency

(listening, speaking, reading, writing, and comprehension) and to determine program eligibility using the Woodcock-Muñoz. Parents will be notified initially and annually of the child’s proficiency level and can waive program services. All English Language Learners (ELLs) will be assessed yearly using the WIDA, the state approved testing instrument, to determine progress in

English acquisition. Until a scholar scores “fluent” one year on the WIDA, he will be classified as LEP. Since, ELLs may not exit services prior to grade 4 and they must be monitored for two years thereafter, The LAB in Rock Hill will not have any exited students for several years.

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8. Student Discipline, Suspension, and Expulsion

The LAB in Rock Hill has not yet adopted a Code of Conduct or Student Handbook; however, it plans to adopt the one which includes the school’s philosophy regarding student behavior and its connection to our mission. It is anticipated that the handbook will outline three classes of offenses:

1.

Class I offenses result in school-based action, subject to higher discipline if repeated.

2.

Class II offenses result in temporary suspension for up to 10 days. (To re-enter school the student must demonstrate renewed focus on academic, motivational and behavioral aspects of the student’s life.)

3.

Class III offenses result in expulsion.

The LAB in Rock Hill recognizes that a positive learning environment cannot exist without maintaining order and discipline conducive to learning. The Code of Conduct will standardize procedures to ensure that the rights of every student are upheld. All students at the school campus will be required to know and follow The LAB in Rock Hill Code of Conduct. A student's attitude towards the rules of the school campus is critical for achieving our mission.

When students do not follow the policies and rules, they will be expected to accept the disciplinary consequences, which may include a behavior contract, school-based action, detention, in-school suspension, out-of-school suspension or expulsion. Certain offenses require automatic referral to the Governing Board of Directors for an expulsion hearing including, but not limited to weapons (S.C. Code Ann. § 59-63-235) on campus

When discipline issues arise, an informal conference will be held with the student, legal guardian/parent, Head of School, and appropriate staff members. As required by law, the student will be granted all due process procedures, including the right to appeal and present his/her case

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The Learning Academy for Boys in Rock Hill to the Head of School. If the Head of School decides that the student should receive discipline, a written notice will be sent to the legal guardian and student. Before a student receives a suspension of more than ten days or is expelled, the Head of School will convene The LAB in

Rock Hill Discipline Committee, which is to be composed of the Academic Dean, Special

Education teacher and classroom teachers. The Discipline Committee is responsible for reviewing the student’s situation or situations that led to this discipline level. The Discipline

Committee may request the presence of the parent/guardian and/or student. If the Discipline

Committee decides to move forward with the suspension or expulsion, the Head of School shall provide the student and parent/guardian with written notification of the charges of misconduct, the disciplinary action to be taken, and their right to appeal in writing to The LAB in Rock Hill

Board of Directors. If an appeal is submitted, The LAB in Rock Hill Board of Directors will schedule a hearing in a timely manner and provide the student and parent/guardian the opportunity to tell their side of the story. The Governing Board of Directors will then review the entire disciplinary record and notify the student and parent/guardian in writing of the final disciplinary action to be taken.

The LAB in Rock Hill will comply with the Family Education Rights and Privacy Act (20

U.S.C. § 1232) and parents and students will be given a copy of the Student Code of Conduct handbook at the beginning of the school year, through orientation sessions held at the school and classroom levels, and by posting this information on The LAB website. Parents will be kept notified of any process or actions related to their child during any disciplinary action.

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9. Governing Board Description and Operation

The LAB in Rock Hill will adhere to the South Carolina Charter School Law and purchase the

PCSASC policy manuals to use when adopting a student handbook. The governance of the school will consist of a board of directors of seven individuals elected every two years by the employees and the parents or guardians of students enrolled in our charter school. The Board’s focus is student achievement, ensuring compliance, and operation with sound fiscal management.

