High Point Academy Spartanburg
An Applied Learning School
Table of Contents
Application Cover Page…………………………………………………………..………1
Table of Contents ………………………………………………………………………...2
Application Narrative ..…………………………………………………………………...3
1. Mission Statement and Executive Summary………………………………….3
2. Evidence of Need and Support………………………………………………..7
3. Enrollment……………………………………………………………………,.11
4. Educational Program………………………………………………………….15
5. Goals and Objectives…………………………………………………… ……27
6. Evaluating Student Performance……………………………………………….31
7. Serving Students with Special Needs………………………………………….37
8. Student Discipline, Expulsion, or Suspension…………………………………39
9. Governance and Operation…………………………………………………….41
10. Parent and Community Involvement…………………………………………45
11.Budget and Finance……………………………………………………………46
12. Employees…………………………………………………………………….48
13. Insurance Coverage……………………………………………………………53
14. Transportation…………………………………………………………………54
15. Facilities……………………………………………………………………….54
16. School Management Contracts………………………………………………...56
Table of Contents for Appendices…………………………………………………………60
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High Point Academy Spartanburg
An Applied Learning School
1. Mission Statement
High Point Academy Spartanburg (HPAS) will be a community-centered school built on the
principles of honor, integrity and service where academic excellence, STEM (Science
Technology Engineering and Math) education, fine arts and a project-based, applied learning
style of instruction produces an educational environment rich in creativity, innovation and
achievement. At the heart of our educational mission is the growth and shaping of tomorrow’s
leaders, challenging them to dream, desire and deliver success.
Executive Summary
High Point Academy will be a diverse school filled with all student populations and cultures.
The proposed student enrollment for the first year is 322 students. The school will carry a total
of 15 classes with approximately 22 students in each class. High Point Academy plans to open
with grades K-8th grade and expand one grade level per year until all grades are serviced through
12th. The projected increase in enrollment for each year is around 100 students, allowing the
school consistent and steady growth. In the fifth year, High Point Academy will have
approximately 702 students with 33 classes. The K-2nd graders will have 20 children per class,
while the 3-12th grade students will carry 22 students. This smaller class size allows more
individualized instruction.
Through training and leadership, the teachers at High Point will foster a classroom environment
rich in effective communication and team building for relevant project based learning
experiences for the students. High Point Academy will begin the 2014 school year
implementing the Common Core Standards with clear expectations for each student and grade
level. The state standard online program, Smarter Balance, will be used to help reduce the gap
in student knowledge and state expectations for the children. Helping student’s to retain the
educational information given, our school will implement several projects through the year that
are state standard tasks and have a school wide aligned curriculum that is interdisciplinary in its
approach for educating the child. Some of the supporting curriculum that will help to effectively
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High Point Academy Spartanburg
An Applied Learning School
use this aligned approach will be E.D. Hirsch, Jr.’s Core Knowledge curriculum. It is relevant
and rigorous to the new state standards and Common Core expectations that South Carolina is
using beginning in the 2012 school year.
High Point Academy intends to be a school of excellence and vitality. We recognize that to
achieve this standard we must be focused on student achievement and financial viability.
Innovation and stakeholder satisfaction, along with choice driven options provide parents the
ability to give feedback to the High Point leadership will make High Point Spartanburg a
successful school. Student Achievement is a key element in offering a rigorous academic
program. Children in all grades will be studying curriculum that meets and exceeds the
Common Core standards, as well as experiencing education through hands on projects and
everyday “real life” application. State standardized testing will help to track the progress of each
individual child as well as teacher performance for specific grades. High Point will use
Academic Achievement Plans (AAP) for every student to target their strengths and weaknesses
and help them be more successful in standardized testing.
The educational plan is anchored in an applied learning style of teaching with an emphasis in
science, technology, engineering, and math (referred to as STEM), as well as character
development and leadership training. This kinesthetic approach to learning (touch, move,
experience) gives students the academic edge over their peers and fosters an ability to work well
with others, as well as building self-confidence for future successes in life. The applied learning
model will carry text book instruction and promote team building and problem-solving with
hands-on experiential learning, complete with presentations beyond the classroom and in the
community. At HPAS, the educational program is designed to enhance the academic
environment for a variety of student populations and cultures in Spartanburg and surrounding
areas.
HPAS intends to be proactive in our educational approach by designing individual academic
achievement plans (AAP). Our goal will be to communicate with parents, students, and teachers
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An Applied Learning School
each nine weeks to discuss the progress made on their AAP. Evaluations such as PASS scores,
EOC tests, MAP and HSAP (high school-2014) Stanford 10, TPRI testing, benchmarking and
observation made by classroom teachers and specialists will help prepare the child’s Academic
Achievement Plan (AAP). Within 30 days of enrollment, academic interviews will aid in the
planning and establishment of their individual plan. Once the initial plan is crafted and agreed
upon, a review and update of achievement by that student will occur each semester to help track
their progress towards graduation and entrance into a higher level educational institution. At
HPAS, we realize this type of individual attention will take extra effort by our staff, parents, and
administration. However, we are also convinced that this innovative step will catapult our
students to academic success.
Academic achievement and parental choice is a foundational strength of the High Point
educational opportunity. Piano labs and required instrumentation for all students in grades K-8,
laptops or tablets issued for every student middle school or above, and an aligned project-based
curriculum contribute to the success of our hands-on applied learning approach. High Point
Academy believes in building strong leaders through community involvement. An emphasis
will be place on the performing arts allowing students the opportunity to receive ballet, dance,
theater, choir, art, and graphic arts as part of their everyday electives. The chance for Title I
students and their families to receive piano, ballet, and other fine arts opportunities at no cost to
themselves is a tremendous equalizer for students of all races and backgrounds. High Point is
focused on educating and encouraging the leaders of tomorrow.
Another innovative classroom approach is the use of sign language for K-5th grade. Literacy and
spelling scores are drastically improved as young children are taught to finger spell through the
learning of American Sign Language. According to Laura Berg, founder of ‘My Smart Hands’
and certified K-12 literacy teacher, “Test scores can improve from a student having 25% passing
to correctly spelling 90% of their spelling words.” This concept has been studied quietly for
over 25 years. Robert Wilson and Gerald V Teague, both with the University of Maryland,
published in the Reading Psychology Journal, Vol. 5, Issue 3, 1984, the results of a first grade
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An Applied Learning School
class that experienced a vocabulary and spelling increase that was not discriminate to
socioeconomic or racial backgrounds. The school leadership wants our students to reach greater
heights in terms of literacy, vocabulary, spelling and writing skills. This places the High Point
youth ahead of their peer group through comprehensive ELA standards. High Point students
who are in grades 6-8 will have the choice to take either Spanish or American Sign Language
(ASL) during the course of the school year.
At High Point Academy, we firmly believe that a choice in education is every parent’s right no
matter the socioeconomic, religious, or racial background of the student. The greater
Spartanburg area is currently serviced by several tuition-based private schools, as well as 7
school districts. As of this writing, there is only one “brick and mortar” charter school located in
the Spartanburg area. It services approximately 290 students grades K-8th. Other than that, very
little choice is given for parents outside of the traditional districts or homeschooling.
Most families are looking for an educational choice and are willing to sacrifice for that
opportunity if they feel the mission of the school is synonymous with their family values. With
the economy in a recessive period and unemployment up, many families are looking for
alternatives to private education and homeschooling. We believe that the greater Spartanburg
area, with over 80,000 children ages 5-18, is in need of more choices. Thus, it is the goal of
High Point Academy Spartanburg to be one of the charter schools that will eventually come into
the greater upstate area.
It is the full intent of High Point Academy Spartanburg to support the mission of the South
Carolina Charter School Act, as well as help offer a dynamic difference in education.
High Point Academy will contract with FIAFW, Inc., a non-profit company that assists charter
schools in the development of curriculum, administration, and professional development of staff.
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An Applied Learning School
2. Evidence of Need and Support
Charter Planning Committee
The Charter Planning Committee will be led by individuals who all vision together the success
of a charter school that will impact west Spartanburg and offer a choice in education for all
parents.
Lori Manning
BK Vernon
Ashleigh Asper
Aubrey Dillard
David K Wells
Martha Axmann
Mary Jane Wells
William Wynn
The committee chair is Mrs. Lori Manning. Mrs. Manning is both a certified teacher and a
previous charter school principal for three years. Having revitalized a declining fine arts charter
school in 2008-2011, together her team achieved Gold Star Ratings in Writing, Reading, and
Science during the 08,09,10 school years. Her school also carried an average daily attendance of
96.8% during the 2009-2010 school year. Mrs. Manning was named the lead administrator for
developing a new school (2010-2011) in the Farmer’s Branch (DFW) area that was rated by the
Texas Education Agency as a state Recognized School. She attributes her success for both
schools to well-trained staff. Mrs. Manning is serving on the committee to bring her practical
experience and knowledge base to her home state of South Carolina.
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An Applied Learning School
BK Vernon is currently a real estate business woman in Spartanburg. Formally, Mrs. Vernon
served on the State Board of Education for four years. Seeking to make a difference in her
community, she began the 1st Evening Book Fair in Spartanburg at the Jesse Bobo Elementary
School. An advocate for literacy and early childhood reading initiatives, she is actively involved
with Meals on Wheels and her church. Mrs. Vernon is a valuable asset for this community and
school.
Ashleigh Asper is a graduate of USC and formerly a teacher at the Southern Strutt and Gilbert
Studio of Dance Arts. Currently she is a co-owner of Palmetto En Pointe Performing Arts. Her
studio experience and love for dance along with fine arts is an exciting part of the High Point
fine arts experience. Ashleigh also has two children that will be entering the public school
system over the next few years.
Aubrey Dillard is a native of Spartanburg and a graduate from University of South Carolina.
She studied political science and law. Ms. Dillard has a love for her community and a passion to
work with children. Making a career change, she is currently a co-owner of Palmetto En Pointe
Performing Arts and the Artistic Director for performances. Her fine arts expertise and
performance organization gives her insight towards the needs of High Point and its performing
arts.
David K Wells is a music minister and entrepreneur located in Spartanburg. Having been the
music coordinator for the “March for Jesus,” a rally with 15,000 people on the Capital steps,
David Wells understands organization for large events. He has been the music director for 9/11
city wide events in Spartanburg. He has produced a youth musical theatrical productions and
has traveled to camps and state wide events to perform on many occasions. His expertise with
choral and theater productions will propel High Point Academy to be a school of excellence in
the performing arts and education.
