Langton Hughes Academy Charter School
Charter School Application
Submitted to the Louisiana Board of Elementary and Secondary Education
December 12, 2006
Submitted by NOLA 180 Inc.
New Orleans, LA
Langston Hughes Academy 1
1. Provide an Executive Summary (in three to five pages) for the proposed school
that describes the following:
•
•
•
•
•
•
•
A clear statement of the mission, academic philosophy and values;
An overview of the school structure, leadership team and governance;
A description of the school’s short- and long-term goals (academic and
operational);
An explanation of the research-base that demonstrates the school model will
be effective in improving student achievement;
An explanation of how this model is appropriate for all students and will lead to
higher levels of academic achievement for the target population; and
An explanation of the school’s core values about teaching and learning.
Mission
The mission of Langston Hughes Academy Charter School is to provide students with the
knowledge, skills and character traits necessary to succeed in high school, college and
the world beyond.
School Vision
Our school vision is built on the belief that all students regardless of race, family
background, socio-economic status, or prior academic performance can perform at
exceptional levels. Through a combination of dedicated staff, high expectations and a
commitment to delivering high quality instruction every day, our students will thrive and
learn that education is supposed to be fun. That “love of learning” and sense of personal
and community responsibility will be instilled in each student as they matriculate through
our school. We intend to send all of our graduates to college by preparing them for the
city’s most rigorous public and private high schools: Lusher, Ben Franklin, Warren
Easton, Country Day, Newman, etc.
Need
Prior to Katrina, New Orleans arguably had the lowest performing urban school district in
the country. In 2005, less than forty percent of New Orleans high school students taking
the Louisiana Graduate Exit Exam demonstrated proficiency in math, English, science,
and social studies. According to 2005 state education accountability standards, 68 of
New Orleans’ 128 public schools were labeled "academically unacceptable,” and over
100 schools were ranked below the state average. Less than half of Orleans Parish
public school students graduated from high school and those who did were often
unprepared to enter the work force or college. In 2003, the valedictorian of Fortier High
School took the Louisiana State Graduate Exit Examination seven times before passing
and earning her diploma. The New Orleans system for public education was failing
dramatically.
Hurricane Katrina only exasperated this desperate situation. Over 40,000 public school
students from New Orleans were displaced by the flooding that occurred as a result of
failed levees weakened by Hurricane Katrina. These students relocated in places as
close as Baton Rouge and as far as Salt Lake City, Utah. Some students missed as little
as five weeks of school and others did not attend school at all in the 2005-2006 school
year. Today, there are approximately 26,000 students enrolled in New Orleans public
schools and that figure climbs every day. Families are moving back to the city and there
is a clear need for high quality public schools in a city struggling to rebuild its economy
Langston Hughes Academy 2
and infrastructure. We plan to meet this unprecedented need for educational change by
creating a rigorous college preparatory K – 8 public charter school (“Langston Hughes
Academy”) that prepares students for the city’s elite high schools and college.
Educational Philosophy
Our approach to teaching and learning is based on strategies we found to be successful
at New Orleans Charter Middle School and KIPP (Knowledge is Power Program.) Each
of these organizations has been able to achieve impressive academic results for low
income students “at-risk” of academic failure. New Orleans Charter Middle School was
the highest performing non-selective middle school in New Orleans prior to Katrina.
Graduates from New Orleans Charter Middle routinely attended the city’s finest high
schools: Ben Franklin, Country Day, Newman and many others. KIPP, a prominent
national charter school management organization known for its longer school day and
high expectations, routinely sends over eighty percent of its graduates to college in
neighborhoods where the college acceptance rate is less than fifty percent. We are
thrilled to have pioneers from each of these influential organizations leading our new
organization at the board and management levels. Dr. Anthony Recasner is a board
member for NOLA 180 and founder of New Orleans Charter Middle School and S.J.
Green Charter School. John Alford is school leader (principal) and founder of Langston
Hughes Academy. John achieved stellar results as a fifth grade math teacher for KIPP
and has several years of experience opening new charter schools for KIPP Foundation.
We have taken the lessons-learned and best practices from KIPP and New Orleans
Charter Middle School to form a model of education proven effective in meeting the
extraordinary needs of New Orleans’ at-risk public school population. While there are
several facets to the educational program we have designed, there are four (4) essential
components that drive our school model. These components are: (1) Extended School
Time; (2) Data-Driven Instruction; (3) Emphasis on Character Development and (4)
High Quality Instruction.
1. Extended School Time. We’ve learned that the traditional 6.5 hour school day is
insufficient instructional time to prepare at-risk students for the academic demands
typical in the city’s rigorous high schools. Our nine-hour school day provides staff
with an additional 150 minutes of instruction focused on remediation for students that
are falling behind academically and enrichment for advanced students that are ready
for additional challenges. Since most of our students will enter school behind grade
level, we have extended the school year from the traditional 180 days to 207 days.
The longer school day and longer school year means that in all, students at Langston
Hughes will spend approximately 50% more time in school than their counterparts at
traditional public schools. Most of this extra time is used to master basic skills and get
students on grade level as soon as possible. It also allows us to provide 90 minutes
of enrichment time for students each day. Our students will participate in more
extracurricular activities than most New Orleans public school students.
2. Data-Driven Instruction. Just as doctors, nurses and other specialists in the medical
field rely on sophisticated instruments to regularly assess a patient’s health; our core
subject teachers will utilize specialized interim assessment tools to monitor the
effectiveness of their instruction. These 6-week assessments are aligned with
Louisiana Grade Level Expectations and will used by all core subject teachers. Data
from these standards-based exams will be used to determine which standards need
Langston Hughes Academy 3
to be re-taught differently and whether or not the teacher’s scope and sequence plan
needs to be revised or not.
3. Emphasis on Character Development. We’ve learned through the years that
focusing on student behavior and character is critical in developing high-caliber
students. We demand that our students come to school on-time every day, in school
uniform, ready to learn with an acute attention to detail. We have high expectations of
our students and even the smallest negative behaviors are addressed daily: students
are not allowed to “roll their eyes”; submit incomplete work; make fun of a classmate
or address an adult improperly for instance. We recognize that as educators we are
responsible for preparing our students for success in the “real world” and to be ready
for social environments that may be unfamiliar to them. It is our job to explicitly teach
the values and behaviors the “adult world” will expect from once they leave our
school.
4. High-Quality Instruction. High quality instruction is the most important driver of
student performance and is essential to the success of our teachers and students.
Each of our classrooms will be led by teachers capable of delivering outstanding
instruction on a daily basis. High quality instruction consists of what is taught:
academic skills, intellectual habits and character traits and how it is taught: instruction
that is meticulously planned, addresses a wide variety of learning styles, and is
relevant to our transitional New Orleans student population. Our staffing plan includes
the hiring of a curriculum coach and our professional development plan provides
teachers with over 96 hours of support aimed at assisting teachers with their
instructional methods and lesson delivery. We are devoted to investing in our
teachers and helping them develop as elite urban public school educators.
Curriculum
The curriculum for Langston Hughes Academy is an assimilation of proven curricula
programs widely used at high performing schools across the country. Most educators will
be familiar with our curriculum choices: Core Knowledge, Direct Instruction, Saxon Math,
Delta Science and of course, the Louisiana Comprehensive Curriculum. We have chosen
these packages because of their proven effectiveness with the at-risk student population
we have educated through the years.
School Startup
We are diligently working on the startup of our proposed charter school. Currently, we are
recruiting and interviewing teachers that will join our organization should our charter be
approved. We look for high caliber school teachers with inner-city experience that are
able to demonstrate exceptional academic progress made by their students and have a
solid understanding of pedagogy that leads to dramatic results in the classroom. We have
established recruiting relationships with Xavier University, Tulane University, Teach for
America, The New Teacher Project and New Schools for New Orleans. We have opened
a bank account, obtained our federal tax identification number, filed for non-profit status
and have insurance quotes from multiple carriers. Student recruitment and school
promotional materials have been developed and are ready for use.
Governing Board
The NOLA 180 Board of Directors is led by Dr. Anthony Recasner, founder of New
Orleans’ first charter school, New Orleans Charter Middle School. Prior to Katrina, New
Orleans Charter Middle School was the highest performing open enrollment middle
Langston Hughes Academy 4
school in the city. Locally educated at Walter L. Cohen High School before getting
degrees from Tulane and Loyola, Dr. Recasner has become a leading advocate for
charter schools and currently serves as the current President of the Louisiana Charter
School Association. A prominent leader in the city, Dr. Recasner has served on the
boards of several non-profit organizations including the Louisiana Children’s Museum,
the Greater New Orleans Foundation, and the Kingsley House. Dr. Recasner now leads
S.J. Green Charter School as Head of School.
The remaining members of our board consist of civic-minded professionals that have
expertise in law, accounting, community development and charter school business
operations. We have come together because of we all share a passion for creating high
quality public school options for the city New Orleans. Harold Asher is a certified public
accountant and founder of Harold Asher L.L.C. Alisa Dupre is the Business Operations
Manager for Audubon Charter School where she oversees all school operations. Michael
Allweiss is a lawyer and partner at Lowe, Stein, Hoffman, Allweiss & Hauver, L.L.P.
Christa Montgomery is sole owner, creator and designer of precious and semi-precious
gem jewelry for CRM Creations and an active member of the New Orleans Junior
League.
School Management
John Alford is the school leader for Langston Hughes Academy and founder of NOLA
180 Inc. John joined KIPP as Director of Trailblazing in 2001 when the organization had
only two schools: the original schools in Houston, Texas and the Bronx, New York. John
developed and led KIPP’s expansion plan from two schools in 2001 to 46 in 2005. John
selected target cities, recruited board members, identified school facilities, interviewed
school staff, recruited students, and met with state and local officials. John recruited high
caliber teachers for the KIPP School Leadership Program and interviewed all KIPP
School principal candidates. KIPP is a non-profit foundation that opens high-achieving
college preparatory charter schools in underserved communities across the country. Prior
to leaving KIPP Foundation, John supported the startup of KIPP Phillips Academy,
formerly located in Edward Phillips Middle School prior to Katrina.
Most recently, John taught fifth grade math at KIPP Ujima Village Academy in Baltimore,
Maryland, where his students scored in the top 15% in the city of Baltimore on the
Maryland State Assessment, gaining over two grade levels of growth in less than seven
months. KIPP Ujima Village Academy is the highest performing middle school in the city
of Baltimore as measured by Maryland standardized test scores. All students are AfricanAmerican and eighty-five percent qualify for federal free and reduced lunch. A product of
public schools, John earned his Bachelors degree in Industrial Engineering from North
Carolina A&T State University and an MBA from Harvard Business School. Prior to
earning his MBA, John worked as a supplier development engineer and global
purchasing buyer for General Motors.
About NOLA 180
NOLA 180 is a New Orleans-based non-profit charter management organization (CMO.)
We have established this company to meet the city’s enormous charter school
management needs. NOLA 180 seeks to open a college preparatory elementary/middle
school, “Langston Hughes Academy” in the 2007-2008 school year. While we may
seek to open additional schools in the future, the organization’s mission is to help
turnaround failed public schools and/or failed public charter schools.
Langston Hughes Academy 5
2. Complete the enrollment projection chart in Appendix D, providing enrollment for
each grade level for years one through five.
Grade
K
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
Total
Year 1
90
90
Year 2
90
90
90
90
90
90
90
Year 3
90
90
90
90
90
90
90
90
630
720
Year 4
90
90
90
90
90
90
90
90
90
810
Year 5
90
90
90
90
90
90
90
90
90
810
Growth Plan
The school will open as a K-8 upper elementary/middle school serving grades opening
initially with 90 fifth graders in the summer of 2007. The elementary school grades, K - 4 will
be added in the school’s second year to increase the grade configuration to include grades
kindergarten through six in the 2008-2009 school year. The school will add the seventh and
eighth grades in the following two years until the school serves grades K through 8 in 2010.
This growth plan has been selected so that our organization can start small and get our
accounting, purchasing and school culture systems in place prior to serving a large number
of students. Starting with just one grade level allows us to have more time to plan for the
implementation of the elementary school in the school’s second year. We’ve started with fifth
grade because through our experience at KIPP, we have found the fifth grade to be a critical
year in terms of getting students caught up to grade level and preparing them for the best
high schools and colleges in the country. It’s the latest grade level we can start and still be
able to prepare them for top-quality high schools.
We plan to maintain a waiting list and enroll students from that list to manage student
attrition. The charter school law allows schools to enroll up to 20% above the enrollment in
the charter application. We may decide to over-enroll in some grades so that we maintain our
desired enrollment of 90 students per grade.
Langston Hughes Academy 6
Langton Hughes Academy Charter School
Charter School Application
Submitted to the Louisiana Board of Elementary and Secondary Education
December 12, 2006
Submitted by NOLA 180 Inc.
New Orleans, LA
Langston Hughes Academy 1
1. Provide an Executive Summary (in three to five pages) for the proposed school
that describes the following:
•
•
•
•
•
•
•
A clear statement of the mission, academic philosophy and values;
An overview of the school structure, leadership team and governance;
A description of the school’s short- and long-term goals (academic and
operational);
An explanation of the research-base that demonstrates the school model will
be effective in improving student achievement;
An explanation of how this model is appropriate for all students and will lead to
higher levels of academic achievement for the target population; and
An explanation of the school’s core values about teaching and learning.
Mission
The mission of Langston Hughes Academy Charter School is to provide students with the
knowledge, skills and character traits necessary to succeed in high school, college and
the world beyond.
School Vision
Our school vision is built on the belief that all students regardless of race, family
background, socio-economic status, or prior academic performance can perform at
exceptional levels. Through a combination of dedicated staff, high expectations and a
commitment to delivering high quality instruction every day, our students will thrive and
learn that education is supposed to be fun. That “love of learning” and sense of personal
and community responsibility will be instilled in each student as they matriculate through
our school. We intend to send all of our graduates to college by preparing them for the
city’s most rigorous public and private high schools: Lusher, Ben Franklin, Warren
Easton, Country Day, Newman, etc.
Need
Prior to Katrina, New Orleans arguably had the lowest performing urban school district in
the country. In 2005, less than forty percent of New Orleans high school students taking
the Louisiana Graduate Exit Exam demonstrated proficiency in math, English, science,
and social studies. According to 2005 state education accountability standards, 68 of
New Orleans’ 128 public schools were labeled "academically unacceptable,” and over
100 schools were ranked below the state average. Less than half of Orleans Parish
public school students graduated from high school and those who did were often
unprepared to enter the work force or college. In 2003, the valedictorian of Fortier High
School took the Louisiana State Graduate Exit Examination seven times before passing
and earning her diploma. The New Orleans system for public education was failing
dramatically.
Hurricane Katrina only exasperated this desperate situation. Over 40,000 public school
students from New Orleans were displaced by the flooding that occurred as a result of
failed levees weakened by Hurricane Katrina. These students relocated in places as
close as Baton Rouge and as far as Salt Lake City, Utah. Some students missed as little
as five weeks of school and others did not attend school at all in the 2005-2006 school
year. Today, there are approximately 26,000 students enrolled in New Orleans public
schools and that figure climbs every day. Families are moving back to the city and there
is a clear need for high quality public schools in a city struggling to rebuild its economy
Langston Hughes Academy 2
and infrastructure. We plan to meet this unprecedented need for educational change by
creating a rigorous college preparatory K – 8 public charter school (“Langston Hughes
Academy”) that prepares students for the city’s elite high schools and college.
Educational Philosophy
Our approach to teaching and learning is based on strategies we found to be successful
at New Orleans Charter Middle School and KIPP (Knowledge is Power Program.) Each
of these organizations has been able to achieve impressive academic results for low
income students “at-risk” of academic failure. New Orleans Charter Middle School was
the highest performing non-selective middle school in New Orleans prior to Katrina.
Graduates from New Orleans Charter Middle routinely attended the city’s finest high
schools: Ben Franklin, Country Day, Newman and many others. KIPP, a prominent
national charter school management organization known for its longer school day and
high expectations, routinely sends over eighty percent of its graduates to college in
neighborhoods where the college acceptance rate is less than fifty percent. We are
thrilled to have pioneers from each of these influential organizations leading our new
organization at the board and management levels. Dr. Anthony Recasner is a board
member for NOLA 180 and founder of New Orleans Charter Middle School and S.J.
Green Charter School. John Alford is school leader (principal) and founder of Langston
Hughes Academy. John achieved stellar results as a fifth grade math teacher for KIPP
and has several years of experience opening new charter schools for KIPP Foundation.
We have taken the lessons-learned and best practices from KIPP and New Orleans
Charter Middle School to form a model of education proven effective in meeting the
extraordinary needs of New Orleans’ at-risk public school population. While there are
several facets to the educational program we have designed, there are four (4) essential
components that drive our school model. These components are: (1) Extended School
Time; (2) Data-Driven Instruction; (3) Emphasis on Character Development and (4)
High Quality Instruction.
1. Extended School Time. We’ve learned that the traditional 6.5 hour school day is
insufficient instructional time to prepare at-risk students for the academic demands
typical in the city’s rigorous high schools. Our nine-hour school day provides staff
with an additional 150 minutes of instruction focused on remediation for students that
are falling behind academically and enrichment for advanced students that are ready
for additional challenges. Since most of our students will enter school behind grade
level, we have extended the school year from the traditional 180 days to 207 days.
The longer school day and longer school year means that in all, students at Langston
Hughes will spend approximately 50% more time in school than their counterparts at
traditional public schools. Most of this extra time is used to master basic skills and get
students on grade level as soon as possible. It also allows us to provide 90 minutes
of enrichment time for students each day. Our students will participate in more
extracurricular activities than most New Orleans public school students.
2. Data-Driven Instruction. Just as doctors, nurses and other specialists in the medical
field rely on sophisticated instruments to regularly assess a patient’s health; our core
subject teachers will utilize specialized interim assessment tools to monitor the
effectiveness of their instruction. These 6-week assessments are aligned with
Louisiana Grade Level Expectations and will used by all core subject teachers. Data
from these standards-based exams will be used to determine which standards need
Langston Hughes Academy 3
to be re-taught differently and whether or not the teacher’s scope and sequence plan
needs to be revised or not.
3. Emphasis on Character Development. We’ve learned through the years that
focusing on student behavior and character is critical in developing high-caliber
students. We demand that our students come to school on-time every day, in school
uniform, ready to learn with an acute attention to detail. We have high expectations of
our students and even the smallest negative behaviors are addressed daily: students
are not allowed to “roll their eyes”; submit incomplete work; make fun of a classmate
or address an adult improperly for instance. We recognize that as educators we are
responsible for preparing our students for success in the “real world” and to be ready
for social environments that may be unfamiliar to them. It is our job to explicitly teach
the values and behaviors the “adult world” will expect from once they leave our
school.
4. High-Quality Instruction. High quality instruction is the most important driver of
student performance and is essential to the success of our teachers and students.