The governing board assumes the following responsibilities:

• Employing and contracting with teachers and nonteaching employees

• Ensuring that all certified personnel, teachers, and noncertified teachers undergo background checks and other investigations before they are employed in the school

• Contracting for services including, but not limited to, transportation, accounting, and legal

• Developing pay scales, performance criteria, and discharging policies for all employees

• Deciding all matters related to the school’s operation

• Ensuring that the school adheres to the same health, safety, civil rights, and disability rights requirements applicable to all public schools

Transition from Planning Committee to Initial Governing Board

The LAB in Rock Hill Planning Committee consists of individuals from varied backgrounds and experiences to govern the charter school through the application process. They act as governing board until such time as a duly elected board shall be chosen in compliance with the South

Carolina Charter Schools Act, S.C. Code of Laws §59-40-10 et seq. as amended by Act 164 of

2012. The Board of Directors will consist of seven members who will serve two year rotating terms with elections taking place each year. Board members will be able to serve consecutive terms if elected. Those elected to the board will be notified within two days. Four of the seven

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The Learning Academy for Boys in Rock Hill member board will have a background in K-12 education while all board members will be residents of the State of South Carolina and never been convicted of a felony. In the fall of 2015, a board development committee will be appointed by The LAB in Rock Hill Planning

Committee and will begin forming the slate of candidates for the Board. In January 2016, the board development committee will present the slate of candidates to the Planning Committee for approval with at least 50% to be elected as a slate. In compliance with the Charter School Act, no more than 49% of the board will be appointed. Fifty percent of the members of the Board, as specified in the bylaws, shall be individuals who have a background in K-12 education or in business. All employees of the charter school will be given one vote and all parents or guardians of students enrolled in the school shall have one vote for each student enrolled in The

LAB in Rock Hill . The deadline for voting will clearly be stated on the ballot form; no later than the end of February. Ballots will be confidential and can be returned either via mail to the school or placed in a ballot box at the school. At the annual meeting, members of both the Planning

Committee and the newly elected Board will be present, and authority will be transferred to the newly elected Board. At their first board meeting, the Board of Directors will elect officers.

Rotating two-year terms will be developed with (3) three members of the Board serving a oneyear term and the remaining serving two-year terms.

The LAB in Rock Hill Board Training and Capacity Building

The LAB in Rock Hill Board of Directors will utilize the services of the SCPCSD and the Public

Charter School Alliance of South Carolina to provide professional development that will ensure a sustainable organization and build learning capacity. Along with the mandatory board orientation, the board will actively build capacity by participating in ongoing board training workshops and conferences on such concepts as Organizational Identity, Financial and Other

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Systems Administration, Long-Range Strategic Planning, Long-Range Fund-Raising Plan,

Annual Operational Plan, Board Development Plan, Staff Development, Evaluation and

Organizational Culture; and Human Resources. Within one year of taking office, all persons elected or appointed as members of the Board shall complete an orientation program in the powers, duties, and responsibilities of a board member; and learn to use “real-time” data such as enrollment numbers, new expenditures, length and cost of any contracted services, projected fundraisers at each of the monthly Board meetings to evaluate or adapt the budget.

The LAB in Rock Hill Board of Directors Meetings

Meetings of The LAB in Rock Hill Board of Directors will be held at least nine times per year

(including the Annual Meeting). They will be conducted in accordance with all provisions of the current law and any amendments as they may be enacted. All meetings shall be open to the public according to the requirements of the SC Freedom of Information Act (FOIA) as it applies to public charter schools unless closed pursuant to Section 30-4-70 for executive session. No votes shall be taken in executive session. The LAB in Rock Hill Board of Directors will have established sub-committees such as the Educational Sub-Committee, Business/Finance Sub-

Committee, Governance Sub-Committee, the Facility Sub-Committee, and Fundraising Sub-

Committee. Each committee must be chaired by an educator or business leader with at least one parent to help the governing Board make informed decisions. The LAB in Rock Hill governing board and the staff will comply with FOIA requests and FERPA; and will notify parents and eligible students annually of their rights under FERPA. The LAB in Rock Hill Board of

Directors or staff will consult legal counsel in any instance in which a FOIA information request appears to conflict with a FERPA regulation. Policies regarding student records, administrative records, and meetings will be designed in accordance with S.C. Code Title 30 Chapter 4.

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Selection of School Leadership and Transition

The selection and hiring of the School Leadership will be a function of The LAB in Rock Hill

Board of Directors. The School Leadership or Head of School and Academic Dean will be employed by and will work at the discretion of the board subject to the rules and regulations of the state of South Carolina. However, prior to the first year of implementation, The LAB in Rock

Hill Planning Committee will select the Head of School. He/She will serve as the school’s chief executive officer, visionary and community advocate. The Academic Dean will report to the

Head of School and serve as chief instructional officer.