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An Applied Learning School
Martha Axmann is a former educator in public schools. As a certified teacher and classroom
manager, she understands the necessary dedication it takes to make a hands-on environment
effective. After her retirement, she has served on the board of Anderson University and looks
forward to helping High Point Academy become a school of academic excellence. As an
advocate for higher education, Mrs. Axmann is valued for her balance of academic strength and
post-secondary experiences.
Mary Jane Wells is a prominent figure in the Spartanburg area. Having served at First Baptist
Church for many years with Ronald Wells, she has had a great influence on generations of
young people and adults who are now dispersed all across South Carolina and the U.S. Serving
in the capacity of Fundraising and Program Director for the India Children’s Choir, Mrs. Wells
understands the need to seek businesses and individuals with deep pockets who are in favor of
change in their community. Her invaluable gusto for life, financial contacts, and desire to help
make a change is exciting.
Bill Wynn is a Spartanburg Real Estate lawyer. He believes firmly in educational choice and
sent both of his now grown children to private schools in Spartanburg to receive what he felt was
the best education they could obtain at that time. His enthusiasm for parental choice in
education is notable. In that regard, he is seeking to make certain that many families have the
same opportunities to choose where their children attend school, just as he and his wife did years
ago. Mr. Wynn believes in excellence in education, STEM opportunities, and equal opportunity
for all children.
The High Point Academy charter committee was first formed in 2012. A group of over fifty
individuals were approached about starting a charter school in Spartanburg to offer families a
choice in education. Many people got excited about the initial rumblings of a new school, but
these select individuals devoted time and effort to researching buildings, demographics, and
information concerning starting a new charter school. Experts in their fields and collectively
carrying over 75 years of education experience; this leadership team is poised to effectively
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High Point Academy Spartanburg
An Applied Learning School
direct a public charter school. The planning committee is committed to developing a high
quality reproducible charter school. We want to make a working model that can be duplicated in
other cities in order to impact the future of education. High Point Academy students will lead
the way for others through this development of solving skills, strong academic foundations and
forward thinking leadership in South Carolina.
High Point Academy has had over 91 email contacts through our website:
www.thehighpointdifference.org. We have offered community meetings, Q&A informational
meetings, and slide show presentations. Our committee has participated in presenting “The High
Point Difference,” as well as collected documentation showing the community support.
Financial and monetary support is another large factor determining the viability of a start-up
school. High Point is pursuing additional funds to give us a successful start. {We have pledge
monies that are awaiting a grant award from an organization that will give a matching grant.}
(NGLC-see documentation concerning this grant). Requests have come from certified teachers
wanting to place applications at High Point. We have also had two certified administrators
inquire about administrative and counseling positions. The newspaper article, placed on the
front page of the Spartanburg Herald Journal on May 1, 2012, caused quite a stir for parents and
community members alike. The greater Spartanburg community seems very excited about the
prospect of another charter school in the area.
Community partnerships are vital for success at High Point. Because we want to offer
performing arts in our charter school, we have approached local non-profits who have buildings
sitting unused during the week to work out contracts for school use during the school year. We
believe a partnership agreement with a local church for auditorium space will be reached very
soon. Their facilities are state of the art and would represent the mission of High Point and the
need for community performances. Another partnership being forged is the relationship with the
SC School for Deaf and Blind. With our student body being taught ASL, the mentoring and
program advantage that this institution can offer is invaluable for the High Point innovative way.
Dual credit is another item that High Point Academy wants to offer its High school students.
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An Applied Learning School
We are visiting with several colleges in the Spartanburg area that might work with our program
to give students additional options for post-secondary work during their high school years.
Some of the prospective outreach that was initiated over the last year has been very effective.
Passing out flyers, placing brochures at places of business such as Palmetto En Pointe, The
Clock Restaurant, Good Housekeeping Real Estate, The Beacon, local churches and Wal-Mart,
as well as giving away free t-shirts have produced a positive response. We have over 204
children interested in High Point and it is still 16 months away from launching. Our website,
www.thehighpointdifference.com is generating additional interest. Ads that have run in the
paper seem to generate responses as well. In the appendices, we have included over 25
correspondence emails from prospective families that were seeking information or wanting a
chance to place their children on a “waiting” list. The outpouring of people wanting a choice in
education for their children has been affirming.
3. Enrollment
High Point Academy seeks to be compliant with all state and federal laws. It is our wish that
every child have the opportunity to be a part of this school if they so desire. However, we
recognize that waiting lists and limited space can sometimes dictate the allowed number of
children in a specific grade. Since one of our planning committee members works directly with
the Boys and Girls Clubs and Head Start Programs, we will intentionally be recruiting at-risk
students. We want these families to feel safe and included in the process of applying for
admission into High Point. All children regardless of their race, religion, and socioeconomic
background will be allowed to attend High Point Academy.
High Point Academy will give notice to the community concerning the required dates for
enrollment into the school. Advertisements, flyers, community events, and local shows will help
to get the word out about the open enrollment process at HPA. We will request that current
students share enrollment information at their local venues of activities such as clubs, sports,
churches, or events that are occurring. Our goal is to be representative of the ethnic make-up of
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An Applied Learning School
the greater Spartanburg community. The State law requires us to be within 20% of the
population mix in Spartanburg, thus our intent will be to seek students who desire choice in
education and can benefit from our programs.
After school programs can often be reasons why low income families do not attend schools
outside of their immediate neighborhoods. In order to alleviate that difficulty, High Point will
provide a low cost or no cost after school program for all students. With plans for an extended
day in academics, our after school program will offer tutoring, fun activities, clubs, sports and
opportunities to participate in special interest programs that would not otherwise be available.
By providing options for these families that fit within their family budget (no cost or free for
quality care), the concern of after school difficulties and excuses is alleviated. It is the belief of
High Point Academy Spartanburg that this additional program will help Title I families
confidently choose High Point, knowing their children are well provided for and received. We
are convinced that this will prove to be a valuable recruiting tool for at risk families and their
children.
High Point Academy intends to recruit students and accept applications for the upcoming school
year beginning on the first day of school after the New Year. We will use a lottery system at
High Point with spill-over applicants being placed on a waiting list in the order their name was
drawn. Below are the cut-off dates that will establish student admission into High Point
Academy.
DATE
ADMISSION ACTIVITY
January 3 -March 1
Letters of Intent for Returning Students (2015)
January 3 -March 13
Prospective Student Applications
March 6
Applications of Siblings and Staff Children
March 25
Admissions Lottery (if necessary)
March 29
Lottery Notification to Parents
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An Applied Learning School
All remaining applicants will be placed on the waiting list according to the order in which they
were drawn. Any applications received after the lottery drawing will be placed on the waiting
list in the order in which the application was received.
The following procedures are to be followed in conducting a lottery when a grade or class is
oversubscribed. Under federal law, a charter school must admit students through a random
selection process if the number of applications for a grade or class exceeds the number of
available spaces. If the number of applications does not exceed the number of available spaces, a
lottery is not required.
If High Point Academy has a grade or class that is oversubscribed, the following application
process will be followed for that grade or class:
High Point Academy Lottery and Enrollment Procedure
1.
A separate application must be completed for each student who wants to apply for
admission to High Point Academy Spartanburg.
2.
The application must be turned in to the High Point Academy office by March 13.
3.
Each application will be given an application number.
4.
On the day of the Lottery (March 25), each application number will be placed into a
secure container.
5.
Numbers will be drawn randomly out of the container by a school official, witnessed by
at least one other employee and a Notary Public, who will certify the results of the
lottery.
6.
All applicants will be notified in writing within six days of the lottery drawing regarding
the results of the selection process.
High Point Academy Spartanburg will exempt from the lottery returning students, the siblings of
returning students, and/or the children of the school’s founders and staff (so long as the total
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An Applied Learning School
number of students allowed constitutes only a small percentage of the total enrollment less than
20%) as permitted by the federal non-regulatory guidance on the charter school program.
Priority of enrollment will be given to the following classes of students, prior to the lottery.
The classes are listed in order of priority:
1. Children and legal dependents of founders, current faculty/staff, and board members of High
Point Academy
2. Siblings of currently enrolled or previously enrolled (within 6 years) students at High Point
Academy
All founders, faculty/staff/board member children, and siblings of students must fill out an
application and turn it in by the appropriate deadline. These students will be given open slots
prior to any lottery for oversubscribed grades, as long as they comprise only a small percentage
of the enrollment. Parents will be notified in advance of the upcoming lottery date and must
return their acceptance letter prior to the stated deadline.
The lottery will be held on March 25 every school year. If this day falls on a weekend, the
lottery will occur on the first school day following the weekend. After the lottery has taken place
on the designated date, students will receive notification by letter within six days regarding their
application status. Remaining students will be placed on the waiting list, according to the order
in which they were drawn. A student who turns in a late application will be placed on the
waiting list in order of the date in which their application was received.
When a vacancy is created prior to or during the school year, the vacancy may or may not be
filled, at the discretion of the school’s Administration. If the school chooses to fill the vacancy,
priority will be given as specified in the Priority for Enrollment section of this document, and
then the next name from the waiting list will be used. Students will be called and given 48 hours
to verbally respond to an enrollment invitation. A student who fills a vacancy shall be deemed a
currently enrolled student, and that student’s enrollment shall continue beyond the current
academic year, in accordance with the school’s policies and procedures.
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High Point Academy Spartanburg will accept applications outside the designated application
period under two scenarios. If there are still open slots at the school 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 filled.
Students Outside the District
High Point Academy will include in its admissions policy, a statement that the school will not
discriminate in admissions based on gender, national origin, ethnicity, religion, disability,
academic ability or artistic ability or the basis of district the child would otherwise attend. Since
High Point Academy Spartanburg’s district is the South Carolina Public Charter School District,
(SCPCSD) any student from any part of South Carolina will be allowed to attend.
Student Appeals Process
If a parent feels inclined to appeal a decision of admission based on any reason besides the
lottery, they may submit a written appeal to the sponsoring district. The decision will be binding
on the student and the charter school. Because HPAS will be a part of the SCPCSD, there is no
written appeal on admissions to the local school board of trustees.
4. Education
For today’s tech savvy students, lifelong learning is a part of their permanent set of
responsibilities. Whether they are using a laptop, mp3, smart phone or other handheld device
with computing capabilities, their lives are connected in every way to the attainment of new
knowledge and practice. The world is literally instantaneously at their fingertips. It is our
challenge to take this incredible learning opportunity and implement it in the midst of an
educational setting. High Point Academy, through its use of electronic student portfolios, will
harness the power of the information age in which we live and transform the corporate
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An Applied Learning School
educational setting into a more user-friendly, individualized applied learning environment where
students are excited about the way learning takes place.