Each of our classrooms will be led by teachers capable of delivering outstanding
instruction on a daily basis. High quality instruction consists of what is taught:
academic skills, intellectual habits and character traits and how it is taught: instruction
that is meticulously planned, addresses a wide variety of learning styles, and is
relevant to our transitional New Orleans student population. Our staffing plan includes
the hiring of a curriculum coach and our professional development plan provides
teachers with over 96 hours of support aimed at assisting teachers with their
instructional methods and lesson delivery. We are devoted to investing in our
teachers and helping them develop as elite urban public school educators.
Curriculum
The curriculum for Langston Hughes Academy is an assimilation of proven curricula
programs widely used at high performing schools across the country. Most educators will
be familiar with our curriculum choices: Core Knowledge, Direct Instruction, Saxon Math,
Delta Science and of course, the Louisiana Comprehensive Curriculum. We have chosen
these packages because of their proven effectiveness with the at-risk student population
we have educated through the years.
School Startup
We are diligently working on the startup of our proposed charter school. Currently, we are
recruiting and interviewing teachers that will join our organization should our charter be
approved. We look for high caliber school teachers with inner-city experience that are
able to demonstrate exceptional academic progress made by their students and have a
solid understanding of pedagogy that leads to dramatic results in the classroom. We have
established recruiting relationships with Xavier University, Tulane University, Teach for
America, The New Teacher Project and New Schools for New Orleans. We have opened
a bank account, obtained our federal tax identification number, filed for non-profit status
and have insurance quotes from multiple carriers. Student recruitment and school
promotional materials have been developed and are ready for use.
Governing Board
The NOLA 180 Board of Directors is led by Dr. Anthony Recasner, founder of New
Orleans’ first charter school, New Orleans Charter Middle School. Prior to Katrina, New
Orleans Charter Middle School was the highest performing open enrollment middle
Langston Hughes Academy 4
school in the city. Locally educated at Walter L. Cohen High School before getting
degrees from Tulane and Loyola, Dr. Recasner has become a leading advocate for
charter schools and currently serves as the current President of the Louisiana Charter
School Association. A prominent leader in the city, Dr. Recasner has served on the
boards of several non-profit organizations including the Louisiana Children’s Museum,
the Greater New Orleans Foundation, and the Kingsley House. Dr. Recasner now leads
S.J. Green Charter School as Head of School.
The remaining members of our board consist of civic-minded professionals that have
expertise in law, accounting, community development and charter school business
operations. We have come together because of we all share a passion for creating high
quality public school options for the city New Orleans. Harold Asher is a certified public
accountant and founder of Harold Asher L.L.C. Alisa Dupre is the Business Operations
Manager for Audubon Charter School where she oversees all school operations. Michael
Allweiss is a lawyer and partner at Lowe, Stein, Hoffman, Allweiss & Hauver, L.L.P.
Christa Montgomery is sole owner, creator and designer of precious and semi-precious
gem jewelry for CRM Creations and an active member of the New Orleans Junior
League.
School Management
John Alford is the school leader for Langston Hughes Academy and founder of NOLA
180 Inc. John joined KIPP as Director of Trailblazing in 2001 when the organization had
only two schools: the original schools in Houston, Texas and the Bronx, New York. John
developed and led KIPP’s expansion plan from two schools in 2001 to 46 in 2005. John
selected target cities, recruited board members, identified school facilities, interviewed
school staff, recruited students, and met with state and local officials. John recruited high
caliber teachers for the KIPP School Leadership Program and interviewed all KIPP
School principal candidates. KIPP is a non-profit foundation that opens high-achieving
college preparatory charter schools in underserved communities across the country. Prior
to leaving KIPP Foundation, John supported the startup of KIPP Phillips Academy,
formerly located in Edward Phillips Middle School prior to Katrina.
Most recently, John taught fifth grade math at KIPP Ujima Village Academy in Baltimore,
Maryland, where his students scored in the top 15% in the city of Baltimore on the
Maryland State Assessment, gaining over two grade levels of growth in less than seven
months. KIPP Ujima Village Academy is the highest performing middle school in the city
of Baltimore as measured by Maryland standardized test scores. All students are AfricanAmerican and eighty-five percent qualify for federal free and reduced lunch. A product of
public schools, John earned his Bachelors degree in Industrial Engineering from North
Carolina A&T State University and an MBA from Harvard Business School. Prior to
earning his MBA, John worked as a supplier development engineer and global
purchasing buyer for General Motors.
About NOLA 180
NOLA 180 is a New Orleans-based non-profit charter management organization (CMO.)
We have established this company to meet the city’s enormous charter school
management needs. NOLA 180 seeks to open a college preparatory elementary/middle
school, “Langston Hughes Academy” in the 2007-2008 school year. While we may
seek to open additional schools in the future, the organization’s mission is to help
turnaround failed public schools and/or failed public charter schools.
Langston Hughes Academy 5
2. Complete the enrollment projection chart in Appendix D, providing enrollment for
each grade level for years one through five.
Grade
K
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
Total
Year 1
90
90
Year 2
90
90
90
90
90
90
90
Year 3
90
90
90
90
90
90
90
90
630
720
Year 4
90
90
90
90
90
90
90
90
90
810
Year 5
90
90
90
90
90
90
90
90
90
810
Growth Plan
The school will open as a K-8 upper elementary/middle school serving grades opening
initially with 90 fifth graders in the summer of 2007. The elementary school grades, K - 4 will
be added in the school’s second year to increase the grade configuration to include grades
kindergarten through six in the 2008-2009 school year. The school will add the seventh and
eighth grades in the following two years until the school serves grades K through 8 in 2010.
This growth plan has been selected so that our organization can start small and get our
accounting, purchasing and school culture systems in place prior to serving a large number
of students. Starting with just one grade level allows us to have more time to plan for the
implementation of the elementary school in the school’s second year. We’ve started with fifth
grade because through our experience at KIPP, we have found the fifth grade to be a critical
year in terms of getting students caught up to grade level and preparing them for the best
high schools and colleges in the country. It’s the latest grade level we can start and still be
able to prepare them for top-quality high schools.
We plan to maintain a waiting list and enroll students from that list to manage student
attrition. The charter school law allows schools to enroll up to 20% above the enrollment in
the charter application. We may decide to over-enroll in some grades so that we maintain our
desired enrollment of 90 students per grade.
Langston Hughes Academy 6
EDUCATION PROGRAM
EDUCATIONAL PHILOSOPHY, CURRICULUM AND INSTRUCTION
3. Discuss the school’s educational philosophy and how it aligns with the mission.
a. Describe the instructional methods to be used that support the educational
philosophy.
b. Provide evidence that this educational philosophy and/or approach is effective
and will result in high academic achievement for the anticipated student
population.
Our Core Beliefs
The Formative Years: We believe that a child’s experience between ages five and
fourteen should be exciting and productive. Research shows that the critical issues of
early childhood and adolescence are critical in developing one’s sense of identity,
belonging, security, competence, and purpose. Children’s development in these areas
has a significant impact on their self-esteem, behavior and achievement in life.
Safe Environment: We believe children must feel safe, supported, valued, respected,
and challenged intellectually in their school. Once these conditions are created, children
will experience school as a great (and sometimes fun) place to be and will respond and
grow accordingly.
Lively Core Subjects: We believe the core academic subjects must be made
meaningful, fun, and interesting in order to stimulate students and motivate them to learn.
We know this culture will depend on how well we are able to relate what our students
need to learn in the context of their own interests and concerns. We also know that an
important factor in making subjects meaningful is the extent to which teachers are able to
develop positive relationships with their students. Research shows that students who
respect and admire their teachers tend to work harder in class, abide by school rules, and
generally experience more success in school. We’ve certainly found this to be true in our
experiences at New Orleans Charter Middle, Green and KIPP.
Broadened Perspectives: We believe a school should provide children with
opportunities and experiences that stretch their limited view of themselves in the world.
To achieve this end, we will expose students to a variety of people, places, events, and
ideas as a means of cultivating their awareness and enriching their lives.
Education for Life: Finally, we want every child to have not only the skills and
knowledge needed to function effectively in school, but also the assurance, insight, and
understanding that will help him/her to be successful later in life. Passing the Louisiana
LEAP examination is a low measure of success for our students; their ability to lead
productive careers, raise a family and improve the world in which they live in is the
ultimate measure for their success and our effectiveness as educators that served them.
Langston Hughes Academy 7
School Vision
Schools that are most successful at educating adolescents, particularly adolescents
labeled “at-risk,” inculcate high academic expectations within a nurturing environment
that addresses students’ social and emotional development. We spent considerable time
and energy creating this environment at New Orleans Charter Middle School, S.J. Green
Charter School and KIPP Ujima. Students thrived in this environment because it was
based on values and achievement –needs that all students crave for no matter how
suppressed these desires may currently be. We’ve taken our experiences starting these
organizations and combined them to create an education program that will encourage
student development in and outside the classroom vis-à-vis a nurturing culture that
promotes learning and personal growth.
Any school that hopes to successfully educate all children must ensure that students
build a solid foundation of basic skills while developing higher order skills. Our academic
courses will be intellectually challenging and engaging while promoting mastery of
academic and subject area skills. The academic program will also be extended by a
variety of activities outside the regular academic classes like out-of-state field lessons,
which will provide a more conducive environment for student achievement. We are
committed to providing a quality education to students from all walks of life, especially
students from less advantaged socioeconomic backgrounds. We gladly accept the
responsibility and challenge of educating students who have languished in the
chronically-failed New Orleans public school system. The school’s responsive academic
program, its supportive environment, and the variety of learning opportunities offered will
provide a challenging, high quality education to all students served.
NOLA 180 Education Program
Our approach to education is based on strategies implemented by some of the highest
performing charter schools operators: Middle School Advocates (operator of New
Orleans Charter Middle and Green Charter School) KIPP (operator of over 50 schools
nationwide including two in New Orleans) and Achievement First (operator of 7 schools
nationwide.) Each of these organizations has been successful in preparing high-poverty
student populations for rigorous high schools and college. There are four essential
components of our educational program: Extended School Time; Data-Driven
Instruction; Emphasis on Character Development; and High-Quality Instruction.
1. Extended School Time. The traditional 7-hour school day is insufficient instructional
time to prepare at-risk students for the demands typical in the city’s competitive high
schools. NOLA 180’s nine hour school day will provide staff with an additional 120
minutes of instruction focused on remediation for students that are falling behind
academically and enrichment for advanced students that are ready for an extra
challenge. Since many of our students will enter our school behind grade level, we
have extended the school year from the traditional 180 days to 207 days. In all,
students will spend 50% more time in school than their public school peers.
180 School Days
207 School Days
X
X
7 Hours per Day
9 Hours per Day
=
1,260
=
1,863
Annual School
Hours
Annual School
Hours
Traditional Public School
NOLA 180
Langston Hughes Academy 8
2. Data-Driven Instruction. Just as doctors, nurses and other specialists in the medical
profession rely on sophisticated instruments to regularly measure a patient’s health;
our core subject teachers will also utilize specialized interim assessment tools to
monitor the effectiveness of their instruction. These 6-week assessments will be
based on Louisiana Content Standards / Grade Level Expectations (GLE) and used
by all core subject teachers. Each question on these assessments will be identified
by the individual standard(s) it assesses. Results from these assessments will be
compiled according to the Louisiana Content Standards and Grade Level
Expectations.
For example, “Question 2” on a fourth grade English Language Arts interim
assessment may ask the student to determine the meaning of the underlined word in
the following sentence: “Ms. Foster obtained her recipe for lasagna from Mama Mia’s
Restaurant because they specialize in Italian cuisine.” This question in this example
is trying to assess the student’s mastery of Louisiana Fourth English Language Arts
GLE 6 which is tied to Louisiana Content Standard ELA 1 E 1:
Fourth Grade English Language Arts GLE 6: Determine meanings of unfamiliar
words using a variety of strategies, including: knowledge of common antonyms,
synonyms, homonyms, and homographs; use of context clues; and identification of
base words and root words (ELA 1 E1.)
If for instance, half of the class failed to answer this question correctly, the teacher
would immediately know that far too many students are not proficient in determining
the meaning of words through the use of fundamental comprehension strategies
(looking at context clues; analyzing word structure, etc.) With this data in mind, it will
be incumbent upon the teacher to figure out why the students are struggling with this
specific skill and can form a hypothesis for the root cause of the problem. Perhaps
students require more instruction in Latin, or common root words. Or, if they are
already knowledgeable in those areas, it could be that they are simply not practiced
relying on context to determine the meaning of words enough.
Teachers will able to use the Edusoft Assessment Management System to
develop, store, grade and analyze assessments and assessment data online
instantly. More than 400 public school districts use Edusoft to design, score and
analyze millions of student assessments each year. The Edusoft online assessment
system will generate printed reports for every assessment the teacher gives, saving
countless hours spent on grading and compiling test results. Correct and incorrect
answers will be compiled and organized by the online system into Louisiana’s fifty
(50) Grade Level Expectations in fourth grade English Language Arts. In one glance,
teachers will be able to quickly identify which standards students did well in and
which ones were a struggle. This information will allow the teacher to draw
conclusions about refining the curricula scope and changing classroom instruction for
each specific standard. A sample summary grading report from one of these
assessments can be found on the next page.
Langston Hughes Academy 9
Sample Interim Assessment Summary Report (Edusoft)
Saunders, R.
Smith, D.
Summerville, A.
Tejtel, B.
Walker, E.
GLE 4.1
75%
100%
50%
100%
0%
Class Average
65%
LA Grade Level Expectations
GLE 4.2 GLE 4.3 GLE 4.4 GLE 4.5
50%
0%
50%
100%
0%
50%
25%
25%
0%
100%
75%
75%
100%
100%
50%
100%
0%
0%
25%
100%
30%
50%
25%
Average
55%
40%
60%
90%
25%
80%
3. Emphasis on Character Development. Character development is one of the core
elements of our education philosophy. High quality instruction is not possible if
student behavior is not of an equally high quality level. Not only are we preparing our
students for academic success in high-quality high schools and college, but we are
also preparing them to be highly confident citizens that are able accomplish great
things for their families and the community. Langston Hughes staff will implement a
consistent and fair student management system that rewards students for positive
behavior. This system will be modeled off of KIPP’s “paycheck” system, where
students earn money (imagingary) for exhibiting school values. Student paychecks
get deposited into their own personal bank account (again, imaginary) so they can
use their earnings to purchase school supplies and earn their way on the end-of-year
field lesson, typically held out of state for a week.
Defining and creating an effective character development program depends on
“clarity and common vision.” Our school will create this clarity and common vision by
basing our character skills development program on four core values. By values, we
mean the specific words, actions and daily habits that we want to cultivate in our each
day. The school values are Excellence, Teamwork, Leadership and Critical
Thinking. These four values will be supported through the student behavior
management systems, weekly progress reports and rewards for living up to school
values. School wide culture will support and reinforce these values. Common slogans
will be posted and reinforced throughout the school and the classrooms such as:
“Make A Way”, “Go the Extra Mile”, “Team Beats Individual”, etc. In addition, school
staff will have clear and consistent set of behavior norms for all students. These
norms are the standards we expect all of our students to live up to at all times.
Examples of these are: Look people in the eye when speaking or listening; Speak in
standard vernacular English; Speak respectfully; Tell the truth, etc.
School wide culture does not stop in the classroom; it extends to the hallways and
outside of the school. We expect school values to be upheld during field trips, on the
school bus and in the community. Bullying on the school bus is as serious an offense
as bullying during the school day is. Classroom instruction time will be used to teach
and reinforce our values. Rewards and consequences will be given for students that
meet and fail to meet these standards. Over time, students learn that the norms are in
reality, really easy to meet and are worth living up to.
4. High-Quality Instruction. Instruction is the core activity of all schools and although
there are several important factors that contribute to student achievement, research
has demonstrated that the quality of instruction in the classroom has more impact on
Langston Hughes Academy 10
student achievement than any other factor. It’s more important than class size,
teacher pay and the curriculum used. Many educators talk about high-quality
instruction but few actually knows what how to achieve it in their classrooms. What
does “high-quality instruction” look like? Let’s use a math classroom to illustrate.
When we observe a math classroom we expect to see the following:
Kids naturally explain their answers and do so without being asked.
“I have 56 for my answer for problem eight because I . . .”
Teachers and kids use math vocabulary and do not baby-down the language.
“You multiple the numerators by. . .”
“You calculate the greatest common factor by . . .”
Kids and teachers naturally ask each other to prove their answers or statements.
“What would happen if the denominator was...?”
“Why does that work for this problem, but not when….?”
Teacher and students demand that work be shown – on paper and the board.
Teacher and students demand that answers be checked – checking the problems is required.
The humor in the room is math relevant. Kids are laughing because they understand the wit of a
math joke.
There is a constant reference to how math is relevant to life (not just tests and standards).
“You will use this information when you work at . . .”
“If you understand this, then you understand . . .”
The teacher models the habits of a mathematician
– Neatness, organization, attention to detail, checking of work, and thinking out loud to solve.
Given our focus on developing and mastering the art of teaching, we have created a
professional development program that will develop our teachers into exemplary
educators. Teachers will take part in a robust professional development program that
includes: paid trips to high performing charter school across the country; an intense
summer professional development week where teachers develop their yearlong
scope and sequence and weekly syllabi and work with a part-time curriculum coach to
develop daily lesson plans. Students must be excited to learn and it’s the
responsibility of our teachers to create this joy in every lesson they teach.
There are two elements of quality instruction: “What is taught” & “How it’s taught”:
What is taught. The development of high-order intellectual skills is possible only after
a solid base of fundamental academic skills and knowledge is attained. This focus on
fundamentals is especially important in New Orleans where poor accountability
scores prove that students have poor mastery of these fundamentals academic skills
and knowledge.
Our math curriculum provides an excellent example of the importance of
fundamentals. A student must know the multiplication tables in order to effectively
solve more complex word problems. Hence, the fifth grade math curriculum is
focused on developing these fundamental math skills. A solid base of fundamental
skills taught in the fifth and sixth grade puts students on a track so that when they
enter eighth grade students, they are able to take a ninth grade Algebra course.
Students who are not developing these necessary skills will be identified and
Langston Hughes Academy 11
provided with the appropriate level of individualized tutoring sessions and extra
remediation during after-school classes.
Developing the high-order intellectual skills of our students is a key component of our
mission. As fundamental academic skills are known and mastered, students will be
increasingly required to apply their skills and knowledge to new situations and
analyze, synthesize and evaluate the information they are learning. To ensure that
our students develop the necessary high-order intellectual skills, we have developed
a curriculum that will push students to extend their fundamental academic skills and
knowledge into exploring more complex and abstract concepts.
A good example comes from our history curriculum. In fifth grade, the students will be
asked to learn about a famous historical figure that is culturally relevant to them. At a
minimum, they will present a report that recalls the basic facts (knowledge) and
compare this figure to another in history (comprehension). Each year, there will be a
similar research project regarding a famous historical figure relevant to the topic being
studied, pushing the students to explore their chosen person in an increasingly
intellectually rigorous way. In the sixth grade, they will be required to write a speech
using their historical figure’s point of view in a debate (application/analysis). In the
seventh grade, the assignment will include writing an essay to explain how their
historical figure would react to current political or social issues (synthesis). In eighth
grade, the intellectual complexity will be increased further. Students will be asked to
pick a controversial historical figure and write three newspaper articles about that
figure, each representing a different point of view. The student will then write an
editorial assessing the value of each argument and present his/her own point of view
(evaluation). Within each of these assignments there will be extension possibilities
that would meet the diverse needs of individual students.