Relationship of The LAB in Rock Hill Board to School Leadership

The LAB in Rock Hill Board will delegate to the Head of School assisted by the Academic

Dean the authority for the management and execution of day-to-day school activities, including management of personnel and instructional leadership. All staff will be employed by the Board and will report to the School Leadership. All service providers, consultants, and vendors will be contracted by the Board. The School Leadership may be tasked to coordinate the contracts that directly affect day-to-day operations of the school at the discretion of the governing board. The

School Leadership will report to the Board on all contract matters. The Head of School’s principal functions will be the administration of its policies, the execution of board decisions, the operation of the internal machinery designed to serve the school’s program, and the provision of information to the Board about school operations and problems. In addition, the Head of School will be charged with ensuring that the Academic Dean provides instructional leadership to all teachers, the Media Specialist, the Guidance Counselor and to teaching assistants. The

Academic Dean will report to the Head of School (see organizational chart Appendix L).

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The Head of School will have board-delegated authority in personnel matters. With the assistance of the Academic Dean, he or she is responsible for hiring, firing, and administration of employee discipline. The Board of Directors will limit its ratification of contracts to the sole purpose of budget reconciliation and financial constraints. The board will also hear teacher dismissal appeals. While the ultimate responsibility for the administration of the school should rest with the Head of School, the Board has the responsibility for developing a systematic means of evaluating this school leader’s effectiveness in implementing the objectives expressed in

Board policies. The School Leadership has the responsibility for evaluating the effectiveness of all other school personnel. The LAB in Rock Hill’s governing board will work in collaboration with the South Carolina Public Charter School District, adhering to the South Carolina Charter

School Act and submit all required reports annually to the Charter Board.

Liability and Indemnification

The LAB in Rock Hill assumes the liability for the activities of the charter school and agrees to hold harmless the South Carolina Public Charter School District, its servants, agents, and employees from any and all liability, damage, expense, causes of actions, suits, claims, or judgments arising from injury to persons or property or otherwise that arises out of the act, failure to act, or negligence of the charter school, its agents, and employees, in connection with or arising out of the activity of the charter school.

The LAB in Rock Hill will purchase liability insurance, and the policy will cover at a minimum the limits of the South Carolina Tort Claims

Act (S.C. Code Section 15-78-120).

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10. Parent and Community Involvement

Parents, educators and community leaders are vital components of the governance and operation

The LAB in Rock Hill . The administration will actively market and publicize the opening of the school to the Rock Hill and surrounding communities. Marketing strategies have included partnering with local grocery stores Earth Fare, Pink Pony Boutique, Southern Furniture Direct and others (See Appendix B). Marketing will include local radio stations, newspapers advertisements, public service announcements, phone banks and post information at the Rock

Hill Public Library. The marketing team will mail out postcards to families with children, distribute flyers and conduct community meetings to learn about the school.

All public advertisement will be listed to coordinate with registration application with a release no later than thirty days of enrollment and /or lottery. The LAB in Rock Hill will also market to civic organizations, children’s hospitals, and daycare centers. We will continue to work with

Simply Language, Tiny Techz, M.O.B.B, and the marketing committee to inform the community about the school. The LAB in Rock Hill will have opportunities to actively promote a student body that is similar to the statistical proportion of the areas served. Parents, business and community leaders will be actively recruited to serve on the governing board of directors. As noted in the bylaws, parents and employees will participate in the annual election of board members. Stakeholders will be regularly informed concerning the school’s progress. It is anticipated that Parent Universities will be used to engage parents’ involvement. In addition,

The

LAB in Rock Hill will continue collaborations with Promising Pages, Simply Language

Academy; UNCC Urban Collaborative, The Duke Foundation, Winthrop University, Converse

College and The Foundations of the Carolinas. Parental opportunities will allow volunteering on service committees, class projects, student events, field trips, and other activities that address the

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The Learning Academy for Boys in Rock Hill mission. The LAB in Rock Hill will not discriminate against any student based on disability, race, creed, color, gender, national origin, religion, ancestry, or need for special education service policies and procedures of the school. By year five, The LAB in Rock Hill will have a diverse population reflective of its community.

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11. Budget and Finance

The LAB in Rock Hill ‘s Planning Committee and Board of Directors will fulfill their responsibility to use local, state, and federal funds responsibly. The LAB in Rock Hill will take action to ensure education remains central to the operations of the school by establishing the following goals:



To provide a substantial environment for teaching and learning that is safe and pleasant for the administration, students, faculty, staff, and public.