The High Point Academy mission is to be a school that offers students an exceptional
educational experience in an applied learning setting, where science, technology, engineering
and math are taught from a hands-on perspective and students are encouraged to think beyond
themselves. By using a thematic curriculum, High Point will teach students through projectbased examples for learning throughout the school year. The core subject curriculum will follow
the Common Core Standards and each classroom teacher will be able to use differentiated
instruction (audible, visual, and kinesthetic) in such a way that students’ minds are captivated
and successful learning takes place.
The individualized AAP will be in place to assist the students with greater need and challenge
those who excel. By tracking students closely, a teacher and parent can make better prepared
decisions concerning projects that best fit the student’s areas of needed growth. The AAP is a
good example of individualized learning objectives, which will be used to make each student
successful.
Educational and Curricular Program
Educational philosophy and pedagogy of the proposed charter school
The educational philosophy of High Point is founded on pioneering the path to success,
influencing young minds and developing great leaders. In our charge toward accomplishing that
goal, the overall mindset has been on creating a balance between exceptional academics,
educational relationships, and extracurricular experiences. Every effort has been made to set up
a school model that incorporates these vital characteristics. With that in mind, the High Point
mission is three-fold: individualized Academic Achievement Plan, applied learning model with
STEM emphasis, and student led community service projects that promote character
development. These three emphases will shape a better prepared student for tomorrow’s world.
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The curriculum that HighPoint Academy has decided to use is from E.D. Hirsch, Jr. Known for
its rigorous approach for all children, the Core Knowledge series provides an opportunity for
children to be exposed to more than the basics of their state’s educational standards. The
Common Core State Standards (CCSS) do require children to touch on Shakespeare, U.S.
Documents, and mythology; the Core Knowledge series delves deeper into these classical pieces
to bring out the relevance through the rigor. The Core Knowledge series, has children reading
“texts in history/social studies, science, and other disciplines. Students build a foundation of
knowledge in these fields that will also give them the background to be better readers in all
content areas. Student can only gain this foundation when the curriculum is intentionally and
coherently structured to develop rich content knowledge within and across grades.”
Economically disadvantaged students thrive under this equalizing curriculum. All students,
regardless of their background, learn ideas, history and classical literature to make them more
effective in gaining skills for future endeavors. Since High Point Academy expects to be 40% or
more economically disadvantaged, the E.D. Hirsch curriculum fits the bill of helping students be
prepared for real life experience through building skills in knowledge. Hirsch states, he is
“closing the shocking education gap for American children.” He explains how and why broad
knowledge, not reading strategies builds reading comprehension. Vocabulary building, oral
language and knowledge are the real keys to reading comprehension, according to the Core
Knowledge Curriculum. With that in mind, High Point seeks to improve kids lives through
education and understanding. We believe this is why the Core Knowledge curriculum best suits
our school and offers.
The balance in literary texts among the core knowledge curriculum aligns itself with the common
core state standards in ELA requiring roughly equal time of informational verses literary texts in
lower grades. Another vocabulary builder that High Point intends to use is the Signing for
elementary children. Studies show that children who learn to finger spell with American Sign
Language have over 50 words more than their counterparts at the same age (Psychology Journal)
Finger spelling also includes a kinesthetic approach to learning, giving these children an edge
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over their peers. Literacy is the foundation of all education, as well as the building blocks of
success for a child.
The Common Core state standards summarizes a child’s growth in learning each year as they
simply add a concept at each grade level. In math, the standards of operations & algebraic
thinking, number & operations in base ten, number & operations-fractions, measurement & data ,
and data each compound in complexity until a student finally reaches the pinnacle of operations.
Social Studies and Science also have similar approaches as students build into the knowledge
and communication of these subjects. Through literary texts, students are taught by experiencing
or doing. Teachers will be given much freedom as they craft lesson plans that integrate
technology, student interaction and classroom activities.
Exceptional Academics:
Increased Instructional Time will be a foundation upon which High Point is able to achieve the
goals desired. Ninety minutes in math and reading allows teachers the time to be innovative and
use hands-on learning in the classroom. True comprehension and increased retention occur when
a classroom teacher has sufficient time to access each student individually. School will begin
around 7:45 and finish at 4:15. A after school program will be available to all students grades K8. Free tutoring for all students will be available daily until 5:30 p.m., Monday through
Thursday.
Extended Hours Tutoring will let all students have access to extra help or completion of an
assignment that needed adult interaction. Free tutoring for all students will be available daily
until 5:30 p.m., Monday through Thursday. The extended hours means longer work days for
teachers but greater results for students.
Thematic curriculum is a concept found in the Core Knowledge Curriculum guide. It means that
students learn the same classical material at their appropriate grade level and tie it into all the
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An Applied Learning School
different disciplines, such as art, music, math, and history. It is a powerful tool for experiential
learning.
Educational Relationships:
Strong School Leadership helps an organization promote character and respect towards teachers,
students, and administration. When the school atmosphere is controlled, then all children learn in
an environment that offers freedom from fears of bullying or discrimination. An adult mentoring
coach (for younger students their classroom teacher and secondary students their homeroom
teacher) will be available daily to intervene in the case of stressful and difficult challenges these
students encounter. As the first point of contact, the mentoring coach gives each student an adult
figure to help them overcome their social difficulties that could impede their educational
progress.
Immediate Intervention for Struggling Students allows the High Point Academy staff to quickly
assess the areas of student weakness and provide individual assistance as needed. Through the
use of data, the deficit area presents itself and the relationship with the student allows effective
tutoring and training. In sixth grade, each student will be assigned a homeroom mentoring coach.
This individual will stay with that child until graduation. Each day this faculty member will
have contact with the student. This will enable them to reach out, grow a relationship, and tutor
as necessary over items they struggle with during class. This teacher becomes a familiar contact
at High Point Academy, thereby creating strong educational relationships.
Extracurricular Experiences:
Extracurricular Experiences offer a balance for student learning. Piano labs, double-blocked
math, double-blocked reading and physical education all provide some of the required activities
and classes at High Point. Through self-expressions and extracurricular activities, students have
the freedom to grow and blossom into their full potential. High Point plans to offer chess clubs,
academic competitions, fine arts and athletics.
Community Service:
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Applied learning at High Point Academy will be evidenced in a myriad of ways. Community
service projects, presenting student discoveries in the classroom, and engaging audiences outside
of the school walls, all constitute learning from an applied learning model. Having students
involved in serving the surrounding community, builds better citizens and strong community
relationships.
High Point Academy will strive to offer a rigorous and relevant project based learning
curriculum. By following the Common Core Standards, each classroom teacher will be able to
use differentiated instruction (audible, visual, and kinesthetic) in such a way that student’s minds
are captivated and successful learning takes place.
High Point Academy will promote a culture built on close personal relationships with students
and their families. Through these academic relationships, a program built on honor, integrity,
and service will be woven throughout all aspects of the school, PK to graduation. This school
wide initiative is designed to benefit the graduates of High Point Academy.
The school will have many innovative features that set it apart from other traditional public
schools. These include:
A longer school day (7:45-4:15 Monday through Friday)
Longer hours offer more interaction and time to let students experience academic learning and
participate in electives throughout the day. High Point will offer tutoring after school at no cost
to its families, allowing all after school students and any other student access to academic help.
Tutoring will also be given to all students that show evidence of need during school time.
Extended time during the day for English language arts and math (90 minute blocks
for each subject per day)
High Point Academy will have two 90 minute periods daily for its students. This time will give
effective training for repetition and practical opportunities. It allows teachers the time to include
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creative focuses in learning and hands on training to grasp hard to understand concepts. The
double blocked reading will give ample time for students to take part in projects that create
learning connections, making education more exciting.
Every student will have an AAP (Academic Achievement Plan)
The Academic Achievement Plan gives beneficial data and information concerning a student’s
academic strengths and weaknesses. By compiling data for a student and anticipating where they
may struggle, teachers can be more effective and efficient when approaching new concepts from
year to year. Many of the Common Core are aligned by year and build on each other, fostering a
deeper understanding of the necessary knowledge.
One Saturday each semester will be devoted to community service, which is integrated into
the academic curriculum
The character development program that High Point wants to promote is grounded in three key
principles: honor, integrity and service. We believe that exemplary leadership is critical for the
future success of our students. A major part of leadership is a willingness to serve those that
follow. True leaders are servant leaders. High Point wants to offer our students opportunities to
make a difference in the community around them, experiencing servant leadership.
A tutorial summer session for students needing remediation for their PASS testing
Our emphasis is truly “No Child Left Behind!” High Point Academy will support all students
that are in must pass to promote grades and help them strengthen their areas of deficiency. We
will accomplish this through individual tutoring, the use of manipulatives, test taking strategies
and personal tutoring. We understand that Title I money can help to cover some of this expense.
However, our goal is to be actively engaged in the tutoring process by 2015 summer of
existence.
Required clubs and sports as a part of the school day to broaden students’ experiences
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We desire that all children have access to and experience in extracurricular activities. We
understand that parental obligations will sometimes interfere with a student’s ability to commit
to after school practices or rehearsals. We want to offer as many unique opportunities as
possible to experience competition during the school day. Chess, debate, academic bowls,
theater, solo/ensemble choral competitions, spelling bees, STEM competitions, and engineering
teams might all become elective opportunities at High Point.
A mentoring and monitoring system that allows secondary students daily access to their
homeroom mentor coach, fostering educational relationships
High Point students will spend time each day in their homeroom mentoring class. This largely
affects middle school and high school students (grades 6-12). All students in these grades will
be assigned a mentoring coach that will remain consistent with them throughout remainder of
their High Point Academy career. Our goal is to create continuity among our students and staff
members. It is our hope that this relationship will prove to be life changing. It is rare that
mentor teachers are encouraged to transition a class through seven years of education. We want
to pioneer this philosophy and create lasting academic relationships between students and staff.
Extensive eighth grade and senior year research projects and presentations required for
promotion and graduation
Each of our “promoting” students (8th and 12th grade) will be given a research project that will
reflect their particular area of interest. Students will choose projects based on their interest,
resources, and desired of outcome. Their project will be recorded in an e-portfolio to show
progression from 8th grade abilities to senior year development. These portfolios will also offer
a permanent record of their work. Many colleges are interested in student based projects that
make a difference in the world around them. By the time a student leaves High Point Academy,
they will have transitioned from being children who are full of wonder to knowledgeable,
responsible citizens that desire to affect the world around them.