How it’s Taught. While the content of the lesson is certainly important for increasing
student engagement and retention, the delivery of this content is of equally important.
We have learned that quality instructional delivery is a result of proper planning,
varied instruction techniques, and methods that are relevant to the students in the
classroom. Our approach to instructional delivery is threefold:
Quality Instructional Delivery is Meticulously Planned. Teachers at Langston
Hughes Academy will be required to plan lessons over the summer in the school’s
curriculum development and professional development weeklong workshops. All
lessons must be planned at least 24 hours in advance and must follow a common
lesson plan format. This format includes the following components: the lesson’s aim,
a review activity, motivation/purpose for the lesson, key vocabulary/rules/facts/ideas
that the students must learn, questions that the teacher does not want to forget to
ask, two to three teacher-guided activities, two independent activities, criteria for
lesson evaluation and assigned homework.
Quality Instructional Delivery uses Varied Methods. Students process material in
a variety of learning styles. All lesson plans will incorporate auditory, visual and
kinesthetic activities in order to meet the individual needs of all students. A lesson
on the form and function of the organs of the human circulatory system would include
a rap song on the circulatory parts and their functions (auditory), a diagram of the
circulatory system in which students would label the various parts (visual), and a
Langston Hughes Academy 12
game that would require the students to put together a 3-D model of the circulatory
system (kinesthetic).
Quality Instruction is Relevant to Students. Teachers will take into consideration
the interests and cultural backgrounds of our students in an effort to make all
instruction RIPE: Relevant, Inclusive, Purposeful and Exciting. For example, we will
incorporate short stories written by African-American authors like Langston Hughes
into our English language arts curriculum and include a three-week study on the
Harlem Renaissance in our U.S. History class. One may think of this as content
(what), but we believe it’s delivery (how) because ancillary content (Langston Hughes
writings) is being used to teach core content standards. So for instance, if a teacher
decided to use the example of NFL quarter back Michael Vick to teach how statistics
are calculated, that would be one way to teach students how to calculate sum, range
and average which are all part of Louisiana content standards D-1-E.
Langston Hughes Academy 13
4. If proposing to use the Louisiana Comprehensive Curriculum, provide rationale for
your selection; explain the methodology that will be used to implement the
curriculum, and the anticipated professional development needs.
If proposing an alternative curriculum, provide details regarding how it aligns with
the state standards, rationale for your selection and the methodology that will be
used to implement the curriculum.
1) Provide an outline of the major curricular programs that the school has
selected for use, including textbooks and literacy program (e.g., Harcourt
Trophy Series, Open Court)
2) Discuss what instructional method will be used to support the educational
philosophy.
3) Articulate how the curriculum aligns with the school’s mission.
4) Explain anticipated professional development needs.
5) Explain how the curriculum aligns with the class schedules and calendar.
Our Curriculum
The curriculum for NOLA 180 is an assimilation of proven curricula programs – particularly
those that are widely used at high performing schools across the country: Core Knowledge,
Direct Instruction, Saxon Math and Delta Science and of course, the Louisiana
Comprehensive Curriculum. Our founding team has experience with all these programs and
can personally attest to their effectiveness with at-risk students. Nothing about our curriculum
is revolutionary – the actual instructional delivery and fifty percent more time in school is how
our program will achieve outstanding results. Our plan is to quickly remediate students on the
basic skills they will typically lack upon their enrollment and push each student to become
higher-order independent thinkers. Our students will need these academic skills as they
prepare for their journey to the nation’s finest colleges and universities. To reach this goal,
we have chosen the following curricula for the main subject areas:
Core Subject
English (K-8)
Math (K-8)
Science (K-8)
Social Studies
(K-8)
Curriculum
SRA Direct Instruction and
Louisiana Comprehensive
Curriculum
Saxon Math and Louisiana
Comprehensive Curriculum
Delta Science FOSS Kits and
Louisiana Comprehensive
Curriculum
Louisiana Comprehensive
Source
Scientific Research Associates (SRA)
Saxon Publishing & Louisiana
Department of Education
Delta Education & Louisiana Department
of Education
Louisiana Department of Education
English Language Arts: SRA Direct Instruction
We have chosen to use SRA Direct Instruction and the Louisiana Comprehensive Curriculum
for our English Language Arts program. Direct Instruction has proven to be effective with
struggling readers and is widely used by high performing urban charter schools across the
country. Direct Instruction is a teacher-directed instructional method of carefully orchestrated
lessons where nothing is left to chance. Everything is taught through demonstration and
action and practiced until it is fully understood and every child can apply the information they
learned.
Langston Hughes Academy 14
From the third to the eighth grades, when children are becoming independent readers, our
English language arts program will emphasize literary analysis (of short and longer works of
substance), as well as strong writing and speaking skills. Students become acquainted with
the elements of fiction (e.g. plot, setting, character, theme, etc.) and learn to assess the use
of the various elements in quality literature.
Mathematics: Saxon Math
The activity-focused approach of our math program will be integrated with Saxon Math, the
pioneering spiraled curriculum of the late John Saxon, now made available through Saxon
Publishing. Saxon Math introduces new mathematical concepts while simultaneously and
constantly assessing old concepts and skills (called “spiraling”), allowing students to review
basic ideas while developing more and more sophisticated mathematical ability.
Science: Delta Science Modules
Our students will learn science by performing science experiments rather than merely
reading about it in a textbook. Using inquiry methodologies leading towards increasingly
complex scientific investigation and ultimately experimentation, students will learn to emulate
the process of asking questions and probing for solutions that expert scientists themselves
employ. The curriculum will rely heavily on Delta Science Modules (DSM) II developed by the
Livermore Science Center at the University of California; Berkeley, and distributed by Delta
Education. Each of these units revolves around student inquiry in one of the three major
scientific disciplines above and frequently requires interdisciplinary explorations and
understandings.
Social Studies
The social studies curriculum is a basic curriculum covering all aspects of the subject. In
Grade four and five, students will study generally the history, geography, and culture of the
United States, Canada, and Latin America. In Grade 6, students will study the influences of
ancient civilizations and Western Europe on modern Western Civilization. In grades 7 & 8,
students will complete a two part intensive study of the geography, history, culture, and
government of the United States of America. Eighth grade students will also learn about the
history of Louisiana including its geography, social development, and government structure.
Physical Education
The Physical Education program will focus on sports related activities and physical fitness.
Students will develop competency in a variety of sports and dance techniques, will develop
motor skills and coordination, and will learn different strategies for different sports.
The Arts
Students at Langston Hughes Academy will receive a cross-curricular program in visual and
performing arts beginning in fifth grade that will feature music performance, dramatic
performance, painting and visual expression, elements of dance, and cultural representations
through art. The school’s visual and performing arts curriculum will follow the state standards
by focusing on the following strands: artistic perception, creative expression, historical and
cultural context, aesthetic valuing, and connections, relations, and applications. Teachers in
all classes will strive to incorporate all learning styles and modalities into each lesson,
providing ample opportunity for students to use artistic creativity and expression.
Langston Hughes Academy 15
English Language Arts Framework
The school’s use of SRA Direction Instruction will be particularly prevalent in grades K
through four as students work to attain fluency and read on grade level. Direct Instruction
helps low-level readers by:
•
•
•
•
•
Teaching phonemic awareness explicitly;
Providing systematically sequenced phonics instruction;
Teaching synthetic phonics, where letters are converted into phonemes and then
blended to form whole words;
Using guided oral reading with appropriate error correction techniques and feedback
strategies to facilitate reading fluency; and
Developing vocabulary and using systematic instruction to promote reading
comprehension.
From the third to the eighth grades, when children are becoming independent readers, our
English Language Arts program emphasizes literary analysis. Students become acquainted
with the elements of fiction (e.g. plot, setting, character, theme) and learn to assess the use
of the various elements in quality literature. They try their own hand at various forms of
creative writing, but from sixth to eighth grade the main emphasis shifts to the critical area of
expository writing. A great deal of attention goes to the clear statement of thesis,
development of argument through supporting evidence and information, logical organizing
structure, and quality of expression. These critical writing skills are supplemented by
systematic study of grammar, vocabulary, and spelling. Coherent organization, arguing to a
warranted conclusion, and strong presentation are emphasized in the presentation of oral
reports as well.
Independent Reading Time
The reading process involves decoding written language and comprehending the meaning of
the words. Both of these functions need to occur simultaneously (or nearly so) in order for an
individual to read fluently. Fluency generally precedes a person's readiness to move to a
more difficult level or genre of text. Therefore, allowing students to spend time everyday
reading independently at their comfort level is an important way to help them become more
fluent readers while also establishing mindsets that reinforce their own sense of being
capable readers. This practice is necessary at all grade levels in order to strengthen
students' reading abilities and attitudes. We have incorporated independent reading time into
our regular reading instruction and in the school’s enrichment time to boost our students’
confidence in their reading abilities.
Fluency
Fluency is also influenced by an understanding of the phonetic system of English, causing
the need for phonics to be taught well beyond the primary grades for those students who
didn't “get it” the first time. Throughout the years of becoming more fluent readers, students
must also understand the material they are reading. This involves a continual acquisition of
new vocabulary and concepts, allowing the reader to activate their own prior knowledge
about a topic or passage before, during, and after reading. When we connect something we
read to information we already have, our comprehension improves. This is particularly critical
for the students we serve. Most of our students are growing up in households where
standard English is not spoken and reading is not made a priority. There are specific
cognitive strategies that proficient readers use to help them comprehend text. The goal of our
ELA program is to explicitly teach these strategies to our young readers. These strategies
Langston Hughes Academy 16
are: activating prior knowledge; finding the most important ideas in the text; asking questions
before, during, and after reading; creating sensory images from the text; drawing inferences
and conclusions; retelling or synthesizing what they have read; and applying “fix-up
strategies” when comprehension breaks down. A knowledgeable reading teacher figures out
which kinds of decoding and comprehension skills need to be taught and modeled for which
students, and then designs a workshop environment that allows for the kinds of learning
opportunities students need.
Learning Goals
There are five Learning Goal areas in English (reading, literature, writing, speaking and
listening, conventions and grammar). This set has been adapted from the recommendations
of the National Center on Education and the Economy and the University of Pittsburgh, as
specified in their publication New Standards, Volumes 1 and 2. The language and syntax of
the Learning Goals at each grade level has been condensed for clarity’s sake. Content
coverage has been aligned with the Core Knowledge Sequence published by the Core
Knowledge Foundation in Charlottesville, Virginia.
Selected Texts
• Louisa May Alcott, Little Women
• Diane Davidson, A Midsummer Night’s Dream for Young People
• Frederick Douglass, Escape from Slavery: The Boyhood of Frederick Douglass in His
Own Words. Edited and illustrated by Michael McCurdy
• Arthur Conan Doyle, The Adventures of Sherlock Holmes (“The Red Headed League”)
• Margaret Hodges, Don Quixote and Sancho Panza
• Langston Hughes, The Dream Keeper and Other Poems. Illustrated by Brian Pinkney
• William Shakespeare, A Midsummer Night’s Dream
• Mark Twain, The Adventures of Tom Sawyer
• Anne Frank, Diary of a Young Girl
• O. Henry, “The Gift of the Magi”
• Edgar Alan Poe, “The Tell-Tale Heart,” “The Purloined Letter”
• Franklin Delano Roosevelt, “Declaration of War on Japan”
• Mark Twain, Prince and the Pauper
• Maya Angelou, I Know Why the Caged Bird Sings
• Fyodor Dostoyevsky “An Honest Theif”
• George Orwell, Animal Farm
• Diane Ravitch, The American Reader contains key speeches; John F. Kennedy’s
• Inaugural Address, Martin Luther King Jr., “I Have a Dream,” and “Letters from a
Birmingham Jail”
• William Shakespeare, As You Like It
Langston Hughes Academy 17
Mathematics Framework
Our approach to mathematics acknowledges the remediation that must be accomplished in
many of our students’ first years at the school and the need to arrive at a detailed
understanding of the concepts and operations of Algebra One before graduation. The
activity-focused approach of our math program will be integrated with Saxon Math, the
pioneering spiraled curriculum of the late John Saxon, now made available through Saxon
Publishing. Saxon Math introduces new mathematical concepts while simultaneously and
constantly assessing old concepts and skills, allowing students to review basic ideas while
developing more and more sophisticated mathematical ability. The combination of a spiral
skills-based textbook series and a customized set of learning activities for underserved urban
children should create an instructional whole that will help children shore up areas of
weakness, even as they grow mathematically, within a matrix of activities designed and
developed by and for children from similar circumstances.
Strands
The curriculum has both declarative or conceptual goals and performance or skill goals.
Conceptual goals, those of a topical nature such as right triangles, are described in brief at
each grade level and follow the structure of the Saxon texts and support materials.
Performance goals are ongoing and cumulative from year to year and have been organized
into four major strands: Problem Solving and Reasoning; Tools; Communication; and Putting
Mathematics to Work to allow students to enjoy a broad array of mathematical topics and
skills in order to complete complex projects. These departmental goals or targets, in turn, are
further aligned with the Louisiana content standards on a student-by-student basis to ensure
that each student is making the requisite progress for admission and success at rigorous
high schools.
Thinking Skills
In addition to receiving 90 minutes of math instruction every day, students will also take a
daily sixty minute “Thinking Skills” course that is math-based. Students will practice logical
reasoning within a mathematics context where basic skills are reinforced and higher-order
thinking is practiced and learned. Students will solve an array of “real world” math problems
and will discuss and solve the real life problems they face every day.
Langston Hughes Academy 18
Name: ________________________
May 30, 2007
Homeroom: ____________________
5th Grade Math
Thinking Skills #131
BE GREAT BE THE GREATEST!
RATIOS
FRACTIONS
In the Bronx Zoo, there are 6 monkeys for every 4
koala bears.
1) How many koala bears would there need to
be for 18 monkeys?
Don’t leave your answer as an improper
fraction!
3)
9
2
3
+ 1
1
2
Answer_______
2) How many monkeys would there need to be
for 32 koala bears?
Answer _______
4) There are 24 pieces of paper in your
notebook. You give half to your buddy. How
many sheets of paper did you give to your
buddy?
FRACTION - DECIMAL – PERCENT
LIFE PROBLEMS
5) Complete the chart below.
Fraction
Decimal
Percent
6) An engineer earns $60,000 per year. How
much does he/she earn in 1 month? We did this
on Friday!
3/5
7) There are 64 students in a class. ¾ of them
are girls. How many students are girls?
1.50
40%
EXPONENTS
8) 42 =
43 =
EASY STUFF
44 =
9) Find the product of 17 and 468.
10) Find the difference of 24,892 and 1,939.
THINK!
In NYC this past weekend, I bought 6 great non-fiction books for a total of $17. Some of the books
cost $1, others cost $2, while the most expensive ones sold for $10 each.
How many of each type did I buy?
Langston Hughes Academy 19
Science Framework
Students will learn science by doing science rather than merely reading about it in a
textbook. Using inquiry methodologies leading towards increasingly complex scientific
investigation and ultimately experimentation, our students will learn to emulate the process of
asking questions and probing for solutions that expert scientists themselves employ.
The curriculum will rely heavily on Delta Science Modules (DSM) II developed by the
Livermore Science Center at the University of California; Berkeley, and distributed by Delta
Education. We will supplement the comprehensive curriculum with the FOSS (Full Option
Science System) science program, which comes in kits that combine reading, research and
experiments to ensure student learning. Each of these units revolves around student inquiry
in one of the three major scientific disciplines above and frequently requires interdisciplinary
explorations and understandings.
Strands
Our science curriculum expands in depth along with students’ developmental growth and
involves three broad scientific strands: Inquiry, Content, and Human Context:
A. Inquiry
Each student will engage with the natural world through scientific thinking, scientific
investigation and scientific communication:
Scientific Thinking: Each student will investigate and solve scientific problems through
thoughtful questioning and reasoning strategies linked to conceptual understandings and
knowledge.
Scientific Investigations: Each student will conduct full and partial inquiries during each
year that include posing questions, use of resources (people, print, electronic),
experimental design, and production and analysis of data. Each will student will also
learn the appropriate scientific tools and technologies, such a balance beam or a
microscope, to conduct investigations more easily and reliably.
Scientific Communication: Each student will share findings in oral and written reports,
employ graphic, pictorial and/or narrative displays to represent data and conclusions, and
learn to receive and incorporate feedback.
B. Content
Each student will acquire the knowledge base of science while also developing a context to
approach the explosion of scientific information that has occurred during the past century.
Each student will be exposed to the learning of all science disciplines (Life Science, Earth &
Space Science, and Physical Science) in each grade, learning fundamental principles that
underlie the distinct disciplines but also appreciating their connections through
interdisciplinary studies.
C. Human Context
Each student will appreciate the relevance of science to his or her individual life and to
humankind. Science connections will be made throughout with personal and social
perspectives, a view towards the designed world (technology and applied science), and an
appreciation of the history and nature of the scientific enterprise. This strand is augmented
as each student interacts with people who work in the world of science (e.g., scientists,
technologists, health care professionals) and through visits to scientific settings.
Langston Hughes Academy 20
Delta Science F.O.S.S. Scope and Sequence
Grades
7-8
Life Science
Physical Science
Earth and Space
Scientific Reasoning
Human Brain
Electronics
Earth History
Diversity of Life
Chemical Interactions
Planetary Science
Populations and
Ecosystems
Force and Motion
Weather and Water
Food and Nutrition
Levers and Pulleys
Solar Energy
Models and Designs
Environments
Mixtures & Solutions
Landforms
Variables
Human Body
Electricity & Magnetism
Water
Ideas and Inventions
Structures of Life
Physics of Sound
Earth Materials
Measurement
New Plants
Solids and Liquids
Air and Weather
Insects
Balance and Motion
Pebbles, Salt and Silt
Trees
Wood and Paper
Animals 2 x 2
Fabric
5–6
3-4
1 -2
K
Social Studies Framework
In fourth grade our students will study generally the history, geography, and culture of the
United States, Canada, and Latin America. In sixth grade, our students will study the
influences of ancient civilizations and Western Europe on modern Western Civilization. The
course consists first of intensive study of the ancient civilizations of Mesopotamia, Egypt,
Rome, Greece, and China. Next students will study eras of Western European history, and
its influences on western thinking and government. In grades 7 & 8, students will complete a
two part intensive study of the geography, history, culture, and government of Louisiana and
the United States of America.
Langston Hughes Academy 21
5. Describe the school’s target population and provide evidence of the proposed
curriculum’s effectiveness, rigor and relevance to the target population.
Curriculum Effectiveness: Saxon Math
The curriculum we have chosen has been proven to be effective with our target
population in high-performing charter schools that are similar in design to our proposed
school. For example, our school leader, John Alford used portions of Saxon Math to
push his students to attain over two grade levels of growth and score in the top 15% of all
Baltimore City fifth graders on the mathematics portion of the 2006 Maryland State
Assessment. Each student was African-American and 85% lived below the federal
poverty line. The beauty of Saxon Math is that it introduces new mathematical concepts
while constantly assessing old concepts and skills, allowing students to review basic
ideas while developing more and more sophisticated mathematical ability. Teachers
using Saxon Math find that Saxon’s “spiraled” sequencing makes it easier to teach a
class of diverse math learners basic and advanced skills in the same lesson.