To provide nutritious meals and physical activity for students.



To provide an efficient and effective controlled comprehensive system for financial management and accountability.



To provide an information technology infrastructure and network in support of the administration, students, faculty, and staff.

Annual Audit

The LAB in Rock Hill ’s budget provides the framework for expenditures and revenues translated into financial terms of educational programs and operational priorities for each year. The Head of School, Business Manager, and the Financial Committee will have overall responsibility for budget planning. Based on their recommendations, the governing board of directors will approve an annual budget that best suits The LAB in Rock Hill ’s fiscal and programmatic needs and establishes the school as sound stewards of public funds. The budget will be prepared in accordance with the State Department of Education Financial Accounting Handbook , with reference to the Funding Manual and the Single Audit Guide. The LAB in Rock Hill

’s

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The Learning Academy for Boys in Rock Hill governing board of directors will develop and adopt an Annual Operating Budget by June 30th of the preceding fiscal year.

Soft Fund

The LAB in Rock Hill will seek as many sources of revenue as possible to supplement the funds provided through basic aid offered by state appropriations. It will also seek grants of money and supplies or equipment donations from private sources for staff development and other educational purposes. Such gifts will be approved and administered by the Head of School and used in keeping with the terms of the gift or bequest.

Annual Budget

As our annual audit is a statutory requirement, accordingly, The LAB in Rock Hill will comply with all aspects of this mandate. A Certified Public Accountant will conduct an annual independent audit of all financial records in the same manner conducted for all schools in the

South Carolina Public Charter School District. The LAB in Rock Hill

‘s governing board will engage an auditor no later than 120 days prior to the close of the fiscal year. The LAB will adhere to the accounting, auditing, and reporting procedures and requirements of the South

Carolina Public Charter School District. These procedures and requirements will comply with the published specifications of the Office of District Auditing and Field Services contained in the

Financial Accounting Handbook , Funding Manual , and Single Audit Guide. The LAB in Rock

Hill

‘s governing board will receive, review, and approve the Auditor’s Report prior to official reporting.

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Financial Controls

The LAB in Rock Hill will remain fiscally solvent, adhere to generally acceptable accounting practices, have no material breaches, and address any financial concerns by implementing operational goals and objectives. The LAB in Rock Hill

‘s governing board will expand governmental and private resources to continue to meet the mission of the school; establish and monitor a budget process; engage in thorough advance planning in order to develop budgets and to guide expenditures to achieve the greatest educational return and the greatest contributions to the educational program; establish levels of funding, which will provide quality education for students; use the best available techniques and processes for budget development and management; provide timely and appropriate information to staff with fiscal management responsibilities; establish and implement efficient policies for accounting, reporting, investing, purchasing and delivery, payroll, vendor and contractor payments, and all other areas of fiscal management. In accordance with the guidelines set by the South Carolina Pupil Accounting

Manual and the South Carolina Student Accountability Manual, The LAB in Rock Hill will adhere to the reporting procedures, policies, and regulations that apply to all public schools in

South Carolina The LAB in Rock Hill will maintain and file reports in accordance with district, state, and federal requirements. When outsourcing to external vendors, contractors must offer timely and quality resources and assistance in the areas of accounting, transportation, food service, capital projects, maintenance, curriculum, library and media services, warehousing, and information technology. The LAB in Rock Hill will thoroughly review all options and proceed with the alternative that best meets our financial requirements. Currently, The LAB in Rock Hill has only negotiated fiscal services with the CPA firm McCay, Kiddy & Associates LLC.

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12. Employees

The Learning Academy for Boys in Rock Hill will employ administrators and teachers in accordance with the South Carolina Charter Schools Act. Members of the administrative staff will hold a valid certification of administration or will have at least two years of experience in the field of school-based administration. The LAB in Rock Hill is committed to recruiting and hiring the best qualified employees without regard to race, religion, handicap, gender, or age. As an equal opportunity employer, The LAB in Rock Hill will follow all state and federal laws regarding employment practice and an at-will employer. Recruitment and hiring of professional and support personnel will be based upon qualifications, merit, and commitment to the mission and philosophy of the school. The provisions of Title 59, Chapter 25, Article 5 will not apply to employment with The LAB in Rock Hill . Recruitment strategies used will include: advertising in local, state, and regional newspapers; and in professional publications; contact with college and university placement services; interviews with students enrolled in teacher education programs; internal and external searches; inquiries and referrals using the Internet; and registration with the S.C. Center for Educator Recruitment, Retention, and Advancement

(CERRA). Appendix R has sample job descriptions, qualifications and duties for the Head of

School, Academic Dean, Guidance Counselor, Teacher, Special Education Teacher, Speech

Teacher (if needed), Instructional Assistant, Secretary, Power School Clerk and Custodian. The

LAB in Rock Hill will employ the Head of School as the chief executive officer. The Governing

Board of Directors will delegate the authority for the management, execution of the day-to-day school activities, curriculum and instruction to the Head of School and to the Academic Dean.