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Consistent monitoring of student learning, including administration of the Stanford 10 test,
PASS, six-week achievement tests, and other appropriate benchmark or diagnostic
assessments
We want to regularly monitor our students through benchmarking and other means. However,
the test results are useless to a school if filed away in a child’s folder. Our goal is to create a list
of Common Core Standards targeted to each individual student. This will allow the students to
progress and show mastery along the way. We want immediate feedback and review from year
to year. Our goal is to acquire a collective source of data that gives teachers and tutors insight
into the learning habits of each child. Imagine if you are a new teacher in a school and have a
classroom full of bright students eagerly awaiting your presentation. By knowing their learning
styles, classroom concepts are connected more quickly. This is a much more efficient way to
teach and offers faster concept mastery.
Multiple opportunities for parental involvement in all aspects of the school
The parents at High Point will have many opportunities to be involved in their child’s education.
We will have a parent night every six weeks. At that event, students will present large projects
that demonstrate the truly unique nature of our aligned curriculum experience. It will offer
parents an opportunity to observe first-hand their student’s accomplishments. This involvement
will also increase parent awareness and understanding of their child’s educational experiences.
Performance-based faculty and staff evaluations tied directly to student achievement
results
Charter schools are allowed to hire teachers as at-will employees. This gives the freedom to
reward a teacher, encouraging them to remain on staff. There are benefits on the flip side of this
as well. If a teacher is not showing results in a classroom, they can be replaced. Proper training
will make our teachers more effective and creative, allowing them to be on the cutting edge,
giving High Point the advantage over more traditional schools.
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The integration of technology into instruction at all grade levels
We want every student to experience technology daily in their classrooms. With such a high
tech society, many of our students are well versed in the area of technological proficiency. To
remain ahead of the curve, our teachers will be given regular training and classrooms will be
consistently updated. All of our students will have access to in-class laptops and eventually High
Point Academy wants to provide IPADS with a student’s e-textbook loaded on them for use
during the school year. This would be given at no cost to the child. New Braunfels Texas school
district has elected to provide all their 9th grade students and above a tablet for efficiency,
textbook storage and classroom interaction. The funding for students 6-8th grade has been
secured. This cutting edge technology will make High Point Academy a stand-alone school of
progressive proportions.
A robust visual and performing arts curriculum that allow students to display individual
and group talent to the community
High Point Academy wants students to have unique opportunities that otherwise might never be
presented to them in regular school district. We want to offer every child exposure to piano,
music, choir, art, and dance as we believe these areas help produce well-rounded, better educated
students and citizens.
Implementation of multi-disciplinary programs that teach students financial literacy,
financial responsibility, and entrepreneurship
Another vision that we have for our students is that our school will provide opportunity for
students to learn about business and financial success. During their middle school years, High
Point Academy wants to teach young people to think like business-minded individuals. We
believe if children are exposed to limitless possibilities, it opens their minds to dream of
something more. Teaching proper money management and savings is a key component to
success in life. Classes such as: “Developing business ideas”, “Creating business success”,
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“Building a sound business plan”, and “How to impact your own community and pay your way
through college” are all electives or clubs we want to offer. Realizing that our student
population will be largely Title I, we want to enable student success through post -secondary
school. It is much like the old adage, “Give a man a fish and you give him a meal…Teach a man
to fish and you feed him for life.” By offering classes that are geared toward success in life,
High Point will be preparing students to be successful on a personal level.
Thematic Curriculum
An example of thematic curriculum would be as follows:
During a particular six weeks, a Common Core such as the War of 1812 would be announced.
Teachers would spend the next six weeks using one class period every two weeks studying the
War of 1812 and how it pertains to their subject area. Social studies would study the historical
perspectives, while science might research and attempt to present models of technological
pursuits during the war and year of 1812. Math might use the war statistics and create a graph or
chart that shows the number of lives lost and from what part of the country they came. Or they
may choose to focus on the caliber of bullets used in the war getting a feel for the actual grams of
gunpowder needed to shoot a gun in that era. The literature class might read literature from that
period or write letters to soldiers of that era. They might also choose to discover which poetry
was popular then or what author was considered trendy and report on that person. The musical
arts classes would study pieces of music from the time period and critique them. Then, they
might sing a song for parent night. Finally, the art class might create a collage of items that
soldiers would carry with them, or highlight an artist from that period. By bringing all these
subjects together to study the War of 1812, a fullness of understanding is created that reaches
beyond that which is understood if only one of their core subjects studied this historical event.
Every six weeks a new unit would be studied and presented to the parents and school
community.
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Effective education is not meant to be teaching a child a test. It is intended to be teaching a child
to think and investigate and examine the world around them, drawing conclusions about subject
matter based on their own experience and research. Information comes to today’s students in
tiny segments. Their minds are hard at work assimilating and organizing that information. High
Point Academy takes seriously the task of helping today’s students digest the information gained,
interpret its impact, and embrace its message in their own lives.
HPAS is a school where students are treated as individuals, education comes alive, and
academics are applicable to real life. Striving to integrate science, technology, engineering, and
mathematics (STEM) and offering an exposure to fine arts and instrumentation, High Point
Academy seeks to create well-rounded individuals. We will be a school where today’s students
are tomorrow’s leaders, and every student is encouraged to be a person of honor, integrity, and
service.
Relationships also play a key role in the learning process. In the book, Student Engagement –
Creating a Culture of Academic Achievement, Dr. Richard Jones states, “Strong positive
relationships are critical to the education process. Students are more likely to make a personal
commitment to engage in rigorous learning when they know teachers, parents and other students
care about how well they do. They are willing to continue making the investment when they are
encouraged, supported, and assisted. Building good relationships complements rigor and
relevance. For students to engage fully in challenging learning, they must have increased levels
of support from the people around them.”
Much of the research pertaining to characteristics of the most successful teachers contends that
they should be involved in the school’s decisions for heightened effectiveness. This premise is
one of the driving forces for the establishment of charter schools. The major distinguishing
characteristic of a charter school, as compared to a traditional school, is the lack of bureaucracy
that is typical in a larger school district. In a charter school environment, teachers have more
input with regard to the curriculum, projects and teaching methods that engage students and lead
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to excellence. Through learning teams made up of teachers who analyze data, support and
monitor one another and determine best practices and decisions for curriculum implementation,
classroom teachers will wield the power to make the soundest instructional decisions to meet the
needs of the student population, including our students with disabilities and those requiring
bilingual, ESL or other special services. With this heightened teacher involvement, we reserve
the right to alter curriculum decisions and non-essential assessments based on teacher
recommendations, school leadership and Board of Director agreement.
5. Goals and Objectives
High Point Academy has listed “SMART” goals that align with the state and federal
accountability systems.
1. Achieve a 90% graduation rate among High Point seniors after the fourth
graduating class.
Year 1
84% 1st graduates
Year 2
86% 2nd graduates
Year 3
88% 3rd graduates
Year 4
90% 4th graduates
Year 5 and beyond will seek to maintain a 90% graduation rate
This goal will be achieved through proper course and credit counseling, as students enter
High School. Credit recovery and online courses to help young people meet their goals
will be available.
2. Overall core curriculum (Common Core & PASS test results) Math and Reading
2012 Spartanburg District 5: Reading: 79.7%, Math: 80.1%
2012 Spartanburg District 6: Reading: 75.8%, Math: 76.2%
2012 Spartanburg District 7: Reading: 67.8%, Math: 66.1%
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High Point Academy Overall Student Performance
Year 1 Math
75%
Year 2 Math
77%
Year 1 Reading
75%
Year 2 Reading
77%
Year 3 Math
79%
Year 4 Math
81%
Year 3 Reading
79%
Year 4 Reading
81%
Year 5 Math
83%
Year 6 Math
85%
Year 5 Reading
83%
Year 6 Reading
85%
Year 7 Math
87%
Year 8 Math
89%
Year 7 Reading
87%
Year 8 Reading
89%
Year 9 Math
90%
Year 10 Math
90%
Year 9 Reading
90%
Year 10 Reading
90%
High Point Academy will seek to maintain the year 10 standards for each subsequent
year. Raising the standard by 2% yearly shows a steady improvement for academic
progress.
3. Attendance and Continuity is vital for academic success in the classroom.
Year 1
91% Average daily attendance or greater
Year 2
93% Average daily attendance or greater
Year 3 and beyond
95% Average daily attendance or greater
Students returning to High Point Academy for the next school year (excluding
graduation)
K-11th grade Returning Student Percentages
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Year 1
85% Returning
Year 2
88% Returning
Year 3
91% Returning
Year 4 and beyond
93% Returning
4. Discipline and Character Leadership
Students who receive discipline referrals and/or infraction report including
detentions
Year 1
24% or less of the student body will have infractions, including class 1
Year 2
21% or less of the student body will have infractions, including class1
Year 3
15% or less of the student body will have infractions, including class1
Year 4 and beyond 15% or less of the student body will have infractions, including
class1
The number of projects students will participate in to affect the community around
them during a school year.
Year 1
K-2nd 1 project, 3rd-8th 2 projects, 9-12th 3 projects
Year 2,3
K-2nd 2 projects, 3rd-8th 3 projects, 9-12th 4 projects
Year 4,5
K-2nd 2 projects, 3rd-8th 4 projects, 9-12 4 projects
At least 1 project yearly will be dedicated to renewable resources (STEM) and how to
better the High Point community as well as the families involved.
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5. Special Education and Assisted Students
80% or greater of students with IEPs/504 will meet or exceed performance goals as set
by the deciding committee.
High Point Academy will use various strategies to meet and exceed our guidelines and goals.
During the first school year of operation, we will be setting our baselines with standards higher
than our established goals. We will measure the outcomes for each of these SMART goals
through PowerSchool and state testing measurements. The Special Education/504 goal will have
accountability through documented yearly meetings and the continuity rating can be figured
based on returning student applications verses currently enrolled children. We believe an
accurate accounting of each standard will allow High Point to track progress and make any
necessary changes to the school. High Point Academy will adhere to state standards for high
school graduation.
The school’s Board of Trustees will be given all collected data as well as our sponsoring district
to allow a formal review to be given for administration. High Point will strive to exceed our
goals on a yearly basis. We believe these goals define a highly qualified school and indicate the
vitality of our student body, teacher success rates and leadership influence.
High Point’s academic difference is one of extensive research, project-based learning and “real
life” application. Our students will graduate prepared for college. Their skills will place them in
top universities across America. The academic expectations at High Point Academy will help
many students gain the confidence they need to pursue post-secondary education. Honors
classes, dual credit courses and STEM projects will challenge every aspect of a student’s
education. Upon leaving High Point, young people will journey into the world with confidence
and pride, knowing that they are prepared for success in life.