KIPP DC: KEY Academy, the highest performing public middle school in the District of
Columbia, uses Saxon Math exclusively in the fifth and sixth grades and has achieved
unusually dramatic results. KIPP DC’s first class of fifth graders entered KIPP in 2001 at
the 34th national percentile on the Stanford-9 math examination. Four years later in 2005,
these same students performed collectively at the 92nd national percentile; an amazing
feat considering that their peers performed at the 24th percentile in the schools that
service the same neighborhood. Their stellar academic achievements earned them
entrance to high-performing college-preparatory high schools and over $1.5 million in
scholarships to attend competitive high schools in DC and elite boarding schools across
the nation like Philips Exeter (New Hampshire) and Deerfield Academy (Massachusetts.)
Curriculum Effectiveness: Direct Instruction
Direct Instruction (DI) is one of the most effective curriculum programs in the country.
High performing charter school organizations like Achievement First, KIPP and
Uncommon Schools use direct instruction in grades K-6. The Direct Instruction program
has an extremely strong research base, and is particularly effective in building the core
decoding and fluency skills of students. Moreover, the program is designed in a very
linear, sequential manner as students are not allowed to move on until they show
mastery of the reading material.
Scientific studies have proven the effectiveness of DI. Completed in the 1970s, “Project
Follow Through” was the largest educational study every conducted at the time, costing
over $600 million and covering 79,000 children in 180 communities. This project
examined a variety of programs and educational philosophies to learn how to improve
education of disadvantaged children in grades K-3. (It was launched in response to the
observation that Head Start children were losing the advantages from Head Start by third
grade.) The program that gave the best results in general was Direct Instruction. The
other program types, which closely resemble today's educational strategies (having
labels like "holistic," "student-centered learning," "learning-to-learn," "active learning,"
"cooperative education," and "whole language") were inferior. Students receiving Direct
Instruction did better than those in all other programs when tested in reading, arithmetic,
spelling, and language.
Langston Hughes Academy 22
Curriculum Effectiveness: Delta Science
The Full Option Science System (FOSS) from Delta Education springs from a philosophy
of learning at the Lawrence Hall of Science that has guided the development of
successful active-learning science curricula for more than 25 years. The FOSS
developers believe that students learn science best by doing science rather than reading
about it exclusively through textbooks. Teachers and students do science together when
they open the FOSS kits, engaging in enduring experiences that lead to deeper
understanding of the natural world. We will supplement the Louisiana Comprehensive
Science Curriculum with the use of Delta Science FOSS kits in grades four through eight.
Delta Education is the largest producer of curriculum-based elementary school science
kits in the United States.
Langston Hughes Academy 23
6. Discuss the school’s plan for meeting requirements to serve an “At-Risk” student
population.
The mission of our school is to prepare “at-risk” students for high quality high schools and
college. We want to serve students that may come from difficult family situations and may
be several grade levels behind when they enroll. Louisiana’s Charter School
Demonstration Programs Law (Act 42) defines an at-risk student as one whom is eligible
to participate in the federal free or reduced lunch program by demonstrating that his/her
family meets the income requirements established for participation in the program. Given
that over 75% of students in New Orleans public schools and public charter schools
qualify for the federal free and reduced lunch, we do not anticipate having difficulty
meeting requirements to serve an at-risk student population.
Langston Hughes Academy 24
7. Provide a description of specific and measurable goals for student academic
performance and operational management associated with the performance
outcomes listed.
OUTCOME
SCHOOL’S INTERNAL GOAL
Daily Attendance
Daily attendance shall be at least 94% annually.
State Tests
1. Students will score in the top 20% on the LEAP
examinations (4th and 8th grade) when compared to all
open-admissions public schools in the city of New Orleans.
2. Students will score in the top 20% on the iLEAP
examinations (3rd, 5th and 7th grade) when compared to all
open-admissions public schools in the city of New Orleans.
Diagnostic Tests
No goal for this category.
Matriculation
At least 80% of students in each grade shall meet academic
standard and be promoted to the next grade.
Graduation/Promotion
(Same as above) At least 80% of students in each grade shall
meet academic standard and be promoted to the next grade.
Teacher Retention
NOLA 180 will retain over 65% of its teaching staff annually.
College Placement
Over 75% of our graduates will gain admission to a four-year
college or university.
Other; describe
No goal for this category.
Langston Hughes Academy 25
8. Describe the school’s plan for monitoring and reporting the effectiveness of the
curriculum, instructional methods and practices during the first school year, at
year 3, and at year 5.
As a charter school applicant we are fully aware of and prepared to meet, each of the
benchmarks listed in BESE’s “Framework for the Evaluation of Charter Schools.”
Louisiana’s Board of Elementary and Secondary Education (BESE) grants charters to
provide school operators with increased educational and operational autonomy in
exchange for accountability for student performance. We will use BESE’s evaluation
framework as a cornerstone of our own internal evaluation of the school.
Annual Evaluation
There are three (3) distinct components to BESE’s annual evaluation of charter schools:
Student Performance, Financial Performance and Legal & Contract Performance. It
is the duty of our school leader to ensure that the school meets BESE’s performance
requirements in each category annually. The school leader shall deliver a report on the
progress of these requirements to the Board of Directors no later than four months prior
to the end of each academic year. The school leader of Langston Hughes Academy will
make sure that the following benchmarks are met annually:
Student Performance
Indicator
SPS Baseline
Standard
80.0 or above
SPS
Growth
Meet
growth
target
AYP
Subgroup
Meet for all
subgroups
% Basic or
Above
10% or
greater
increase
Daily
Attendance
State
average or
above
Dropout
Rate
State
average or
below
Financial Performance
Indicator
Standard
Prior & Current
Year Budgets
Balanced budgets
with realistic
assumptions
Financial Audit
Financial
Obligations
Unqualified
opinion; no major
findings
All in good
standing
Financial
Reporting
Timely & sufficient
filing of all LDE
financial reports
Legal and Contract Performance
Indicator
Special Ed. &
ELL
Standard
Pursuant to
applicable law
and contract
provisions
Student
Enrollment
Pursuant to
applicable
law and
contract
provisions
Student
Discipline
Pursuant to
applicable
law and
contract
provisions
Health and
Safety
Pursuant to
applicable
law and
contract
provisions
Governance
Facilities
Pursuant to
applicable
law and
contract
provisions
Pursuant to
applicable
law and
contract
provisions
Reporting
Annually, the school leader shall provide a Performance Report to the Louisiana
Department of Education and BESE detailing the school’s performance against the
evaluation standards defined in the BESE evaluation framework. This report will be
developed by the school leader in close collaboration with the business manager and a
representative from the board. We will use this report to inform students and families and
the general public of the effectiveness of our charter school.
Langston Hughes Academy 26
STUDENTS WITH EXCEPTIONALITIES
9. Describe how the proposed school will provide students with disabilities access to
a free, appropriate education in the least restrictive environment.
Least Restrictive Environment
To the maximum extent appropriate by each student’s individualized education plan (IEP)
and all applicable federal laws, including the Individuals with Disabilities Act (IDEA),
Langston Hughes Academy will educate students with disabilities in the least restrictive
environment with their non-disabled peers. Special classes, separate schooling, or other
removal of students with disabilities from the regular educational environment will occur
only if the nature or severity of the disability is such that education in regular classes with
the use of supplementary aids and services cannot be achieved satisfactorily. To the
maximum extent appropriate, students with disabilities will also be expected to participate
in, and where appropriate receive credit for, nonacademic, extracurricular and ancillary
programs and activities with all other students. Students with disabilities will receive all
notices concerning school-sponsored programs, activities and services.
Individuals with Disabilities Education Act (IDEA)
We have designed our strategies for serving students with disabilities around the federal
Individuals with Disabilities Education Act, and its six main elements:
• Anti-discrimination: The school will not deny an education to any student with a
disability.
• Individualized Education Plan (IEP): The IEP Team will develop an IEP for every
enrolled student who is identified as having a disability. Per federal law, this
committee will include: a) the parents of the child; b) at least one regular education
teacher; c) at least one special education teacher; d) a representative of the Orleans
Parish School District; and e) an individual who can interpret the instructional
implications of evaluation results. Pursuant to Education Law § 2853 (4)(a), this
Committee is primarily responsible for the evaluation, identification and placement of
special education students, and for development of the IEP. As required by Education
Law § 2853 (4) and 2851 (2), the charter school will be responsible for
implementation of the IEP in compliance with all federal laws and regulations relating
to students with disabilities.
• Free and Appropriate Education (FAPE): Students with disabilities will be provided
a free and appropriate education. Parents will have input in the development of the
student’s educational program.
• Least Restrictive Environment (LRE): To the maximum extent appropriate,
students in the school will be educated with their non-disabled peers.
• Due Process and Parental Involvement: All parents will be notified about services
provided to their children and are required to give consent to all evaluation and
placement decisions throughout the IEP development process. Parents will also have
a right to confidentiality per the Family Educational Rights and Privacy Act of 1974,
which prohibits improper disclosure of information from education records.
• Nondiscriminatory Evaluation: The evaluation of disabled students at Langston
Hughes Academy will be conducted in a non-discriminatory manner.
Langston Hughes Academy 27
a. Explain how the school will assess, review, revise and implement the IEP.
Process for Identification of Students with Disabilities
The schoolwill comply with all federal Child Find legislation (34 CFR §300.125), which
requires the school to have in place a process for identifying, locating and evaluating
students with disabilities. Once all students have been enrolled into NOLA 180, all prior
school records including IEPs for all students will be obtained. School staff will then
properly transition all students with an IEP to the school. This action will include a
meeting with each IEP Team and the parents of any student who has an IEP. The aim of
this initial review will be to welcome all students to the school and to discuss with the
parents and the IEP Team how services will be provided to the student according to the
IEP. Parents will be informed that all students with IEPs will be re-evaluated upon
admittance into the school. Further, the staff will offer all parents the right to have their
student evaluated for special needs. School staff shall then record in writing the eligibility
of students with special needs. All evaluations and re-evaluations will be undertaken by
a special education certified and licensed staff member working with the school.
If, upon evaluation, it is determined that the student is not eligible for services for special
needs, the parents or legal guardians shall be informed in writing of the evaluation
findings in compliance with notice requirements of this section within 10 school days. If
the decision is that the student is disabled and eligible for special education, staff shall
initiate and conduct a meeting to develop an IEP. In all instances, we will work with the
IEP Team to ensure that all services recommended by the IEP allow the student to
advance appropriately towards attaining annual goals, to become involved in the general
curriculum, and to participate in extracurricular and other nonacademic activities in the
least restrictive environment.
IEP Team
The "IEP team" is the group of people who are responsible for developing, reviewing, and
revising the IEP for a student with a disability. Membership shall include:
• At least one general education teacher;
• A special education teacher or provider;
• The parent or guardian of the student;
• The student, as appropriate;
• Someone who can interpret the instructional implications of evaluation results, who
may be another team member;
• Other people whom the parents or the school have chosen to invite.
IEP Referral
A team of teachers, including both regular education and special education instructors,
will examine the remaining students without IEPs to identify any student who may need
specialized services. Students who are preliminarily identified as students in need of
specialized services will be observed closely in their regular classrooms during the first
two (2) weeks of school. Students without an IEP who continue to exhibit signs of having
a disability beyond the initial three-week period will be referred to the IEP Team. All
referrals will:
1) State the reasons for the referral and include any test results, records or reports
upon which the referral is based;
Langston Hughes Academy 28
2) Describe any attempts to remediate the student’s performance prior to the
referral, including any supplementary aids or support services provided for this
purpose; and
3) Describe the extent of parental conduct or involvement prior to the referral. Per
federal Child Find requirements within IDEA, a copy of this referral, along with the
procedural safeguards notices described in 34 CFR (Code of Federal
Regulations) §300.504, will be sent to the student’s parents/guardians.
Referrals will be made if a student exhibits severe discrepancies between achievement
and intellectual ability in one or more of the following areas:
• Oral expression
• Listening comprehension
• Written expression
• Basic reading skills
• Reading comprehension
• Mathematics calculation
• Mathematics reasoning
The parent(s) of a student (or the adult student) referred for special education and related
services and assessed, or any disabled student eligible for special education and related
services who is reevaluated, has the right to obtain an independent educational
evaluation, subject to this section. A parent (or adult student) has the right to an
independent educational evaluation at public expense if the parent (or adult student)
disagrees with the evaluation results obtained from the school.
IEP Contents
All students with disabilities that qualify under IDEA shall have an individualized
education program consistent with state and federal law. Each student's individualized
education program (IEP), shall be a written document and will be developed on the basis
of evaluation and parent input, where it is provided, and will include information on:
•
•
•
•
Current performance. Each IEP will contain a written statement on how each child is
currently doing in school. This information will be compiled from evaluation results
from classroom tests, assignments, individual tests given to decide eligibility for
services or during reevaluation, and observations made by parents, teachers, related
service providers, and other school staff. The statement about current performance
will include how the child's disability affects his or her involvement and progress in the
general curriculum.
Annual goals. Individualized annual goals for the child will be included on the IEP.
The goals shall be broken down into short-term objectives or benchmarks. Goals may
be academic, address social or behavioral needs, relate to physical needs, or
address other educational needs. All goals shall be in order to assess whether the
student has achieved the goals throughout the year.
Special education and related services. The IEP will list the special education and
related services to be provided to the child or on behalf of the child. These services
include supplementary aids and services that the child may need. It will also include
changes to the program or supports for school personnel-such as training or
professional development-that will be provided to assist the child.
Participation with non-disabled children. The IEP will include a statement
explaining the extent (if any) to which the child will not participate with non-disabled
Langston Hughes Academy 29
•
•
•
•
•
•
•
children in the regular class and other school activities. To the maximum extent
appropriate we will educate students with disabilities in the least restrictive
environment with their non-disabled peers.
Participation in state and district-wide tests. The IEP will state what modifications
in the administration of the LEAP and iLEAP examinations the child will need. If it is
determined that a specific test is not appropriate for the child, the IEP will include a
statement on why the test is not appropriate and how the child will be alternatively
assessed.
Dates and places. Each IEP will state when services will begin, how often they will
be provided, where they will be provided, and how long they will last.
Transition service needs. The IEP developed for a student with a disability will also
include a statement of the needed transition services. Starting when the child is age
14 (or younger, if appropriate), the IEP shall address (within the applicable parts of
the IEP) the courses he or she needs to take to reach his or her post-school goals. A
statement of transition services shall be included in each of the child's subsequent
IEPs.
Needed transition services. Beginning when the child is age 16 (or younger, if
appropriate), the IEP must state what transition services are needed to help the child
prepare for leaving school.
Age of majority. Beginning at least one year before the child reaches the age of
majority (18 years of age in Louisiana), the IEP will include a statement that the
student has been told of any rights that will transfer to him or her at the age of
majority.
Measuring progress. The IEP will state how the child's progress will be measured
and how the parent(s) or guardian(s) will be informed of that progress.
Signatures. Signatures of each committee members present and an indication of
each member's agreement or disagreement with the decisions of the committee will
be included in the IEP.
Services Provided
All special education programs and services at the school will be provided in accordance
with federal laws and regulations and with the IEP recommended by the IEP Team.
These services typically include but are not limited to:
• Speech language pathology and audiologist services;
• Psychological services;
• Physical and occupational therapy;
• Recreation, including therapeutic recreation;
• Early rehabilitation counseling;
• Orientation and mobility services;
• Diagnostic and/or evaluative medical services;
• Remedial tutoring;
• Student and/or parent counseling.
Special Education Staff
We plan to hire one teacher who has special education certification to serve as the
school’s Special Education Coordinator. This teacher’s primary responsibilities shall
include:
• Coordinate all meetings and activities with the IEP Team;
• Ensure that all services are provided in accordance with each student’s IEP in an
efficient and effective manner;
Langston Hughes Academy 30
•
•
•
•
•
Ensure that all special education reporting requirements are satisfied;
Train instructional staff on methods for educating special education children;
Inform staff of all FERPA requirements as they relate to student record privacy;
Retain all data in a confidential manner, as described below and prepare such
reports in order to permit the charter school to comply with federal law and
regulations;
Oversight of the process of identifying students who may need a referral for
specialized services.
The school will continue to hire staff as needed to meet its increasing special education
needs as the school expands over the first four years and as the ever-changing needs of
the school’s special education student population evolve. All professional development
and training regarding the education of special education students will include, at a
minimum, information on the referral process to the IEP Team, the development of the
IEP, implementation of a student’s IEP, evaluation of a student’s progress towards
meeting IEP goals, reporting requirements and discipline of students with disabilities.
b. Describe the school’s plan to ensure parents of children with
exceptionalities are informed of how their children are progressing on
annual IEP goals and in the general curriculum.
Every parent/guardian of a student with a disability shall be informed of their child’s
progress on the IEP goals via their participation in IEP Team meetings. Additionally, the
school’s special education coordinator will be in contact via telephone with parents of all
children with IEPs. Each parent will also receive a weekly progress report summarizing
their child’s academic and non-academic performance for that week.
c. Describe how the school will provide accommodations for students with
disabilities who require extended school year services.
School services shall be extended beyond the school’s regular academic year on an asneeded basis. Fortunately, the school already provides an extended school day and year,
providing all students approximately 50% more instructional time than the traditional
public school schedule. Langston Hughes Academy’s school year included 207
instructional days; 27 more than the traditional school year.
Langston Hughes Academy 31
10. Explain how the proposed school will serve students with Limited English
Proficiency (LEP). Provide details regarding how the school will:
a. Identify LEP students;
b. Ensure students are not tracked inappropriately, and
c. Implement strategies to ensure academic success for students.
Process for Identification of Limited English Proficiency Students
As part of its registration process, staff will provide all parents/guardians with a Home
Language Survey (HLS.) All students who are of foreign birth or come from a home where
language other than English is spoken will be subject to an informal interview conducted by
school staff (in the English language.) If the interviewer determines that the student speaks
no English, that student will be classified as an LEP student. If the interviewer determines
that the student speaks some English, the school will administer the Language Assessment
Skills Test. If the student scores below the established cut-off point on this test, the student
will be classified as an LEP student. This assessment shall take place no later than the third
day of school.
The school’s teachers (who will receive training on the education of LEP students) will also
be responsible for observing each student throughout the class day with an eye towards
detecting limited English proficiency. Any student suspected of having limited English
proficiency will be tested to determine if and what level of services, if any, are necessary.
Students with limited proficiency in English will achieve proficiency in the English language
as quickly as possible through the use of the school’s services and teaching methods. We
ensure that LEP students will not be excluded from the general education program or extra
curricular activities based on an inability to speak and understand the language of instruction.
LEP students will not be assigned to special education because of their lack of English
proficiency. Parents whose English proficiency is limited will receive notices and information
from the school in their native language to encourage participation in the school by all staff
members.