The Head of School will meet the following minimum qualification: (1) an administrative certificate, (2) Master’s Degree, (3) two years of experience as a school-based leader,

49


(4) demonstration of strong fundraising, and (5) evidence of building community support. The

Head of School will have board-delegated authority in personnel matters. With the assistance of the Academic Dean, he or she is responsible for hiring, firing, and administration of employee discipline. The Board of Directors will limit its ratification of contracts for budget reconciliation and financial constraints. The board will also hear teacher dismissal appeals.

As the chief instructional officer, the Academic Dean will assist the Head of School in providing administrative services, curricular expertise and technical assistance to the staff as well as to other stakeholders helping to strengthen the instructional program through a strategically planned, standards-driven, project-centered approach for male learners. The Academic Dean reports to the Head of School and will meet the following minimum qualifications : (1) South

Carolina teaching certification, (2) South Carolina administrator certification, (3) experience working in an public or charter school setting, (4) demonstrated ability to disaggregate data, (5) professional development expertise, and (5) a Master Degree of Education or Administration.

The LAB in Rock Hill will employ teachers consistent with the South Carolina Charter School

Act. Seventy-Five percent of The LAB in Rock Hill

’s teachers will be certified. Core academic teachers will meet qualifications that are in alignment with South Carolina Charter School Act and Highly Qualified determination. The teaching positions for the first year (2016-17) will consist of: three teachers for Kindergarten and each teacher will have a teaching assistant in the class; and three teachers per grade level starting with first through the third grade. Teachers must meet the minimum criteria: (1) earned Bachelor’s degree; (2) content knowledge demonstrated per current State Board of Education requirements; and (3) valid applicable South Carolina

Teaching Certification. The LAB in Rock Hill will adopt an evaluation program for teachers and administrators that meet the requirements of the SCDE’s ESEA Flexibility Waiver.

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The SAFE-T/ADEPT teacher evaluation process is currently being considered for adoption by the school. A final decision on what evaluation model that will be used will be made during the planning year of implementation. The Academic Dean and the Head of School will be responsible for conducting teacher evaluations according to state and federal guidelines. An employee handbook will be provided to each employee on the official start date and the employee must sign an agreement sheet that they have read and understand all policies and procedures. Any changes will be provided in writing to each employee. South Carolina is an Atwill jurisdiction. This will allow both parties to terminate employment at any time. The LAB in

Rock Hill will provide at will contracts to all employees. They are expected to conduct themselves as professionals and meet high standards of conduct and performance. Employees who do not meet these standards may be given the opportunity to correct their conduct or performance through performance evaluations and corrective disciplinary action which may include or lead up to termination. The employee handbook will outline progressive disciplinary and termination procedures, subject to the at will nature of employment. Employees with disputes or concerns will follow this procedure:



The employee will meet with the immediate supervisor (if any) to try to resolve the issue. If the issue is not resolved after meeting with the supervisor, then the employee should put their issue in writing describing the issue in detail, desired result, and the proposed solution. The written issue should be turned into the Head of School within ten (10) business days of the incidence.



After the Head of School receives the written issue, he/she will meet with the employee and any immediate supervisor (if any) to discuss the policies and procedures relating to the issue.

Usually, the review of faculty policies and procedures will dictate a resolution. As an at will

51

The Learning Academy for Boys in Rock Hill employer, The LAB in Rock Hill may discharge an employee for any reason, so long as it is not a protected reason (e.g., because of race, religion, creed, national origin, gender, age, disability, pregnancy).