Some of the ways that High Point will achieve these goals will be different than traditional
schools. A typical school day will begin as early as 7:35 a.m. with the tardy bell ringing at 7:45
a.m. Students will meet in their mentor coach’s classroom to work on their classroom
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community project. Each semester every homeroom class will be assigned a project, that when
completed, will fit together with all of the other class projects to present a common theme at
parent/community night. School days will run from 7:45-4:15. This promotes more academic
rigor and gives young people an opportunity to have more exposure to academic themes.
Students will continue their day attending core subjects, spending 90 minutes in math and
reading/ELA daily. Those children who are ahead of their peers will use this extra time to work
on their AAP (Academic Achievement Plan) and focus on leadership and mentoring experiences
within the school. Part of the uniqueness that High Point Academy can offer is the
individualized AAP that custom-fits both gifted and struggling students’ needs. Most classroom
discipline problems begin from boredom or lack of understanding that which is being taught.
The desire of High Point Academy is to keep students who progress quickly through a lesson
engaged and challenged, while spending the appropriate time needed to help the struggling child
move forward.
Perfect Attendance awards and activities to promote school attendance will become a regular
celebration at High Point Academy. Each six weeks a child will be eligible for recognition and
local community sponsored gifts or coupons. By emphasizing attendance, children are more
likely to want to attend school. Another factor that promotes attendance as well as returning
students is creating a “safe environment.” A no bully zone as well as respect and for their peers
and teachers gives children the feeling of belonging. High Point Academy wants to create a
family atmosphere that encourages children to thrive. These strategies will help HPAS be a
successful school of choice.
6. Evaluating Pupil Performance
Students at High Point Academy are going to be lead to achieve greatness. We want all children,
grades K-12, to learn in an environment that is indicative of a quality charter school.
Consistently evaluating pupil performance keeps accountability in the classroom both for the
student and the teacher. High Point intends to have AAP (Academic Achievement Plans) for
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every student on campus. These plans will include data and testing results to help staff, tutors,
parents, and students make informed decisions about the educational goals and progress of each
student.
High Point Academy will be a data driven school. Student achievement, student goals, school
test scores, and student learning all play an equal part in the educational decision making
process. The Board of Directors, superintendent, principal, and teachers will all be held
accountable for the decisions they make based on the statistics gained from student performance
throughout the school year. These statistics will be collected through PASS benchmarking tests,
Stanford 10 tests, 6 week benchmarking tests, Scholastic Reading Inventory, Accelerated Reader
Program, MAP tests and any other measurable, benchmarking means necessary.
Student Achievement Goal: High Point Academy students will obtain the reading
comprehension, English language arts, and writing skills necessary to master a rigorous high
school curriculum that culminates in graduation and college readiness.
Another major goal and tracking of students that will occur throughout the school year will be
benchmarking exams. Test results will be collected and studied to determine areas of weakness
relating to the Common Core standards on an individual basis. A chart will be developed that
gathers all this information in one place and tracks it. It will allow teachers to know which
standards have been mastered and which ones need re-teaching. This information will be
recorded in each student’s individual AAP.
Through effective data collection, all students should be able to learn, be prepared for tests, and
confidently face state assessments feeling prepared. These benchmarks will be offered 3-4 times
yearly, depending on the results of the class/student taking the assessment. The benchmark will
help pin point specific children who are not progressing at the same rate as their peers. Tutors,
parents, and teachers together, will set goals and work together to help every child succeed.
Describe methods used to measure success towards each goal.
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Goal 1: Reading, ELA, and Writing
Students will take benchmark evaluation tests for reading and writing (grades 4, 7). Use of the
Stanford 10 test will help to establish an overall baseline for student achievement. All students
(K-12) will be given the Scholastic Reading Inventory to determine reading fluency and grade
level and will actively participate in the Accelerated Reader program to boost proficiency and
success.
Goal 2: Mathematics
Students will take a practice benchmark test for mathematics. Double blocked (90 min.) classes
in math, gives students the opportunity to learn math concepts more easily and completely. Six
week testing can give teachers an insight as to what concepts must be retaught to students and
tutors can reinforce the math lessons. This will effectively close the gap on student math
deficiencies.
Stanford 10 testing will be used to offer baselines for learning on an individual basis.
Goal 3: Science and Social Studies
Students in Social Studies and Science are often taught from different perspectives. Due to
experiential learning, 40 % of class time will be devoted to lab time for science. These classes
will demonstrate their understanding of the science CORE through hands-on labs and
experimentation. Social studies will meet the requirement through a more creative use of
curriculum bringing to life the units studied and gaining experiential knowledge and cultural
awareness while mastering the state expectations. These subjects will be given a Stanford 10 test
to show the progress obtained in one year study in science or social studies.
Goal 4: Identified Special Education
Special Education students will take all assessments required of other students with appropriate
modifications based on their Individualized Educational Plan (IEP) or the SC alternative
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assessment as designated by the IEP team/committee. Assessments that cannot be modified will
be determined by the team/committee.
Goal 5: Piano Lab
End of the year recital concerts and classroom demonstrations will be used to determine the
progress made toward achieving this goal as a school. Combined with teacher instruction,
students will progress at their own pace to gain a basic and working knowledge of piano.
Goal 6: Technical Expertise
The utilization of technology by students will be highly evident at High Point. Teachers will
implement the Common Core State Standards in technology state standards through a variety of
methods including iBook lesson plans and internet research. Secondary students will be given an
iPad to complete their work and access digital textbooks and iBooks. Technical proficiency will
be gauged through various projects as well as a digital portfolio review.
Goal 7: Character/Leadership/Service
Service projects will be conducted each semester by every student in the school, either
individually or in small groups. Leadership roles will be assigned to High Point Academy
students by their teachers. Students will be challenged to turn classroom ideas into innovative
community projects, services and solutions. Goals will be set and progress towards those goals
measured by a set of rubrics determined by the administration.
Goal 8: Attendance
Attendance of all staff, faculty, and students will be logged daily at High Point Academy through
PowerSchool. Awards will be granted for perfect attendance both for students and faculty alike.
Studies show that students who are at school or desire to be at school, are more effective team
members and as a result, are more successful learners. Students are expected to be on campus, as
this is vital for the building of community and relationships, among the High Point Academy
family.
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Goal 9: Continuous Enrollment and School Satisfaction
When a family chooses to leave High Point, an exit interview will be held for the student(s)
wishing to withdrawal. These records will be analyzed to allow High Point Academy to more
effectively meet the needs and expectations of its families. As graduating students prepare to
move on, a satisfaction survey will be given to them as well. This feedback will allow High
Point staff to determine how to better improve the school climate both academically and socially.
Goal 10: College Enrollment
In order for our students to gain more knowledge about college readiness programs, we will offer
parent/student classes that help families understand the process of FAFSA forms, SAT and ACT
tests, and college applications. At High Point Academy, it is our goal to prepare students to
flourish in whatever career path they choose.
Student Assessment and Benchmarking for Grade Level
Students in K and 1st grades
Scholastic Reading Inventory
Fall/Spring
2nd grade students
Scholastic Reading Inventory
Fall/Spring
Gifted and Talented
January
PASS for ELA, Math, Sci, SS
May
Benchmarking for PASS
Sept/Nov/Feb
3rd-8th grade
Scholastic Reading Inventory (as needed)
High School
PASS Writing
March
Algebra I/Tech Math 2, Eng I,
EOC Exam
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US History, Biology I/Applied 2
Scholastic Reading Inventory as needed
Benchmarking for EOC exams
Year 2 High School
HSAP-ELA and MATH
Spring
Benchmarking for HSAP exams
Fall
Retakes
Fall/Spring
High Point Academy understands that the testing dates are subject to change and will comply
with all updates.
Data collected from the testing and benchmarking will help to offer direction for the High Point
staff. Parents, tutors, and teachers will have access to the information and twice yearly the AAP
will be updated to reflect the areas of strength and weakness. Individual projects will be
included in the plan to give students a direction for self-learning and fun project based activities
that improve educational achievement. Accountability is vital for success in a data driven
environment. Teachers that are experiencing repetitive challenges will be mentored and placed
on a growth plan to develop their skills and make them more effective in the classroom. High
Point Academy will offer all staff and teachers professional development that gives them
teaching strategies, technology-based development and classroom management skills to refine
their classroom approach and achieve excellent results.
Professionals that are unable to stay on task in the classroom, achieve positive test scores, and
struggle with classroom management will be properly identified and evaluated through the
ADEPT system. In some cases, a teacher will be replaced. First however, they will be given
appropriate remediation and training, placed on growth plans to improve weak areas and directly
mentored by more experienced teachers. Often times, teachers struggle due to lack of knowledge
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or acquired skill. High Point Academy wants to be proactive in developing quality teachers and
giving them incentives to reward their hard work and extra efforts. Appreciation is vital for a
positive team environment.
7. Serving Students with Special Needs
Effective Strategies for Identifying Student Needs
One of the first strategic steps the campus must follow for student success involves identifying
the student’s needs. Based on the individual evaluations, all qualifying students will be offered
services that are based on specific student need. For both special education and Section 504, the
state requires the participation of designated students on the PASS assessment. An IEP
team/committee determines what assessments are most appropriate for students in special
populations.
Students with disabilities are held to the same challenging standards as all students in the general
population, and school support is essential to meet the guidelines for special education students.
Regular education teachers must know and utilize strategies based on the student’s
Individualized Education Plan (IEP) so they can help students with disabilities learn in
mainstream education classes as much as possible. Special education teachers need to know the
academic content in which their students will be tested on PASS.
High Point Academy will hire a certified special education teacher, qualified to work with
students with disabilities and provide professional development for all faculty, in order to help
with implementing effective strategies for special needs students. Also during the first year of
operation, High Point plans to hire a certified special education aid. We believe this will help us
identify and service the school population very quickly. The special education teacher will be
responsible for coordinating all Intervention meetings with staff and parents, as well as hand-out
current modifications/accommodations for SPED students. The Section 504 student is similar to
the special education child, also being offered modifications/accommodations.
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High Point Academy understands that requirements of the Individuals with Disabilities
Education Improvement Act (IDEA) of 2004. The school is willing and capable of following the
procedures outlined in this law. Section 504 of the Rehabilitation Act, the Americans with
Disabilities Act, and Title III of Elementary and Secondary Education Act (ESEA) are also
federal requirements that High Point Academy is able to comply with.