English Immersion Program
All students that are Limited English Proficient will be expected to become proficient in the
English language at a rapid pace. We believe that a structured English immersion program
will be most helpful to LEP students in improving their abilities to master the language.
Students of limited English proficiency will receive the same academic content as those
students who are native English speakers. All instruction will be in English and the level of
English used for instruction, both oral and written will be modified appropriately for each LEP
student. All teachers will receive professional development on communicating with students
designated as Limited English Proficient and in techniques for detecting whether a student
has English language deficiencies. Within our extended day schedule, there is ample time
that can be used for additional individualized English language instruction.
Louisiana English Language Development Standards
We will use Louisiana’s English Language Development Standards as a guide to determine
how students are progressing towards proficiency and mastery of the English language.
Each standard is measured by five levels of proficiency. These standards are an invaluable
resource for teachers that need to gauge the development of LEP students over time. The
four (4) Louisiana English Language Development Standards are:
Langston Hughes Academy 32
•
•
•
•
Standard One (Listening): Students demonstrate competence in listening as a tool for
learning and comprehension. As students who are limited English proficient move
through the five levels of English listening proficiency from phonemic awareness to
understanding short utterances and simple directions to understanding standard speech
both in social and academic settings to understanding the main ideas and relevant details
of extended discussions or presentations, these students will develop the English
listening skills that will enable them to fully access the general education curriculum and
achieve at the same academic levels as their native English-speaking peers.
Standard Two (Speaking): Students demonstrate competence in speaking for effective
communication in social and academic contexts. As students who are limited English
proficient move through the five levels of English speaking proficiency from using simple
words or phrases to initiating and responding to simple conversation to producing
complex sentence structures to producing a high degree of fluency and accuracy when
speaking to producing fluent and accurate language production in both social and
academic situations, these students will develop English speaking skills that will enable
them to fully access the general education curriculum and achieve at the same academic
levels as their native English-speaking peers.
Standard Three (Reading): Students read, comprehend, analyze, and respond to a
range of reading materials using various strategies for different purposes. Students who
are limited English proficient enter school with a wide range of literacy skills and abilities
in their native language. As students move through the five levels of English reading
proficiency from letter recognition to simple language structures and syntax to complex
narratives to comprehending the context of most text to using the same reading
strategies to derive meaning from a wide range of social and academic texts, these
students will develop the English reading skills that will enable them to fully access the
general education curriculum and achieve at the same academic levels as their native
English-speaking peers.
Standard Four (Writing): Students write proficiently in English for various purposes and
audiences. Students who are limited English proficient are expected to perform on an
academic level commensurate with their English-speaking peers. As students move
through the five levels of English writing proficiency from letter formation to composing
short informative passages to short reports to multi-paragraph essays to writing fluently
using language structures and writing conventions, these students will develop the writing
skills that will enable them to fully access the general education curriculum and achieve
at the same academic levels as their native English speaking peers.
Services
We plan to provide all necessary staff and specialized curricular materials to enable LEP
students to achieve proficiency. School staff will directly provide or make referrals to
appropriate support services that may be needed by LEP students in order to achieve and
maintain a satisfactory level of academic performance. Such services may include individual
tutoring, home visits, and parental counseling. The school will hire at least one full-time
teacher (if necessary) who speaks the foreign language that is most common among
enrolled students. In New Orleans, this language would most likely be Spanish given the
recent influx of Spanish speaking immigrants working in the city’s construction industry.
The proficiency in the English language of a student identified as an LEP student will be
measured annually to determine whether services are effective. We will evaluate each
student’s performance in academic content areas to measure the student’s progress in core
subjects. If an LEP student fails to show appropriate progress in these academic areas,
modifications to the instructional program will be made.
Langston Hughes Academy 33
11. Articulate a plan for providing support and ensuring success for homeless
students enrolled in the school. The plan should include steps that will be taken to
ensure immediate enrollment, access to all activities, and additional support.
Our educational program is geared to students that are deemed “at-risk” and in danger of
failing academically. Our at-risk target student population includes students that may be
homeless. Given the vast displacement of families from Hurricanes Katrina and Rita, we
plan to meet the needs of homeless students. These students will need a variety of
services that extend beyond the regular educational program. School staff will take the
following steps to ensure that homeless students are able to enroll in our school and
participate in all school activities:
•
Advertise student enrollment period at local shelters. Starting in January of each
school year, recruitment flyers will be posted in the city’s shelters: Covenant House,
Grace House of New Orleans, Brantley Baptist Center, New Orleans Mission, etc.;
•
After-School Activities. Homeless students will not be denied access to any afterschool activities. The school will work with each homeless student on a case-by-case
basis to ensure that they are able to participate in the entire education experience.
•
Transportation. Should a homeless student need a special transportation
arrangement due to constraints at the home, our organization will provide a way for
the student to get to school on-time every day.
•
Faculty Advisor. A staff contact will be assigned to each homeless student. This
person shall be responsible for remaining in close contact with the student and any
guardian that may be in place. This contact will also be responsible for making weekly
home/shelter visits to the student to assess the safety of the student’s living situation
and make recommendations to the New Orleans Department of Social Services if
necessary.
Langston Hughes Academy 34
12. Explain how the school will identify and meet the needs of gifted/talented and
academically advanced students.
School staff will identify advanced students from internal assessments and the Stanford10 at the beginning of each school year. Any student scoring at or above the 94th
percentile on this examination will be classified as a “gifted” student. In tune with the
school’s philosophy of keeping teaching relevant, inclusive, purposeful and exciting
(RIPE), teachers will be asked to increase the variety and difficulty level of in-class
problems/questions as frequently as appropriate for gifted students. For example, in math
class, students who are at a higher level may work on more in-depth, multi-step
problems, while students who are not yet ready will work on simpler one-step problems,
even though all problems will address the same content standard(s.) In EnglishLanguage Arts class, through the reading/writing workshop method, teachers will work
with students to set individual learning goals. Doing so will allow students exceeding
expectations to participate in whole group and small group activities and also spend time
pushing themselves to their highest potentials. Additionally, many assignments will
contain an extension portion referred to as “Above and Beyond” which allows students
who are exceeding expectations in a particular class or standards-based activity to
increase their mastery level. We do not anticipate enrolling a large number of gifted
students as our experience has been that most of the families of these students send
their children to either a private school or a selective-admissions public school.
Langston Hughes Academy 35
STUDENT EVALUATION
13. All charter schools are required to administer state-standardized assessments
(LEAP, iLEAP, etc.) In addition to these state-mandated tests indicate any
additional assessments the proposed charter school will administer.
a. Explain how chosen assessments will be used to support the selected
curriculum.
b. Explain how data will be used to improve instruction.
c. Explain how the school will provide accommodations and modifications for
students with exceptionalities.
d. Plan for evaluation that is sufficiently frequent and detailed to determine
whether students are making adequate progress.
e. Indicate the person(s), position(s) and/or entities that will be responsible
and involved in the collection and analysis of assessment data.
Data Driven Instruction: Our Philosophy
We are proponents of using data to inform, guide and refine instruction on a daily basis.
Today, in the standardized testing era of the No Child Left Behind Act, there is much debate
about the value of testing and general fear that schools may be over-testing students. While,
we are certainly aware of this risk, we have embraced assessment for one reason and one
reason alone: when used correctly, it can be an immensely powerful tool for improving
classroom instruction. In a typical public school, test data is futilely used to figure out which
students “got it” and which students “didn’t” – there is no school mandate to look
introspectively at the school’s educational practices and improve them to ensure students
meet standard. Instead, the data is used to simply classify students as “gifted” or “slow.” At
NOLA 180, this very same data will be used to identify deficiencies in teacher instruction and
inform teachers which standards they need to re-teach or in most cases, re-teach in a
different manner. While we acknowledge that students will attain mastery of standards at
various paces and to varying degrees of quality, it is our mission to figure out which
instructional practices lead to swift student mastery and which ones do not.
Stanford-10
The Stanford-10 will be our primary assessment vehicle for identifying and reporting
academic gains and losses within any given school year. Developed by Harcourt
Assessment, Inc, the Stanford-10 is a state-of-the-art assessment tool that has been in use
for over 80 years. During summer school, all students will take the Stanford-10 to determine
baseline data. Each student’s score will be reported two ways: national percentile rank and
norm curve equivalent. Teachers and administrators will use baseline data from the Stanford10 to identify trends in terms of students’ areas of strengths and needs. This data will inform
the overall direction of curriculum and classroom instruction. For example, if the fifth grade
cohort scores poorly in grammar, English teachers will make the appropriate curricular,
instructional and schedule alterations necessary to accelerate grammar skills development. If
incoming fourth grade students score poorly on math computation, our math teachers with
guidance from the school leader, will reconfigure the schedule and math instruction to
emphasize number sense and basic math skills. Our teachers will also analyze the results to
identify strengths and needs on an individual-student basis. This will help us to determine
which students will require additional tutoring or enrichment and which teacher(s) is best
suited to deliver the support. Harcourt provides reports for individual students, class cohorts
Langston Hughes Academy 36
and overall school performance. Data is compiled by Harcourt on CD-ROM and will be
provided to the school in an online format as well.
At the end of the year, students will be tested again to measure the academic gains or losses
achieved within the school year. This is typically called the “value-add” for the school.
Administrators will analyze this data to compare sets of cohorts, individual student
achievement, and school-wide gains and losses within the year and across academic years.
All of this is done by the administration in an effort to give teachers data they can use to
improve instructional materials, school-developed assessments, instructional methods and
sequencing. Staffing and curriculum decisions will be based largely, but not exclusively, on
data we get from the Stanford achievement test and our own teacher-created assessments
listed below.
Teacher-Created Assessments
Teachers will employ a variety of internal assessment tools to ensure that students are
developing the academic skills and intellectual habits necessary to prepare for high-quality
high schools on a daily basis. Since we plan to enroll students with significant disparities and
deficiencies in skill level and in turn, plan to implement a vast array of instructional methods,
it only follows suit that we would also use a variety of assessments to measure academic
progress. The school will develop and implement the following internal assessments to
monitor the effectiveness of the educational program:
•
Core Subject Quizzes (Weekly and bi-weekly). Teachers will develop and administer
core subject examinations to assess student progress on a weekly (mathematics and
English language arts) and biweekly (social studies and science) basis. All assessments
will be based on Louisiana Content Standards.
•
Six-Week Interim Assessments. During the summer, prior to the beginning of the
regular school year, core subject area teaching staff will break down Louisiana’s annual
Grade Level Expectations into six-week “mini-expectations” that will assess attainment of
these end-of-year expectations in thirty school-day (6-weeks) increments. Results from
these examinations will help teachers identify which standards need more classroom time
and/or improved instructional methods. A final examination will be given to test students
in all content standards for the year. A more elaborate discussion of these Interim
Assessments can be found in the “Response 4” of this charter application.
•
Projects. Students will complete independent and group projects that combine multiple
learning goals and require the student to complete work outside of the classroom. These
projects will not only assess student knowledge of classroom material, but also their
ability to gather research and work with other students. This is an essential skill students
must learn for success in rigorous high schools.
Testing Accommodations
Test accommodations will not be different from, or in addition to, the accommodations
provided in the classroom during instruction and assessment as indicated on the student’s
IEP or Section 504 plan. The following test accommodations may be used for students with
disabilities:
1. Braille. Braille editions of the test may be ordered for students who are proficient in
this mode of access to written material. After the exam, the test administrator will
transfer the Braille answers to the standard answer document.
Langston Hughes Academy 37
2. Large Print. A large print edition of the regular print edition of a test may be used
with students who use large print as an accommodation in classroom instruction and
assessment.
3. Assistive Technology. Assistive technology can include but is not limited to a
computer, tape recorder, calculator, abacus, grip for a pencil, visual magnification
device, communication device, mask or marker to maintain place, speech
synthesizer, and electronic reader.
4. Answers Recorded. If a student is unable due to his/her disability to write, provisions
will be made for the test administrator to record the student’s answers on the scorable
answer document. Scribes and others supporting a student’s test taking will be
instructed to remain “neutral” in responding to the student during test administration.
Assistance in test administration will be conducted in manner as to not give away the
answers.
5. Extended Time/Adjusted Time. Time may be adjusted for certain students, such as
those who have short attention spans or who may be unable to concentrate for long
periods of time on a given task and require this accommodation in their 504 plan.
6. Communication Assistance. A test administrator who is fluent in the cuing or
signing modality routinely used by the student should be available to repeat or clarify
directions and sign portions of the test if warranted by the student’s reading level as
documented on the IEP or Section 504 plan.
7. Tests Read Aloud. Students who need such an accommodation if warranted by the
students’ reading level as documented on the IEP or Section 504 plan may be
allowed to have portions of the tests read to them, with the exception of the “Reading
and Responding” session of certain LEAP English Language Arts examinations.
8. Other. Any necessary accommodations may be used but must be decided by the IEP
Team or 504 Committee and listed on the student’s IEP or Section 504 plan and
Verification of Section 504 form. The accommodation shall not subvert the purpose of
the test resulting in an invalid test score.
9. Provision of English/Native Language Word-to-Word Dictionary (ELL Students).
Students may be allowed to use either a standard or electronic English/Native
Language word-to-word dictionary on examinations.
Langston Hughes Academy 38
14. Provide the school’s improvement plan for developing and implementing a
corrective action plan, in the event student performance does not meet projected
goals. Include in the response specific details regarding how the school will
determine the need for corrective action and respond to the labels as assigned
according to the State Accountability Program.
Our State Accountability goal is to be classified as a “Four Star” school by the end of the
2009-2010 school year. Minimally, we plan to be rated as a “Two Star” school or greater
each year the school operates. We will use our School Performance Score (SPS) to
gauge if/when the school is in need of corrective action. Per the Louisiana State
Accountability Program, a school is deemed “Academically Unacceptable” and enters
School Improvement 2 if its SPS score is below 60 or it fails the subgroup component in
the same subject for two consecutive years.
Should we find that our school qualifies for School Improvement 1 or 2 we will follow
BESE’s requirements for schools in School Improvement listed in BESE Bulletin 111
Chapter 17 which minimally requires the development of a written School Improvement
Plan and an array of other remedies depending on the School Improvement Level. At that
point, we will communicate with the appropriate BESE or LDE to develop our plan
according to BESE requirements. Below, are the state-mandated remedies we will
implement for each of the School Improvement Levels (1 through 6):
Langston Hughes Academy 39
15. Provide the school’s policy and plan for reporting, at the end of each semester,
student performance goals and attainment to parents, community, local school
board, and BESE.
Quarterly Report Cards
Report cards will be distributed four times annually at the end of each quarter. The report
card will include information on each student’s performance in every subject and comments
about social behavior. All parents and guardians are required to pick up their report card from
the school so that they may conference with teaching staff about their child’s academic and
non-academic progress.
Annual Report
In October, the school will prepare and publish an annual report for distribution to parents,
NOLA 180 board members, the school’s authorizer, the Board of Elementary and Secondary
Education and to members of the media upon request. The report will indicate the
comparative academic and fiscal performance of the school and will also list: the school’s
federal and state revenue sources, expenditures for salaries, capital expenses, student
services, graduation rates, drop out rates, student suspensions, standardized test
performance, student enrollment, students with limited English proficiency (LEP) data and
other relevant information. The annual report will further include a discussion of the progress
made toward the school’s achievement goals listed in this charter application.
Langston Hughes Academy 40
16. Provide the school’s policy for promotion and graduation. If the school is serving
12th grade, please include details regarding high school graduation requirements.
Promotion Policy
Students at Langston Hughes Academy will be promoted after they have demonstrated
proficiency of the academic skills taught in each grade level. Students must:
•
•
•
Pass each core academic course with a minimum 65% average;
Have an attendance rate of at least 70% annually;
Students must pass the fourth and eighth grade LEAP examination with at least a
Basic/Approaching Basic combination in the fourth grade and Basic/ Basic in the eighth
grade;
We believe that students should only be promoted when they have demonstrated proficiency
of Louisiana Content Standards. Promoting students to the next grade because of their age
and not their readiness to perform the requisite work is harmful to students and almost
always ensures future failure. In order to build a culture of learning and achievement and to
hold students accountable for their own efforts in their education, we enforce a strict
promotion policy. Students who do not meet the aforementioned requirements will be
considered for retention. Put simply, promotion to the next grade must be earned.
LEAP
No student shall be promoted to the 5th or 9th grade until he or she has scored at or above
the Basic achievement level on either the English Language Arts or Mathematics component
on the 4th or 8th grade LEAP exam and at the Approaching Basic achievement level on the
other However, a student shall score at or above the Basic/Approaching Basic combination
on the English Language Arts and Mathematics components of LEAP 21 only one time.
Langston Hughes Academy 41
PROFESSIONAL DEVELOPMENT
17. Describe the professional development standards and opportunities that will be
offered to teachers and staff.
a. Indicate the lead person responsible for developing, implementing and
evaluating professional development plan.
b. Provide a schedule for ongoing professional development and planning that
will take place prior to school opening. Include teacher’s typical weekly
schedule and opportunities for teacher collaboration.
c. Describe how the proposed professional development will include and
support both general and special education teachers.
d. Explain how the PD program is aligned with the school’s pedagogy and
curriculum.
e. Articulate how the professional development program will be evaluated to
assess its effectiveness and success.
The goal of NOLA 180’s professional development program is to improve the quality of
the instructional ability and student-relationship skills of all teachers. The development
and implementation of this plan shall be the responsibility of the school leader. Each
year, the school leader will set one or two focus areas for professional development. The
professional development program will begin annually with an intensive week of staff
development prior to the beginning of our summer session and a second, follow-up week
prior to the beginning of the fall session. During these week-long summer professional
development sessions, staff members will take part in:
•
School Residencies. Teachers will be allowed to participate in two visits to high
performing charter schools to gleam best practices, cultural expectations, school
rituals and various teaching strategies. The list of potential schools school staff would
visit includes but is not limited to: S. J. Green Charter School in New Orleans, L.A.;
KIPP Gaston College Prep in Gaston, North Carolina; Amistad Academy in New
Haven, Connecticut; TEAM Academy in Newark, New Jersey. The aforementioned
schools have the academic results and school climate that we would like to replicate
in our school. Each of these schools is among the highest performing schools in their
respective school districts and serves an at-risk student population similar to the one
we will serve at Langston Hughes. Every teacher will take part in at least two school
residencies per year. Travel, food and lodging costs will be picked up by NOLA 180.
Our school leader, John Alford has established relationships with the administrators
of each these schools through his national work at KIPP making planning a relative
ease. Teachers will be expected to capture their observations in written form and
discuss the methods they may want to implement in their classroom with the school
leader, curriculum coach and appropriate subject area staff.
•
Curriculum Development. Teachers will dedicate most of their time in these
weeklong professional development sessions to prepare for the upcoming school
year. Teachers will be expected to examine the Louisiana Comprehensive Curriculum
and the Grade Level Expectations. From there, they will be required to set daily and
weekly benchmarks that lead to the completion of a six-week unit plan and finally,
develop six-week interim assessments for their subject. Teachers will able to use the
Edusoft Assessment Management System to develop, store, grade and analyze
these assessments online.