The employee has the right to address the governing Board of Directors if the issue is not resolved after meeting with the Head of School. She/he must send a written request for a right to a hearing within 30 businesses days of termination or the other action under dispute. The

Board will review the issue and policy and schedule a hearing with the employee, immediate supervisor (if any), and Head of School. After the hearing the Board will make a final decision and report the resolution to the employee within five business days. The LAB in Rock Hill will utilize the same procedures for employment, evaluation and termination for administrators and non-teaching staff as those described above for teachers. All employees will be evaluated annually either formally or informally by their immediate supervisor (See Appendix L for organizational chart). The Head of School will be evaluated annually by the Board of Directors.

Professional Development

The LAB in Rock Hill will also create professional learning communities (PLCs) based upon the book On Common Ground, The Power of Professional Learning Communities to implement jobembedded professional development. Besides professional development on the routines, protocols and the framework of The Lab in Rock Hill, workshop and in-service topics will also include Creating Boy-Friendly Environments, Teaching Male Learners, RtI, Brain-Based

Learning, Understanding the Read to Succeed Legislation, Creating the Reading Plan LAB

Style, and Learning Style Structures. Teacher in-service days are also a part of the master calendar. With the PLC model in place, The LAB in Rock Hill will seek grant money that can provide assistance with professional development opportunities.

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13. Insurance Coverage

The Learning Academy for Boys in Rock Hill has aligned all insurance required by the South

Carolina Public Charter School law, through Insurance People. The Insurance People is a licensed insurance company in South Carolina. Please review the all insurance documents in appendix T. The school administration and governing board will be properly bonded. The amounts of insurance and bonding will remain in effect during the term of the charter, except if changes are made by a charter amendment. The Insurance People’s provided estimates for:

Property Insurance: The LAB in Rock Hill has obtained an estimate annual premium for property insurance. The estimate insurance is $325,000 of property contents, with a $1000 deductible and the premium is $500.

Liability Insurance: The LAB in Rock Hill has obtained an estimate annual premium for liability insurance. These policies match or exceed the minimum limits required by the South

Carolina Tort Claims Act S.C Code Ann. 15-78-120(sup.2002). The general liability premium estimate is $1410.00.

School District & Educators Liability: The LAB in Rock Hill has obtained an estimate annual premium $1483.00.

Fidelity Bond Estimate: The LAB in Rock Hill has obtained an estimate annual premium of

$332.00. The limits consist of $250,000.

Auto Insurance: The LAB in Rock Hill has obtained an estimated annual premium of $ 181.00 with limited liability of $1,000,000.

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Head of Class Endorsement: The LAB in Rock Hill has obtained an estimated annual premium of $82.00.

Workers Compensation: The LAB in Rock Hill as obtained an estimated annual premium of

$4,693. Employers Liability will be $500/$500/$500 and payroll estimate will $840,000

Umbrella Policy: The LAB in Rock Hill has obtained an estimated annual premium of limited liability $2,387 with a limited liability of $1,000,000.

This insurance coverage provides total estimated premiums of $11,068.

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14. Transportation

In keeping in line with The Learning Academy of Boys in Rock Hill’s mission, is the aspiration not to prevent access to the school due to lack of transportation. The planning committee will be investigating transportation options for those students who would require it. At this time, transportation does not appear to be a problem that would hinder students from attending The

LAB in Rock Hill . If The LAB in Rock Hill decides to utilize school bus transportation, the school will follow all required laws to operate a school bus and will create a comprehensive drop-off/pick-up plan that would provide transportation to those students in need. During the planning year, the charter school planning committee will look at the budget for options that would provide contingency plan.

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15. Facilities

The LAB in Rock Hill has created a facilities committee to research finding a school facility.

The committee has spoken to several charter development companies about the possibility of building a school; but the committee is also exploring locating a pre-existing building that could be renovated. The committee is looking for a building that will consist of classrooms, cafeteria, common area, office space, conference rooms, and technology lab. The building should be from

18,000 to 35,000 square feet and will need to meet the codes that have been specified by the

South Carolina School Facility Planning and Construction guide and are in-line with South

Carolina Charter School law. The committee’s goal is to have a facility in-place by April 2015, with the building available for remodeling by June 2015. All construction and remodeling is to be completed by January 1, 2016. An Assurance of Facility Completion by the Office of School

Facilities will be met by February 1, 2016. All school operational equipment will be delivered and installed by July 2016. All faculty and staff will be on the premises by August 2016. All inspections need to be completed by July. A Certificate of Occupancy will be obtained by July

30, 2016.

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16. School Management Contracts

The LAB in Rock Hill will not contract with an EMO.

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