HPAS has prepared the opening year budget with expectations of necessary services rendered for
contract labor. All qualifying students will receive necessary services. The budget reflects
$12,000 and $9,000 in line items 49 and 50. This money is available for year 1. Each
subsequent year, High Point has set aside monies for necessary contract work. This contracted
labor will come on a regular basis (whatever is specified in their Intervention plan) to High Point
and provide training or necessary services to the eligible students, as indicated in their IEP.
Students served by special education will begin transition services by age 13. These services
include career and post-secondary planning, as well as assessing curricular needs for high school
graduation. A full range of special education services and support will be provided to every
special education student to maximize academic success. High Point Academy will encourage
each special education student to participate in the IEP process during these secondary years and
will also include the student’s graduation coach, advisor and parent in each meeting. This will
assist students in making the best decisions possible when planning for future endeavors. The
goal of High Point is to prepare each student to accomplish all educational and career goals. This
includes setting high standards of expectation and assisting each student in whatever way
necessary to accomplish their individual goals.
High Point Academy understands that outcomes for special education students cannot be
predetermined, but established by an Intervention committee. We will comply with IDEA child
find process. High Point Academy will offer a variety of special education services. With
quality being a priority, High Point Academy will hire certified special education teachers to
work with our students.
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Special Education students will have the same opportunities as any other student at High Point
Academy. They will be allowed to participate in chess clubs, competitive sports and academia
competitions, as well as theater and fine arts presentations.
8. Student Discipline, Suspension, and Expulsion
High Point Academy will provide an explanation of policies in a new student orientation class. A
student handbook will be available for each student upon registration to High Point Academy.
Guidelines for Assessing Discipline Penalties
When imposing discipline, school personnel shall adhere to the following general guidelines:
Discipline shall be administered when necessary to protect students, school employees or property
and to maintain essential order and discipline.
Students shall be treated fairly and equitably. Discipline will be based on a careful assessment of the
circumstances of each case. Factors to consider shall include:
1. Seriousness of the offense
2. Student’s age
3. Frequency of the misconduct
4. Student’s attitude
5. Potential effect of the misconduct on the school environment
Conduct Warranting Discipline
Conduct warranting discipline will fall into one of the following levels dependent upon the severity
and the repetitive nature of the conduct. Examples are listed in each level.
All possible acts of misconduct cannot be anticipated or listed. The administration of HIGH POINT
ACADEMY SPARTANBURG reserves the right to handle each incident with appropriate discipline
based upon our general discipline philosophy.
Level I
Disciplinary Consequences
• Denial of class privileges
• Detention Hall
• Seating changes within the classroom
• Time-outs
• In-class discipline: May include, but not limited to: lower citizenship grades, and/or teacher
assigned detention
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• Misbehavior warning (oral or written)
• Temporary confiscation of items that disrupt the educational process
• Parent contact, by written message, in person, or by phone
• Any other disciplinary action deemed appropriate by the teacher or administrator
• Special Education Student – refer to Individual Education Plan (IEP)
• Section 504, if applicable, review Behavior Intervention Plan
Level II
Disciplinary Consequences
• A zero may be given for dishonest or deceitful actions on class assignments
• Confiscation of inappropriate articles
• Denial of privileges – i.e. field trips, recess, parties
• Detention hall
• Disciplinary reassignment by a building administrator
• In-School Suspension (ISS) • Restitution/restoration • Saturday School • Short-term removal from
the classroom to an administrator’s office
• Any other disciplinary action deemed appropriate by the administrator
• Special Education Student – refer to Individual Education Plan (IEP)
• Section 504, if applicable, review Behavior Intervention Plan (BIP)
Level III
Disciplinary Consequences
• Detention Hall
• Denial of privileges – i.e. field trips, recess, parties
• Emergency Removal from school
• Home-Based Instruction (HBI) - no more than 3 consecutive days or 6 days per semester
• In-School Suspension (ISS)
• Referral to law enforcement agencies
• Restitution/Restoration
• Saturday School
• Suspension – no more than 3 consecutive days or 6 days per semester
• Special Education Student – refer to Individual Education Plan (IEP)
• Section 504, if applicable, review Behavior Intervention Plan (BIP)
Any other disciplinary action deemed appropriate by the administrator.
Level IV
Disciplinary Consequences
• Confiscation of inappropriate article
• Denial of privileges – i.e. field trips, recess, parties
• Expulsion
• Withdrawal from HIGH POINT ACADEMY SPARTANBURG
• In-School Suspension (ISS)
• Referral to appropriate law enforcement agency
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• Restitution/Restoration
• Home-Based Instruction
• Special Education Student – refer to Individual Education Plan (IEP)
• Section 504, if applicable, review Behavior Intervention Plan (BIP)
Any other disciplinary action deemed appropriate by the administrator
OFFENSES WARRANTING IMMEDIATE EXPULSION
Offenses that warrant immediate expulsion include, but are not limited to:
• Engaging in conduct punishable as a felony
• Engaging in conduct that contains the elements of the offense of assault or terrorist threat
• Conduct that contains the element of retaliation against any school employee
Any student who brings a firearm to school will be removed according to state law.
Decisions by the Board of Directors which uphold expelling or withdrawing a student requires an
immediate withdrawal from HIGH POINT ACADEMY SPARTANBURG. HIGH POINT
ACADEMY SPARTANBURG shall send notice of removal of a student to the school district where
the student would normally attend.
APPEAL PROCESS
A student may appeal an expulsion decision to the Board of Trustees and Administrative
Representative. The Board has final decision concerning the actions of expulsion and decision
imposed.
ASSURANCES
High Point Academy will comply with the S.C. Code Ann. 59-63-235, which provides for the
expulsion of any student who brings a firearm to school;
High Point Academy will comply with the Family Education Rights and Privacy Act (20 U.S.C.
1232)
9. Governance and Operation
The governing board of High Point Academy is elected every even year. Both employees and
parents have a vote for the school board elections. If a parent has more than one child enrolled,
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they receive one vote per child based on the number of their children enrolled in the school.
School board elections will occur in May. This offers the new board members a transitioning
time with the old board members, creating continuity for the school. The new members will be
trained prior to September 1st of the new school year.
In order for a candidate to be allowed to run, they must first fill out a candidate application
form and go through an interview process with the board. A position on the school board
requires tireless effort, no pay, and continued service. All potential candidates must first turn
in a Statement of Candidacy, a Statement of Economic Interest, and a Loyalty Oath. This
allows proper screening of potential board members to ensure there are no previous felonies,
as well as explaining that all service to the school board is volunteer with no expectation of
remuneration.
Upon the completion of these documents and an interview, a candidate will be allowed to be
placed on a ballot to run for a school board position. As specified in the bylaws, fifty
percent of the individuals must have a background in K-12 education or in business and can
remain on the board as assigned by the majority. At least fifty percent of the board must be
elected by the parents of students enrolled in the charter school and employees on staff.
An election will occur in an evening school wide meeting with all members present who
wish to cast a vote. Absentee ballots that are registered will be accepted prior to the school
wide meeting. No absentee ballots received after the evening meeting will be accepted.
Each family unit (parent/parents) receives the number of votes that is equal to the number of
students that are enrolled and attend High Point. A registered ballot will be made for each
family. Upon their arrival they may pick up their ballot to cast the allotted number of votes
that have been predetermined for them on their standardized ballot. All ballots will be turned
into the designated page and counted during the meeting. Results of the election will be
given that night. Any ties between candidates will be decided by a ballot vote that night.
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The charter planning committee will be dissolved after the election and training of the first
school board. The new board will receive training by November 1 of the first school year.
The charter planning committee will then officially be dissolved and the new school board
will assume its inaugural leadership and duties. Currently the charter planning committee
consists of BK Vernon (Former South Carolina SBE Member), Martha Axmann (Retired
Public School Teacher), David Wells (Minister of Music), Bill Wynn (Lawyer), Aubrey
Dillard (Business Owner), Ashleigh Asper (Business Owner), Mary Jane Wells (Retired
Fundraiser) and Lori Manning (Certified Teacher and Former Charter School Administrator).
Any board member that is hired to be a worker in the school will be replaced through an
election in September 2014.
The High Point Academy school board will have the authority to develop policies, make
decisions, and execute each of the following responsibilities:
a) employing and contracting with teachers and nonteaching employees;
b) ensuring that all certified personnel, teachers, and noncertified teachers undergo
background checks and other investigations before they are employed in the school;
c) contracting for other services including, but not limited to, transportation, accounting,
and legal;
d) developing pay scales, performance criteria, and discharging policies for its
employees, including the school’s administrator;
e) deciding all other matters related to the school’s operation, including budgeting,
curriculum, and operating procedures; and
f) ensuring that the school will adhere to the same health, safety, civil rights, and
disability rights requirements applicable to all public schools operating in the same
district.
High Point Academy and its governing body will comply with the Freedom of
Information Act. All records are public information with the exception of the following:
Exemption (b)(1) - National Security Information
Exemption (b)(2) - Internal Personnel Rules and Practices
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"High" (b)(2) - Substantial internal matters, disclosure would risk circumvention
of a legal requirement
"Low" (b)(2) - Internal matters that are essentially trivial in nature.
Exemption (b)(3) - Information exempt under other laws
Exemption (b)(4) - Confidential Business Information
Exemption (b)(5) - Inter or intra agency communication that is subject to
deliberative process, litigation, and other privileges
Exemption (b)(6) - Personal Privacy
Exemption (b)(7) - Law Enforcement Records that implicate one of 6 enumerated
concerns
Exemption (b)(8) - Financial Institutions
Exemption (b)(9) - Geological Information
Student records and administrative records that involve privacy issues for students or staff will
not be open to public viewing. Board meeting and minutes can be viewed by the public.
However, closed session meetings, are not available for public viewing.
Board meetings will occur nine times yearly. The annual meeting to close business for the year
will be in May. Every even year newly elected board members will be included in this meeting
during a transitioning period and training. Additional Board meetings will be in August and
January. According to the High Point Academy bylaws, Section 2 states, a special meeting can
be requested by a school administrator or board member.
The lead administrator will participate in all board meetings and help to promote the mission of
the school. The lead administrator will be responsible for the academic, discipline, and financial
decisions in the school. The board will allow this leader the freedom to make decisions as to the
everyday workings of the school. The administrator bridges the gap between the board and the
staff/student body. The board is responsible for policy and the administrator is responsible for
the methodology and implementation of the policy.
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The Board will have the responsibility to hire/fire the lead administrator.
The sponsoring district, SCPCSD, is not held liable for any decisions made by the High Point
Academy board and leadership.