Langston Hughes Academy 42
•
Special Education Training. All staff members will take part of on-going professional
development and training regarding the education of special education students will
include, at a minimum, information on the referral process, the development of the
IEP, IEP implementation, evaluation of a student’s progress towards meeting IEP
goals, reporting requirements and discipline of students with disabilities.
•
Curriculum Coach. Professional development continues throughout the year as the
school’s principal and curriculum coach works daily with each teacher providing
constant support and feedback in designing and implementing top-quality lessons
that incorporate a clearly defined aim and engaging activities that take into
consideration various student learning styles and interests. These sessions serve to
bridge the gap between teacher development and evaluation as faculty members
self-assess (with the principal) in the following categories: lesson planning, lesson
delivery; videotaped observations; and student assessment.
Langston Hughes Academy 43
18. Provide the school’s Enrollment Policy. The Enrollment Policy should include the
following:
a. Admission requirements, if any
b. Dates for application period (minimum 30 days)
c. Enrollment deadlines, lottery date(s) and procedures, waitlist and reenrollment procedures
d. A marketing and recruitment timeline and plan
e. Sample enrollment forms and recruitment flyer
Application Period
There are no admission requirements for our proposed charter school. Recruitment of
incoming students will begin in January for the upcoming school year. In January, school
staff will advertise open registration. Interested families will submit applications beginning
January 1 until March 30. If the number of applicants exceeds capacity, a random selection
process conducted by an individual unaffiliated with NOLA 180 will be used to assign spaces.
This lottery, if needed, will be held on April 1 each year. Note: The lottery will be held on May
1 for the school’s first year of operation due to timing constraints with charter approval.
First preference will be given to returning students, who will automatically be assigned a
space within the school. (This will not be applicable in the school’s first year of operation.)
The next preference will be given to siblings of students already enrolled in Langston Hughes
Academy. For definition purposes, “siblings” are two or more children that are related either
by 1) birth, by means of the same father or mother, or by 2) legal adoption.
Lottery
In the event that a lottery process is necessary to determine enrollment, names will continue
to be drawn after all available spaces have been filled in order to form a priority-ranked,
enrollment waiting list. This waiting list will be the only official document identifying the
names of grade eligible students with applications to the charter school pending acceptance
for the subsequent school year, or when vacancies arise, based upon the order of random
selection from the lottery. Should spaces open up before or during the school year, the family
of the student that is listed first on the waiting list will be contacted for enrollment. Should the
parent or guardian of that child choose to not enroll their child in the school, the family of the
next student on the list will be contacted and so on.
Student Recruitment Activities
School staff will take the measures below, among others, to ensure that students
representative of the school’s local community are recruited. School staff will provide
translation services for all promotional materials and any person-to-person interaction
requiring an English translation. Student recruitment activities will commence immediately
upon conditional charter approval in February 2007.
•
•
•
•
Post flyers and notices in local newspapers (i.e. Times Picayune, Gambit),
supermarkets (i.e. Sav-A-Center, Winn-Dixie) churches, community centers, and
apartment complexes;
Radio advertisements (WJLD FM, etc);
Visits to local organizations within the neighborhood;
Canvassing the neighborhood by going door-to-door to reach interested families.
Langston Hughes Academy 44
Sample Enrollment Form
Lottery Enrollment Form
2007-2008 School Year
Student Name:
___________________________________
last
first
Date of Birth:
_____/_____/________
month day
year
Home Address: _____________________________________________________________________________
number/street
city
state
zip code
Telephone Number:
_____________________________________
Gender:
female
male
Name of Current School/Elementary School: _______________________________________________________
Name
City
Present Grade (2006-2007): 5th 6th 7th 8th 9th
Anticipated Grade (2007-2008): 6th 7th 8th 9th
First Language:
Does the student have a brother or sister who currently attends the school?
Name of Mother (guardian):
____________________________
? Yes
? No
_______________________________________________________________
last
first
Home Address: ______________________________________________________________________________
number/street
city
state
zip code
Telephone Number:
____________________ Work/Cellular Number:
Email Address:
__________________________
Name of Father (guardian):
____________________________
First Language: _____________________________
________________________________________________________________
last
first
Home Address: ______________________________________________________________________________
number/street
city
state
zip code
Telephone Number:
____________________ Work/Cellular Number:
Email Address:
__________________________
____________________________
First Language: _____________________________
How did you hear about us?
Poster (where?) ____________________________
Friend/Colleague: __________________
Direct Mail
Radio
Leaflet (where?) ________________________________
Staff/Board Member: ___________________________
Newspaper Article
Newspaper Advertisement
Other __________________
Langston Hughes Academy 45
SCHOOL CLIMATE AND CULTURE
19. Complete the chart below and provide a copy of the proposed school’s calendar in
the first year of operation. Also include a sample daily schedule.
First Day of School:
July 16, 2007
School Day End Time:
7:30 – 4:30
Hours in school day:
9 hours
Number of Instructional
Minutes per day
Number of Instructional
School Days per year
Number of days devoted to
staff development during
school year:
Number of days devoted to
staff development prior to
school opening:
465 minutes
207 School Days
6
5
Sample Daily Schedule: All grades
Mon – Fri
7:30 – 8:00
Breakfast
8:00 – 8:45
Math
8:45 – 9:15
Math
9:30 – 10:15
Reading
10:15 – 11:00
Writing
11:00 – 11:45
Lunch
11:45 – 1:15
Social
Studies
1:15 – 2:00
Science
2:00 – 3:00
Life Skills
3:00 – 3:45
Phys Ed.
3:45 – 4:30
Enrichment
4:30
Dismissal and
HW Help
Langston Hughes Academy 46
7:30 a.m. - 8:00 a.m. (Breakfast)
Breakfast
8:00 a.m. - 2:00 p.m. (Core Academic Subjects)
Students are engaged in the standard curriculum areas of reading, writing, math, science,
and social studies. During this time all students in the fourth through eighth grades will
receive at least 90 minutes daily of instruction in reading/writing and 90 minutes of math.
Students in grades 6, 7, and 8 will receive greater range of classes in the arts as additional
language arts classes (i.e. Novels and Writing) are integrated in the reading (language arts)
classes in the upper grades. The reasoning is that as students receive instruction and
remediation, their reading and writing skills improve and strengthen to the point where they
can be addressed holistically in the language arts classroom.
2:00 p.m. - 3:00 p.m. (Thinking Skills)
The aim of this one hour session is to teach students how to think critically and use logic in
their daily decision making. Students will work independently and cooperatively on math,
reading, logic, and critical thinking skills through a variety of cross-curriculum problemsolving activities. This is time where we are able to reinforce math skills and teach higher
order thinking. A sample of a “Thinking Skills” worksheet can be found after response “4.
Curriculum” in this charter application.
3:00 p.m. – 4:30 p.m. (Enrichment / Physical Education)
All fourth and fifth students attend an enrichment class which includes group games, chess,
counseling, individualized tutoring, or a study hall. Students in grades six through eight will
engage in more arts and/or sports based enrichment classes such as football, volleyball,
basketball, baseball, softball, and soccer, and may also include drama, dance team, jazz
band, music, choir, school newspaper and magazine, yearbook, debate team and service
projects.
4:30 p.m. (Dismissal and Homework Help)
Any student may stay after school to receive homework help and/or extra tutoring. We highly
encourage our students to take advantage of this help and we expect at least 35% of
students will voluntary choose this option because it is in line with our school culture.
Summer Session
All students will attend school for five (5) weeks in the summer. The summer school session
will provide students and teachers with a head start in preparing for the upcoming academic
year. Students will attend classes for four hours each day from 9:00 am to 1:00 pm.
Langston Hughes Academy 47
School Calendar
July 9 – 13
Professional Development (5 Days)
July 16
First day of Summer School
August 17
Last day of Summer School
September 4
First day of Regular School Session
November 22 - 25 Thanksgiving Break (No School)
December 24
Christmas Break Starts (No School)
January 3
Return to School
January 21
MLK Holiday (No School)
February 11 – 13
Mardi Gras Holiday (No School)
April 4 – 7
Spring Break (No School)
May 26
Memorial Day (No School)
June 13
Last Day of School
June 16 – 20
School Trip (Field Lessons)
Langston Hughes Academy 48
20. Provide details regarding how the school will develop a climate and culture that is
supportive and reinforces the school’s mission and philosophy.
School Culture Expectations
Our expectation is that all graduates leave our school after the eighth grade with the
academic skills and behavioral habits necessary to succeed in the city’s selective admissions
public and private high schools. Our staff must successfully establish a school culture that
motivates students to reach this challenging goal. The culture that has to be such, that all
students deeply believe in the power of educating themselves and the importance of working
hard every day to prepare themselves for life as an adult. The school teaches this – the
culture will not develop spontaneously - it has to be meticulously planned and implemented
deliberately by all teachers and the school leader. Our plan for developing school culture is
based on strategies we have used in our experiences at New Orleans Charter Middle School
and KIPP.
Summer School. At Langston Hughes Academy, summer school is required for all students.
We use summer school in a very different way than most traditional public schools. Rather
than use summer school to remediate students that failed a class in the regular school year,
we view summer school as an opportunity to get a head start on the school year. Specifically,
we use this time to build the foundation for the school’s culture. Teachers design lesson
plans that are focused on the school’s behavior and culture standards. For students that are
enrolling in Langston Hughes for the first time, most of the time will be used to focus on basic
behavioral expectations: paying attention; manners and common courtesy; turning in neat
work; completing all homework; speaking in full sentences; teamwork, etc. A lesson aim may
be for instance, “Students will learn how to show respect to each other.” A classroom activity
could be that students articulate how they will respond when a fellow classmate gets a
question wrong/right as an example. Returning students will get a head start on the school
year in an academically-focused summer school program.
Sweat the Small Stuff. Shaping student behavior is an essential part of our school mission.
Our students must not only develop academic skills, but they must develop the social skills
necessary to lead productive lives as an adult. We will focus on every student’s
communication, emotional and work habit development on a regular basis. Students will be
explicitly taught how to: communicate in standard vernacular English; speak in proper
conversational tone and volume; introduce themselves to an adult; write neatly; organize
their notebooks; create an independent study schedule; interview for a job; think proactively;
Our standards for behavior are just as important as our academic standards, if not more.
Given our extended school schedule, part of our classroom time can be devoted to teaching
students how to act properly and strategies they can use to become better human beings.
Rewards for positive behavior. Our ethos is rooted in the fundamental belief that students
will maximize their potential if motivated to reach for something positive rather than run from
something negative. While consequences for negative behavior are a necessary component
of our school culture plan, it’s only one part of the equation. Students must have a sense of
purpose and develop a strong desire to pursue knowledge. We have found that focusing on
rewards rather than punishments, goes a long way to creating a palpable joy in every
classroom in the school. Our staff will implement an expansive reward system that provides
something that all students can earn on a daily, weekly and monthly basis. Rewards will
include but not be limited to: local field trips, school supplies, school uniforms, special
classroom seats, etc.
Langston Hughes Academy 49
a. Describe any extra and co-curricular activities that will be implemented to enhance
the school’s philosophy.
Afternoon Extracurricular Program
While academics are our first priority, we also believe that non-academic activities are
vital to the development of a young child. Extracurricular activities help students gain
experience in a variety of areas that enhance their future. Through participation in sports,
students learn cooperation, teamwork and time management. By serving as an officer in
an organization, students learn responsibility, problem solving and communication.
Extracurricular activities can help students discover hidden talents, meet people they
might otherwise not encounter, and learn about things outside their own environment.
Our extended school day (nine hours) gives us the ability to incorporate a traditional
after-school program in the regular school day. Students will participate in 90 minutes of
enrichment time daily. Students will be able to participate in an array of extracurricular
activities including but not limited to: karate, art, flag football, basketball, math club,
poetry, chess club and extra tutoring for students that need additional help. We are in the
process of identifying part-time instructors for these activities and will make decisions on
these activities in the spring.
Local Field Lessons
The school will offer a plethora of field lessons to enrich the classroom experience and
will also be used as rewards for academic performance and exemplary student behavior.
Our fifth grade enrichment field lessons in the 2007-2008 school year will include visits to
City Park, Tulane University, Dillard University, Ben Franklin High School, Jackson
Square, Vieux Carre, etc. Reward field lessons will be determined by grade level chairs
and will most like entail visits to local skating rinks, movie theaters and restaurants. New
Orleans Saints and Tulane Football games will also be used as incentives and rewards
for students that have earned them.
End-of-Year Field Lessons
A weeklong, end-of-the-year field lesson will be offered to students in the fifth, sixth,
seventh and eighth grades only. These lessons must be earned by individual students
and will typically involve sights and destinations outside the city of New Orleans. Families
will be charged a minimal fee (less than $20) for their child’s participation in these trips.
Our very first fifth grade end-of-year field lesson will take place in Baton Rouge,
Louisiana. Students will learn more about the state capitol, state government, Louisiana
State University, and the effects of Hurricanes Katrina and Rita on the city’s population.
In the weeks leading up to the field lesson, core subject teachers will incorporate
information about Baton Rouge and state government in the school’s homework and daily
classroom assignments. Future destinations include Washington, DC and New York City.
Langston Hughes Academy 50
b. If the charter school would implement a dress code policy, provide such policy,
including a description of how the cost of any uniform would be covered for
parents unable to afford them.
School Uniforms
We are strong proponents of school uniforms and enforcing a strict dress code policy. We
have found that uniforms eliminate a host of school culture problems that arise when
adolescents use fashion and dress as a way to distinguish themselves from each other.
School uniforms will be offered to parents at or below school costs. Families that are
unable to afford the school uniform will be provided one free uniform per semester in a
discreet agreement. Our dress code policy is as follows:
Dress Code Policy
The dress and grooming of students shall promote a positive educational environment
and not disrupt the educational activities of the school. These following minimum
standards of dress and grooming apply to all students:
•
•
•
•
•
•
•
All students must wear the school uniform every day unless otherwise directed by
staff.
The school uniform includes: a school-issued t-shirt or polo shirt; khaki pants; a belt
for female and male students; and black shoes or sneakers with no visible writing.
Backless shoes and thong sandals are not allowed.
On certain school trips and in hot weather conditions, students may be allowed to
wear shorts or skirts instead of khaki pants. Hemlines of shorts, dresses and skirts
shall be no shorter than mid-thigh.
Pants may not be excessively baggy and may not cover the shoes. In special
circumstances, students may be allowed to wear jeans. Jeans worn at school shall
have no visible writing, graphics or logos on them.
Earrings may be no larger than the size of a silver dollar.
Students may not wear make up with color.
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21. Attach the charter school's student discipline rules and procedures for regular and
special education students. Provide your school’s plan for suspension or
expulsion. Include the procedures and policies for implementing alternative
instruction.
Suspensions
“Short term suspensions” shall refer to the removal of a student from school for
disciplinary reasons for a period of five or fewer days. “Long term suspensions” shall refer
to the removal of a student from school for disciplinary reasons for a period of more than
five days. “Expulsions” shall refer to the permanent removal of a student from school for
disciplinary reasons.
Short Term Suspensions
A student who has committed any of the infractions listed below shall be subject
minimally to a short-term suspension, unless the School Leader determines that an
exception should be made based on the individual circumstances of the incident and the
student’s disciplinary record. The School Leader reserves the right to adjust the
punishment for each infraction per his or her judgment.
Short-Term Suspension Disciplinary Infractions
• Attempt to assault any student or staff member
• Vandalize school property causing minor damage;
• Endanger the physical safety of another by the use of force of threats of force that
reasonably places the victim in fear of imminent bodily injury;
• Endanger or threaten to endanger the health, safety, welfare, or morals of others;
• Engage in repeated insubordination;
• Fail to complete assignments, carry out directions, or comply with disciplinary
sanctions;
• Cheat on quizzes, exams, or commit plagiary;
• Used forged notes or excuses;
• Steal, or attempt to steal, or possess property known by the student to be stolen;
• Commit extortion;
• Engage in gambling;
• Abuse school property or equipment;
• Use obscene or abusive language or gestures;
• Engage in acts of verbal or physical sexual harassment;
• Make a false bomb threat or pull a false emergency alarm;
• Possess tobacco or alcohol;
• Possess pagers, beepers, or portable/cellular telephones not being used for
Instructional purposes;
• Commit any other act which school officials reasonably conclude disrupts the learning
environment of the school;
• Repeatedly commit minor behavioral infractions which, in aggregate, may be
considered an infraction subject to formal disciplinary action;
Procedures for Short-Term Suspension and Due Process
The school leader may impose a short-term suspension after conferring with the relevant
staff members. Before imposing a short-term suspension, the school leader shall
Langston Hughes Academy 52
verbally inform the student of the suspension, the reason for it, and whether it will be
served in school or out of school.
The school leader also shall immediately notify the parent(s) or guardian(s) in writing that
the student has been suspended from school. Written notice shall be provided by
personal delivery, express mail delivery, or equivalent means reasonably calculated to
assure receipt of such notice within 24 hours of suspension at the last known address.
Where possible, notification also shall be provided by telephone if the school has been
provided with a contact telephone number for the parent(s) or guardian(s). Such notice
shall provide a description of the incident or incidents, which resulted in the suspension
and shall offer the opportunity for an immediate informal conference with the school
leader. The notification and informal conference shall be in the dominant language used
by the parent(s) or guardian(s).
Long Term Suspensions
A student who is determined to have committed any of the infractions listed below shall
be subject minimally to a long-term suspension and perhaps an expulsion, unless the
school leader determines that an exception should be made based on the circumstance
of the incident and the student’s disciplinary record. Such a student may also be subject
to any of the disciplinary measures outlined elsewhere in this document including a
referral to the appropriate law enforcement authorities.
Disciplinary Infractions
• Possess, use, attempt to use, or transfer of any firearm, knife, razor blade, explosive,
mace, tear gas, or other dangerous object of no reasonable use to the student in
school;
• Commit, or attempt to commit arson on school property;
• Assault any other student or staff member;
• Threaten the health or safety of any student or staff member;
• Intentionally causes physical injury to another person, except when student’s actions
are reasonably necessary to protect him or herself from injury;
• Vandalize school property causing major damage;
• Commit any act, which school officials reasonably conclude warrants a long-term
suspension.
In addition, a student who commits any of the acts previously described as causes for
short term-suspension may, instead or in addition, be subject to a long-term suspension
at the school leader’s discretion if the student has repeatedly committed the act (at least
three times) in the current academic year.
Long-Term Suspension Procedures and Due Process
The school may impose a long-term suspension though such a suspension may be
imposed only after the student has been found guilty at a formal long-term suspension
hearing. Upon determining that the student’s actions may warrant a possible long-term
suspension, the school leader shall verbally inform the student that he or she is being
considered for a long-term suspension (or expulsion) and state the reasons for such
actions. The school leader will then immediately notify the student’s parent(s) or
guardian(s) in writing. Written notice shall be provided by personal delivery, express mail
delivery, or equivalent means reasonably calculated to assure receipt of such notice
within 24 hours of suspension at the last known address. Where possible, notification
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also shall be provided by telephone if the school has been provided with a contact
telephone number for the parent(s) or guardian(s). Such notice shall provide a
description of the incident or incidents, which resulted in a long-term suspension (or
expulsion) and shall offer the opportunity for an immediate informal conference with the
school leader. The notification and informal conference shall be in the dominant
language used by the parent(s) or guardian(s). The school leader will then call and
preside over a formal, long-term suspension hearing. (Note that hearings are required for
long-term suspensions only, not their short-term counterpart.)
At the formal hearing, the student shall have the right to be represented by counsel,
question witnesses, and present evidence. The school leader and all members of the
staff that were involved in witnessing the alleged discipline violation are required to
participate in the hearing. A decision by the school leader will stand as the final decision
regarding the student’s long-term suspension status.
Student Expulsion
Per the Recovery School District Law, Type V charter schools may only recommend
expulsion to the Recovery School District. The Recovery School District is responsible for
having an expulsion hearing and rendering a decision. Should the school leader decide
that a particular infraction or series of infractions warrants an expulsion, the school leader
will recommend that an expulsion hearing is required and shall forward their
recommendation to the Board of Directors. All requests for expulsions will be subject to a
majority vote by the NOLA 180 Board of Directors. Should the Board of Directors
recommend that the student be expelled from school, the student will then enter the
Recovery School District’s expulsion hearing process and shall be placed on long-term
suspension until a decision is rendered.
Alternate Instruction
Students who are suspended will be provided with alternative instruction. Arrangements
will be made between the school and each individual family for the delivery of services,
pick-up/delivery of work, and the making up of any missed assignments and classroom
instructional support. All IDEA mandates will be followed for student with disabilities.
Record Keeping
The school will maintain written records of all suspensions and expulsions including the
name of the student, a description of the behavior engaged in, the disciplinary action
taken, and a record of the number of days a student has been suspended or removed for
disciplinary reasons.
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PARENT AND COMMUNITY ENGAGEMENT
22. Please describe how parents will be involved in the charter school, including, in
particular, the governance and administration of the charter school. How does the
school plan to build family-school partnerships that focus on strengthening
support for learning and/or encouraging parental involvement in school
operations? Describe any volunteer activities the school will request of parents.
Parent Advisory Council
Garnering the ongoing support and participation of each student’s parents or guardian in
the educational process is fundamental to meeting our mission. Parents will be
encouraged but not required to volunteer at the school. Volunteer activities could involve
leading extracurricular activities, chaperoning, hosting social events, participating in
fundraisers, etc. Our School Leader will meet on a bimonthly basis with the Parent
Advisory Council, a group of parents that offer guidance and suggestions on all issues
affecting the school, including course offerings, community involvement strategies, fund
raising and field lessons. Parents will be asked to volunteer on this committee at the
beginning of each academic year. Additionally, the chairperson of the Parent Advisory
Council will be invited to attend each meeting of the Board of Directors.
Beyond providing input into the governance of the school, parents will also be expected
to keep abreast of their student’s academic progress. Parents will be able to gauge their
child’s academic progress by their child’s daily homework sheet, by attending mandatory
parent/teacher conferences at least three times each year, by attending optional open
houses once a year, and by reviewing student portfolios upon request with a teacher or
other faculty member. Report cards will also be provided on a quarterly basis. In addition,
teachers will be expected to maintain parental contact through telephone calls and home
visits. Parents and students will have a list of the teachers’ cellular phone numbers, as
well as a toll-free hotline number, which parents can call for information on their child’s
progress.
Teaching staff will make telephone calls as needed to parents addressing any concerns
they may have. Each student will be visited in his or her home by at least one teacher
each year the student is enrolled. Additionally, parents will receive weekly progress
reports from the school.
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23. Provide details and/or policies of the charter school for handling complaints from
parents.
Parent Complaints
Parents may raise complaints or concerns about any school related matter to the school
leader (principal.) Upon receipt of a complaint, the school leader will address the problem
to the best of his/her ability within a reasonable time period. In the event that the school
leader is unable to resolve the issue, that person will be encouraged to submit their
complaint to the Board of Directors in writing or in person at its next regular board
meeting. Every effort will be made to respectfully address each matter to the satisfaction
of the individual that presented the complaint. The Board, as necessary, shall direct the
School Leader to act upon the complaint and report to the Board. The Board of Directors
shall, as necessary, render a determination in writing and shall respond to the complaint
in a time period that shall not exceed seven (7) business days.
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24. Discuss how often parents will be involved in student academic evaluation and
planning. For example, how often will parent/teacher conferences occur?
Cell-Phone Contact: Daily
Parents are encouraged to inquire about their child’s academic progress as often as they
desire. Parents and students will be provided with a list of cell phone numbers for all staff
members. We encourage parents and students alike to contact us after school hours
about any academic or non-academic concern until 8pm.
Progress Reports: Weekly
Each Friday, parents will receive a student progress report every Friday that must be
signed at returned to the school on the following Monday. The progress report will record
how each child performed academically and behaviorally each day of the week. The
report has an expansive section for teacher’s comments and notes. The report allows
parents to see how well their child is living up to school standards for work and behavior.
A sample version of a progress report can be found on this page.
Parent-Teacher Conferences: Quarterly
Report cards will be distributed four times annually at the end of the quarter. On the day
of report card distribution, no classes will be held and transportation will not be provided
for students on those days. Parents will be required to pick up their child’s report card
and their child after they participate in a parent-teacher conference. Conferences will be
held throughout the day from 8:00 am to 7:00 pm. We have found through experience
that this is the best way to provide time for meaningful conversations between the
parents and the school staff about each child’s progress.
Progress Report: Darius Muse
Week of September 10
Mon
Tue
Wed
Thurs
Fri
Work Quality
Attitude
Teamwork
Homework
Focus
TOTAL
Math: Darius has been improving his focus and quality of work in class. He is now able to
solve 100 one-digit multiplication facts in less than 3 minutes. I am proud of his progress.
Notes
Reading: Darius struggles to maintain his reading focus. It would be great if you could read at
home with him for at least 20 minutes each night.
Parent
Signature
X ______________________________________
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25. Provide information regarding the manner in which community based
organizations, businesses and/or postsecondary institutions will be involved with
the school.
We have established relationships with individuals at Xavier University, Tulane
Universtiy, Teach for America, The New Teacher Project and New Schools for New
Orleans. Each of these relationships is focused on teacher recruitment. We will form
additional partnerships with the appropriate community based organizations and
businesses once a facility has been designated for us. We understand that any facility
assigned to our school by the Recovery School District would be a one-year agreement
so we are prepared to function as a city-wide access school like most charter schools do
in New Orleans today.
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GOVERNANCE, MANAGEMENT AND LEADERSHIP
26. Provide details regarding the composition of nonprofit governing board or local
school board.
a. Include a Charter School Roster of Key Contacts (see Appendix B) for the
governing board and key administrative leaders for the school.
b. Provide resumes for each governing board member.
c. Describe the roles and responsibilities each of the following have played in
the application design, development and implementation of the school for
the following:
• Board Officers
• Individual Board Members
• Committees
Founding Board of Directors
1) Dr. Anthony Recasner is the founder of the New Orleans’ first charter school, New
Orleans Charter Middle School. Prior to Katrina, New Orleans Charter Middle School was
the highest performing public middle school in the city. Locally educated at Walter L.
Cohen High School before getting degrees from Tulane and Loyola, Dr. Recasner Dr.
Recasner has become a leading advocate for charter schools and serves as the current
President of the Louisiana Charter School Association. Dr. Recasner now leads S.J.
Green Charter School as Head of School.
2) Alisa Dupre is the Business Operations Manager for Audubon Charter School where she
oversees all of the school’s finances, facilities management, procurement, technology
support and coordination with Orleans Parish School Board. Alisa secured startup
funding, developed service contracts for food and transportation, and led many of
Audubon’s startup activities post-Katrina.
3) Harold Asher is a certified public accountant and founder of Harold Asher L.L.C. Harold
has served as a CPA for over 30 years and has performed a vast array of accounting
services including compilations, reviews and audits of financial statements; individual,
corporate, fiduciary, partnership and estate tax planning and compliance; and financial
and pension consulting and planning.
4) Christa Montgomery is sole owner, creator and designer of precious and semi-precious
gem jewelry for CRM Creations and an active member of the New Orleans Junior
League. Christa has served on several non-profit boards in New Orleans.
5) Michael Allweiss is a partner at Lowe, Stein, Hoffman, Allweiss & Hauver, L.L.P., a firm
that provides legal services in general business and civil matters. Michael R. Allweiss has
substantial and significant experience in insurance and traditional tort based cases,
complex commercial litigation, products liability, professional liability, and employment
law. Mr. Allweiss earned his undergraduate degree from Washington University in St.
Louis, and his law degree from Tulane University. He is also an adjunct professor of trial
advocacy at Tulane University School of Law.
Our charter application was developed primarily by our founder and school leader, John
Alford in partnership with Dr. Recasner.
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NOLA 180 BOARD OF DIRECTORS
Position:
President
Name:
Christa Montgomery
Mailing Address:
1036 Jefferson Avenue
New Orleans, LA 70115
Phone:
(504) 897-3434
Email:
christanola@aol.com
Position:
Name:
Mailing Address:
Phone:
Email:
Position:
Name:
Mailing Address:
Phone:
Email:
Position:
Name:
Mailing Address:
Phone:
Email:
Position
Name:
Mailing Address:
Phone:
Email:
Secretary
Dr. Anthony Recasner
1929 Upperline Street
New Orleans, LA 70115
(504) 304-3532
tonyrec@aol.com
Treasurer
Alisa Dupre
114 Noble Drive
Belle Chase, LA 70037
(504) 433-5595
alisa_dupre@nops.k12.la.us
N/A
Michael Allweiss
701 Poydras Street
Suite 2700
New Orleans, LA 70130
(504) 581-2450
mallweiss@lshah.com
N/A
Harold Asher
400 Poydras Street
Suite 2640
New Orleans, LA 70130
(504) 566-7577
hasher@ashercpa.com
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Michael R. Allweiss
Lowe, Stein, Hoffman, Allweiss & Hauver, L.L.P.
One Shell Square
701 Poydras Street, Suite 3600
New Orleans, LA 70139-7735
Phone: (504) 581-2450
E-mail: mallweiss@lshah.com
Michael R. Allweiss has substantial and significant experience in insurance and traditional tort based
cases, complex commercial litigation, products liability, professional liability, and employment law. He
successfully represents insurance carriers and their insureds, business owners, individuals, and
attorneys, accountants, corporate directors and officers and other professionals whose conduct has
been questioned. He is recognized by his clients and colleagues as being able to identify complex
factual and legal issues when evaluating cases and developing a strategic defense of claims. He has
tried numerous cases and presented arguments before all state and federal courts, and before
mediation and arbitration panels.
Mr. Allweiss earned his undergraduate degree from Washington University in St. Louis, and his law
degree from Tulane University. He is a member of the Louisiana State, Illinois State, and American
Bar Associations, and the New Orleans Association of Defense Counsel. He is an adjunct professor of
trial advocacy at Tulane University School of Law.
Current Employment Position(s):
Partner
Founding Partner, since 1987
Areas of Practice:
Insurance Defense Litigation
Complex, Commercial Litigation
Products Liability
Professional Liability
Employment Law
Bar Admissions:
Louisiana, 1976
Illinois, 1977
U.S. District Court Eastern District of Louisiana
U.S. District Court Middle District of Louisiana
U.S. Court of Appeals 5th District
Education:
Tulane Law School, New Orleans, Louisiana, 1976
J.D.
Honors: Phi Eta Sigma
Honors: Moot Court Board of Judges
Washington University, St. Louis, MO, 1973
B.A.
Classes/Seminars Taught:
Adjunct Professor, Tulane University School of Law, 1987 - Present
Honors and Awards:
AV Rating, Martindale Hubbell
Professional Associations and Memberships:
Louisiana State Bar Association
Illinois State Bar Association
American Bar Association
New Orleans Association of Defense Counsel
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Harold A. Asher, CPA, CVA,
400 Poydras Street, Suite 2640
Phone: (504) 566-7577
New Orleans, Louisiana 70130
E-mail: hasher@ashercpa.com
EXPERIENCE
HAROLD A. ASHER, CPA, L.L.C., founded January 2, 2002.
KATZ & ASHER, LTD. (A Corporation of Certified Public Accountants and Consultants). Co-founder
and partner since October 1979.
Services which I have rendered include compilations, reviews and audits of financial statements;
individual, corporate, fiduciary, partnership and estate tax planning and compliance; financial and
pension consulting and planning, and litigation support services.
Financial consulting consists of the analysis of proposed investment vehicles (including marketable
and closely-held stocks, bonds and limited partnerships) and assistance in developing a portfolio
which meets the client's specific objectives for liquidity, diversification, risk and return. I have designed
and reviewed internal accounting control systems. This work includes defining weaknesses and
implementing recommendations to correct them.
Pension consulting and compliance includes analysis of the client's retirement objectives, investment
criteria and determination of the cost of funding the non-owner employee benefit. I have performed
administrative services including preparation of Form 5500C/R (Return/Report of Employee Benefit
Plan), participants' statements, summary annual reports, Balance Sheets and Statements of Income
and Expenses for approximately 40 plans. The plans range in size from 1 to over 100 participants, with
the bulk of our pension clientele being professional medical or legal corporations.
Litigation support services include examination and analysis of data, calculations and formulation of
projections required to assist in the discovery process, negotiations, depositions and trial testimony.
I am qualified as an expert witness in the United States District Court, Eastern and Western Districts of
Louisiana , the United States Bankruptcy Court, Eastern and Middle Districts of Louisiana and Middle
District of Tennessee, the 1st Judicial District Court for the Parish of Caddo, the 24th Judicial District
Court for the Parish of Jefferson, the Civil District Court for the Parish of Orleans, the 22nd Judicial
District Court for the Parish of St. Tammany, the 19th Judicial District Court for the Parish of East
Baton Rouge, the 29th Judicial District Court for the Parish of St. Charles, the 18th Judicial District
Court for the Parish of Iberville, the 34th Judicial District Court for the Parish of St. Bernard, the 23rd
Judicial District Court for the Parish of St. James, the 15th Judicial District Court for the Parish of
Lafayette, the 4th Judicial District Court for the Parish of Ouachita, various National Association of
Securities Dealers (NASD) proceedings and various American Arbitration Association (AAA)
proceedings.
I have also been selected by the United States Department of Justice to calculate damages in criminal
matters.
I have performed reviews of projections for real estate limited partnerships; valuation services for
operating and professional entities; and served as financial advisor for the Louisiana Stadium and
Exposition District.
KOLTUN & BUCKMAN, LTD. (1978 to 1979). Prepared federal and state estate, corporate, individual,
partnership and fiduciary income tax returns.
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PRICE WATERHOUSE & CO. (1975 to 1978). Participated in and supervised the planning, auditing
and financial statement presentation for entities in the following industries: banking, oil production and
exploration, meat packing, residential real estate development and ship building. Responsibilities
included tax research and compliance work for various corporations and individuals.
EDUCATION
Masters of Business Administration, Tulane University, May 1975 with concentration in accounting and
finance. President of local Chapter of Beta Alpha Psi, national honorary accounting society.
Bachelor of Science with major in Biology, Tulane University, May 1973. Awarded 1972 New Orleans
Quarterback Club Award for Athletic Letterman with Highest Grade Point Average.
Professional education includes at least 40 hours annually of courses offered by the American Institute
of Certified Public Accountants and the Louisiana State Society of Certified Public Accountants.
PERSONAL
Received Certified Public Accountant certification in July 1976. Member American Institute of Certified
Public Accountants, its Received Certified Public Accountant certification in July 1976. Member
American Institute of Certified Public Accountants, its Business Valuation and Forensic & Litigation
Services Section and the Louisiana Society of Certified Public Accountants.
Designated as Certified Fraud Examiner by Association of Certified Fraud Examiners in February
1995.
Designated as Certified Valuation Analyst by the National Association of Certified Valuation Analysts
in December 1995.
Designated as a SEC Registered Investment Advisor (Series 65 License) in December 1999.
Member - National Association of Forensic Economists.
Member - American Academy of Economic and Financial Experts.
Member - The Institute of Business Appraisers.
President - Jewish Federation of Greater New Orleans (1999 through September 2001).
President – Louisiana Council of American Israeli Public Affairs Committee (AIPAC) from June 2003 to
present.
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Alisa Davillier Dupré
114 Noble Drive
Belle Chasse, LA 700372
Phone: 504-288-0137 Cell: 504-416-2217
WORK EXPERIENCE
Audubon Charter School
Business Operations Manager
December 2006 - Present
•
•
•
•
Procure all supplies, equipment and furniture from FEMA and other sources
Present financial reports to the Board of Directors
Coordinate all student recruitment and enroll activities
Oversee employee payroll and benefits
The Omni Royal Orleans Hotel
Sales Manager –
West Coast/Northeast (all markets) & Entertainment (all regions)
August 2003 – November 2006
•
•
Evaluate from Omni National Sales, NOMCVB, Internet and phone inquiries on a daily basis
and solicit accounts in the Association, Corporate, Entertainment SMERF and Tour & Travel
markets
Actively solicit group business to ensure the hotel’s Sales Revenue and Room Night goals are
achieved each month; achieved 106% of goal in 2003 and 93% of goal in 2004; currently at
119% of YTD Goal for 2005
Omni Express Sales Manager
August 2002 – January 2003
•
•
•
•
Evaluate from Omni National Sales, NOMCVB, Internet and phone inquiries on a daily basis
and solicit accounts in the Association, Corporate, Entertainment SMERF and Tour & Travel
markets
Actively solicit short term group business to ensure the hotel’s Sales Revenue and Room
Night goals are achieved each month; achieved 154% of goal in 2002
Generate quarterly Smart Plan and monthly Expected to Turn report
Act as Convention Services manager for all definite groups booked to include generating
BEO’s & group resumes, coordinating with Banquets, Audio Visual, Front Office and other
hotel departments to ensure a smooth and professional meeting for the clients
The Pontchartrain Hotel
Senior Sales Manager
July 2001 – April 2002
•
•
•
Evaluate all incoming leads from NOMCVB on a daily basis and solicit accounts in the Tour
& Travel, Corporate, SMERF and Association markets
Actively solicit group business to ensure the hotel’s Sales Revenue and Room Night goals are
achieved each month: Senior Sales Manager’s annual goal: $669,860.00
Attend daily RevMax meetings to evaluate all prospective business for the hotel
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•
•
•
•
•
Assist Director of sales with training of sales Managers, Convention Service Managers and
Sales Assistant
Oversee Sales office in the absence of the Director of Sales
Assist in the preparation of the Annual Sales Budget of $1,116,488.00 and Marketing Plan
Coordinate with the Convention Service Manager to ensure smooth operation of all definite
groups in the hotel
Assisted in preparation of monthly Sales Highlights and other monthly reports
Destination Management, Inc.