10. Parent and Community Involvement
High Point Academy intends to reach a diverse population of students for the school. We have
set-up booths at local festivals, events, and sporting activities. Also, we currently are having
community informational meetings and running ads in the paper. High Point is using the local
non-profit organizations to help spread the word of a coming charter school. Through the head
start organization, we are planning on reaching many Title I families that long for a choice in
educating their family, but have few options. It is our specific plan to include a flyer drive where
families and supporters will wear t-shirts and walk the neighborhood of targeted communities to
pass out flyers door to door. We want to create excitement and interest in the community for the
opportunity that High Point brings to the greater Spartanburg area.
Giving students and parents a chance to participate in creating something from nothing allows
them to take ownership in a new project that they can call their own. These families will be
called “Founding Families,” which instills pride and excitement as the school takes form and
begins to function. Strong leadership to promote a TEAM (Together Everyone Achieves More)
atmosphere lets a few individuals build into a large group and then grow into a thriving
community and successful educational institution.
Parents and teachers are given a voice in the representation of the school board. They are
allowed one vote per employee and a vote for every student enrolled in the school. Eligible
parents, community members, and founders that choose to run for board membership will
represent the voices of the High Point families. By law we cannot require a parent to be a
volunteer for HPA in exchange for school entrance. However, we believe that by promoting
service opportunities and having our students do community projects, our parents will follow suit
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and begin to make a difference in the lives of those around them. We will require volunteering
service hours of families that choose to participate in the free after school program. Requiring
these hours (5 hours per year) to participate in the free after school program is a small payment
to give and yet helps establish ownership and relationship with otherwise absent families.
High Point Academy hopes to have a PTO on site. This will enable parents and teachers alike to
participate in day to day activities and fundraising for the school. Also, all parents and teachers
are given an equal opportunity to cast their vote in the election of board members. Any citizen
from the community can choose to run for a board position.
Partnerships within the community are important for the success of a new school. The State
School for the Deaf and Blind, local community colleges, Palmetto En Pointe, Good
Housekeeping Real Estate along with other businesses have agreed to support the progress of
High Point Academy. The individuals established among these businesses are seeking to be
change agents within their community. An additional business that has been monetarily
supportive of the High Point dream is Buckman Laboratories. Mr. Buckman feels that a school
that reaches to the underprivileged child and offers strategies for handling children with special
needs is important for the community. His $250,000 gift has paved the way for several other
donors and grant organizations, as well.
11. Budget and Finance
High Point Academy, Inc. has received a $250,000 donation in Feb 2013 (See the bank account
statement in Appendix M behind the 5 year budget plan). The money has been ear marked for
the High Point Academy school project. This received gift is the first of several gifts pledged to
be given. On June 24, 2013, High Point receive news from Wave IV- NCLG- Next Generation
Learning Grant, as to whether or not it receives a Wave IV grant in the amount of $150,000 for
the planning year prior to opening. If this grant is awarded, we will be eligible to apply for the
1:1 matching grant from Wave IV- NGLC on Dec 2, 2013. All money received by the school
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between June 24, 2013 and December 2, 2013 will be eligible to count towards the 1:1 funding
up to $300,000! High Point is working hard, diligently seeking grants that will allow us to
promote the high tech environment we have envisioned for STEM learning.
The High Point budget reflects a balanced approach. Teacher salaries and building costs
comprise a large portion of the necessary funds received into the budget. However, High Point
Academy, Inc. has invested in students and educational costs through contracting with a CMO
and purchasing instructional items. Professional development, tutoring services, and teacher
training are some of the provisions planned, in order that the money will be available to create a
better environment for learning and assist children in succeeding. With grant money and
contributions, High Point will be ahead of schedule for the purchase of IPADS for 6-12th grade
students. Our plan originally was to have two complete classroom sets of IPADS to be used
among the 19 classrooms during the first year. However, due to the initial $250,000 grant, we
will have 6-8th grade students all issued an IPAD. We will also have three classroom sets
purchased for use among the remaining elementary classes. The cost for this project will be just
under $60,000 and includes service warranties, cases, educational networking and the IPAD.
(132 IPADS)
High Point will use a recommended accounting service by the SCPCSD for yearly audits. We
will comply with state law in auditing and reporting procedures. The school will strictly follow
the budget as outlined in the initial charter application. The Board can make necessary
amendments to the budget with a majority vote. By hiring qualified individuals and a qualified
CMO, High Point will have a strong framework in place for making fiscally sound decisions.
Good practice with money is vital for a school to survive its inaugural year.
Another necessity for High Point Academy is to recognize that student enrollment determines
income. Poor management in Power School could cost an organization thousands of dollars.
We believe that a system of checks and balances must be put in place to protect the school and
ensure that it receives every penny due it. Procedures will be determined and developed for
successful management of state funds in the months immediately following charter award.
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The 5 year budget plan indicates only the income we are certain of obtaining. All student data
numbers are determined from the state issued, unweighted pupil amount, plus $838. This
account’s for the students who received a weighted account verses the 4-8th grade student who is
simply given the unweighted amount. The ten year plan shows student growth between 40 and
60 students a year after year five of operations. The staff growth was 2-3 teachers each year,
contingent upon student growth.
At this time, the High Point Academy planning committee has not made any subcontracts to
outside providers. High Point does intend to hire a CMO. However, the conditions of that
contract are still being determined.
12. Employees
The governing body of High Point Academy will comply with the South Carolina Charter
Schools Act and the Elementary and Secondary Education Act.
At least one member of the administrative staff must hold current South Carolina certification in
administration or have at least one year experience in the field of school-based administration.
High Point Academy will also seek to hire certified teachers with no more than 25% of our staff
being uncertified. All core academic teachers must be certified in the area they are teaching in or
hold a baccalaureate or graduate degree in that subject. Teachers with elementary certifications
may teach in any academic area allowed by their status of their certification.
Any non-certified teacher must be appropriately qualified to teach in that subject. One year of
college and qualifications outlined in the S.C. Code Ann. Section 59-25-115 meets this
qualification.
Employment and Dismissal for Administrative, Paraprofessionals, Teachers and other
Staff
All employees at High Point Academy are considered at-will employees. At any time, the
employee may choose to leave their employment services with the school. In turn, High Point
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can release an employee as they feel necessary for any reason not related to race, gender, or
religious. High Point Academy seeks to have a pleasant work environment that offers support,
training, and acknowledgement.
Grievance and Termination Procedures
Employees at High Point Academy will have the right to file a grievance with the Board of
Directors at High Point Academy. All matters pertaining to employment rests with the school
board. Their decision is final.
Employee Relations
High Point Academy is an equal opportunity employer. Offering at-will employment, High
Point Academy seeks to establish good relationships with all staff members. Advertisement for
employment will be listed in the local newspaper, online through the South Carolina Public
Charter School division and job boards and alternative certification programs. Applicants can
submit an application along with a resume when seeking employment for a position at High
Point Academy. Interviews will be conducted by the administration of High Point and the best
candidate for the position will be selected.
Teacher Evaluations
Teachers will be evaluated on the ADEPT system.
Purpose: To establish the basic structure for the evaluation of the professional instructional staff
in the district to ensure accountability.
The appropriate personnel will evaluate the performance of every instructional employee fairly
and on a periodic basis in an effort to improve the quality of all work performance.
The Executive Director will enforce the rules, regulations and procedures necessary for
conducting an efficient, effective program of employee performance evaluation.
The elements of the performance evaluation program are as follows.
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• Every employee is informed of the criteria by which his/her performance is evaluated.
• Every employee has the right to be informed of his/her performance evaluation.
Assisting, Developing, and Evaluating Professional Teaching (ADEPT) System
High Point will use the ADEPT System to evaluate all certified teachers employed under
induction, provisional, annual and continuing contracts. The school will base all evaluations on
the ADEPT System Performance Dimensions.
The governing body and Executive Director will develop plans and procedures for teacher
evaluation based on the following components of ADEPT.
Induction programs
High Point will design or select induction programs to provide novice teachers with special
guidance and assistance throughout their first school year. These programs must contain criteria
and/or requirements necessary for teachers to complete the induction contract year
Team Based Evaluation and Assistance Model (TEAM)
High Point may employ teachers who have completed an induction contract year with another
district, but did not meet district criteria and requirements for success. As an At-will employer,
this teacher will be allowed continue their program and complete it or could be asked to move on
depending on their performance.
Terms and Conditions of Employment
All employees will be given an employee handbook that offers them guidelines and instructions
for employment at High Point Academy. Every handbook will carry blank copies of forms
needed during employment to assist the employee in having and finding the right form to file.
When a policy change occurs, High Point Academy will update through MEMOs and
announcements the information in the teacher handbook. Staff meetings and school trainings
will also give proper communication of the new policy. Electronic transmission of the update
will be given as well.
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Executive Director/Principal
Master’s Degree from an accredited university
Experience may substitute education
Education Background required with preferably charter school teaching or administrative
experience. Combination of (8) years’ experience as a classroom teacher, administrator, or
supervisor; Experience as a principal, administrator, or district level administrator is required.
Ensure the Board, staff, and faculty are aware of and comply with all state and federal
regulations, including the charter contract. Oversee all business and educational aspects of the
school. Responsible for community relations; Lead the development, implementation and
revision of the school’s strategic plan. Build unity and communicate the schools vision, mission,
and goals. Recruitment for both students and teachers; work directly with any CMO contracted.
Assistant Principal/Guidance Counselor
Bachelor Degree/Master’s Degree Preferred from an accredited university
Teacher Certification
A combination of five (5) years of successful classroom management and or supervision
experience; A proven ability to relate to a variety of constituents. Excellent written and verbal
communication skills; demonstrated leadership and management ability
Monitor and mentor teachers; Recommend improvements to the program. Ensure student
discipline is handled according to the Student Code of Conduct. Manage all IEP meetings and
special assurance programs. Develop a strong advisory mentoring system for students and
teachers. Assist the Administration Team in overseeing janitorial and contract labor. Coordinate
Textbook and classroom educational materials inventories. Directly Sign off on all lesson plans
and teacher staff deadlines.
Business Manager
An associates’ degree with a bachelor degree preferred in Business, Accounting, or Finance from
an accredited college or university.
Experience in School finance may be substituted for a degree.
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A minimum of four (4) years’ experience in a related field to business, management, finance, or
non-profit business is required. CPA or accountant experience preferred.
Develop and maintain a timely record for the school following state guidelines. Maintain the
charts of accounts and accounting processes for the school. Execute procurement through
payment procedures on behalf of the school in accordance with the state and federal laws.
Prepare monthly, quarterly, and annual fiscal statements including budgets to actual analysis and
variance explanations. Work with the Executive Director and CMO to account for all payable
and receivables. Work with all auditors to assure all necessary information is given.
Teaching Positions Eligible for Hire
High Point Academy will hire elementary certified teachers for grades K-5th grade.
Classroom teachers will be responsible for ensuring all subjects are mastered and students are
prepared for their PASS test in the spring. Professional Development, mentoring and support
will be given during a school year for all staff members. It is the teacher’s responsibility to
produce the data based results in the classroom.
High Point Academy will hire staff members who specialize in an academic Core subject and are
certified or highly qualified for middle school academics. (Math, Science, ELA, and History)
High Point Academy will hire appropriately certified high school teachers for the Core subjects
of math, reading, history, and science.
Fine art, choral, PE, and any other elective offered by the school will have highly qualified
and/or certified teachers in accordance to state law.
All staff will be provided professional development and on-going classroom support throughout
the school year from FIAFW, Inc. This training will give them the necessary tools to
successfully achieve the desired results within their classroom.
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13. Insurance Coverage
i. Workers Compensation
This estimate is in the amount of $2266 yearly.
It offers:
Employers Liability Limit
Bodily Injury by Accident - Each Accident
$500,000
Bodily Injury by Disease - Each Employee
$500,000
Bodily Injury by Disease - Policy Limit
$500,000
ii. Liability Insurance
Business Property and Liability through The Hartford
$7021
Coverage: $1,000,000
Deductible: $5000
High Point Academy will carry the necessary minimums for coverage.
iii. Property and Indemnity Insurance
$ 7021
Coverage: $1,000,000
Deductible: $5000
High Point will carry the necessary minimums to protect the school and assets.
iv. Indemnity Insurance
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High Point Academy will carry indemnity insurance to protect those that act on the behalf of the
school. The coverage will be through Hartsford and is actually included in the Property quote.
v. Commercial Auto
Geico $4,205
1 vehicle
500,000 liability
1,000,000
500,000
14. Transportation
High Point Academy will not run buses to and from school.
15. Facilities
Identified Facilities
At this time High Point Academy does not have a facility identified. We have spoken directly
with Spectrum Solutions to bring in portable classroom structures. More information and time
will be needed to gather the final information concerning building space.
Facility Not Identified
High Point Academy has made several contacts concerning facility space in Spartanburg, SC.
The planning committee feels the Highway 29 corridor between I-26 and I-85 is a perfect fit to
place a centrally located school. With ease of access being only a few miles off of each highway
and sitting directly on Highway 29, we feel High Point Academy would be positioned to grow
and accommodate a variety of families from across the upstate region. The I-85 corridor is one
of the fastest growing areas in the state of SC. Thus, HPAS is attempting to secure land in that
region, through either purchase or lease.
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If land is secured in the future, the possibility of placing a 25,000 square foot building on
property has been discussed. Modular buildings have been discussed with the initial outlay for a
modular school building costing approximately $30,000.
Equipment Needs
In its first year, High Point Academy has allotted funds for several large equipment purchases.
In the initial budget, laptops for teachers and staff are included. Also, portable laptop computers
that are shared among the students and classrooms will be bought. The piano lab funds are being
donated through a private donor pending a charter being granted to High Point Academy.
Classroom tables, desks, and chairs are included in the initial start-up year budgeting and will be
purchased to allow each student an appropriate work space. Classroom essentials, such as
bookcases, reading books and station groupings, have all been budgeted for during the initial
start-up year as well. As the school raises more capital, we will expand on our purchasing of
these items.
A computer lab, filled with desktop computers has been put into the initial budget as well. This
will offer a place for computer related activities as well as learning for students in language labs.
Four portable media stations equipped with large flat screen television and blue ray wifi dvd
players will be able to video stream educational channels. This has all been included in the
school start-up budget. It is the High Point goal to provide an IPAD to each secondary student
(6th-12th) within the first 2 years of operations. If a grant can be secured for this purpose, it will
help to make this timeline move faster. All secondary students would receive an IPAD with their
textbooks and secondary curriculum loaded onto it to allow easier transportation of these items.
With the advent of technology in the classroom, it is High Point Academy’s intent to be cutting
edge with required equipment.
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16. School Management Contracts
High Point Academy, Inc. is negotiating with FIAFW, Inc. from Fort Worth, Texas to contract
services in the area of school business, teacher training and other operational responsibilities
indicative of a quality charter school. items for running a quality charter school. FIAFW, Inc.
carries an active Board of Directors and officers that together make up over 26 years of charter
specific school administration and teaching experience. The Board also includes successful
grant writers and program coordinators that have developed educational models and begun new
schools, partially funded with grant monies, in large school districts. Together the Board of
Directors works to resource its information and provide quality services for charter schools.
FIAFW, Inc.is a group of educators who, after running charter schools and creating new schools
for a charter provider in Texas, has joined forces to create a CMO that will service schools
specializing in cutting edge technology, STEM, and Fine Arts.
After working together as administrators, in a charter school district filled with Title I,
economically disadvantaged children, Lori Manning and Katie Stellar found that their TEAM
attitude and approach to administration was very effective. During their three year
administrative tenure, their school tripled in student population. Test scores for the economically
underprivileged children went from 49% passing in 2009 to 70% passing in 2011. The Hispanic
subgroup rose in math from 53% to72% during the 2009-2011 testing period. The African
American subgroup began at a low 34% passing in 2009 and rose 17% to 51%. Special
Education students went from a dismal 14% passing to an impressive 63%. These math scores
show a concerted effort by a TEAM of educators to make lasting improvements in a student’s
performance. Science scores had an even greater improvement each year. Beginning at a
shocking 42%, 27%, 47% 43%,40%, and 13% in the subgroups they rose to
66%,41%,67%,75%,63% and 41% in comparison. In some subgroups that was over a 40%
improvement during the 2009-2011 testing years.
All educators know that with change comes results, and many times those results take time to
show the real improvements made. However, these scores indicate a continually steady
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improvement under the leadership of this administrative team. The Pinnacle School received a
Texas Gold Seal rating for those three years, not due to their overly outstanding yearly scores,
but for their impressive improvements recorded year after year in each of these difficult
subgroups. The sheer increase of these scores is an indicator that an effective educational model
was put in place throughout the school. Imagine what these scores would be for a failing charter
school in only a few more years, under that model. It is this experience and educational model
that FIAFW, Inc, (Lori Manning and Katie Stellar and their team) want to provide for High Point
Academy, Inc.
During this same tenure as administrators for Pinnacle, Lori Manning was assigned the
responsibility for opening a brand new charter school in 2011 and split time as the administrator
for both schools. All student recruitment, hiring, building preparations, and professional
development fell to her leadership during the eight week timeline prior to school doors opening.
The Branch Park Academy was the first school and ONLY school in the Honors School District
that received a TEA distinguished Recognized Rating. In its inaugural year, this school received
tests scores over 80% or higher in every subcategory for every subject. “More rigorous
standards were implemented this year to determine the state’s Recognized rating. The new
standards require 80 percent of all students and each evaluated student group to pass the TAKS,
compared to 75 percent in previous years. Additionally, the school or district must achieve an 85
percent completion rate and must now have an annual seventh and eighth-grade dropout rate of
1.8 percent or below. The previous seventh and eighth-grade dropout rate requirement was 2
percent.” This is quote from the TEA website. This school used the educational model that had
been developed, proven, and implemented at Pinnacle. We believe this proves demonstrated
academic achievement for similar targeted student populations.
FIAFW, Inc. is authorized to do business in the state of South Carolina, according to the
Secretary of State. Please see Appendix X.
High Point Academy, Inc. will contract various services to FIAFW, Inc. in a percentage payment
of the EFA monies. The amount will remain at that percentage for the duration of the contract
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unless the High Point Board chooses to add additional services for FIAFW, Inc. to complete in
which case, a greater percentage payment would be negotiated. High Point Academy will make
a monthly payment to FIAFW, Inc. for the services performed. An invoice will be sent 30 days
in advance, and High Point will be expected to release payment to FIAFW, Inc. by the due date
on the invoice. FIAFW, Inc. is acting on good faith offering a 30 day net to High Point
Academy Inc. No deposits or prepayments will be required.
The Planning Committee is responsible to place in force the contract for FIAFW, Inc. and hire
the lead administrator.
FIAFW, Inc. will be contracted to provide:
Professional Development Services: Minimum Topics Include but are not limited to
All subjects/content area grades K-12
Common Core State Standards
Problem/Project Based-Learning
Smarter Balanced Assessment
Differentiated Instruction
Response to Intervention (RTI)
Rigor and Relevance
Data Driven Instruction
Integrating Technology with Instruction (including IPADS)
Classroom Management
Tutoring Services at least 40 hours per week
HR Service and PowerSchool oversight
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Administrative and Educational Leadership & Consulting on site
Grant Writing
Benchmarking Data Analysis
Strategic Growth and Phase Planning
On Site IT Services
These services will be initiated upon board approval and acceptance of the contract. If High
Point Academy fails to pay for the services when due, FIAFW, Inc. has the option to treat such
failure to pay as a material breach of this contract, and may cancel this contract and or seek legal
means. According to the Remedies at fault, High Point Academy has the same right to terminate
this contract if FIAFW, Inc. is not providing said services for the school to reach its measureable
academic goals. Either party must send a 30 day written notification that a default has occurred,
with the receiving party has 30 days to remedy the default.
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Table of Contents
Appendix A-Y
Appendix A………...Charter Committee
Appendix B…………Evidence of Support
Appendix C…………Conversion School Support
Appendix D…………Desegregation Order from SCPCSD
Appendix E …………School Calendar and Daily Schedule
Appendix F ………….Virtual School List of Courses
Appendix G………….Supporting Documents for described Ed Plan
Appendix H…………..Student Handbook
Appendix I……………Bylaws
Appendix J……………Articles of Incorporation
Appendix K…………...Organization Chart
Appendix L……………School Enrollment Form
Appendix M…………..Five Year Plan
Appendix N……………Ten Year Plan
Appendix O………….. Memorandums of Agreement for Negotiated Services
Appendix P……………Letter of Agreement from Sponsor regarding Compliance
Appendix Q……………Sample Job Descriptions
Appendix R……………Key Employee Policies
Appendix S……………Insurance Documents
Appendix T…………...Transportation Service Contract
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Appendix U………..Floor Plan
Appendix V………..Proposed Lease or Rental Agreement
Appendix W………..Documentation from the SCDE’s Office of School Facilities
Appendix X………..Proposed Charter Management Organization (CMO) Contract
Appendix Y………..Evidence that CMO Can DO Business in South Carolina
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