December 1992 – December 1999
Director of International & Incentive Sales (8/95-12/99)
• Developed new clients from the International & Incentive Market by participating in trade
shows, sales trips, soliciting accounts from the CVB and the international representation
office in the United Kingdom
• Assisted in writing Marketing Plan and initiated effort to obtain international representation
in Europe for the company. Supervised sales & marketing effort for the international
representation office
• Increased International/Incentive sales by 80% in two years
• Planned and priced itineraries and negotiated pricing with hotels, venues, caterers, attractions,
etc. in order to offer competitive prices to various clients
• Actively solicited new accounts with international and domestic wholesalers, tour operators,
DMC’s incentive houses and travel agents
• Supervised Sales Assistant and Operations Manager; assisted in training of all staff including
new Sales Managers
Operations Manager (5/93-9/95)
•
•
•
•
•
•
Developed personal rapport with hotel sales staff and monitored hotel contracts for special
events
Negotiated rates, signed contracts, compiled rooming list and coordinate payment schedules
with hotels for all room blocks held by DMI; managed annual room inventory of 4,000 hotel
rooms for special events
Managed event tickets, box suites ticket distribution, food & beverage, client invitations and
transportation for all Superdome events including Saints Football, Sugar Bowl, Bayou Classic
and Essence Music Festival.
Established relationships with clients to coordinate transportation, tour guides, sightseeing,
excursions and meals
Organized and planned client meetings, parties and events at various hotels, event facilities,
etc.
Worked with land-side operations for all cruise ship accounts sailing out of New Orleans to
coordinate airport meet & greet, transportation, tours and hotel accommodations for cruise
ship passengers
Sales Assistant (12/92-5/93)
•
•
•
•
Assisted Director of sales with invoicing clients, compiling sales reports, issuing rooming list
and production of general correspondence
Maintained files and filing systems for Director of Sales
Managed hotel room blocks (average of 4000 rooms annually) for special events
Coordinate ticket distribution & itineraries for groups and individual packages for various
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COMMUNITY SERVICE
French & Montessori Education, Inc. (FAME, Inc.)
October 2005 – Present
Vice Chairman
• Founding Board member for Audubon conversion charter
• Responsible for budget and financial statements
• Negotiated contracts for services as well as collaborated with other charters on
shared services
• Worked with Principal on staffing levels
• Developed contracts for faculty & staff of Audubon Charter School
Friends of Audubon Montessori PTO
June 1998 – June 2002
Vice President (6/01-6/02)
• Development, implementation and management of the annual budget
• Development of the budget process to ensure fair and open participation by all members
of the AMS Community
• Oversight of all fundraising activities to ensure that goals are achieved
• Develop business partnerships within the community to generate additional resources for
the school
President (June 1998 – June 2001)
• Oversaw all aspects of the PTO, ensuring that Board Members were on target with goals
and objectives for the organization
• Conducted monthly board and general meetings
• Monitored activities of the Orleans Parish School board as it relates to AMS
• Ensured a productive working relationship between the school and the PTO
• Applied for and obtained federal non-profit status for the PTO, enabling the organization
to solicit grants and other funds to benefit the school
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Board Officer Job Descriptions
Title: President of Board of Directors
Purpose
The president is the senior volunteer leader of NOLA 180 Inc. and presides at all meetings of
the board of directors and other meetings as required. The president is an ex officio member
of all committees of the organization. The president oversees implementation of corporate
and local policies and ensures that appropriate administrative systems are established and
maintained.
Key Responsibilities
1. Works with the School Leader, board officers, and committee chair to develop the
agendas for board of Directors meetings, and presides at these meetings.
2. Appoints volunteers to key leadership positions, including positions as chair of board
committees.
3. Supports annual fund-raising with his or her own financial contributions. Recognizes his
or her responsibility to set the example for other board members.
4. Works with the board of directors and paid and volunteer leadership, in accordance with
board bylaws to establish and maintain systems for:
• Planning the organization’s human and financial resources and setting priorities
for future development.
• Reviewing operational effectiveness and setting priorities for future development.
• Controlling fiscal affairs.
• Acquiring, maintaining, and disposing of property.
• Maintaining a public relations program to ensure community involvement.
Qualifications
• A commitment to NOLA 180 Inc. and its values; an understanding of its objectives,
organization, and services, and the responsibilities and relationship of paid and volunteer
staff;
• Ability to understand concepts and articulate ideas;
• Excellent facilitator;
• Strategic thinker.
Title: Treasurer of the Board of Directors
Purpose
The treasurer, jointly with the board chair ensures that current records are maintained,
reflecting the financial condition of NOLA 180. These records will include cash, outstanding
advances, investments, accounts receivable and other assets, accounts payable, and fund
balances (net assets).
Key Responsibilities
1. Oversee proper use of all school funds.
2. Participate in the preparation of the budget.
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3.
4.
5.
6.
Serve as the chair of the finance committee.
Ensure that accurate books and records on financial condition are maintained.
Ensure that the assets are protected and invested according to corporate policy.
Ensure that the school complies with Louisiana State Charter Law, Act 42 and statutory
reporting requirements.
7. Ensure that comprehensive financial reports to the board are prepared in a timely and
accurate manner.
8. Educate the full board about the organization’s finances and ensure that the full board
completely understands the financial picture.
Qualifications
• An understanding of needs for NOLA 180 services, as well as the financial and human
resources.
• An understanding of the record keeping, accounting systems, and financial reports.
• An ability to work with the school’s accountant or bookkeeper and auditors as necessary.
Title: Board Secretary
Key Responsibilities
1. Certify and keep at the principal office of the corporation the original or a copy of the
bylaws as amended or otherwise altered to date;
2. Keep at the School Leader’s office of the corporation or at such a place as the board may
determine, a book of minutes of all meetings of the Directors and meetings of
committees. Ensure that all notices are duly given in accordance with the provisions of
the bylaws or a required bylaw;
3. In general, perform all duties incident to the office of the secretary and such other duties
as may be required by the board’s bylaws or those which may be assigned to him or her
from time to time by the board of directors.
Qualifications
• A commitment to NOLA 180 and its values; an understanding of its objectives,
organization, and services, and the responsibilities and relationship of paid and volunteer
staff;
• Ability to understand concepts and articulate ideas;
• Ability to organize and disseminate information related to the board on a timely basis.
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27. Describe the intended policies and procedures that will be used by the board to
govern the proposed school.
a. Provide a board-approved set of by-laws for the nonprofit corporation,
which includes the following:
1. officer positions designated and the manner in which officers are
selected and removed from office;
2. the manner in which members of the governing body are recruited and
selected;
3. the manner in which vacancies on the governing body are filled;
4. the term for which members of the governing body serve; and by-laws
should indicate the committees that the corporation would create, e.g.,
audit, finance, compensation, and delineate the functions and powers of
those committees, and the proof of compliance with Louisiana Open
Meetings Act.
b. Attach the proposed school’s policies and procedures for complying with
the Louisiana Code of Ethics. The code of ethics and conflict of interest
policy applies to board members, officers, and employees of the school.
Provide details regarding how the school will handle Code of Ethics
violations.
BY-LAWS OF
NOLA 180 INC.
ARTICLE I: Designation and Articles of Incorporation
The Name, Purposes, Limitations and Duration of NOLA 180 Inc., sometimes hereinafter
referred to as the “Corporation,” are stated in its Articles of Incorporation.
ARTICLE II: Offices
Principal Office. The principal office of NOLA 180 Inc. shall be located within Orleans
2.1
Parish in New Orleans, Louisiana.
2.2
Other Offices. The Corporation may have such additional offices within the State of
Louisiana as the Board of Directors may establish.
ARTICLE III: Structure
3.1
Members. The Corporation shall not be a membership organization, and shall have
no members.
3.2
Stock. The Corporation shall be organized on a non-stock basis.
ARTICLE IV: Board of Directors
4.1
General Powers. The Board of the Corporation shall be referred to as the Board of
Directors. Subject to the limitations contained within the provisions of the Louisiana Nonprofit Corporation law (La. R.S. 12:201, et seq.), the Articles of Incorporation, these Bylaws,
and all policies established by the Corporation's Board of Directors, the Board of Directors
shall set the policies of the Corporation, shall supervise, manage, and control the affairs and
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activities of the Corporation, and may adopt positions on issues of substance related to the
purposes of the Corporation. All powers of this Corporation shall be exercised by, or under
the authority of, the Board of Directors. Without prejudice to such general powers, but
subject to the same limitations, it is hereby expressly declared that the Board of Directors
shall have the following powers, to wit:
(1)
To select and remove the officers of this Corporation, to prescribe such powers and
duties for them as may not be inconsistent with the Louisiana Non-profit Corporation law, the
Articles of Incorporation, or these Bylaws, and to employ, discharge, and fix the
compensation of, Corporation personnel.
(2)
To conduct, manage, control and establish policies concerning the affairs and
business of the Corporation; to determine on an annual or other basis the substantive areas
in which the Corporation's activities are to be concentrated; to establish on an annual or
other basis the priorities of the Corporation; and to oversee generally the implementation of
the Corporation's program.
(3)
To borrow money and incur indebtedness for the purpose of the Corporation, and to
cause to be executed and delivered therefore, in the name of the Corporation, promissory
notes, bonds, debentures, deeds of trust, mortgages, pledges, hypothecations, or other
evidences of debt and securities therefore.
Among the policies to be set by the Board shall be policies prescribing the obligations of
Board members with respect to fundraising and financial contributions, attendance at Board
meetings, and commitment of time and effort to the affairs of the Corporation.
4.2
Number and Qualification of Directors. The authorized number of Directors, to be set
by the Board of Directors, shall be no less than two (2) and shall not exceed eleven (11). At
least one member of the Board of Directors shall possess significant experience in financial
affairs, to assist the Board in better managing the fiscal affairs of the Corporation.
4.3
Appointment and Term of Office. Directors shall be elected by a majority vote of the
Directors then in office. Directors shall hold office for terms of one year and until their
successors are elected and qualified, or until their earlier death, resignation or removal.
4.4
Board Vacancies. Any newly created Directorships and any vacancies of the Board
of Directors, arising at any time and from any cause, may be filled at any meeting of the
Board of Directors by a majority of the Directors regardless of their number. Directors so
elected shall serve until the next annual meeting and until his or her successor is elected and
qualified.
4.5
Resignation. Any Director may resign at any time by delivering written notice of his or
her resignation to the Secretary or President of the Corporation. Such resignation shall
become effective upon receipt thereof by the Secretary or President but the acceptance of
such resignation shall not be necessary to make it effective.
4.6
Compensation. Directors shall not receive any salaries or fees for their services as
Directors, and shall be further prohibited from serving the Corporation in any other capacity
or providing goods and services and receiving compensation therefore. To the extent
permitted by law, Directors may be reimbursed for ordinary and necessary expenses that he
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or she may incur in transacting business on behalf of the Corporation, but only after securing
written approval from the President of the Board prior to incurring such expenses.
4.7
Indemnification of Directors. To the fullest extent permitted by law, the Corporation
shall indemnify its Directors and Officers, or former Directors and Officers, against judgments
and fines (whether civil, criminal, administrative, or investigative) and amounts paid in
settlement, costs, and expenses (including reasonable attorneys' fees) actually and
necessarily incurred by him or her in connection with the defense of any pending or
threatened action, suit, or proceeding in which he or she is or may be made a party by
reason of having been such a Director or Officer, for acts or omissions committed within the
scope of activity as a Director or Officer, provided that the Board of Directors determines that
the person or persons to be indemnified reasonably believed that he or she was acting in the
best interests of the Corporation, and did not act willfully, with gross negligence, or with
fraudulent or criminal intent.
ARTICLE V: Officers of the Board
5.1
Officers. The Officers of the Corporation shall be a President, Treasurer, and
Secretary. The Corporation may also have, at the discretion of the Board of Directors, such
other Officers as may be appointed by the Board of Directors.
5.2
Election and Term. All officers shall be elected by the Directors at their annual
meeting and shall hold office for the term of one year. Each officer shall continue in office
until his or her successor shall have been elected and qualified, or until his or her death,
resignation or removal.
5.3
Resignation and Removal. An officer may resign by giving written notice of his or her
resignation to the President or Secretary. Any officer may be removed, with or without
cause, by a majority vote of the Board of Directors. A vacancy in any of such remaining
offices shall be filled for the unexpired term by a majority vote of the Board.
5.4
President. It shall be the duty of the President of the Board to preside at all meetings
of the Board, to name the members of all standing and special committees of the Board and
to fill all vacancies in the membership of such committees, in accordance with the provisions
of these Bylaws.
5.5
Treasurer. It shall be the duty of the Treasurer of the Board to ensure that the
corporation’s finances are in good standing and that all financial reports received by the
board are accurate.
5.6
Secretary. The Secretary of the Board shall serve as custodian of the Board’s
records. Copies of all minutes, papers and documents of the Board may be certified to be
true and correct copies thereof by the Secretary of the Board.
ARTICLE VI: Board Committees
6.1
Committees. The Board of Directors may create and organize itself into various other
committees in order to better fulfill its responsibilities, including Committees to address
Finances, Personnel and Grievances. Members of the Corporation’s Executive
Management, including without limitation, the Director and Non-Academic Manager, may
also serve on a committee of the Board. Any such committee shall not be authorized to act
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on behalf of the Corporation, but shall serve solely in an advisory capacity in making such
recommendations to the Board of Directors as it concludes are desirable or expedient.
6.2
Nominating Committee. The Board shall have as a standing committee, a
Nominating Committee, consisting of no less than three (3) members who either reside or
are employed in the New Orleans community. Non-Directors may serve on the Nominating
Committee. The Nominating Committee shall be responsible for reviewing the applicants for
appointment to the Board of Directors, and for making recommendations for appointment to
the Board of Directorss.
6.3
Appointment and Term of Committees. The President of the Board shall appoint
members of all committees. The term of committee appointees shall run concurrently with
that of the President of the Board. Vacancies occurring among the appointive members of
any committees, however arising, shall be filled by the President of the Board for the
remainder of the term.
ARTICLE VII: Meetings of the Board
7.1
Annual, Regular, Special Meetings and Committee Meetings. All annual, regular,
special and committee meetings of the Board of Directors shall be held in accordance with
La. R.S. 42:4.1, et. seq.
7.2
Regular Meetings. Beginning with the 2007-08 School Year, the Board shall meet
quarterly and no less than (4) times per year at a meeting location to be determined by the
President of the Board, and within the New Orleans community.
7.3
Special Meetings. Special meetings may be called at any time by the President or by
the Secretary upon written request of one-third of all of the voting Directors. Notification shall
be sent by mail or wire to each member of the Board at least two (2) calendar days before
the time of the meeting.
7.4
Quorum. A majority of the entire Board of Directors shall constitute a quorum for the
transaction of business or of any specified item of business. Except as otherwise provided
by these Bylaws, the vote of a majority of the Board of Directors present at the time of a vote,
if a quorum is present, at such time shall be the act of the Board. Any or all Directors may
participate in any meeting of the Board of Directors or any committee of the Board.
7.5
Open Meetings. All regular meetings of the Board shall be open except when
otherwise ordered by the Board for the consideration of executive matters as prescribed by
law, LSA-R.S. 42:6.1, et seq. No final or binding action shall be taken in a closed or
executive session. The President of the Board shall prepare and forward to each member of
the Board a tentative agenda for the meeting. At his or her discretion, the President of the
Board may place a particular item or subject on the agenda upon the request of any member
of the Board. Additionally, if 72 hours prior to a scheduled meeting, a majority of the Board
concurs that a particular item or subject should be placed on the Board’s agenda as
determined by a poll conducted by the President, the item or subject shall be placed on the
agenda. All matters requiring action of the Board, however, may be acted on even though
not carried on the agenda, if agreed upon by 2/3 of the Board members present.
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7.6
Minutes. The minutes of the meetings of the Board shall record official action taken
upon motions or resolutions that are voted upon by the Board, and may contain a summary
or report and pertinent discussion. In all cases when the action is not by a unanimous vote,
the “ayes,” “nays,” and abstentions of the individual members shall be recorded upon the
request of any member of the Board. The minutes of the Board become official only when
completed by the Secretary of the Meeting and approved by the Board.
ARTICLE VIII: Miscellaneous
Tax Returns and Financial Statements. The Corporation shall file timely its annual
8.1
federal income tax as required by the tax regulations and instructions.
8.2
Execution of Documents. The Board of Directors may authorize any officer or
officers, agent or agents, or the Director, to enter into any contract or execute any instrument
in the name of and on behalf of the Corporation, and such authority may be general or
confined to specific instances. Unless so authorized by the Board of Directors, no officer,
agent, or other person shall have any power or authority to bind the Corporation by any
contract or engagement or to pledge its credit or to render it liable for any purpose or to any
amount.
8.3
Inspection of Bylaws. The Corporation shall keep in its principal office (once
established) and official website the original or a copy of these Bylaws, as amended or
otherwise altered to date, certified by the Secretary, which shall be open to inspection by the
Board of Directors at all reasonable times during office hours.
8.4
Fiscal Year. The Fiscal Year of the Corporation shall begin on July 1 and end on
June 30, unless otherwise determined by the Board of Directors.
8.5
Accountant and Legal Counsel. The Corporation shall have the right to have an
accountant and legal counsel.
8.6
Polices and Procedures. Any action by the Board establishing policy or methods of
procedure, administrative, business, academic or otherwise, not contained in these Bylaws
shall be known as “Policies and Procedures of the Board.”
8.7
Policies and Procedures of the Board may be adopted by the Board, or may be
amended or repealed, in whole or in part, at any meeting of the Board in accordance with
law.
Article IX: Articles of Incorporation and Bylaws
9.1
Adoption. The Articles of Incorporation or these Bylaws may be adopted by a
majority vote of the initial Directors of the Corporation.
9.2
Alteration, Amendment, or Repeal. The Articles of Incorporation or these Bylaws may
be altered, amended, or repealed by the vote of a two-thirds majority of the Directors of the
Corporation then presently serving.
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Code of Ethics
The Board of Directors, officers, and employees of NOLA 180 pledge that their prime
responsibility as stewards of public funds and as providers of public education is to ensure
that all enrolled students attain the highest education level possible, and in a manner that
adheres to the highest levels of ethical responsibility. To that end, the Directors, officers, and
employees of NOLA 180 declare their acceptance of the standards of practice set forth
herein, and their solemn intent to honor them to the limits of their ability as outlined in the
following Code of Ethics:
1. Not more than 49% of the people serving on the school’s Board of may be comprised
of: (a) people currently being compensated by the school for services rendered to it
within the previous 12 months, whether as a full-time or part-time employee,
independent contractor or otherwise; or (b) any sister, brother, ancestor, descendant,
spouse, sister-in-law, brother-in-law, daughter-in-law, son-in-law, mother-in-law or
father-in-law of any such person.
2. Every Board Member has the right to participate in the discussion and vote on all
issues before the Board or any Board Committee, except that any Director shall be
excused from the discussion and vote on any matter involving such Director relating
to: (a) a “self-dealing transaction” (see below); (b) a conflict of interest, (c)
indemnification of that Director uniquely; or (d) any other matter at the discretion of a
majority of the Directors.
3. The Board of Directors and the school shall not engage in any “self-dealing
transactions,” except as approved by the Board. "Self-dealing transaction" means a
transaction to which the school is a party and in which one or more of the Directors
has a material financial interest. Notwithstanding this definition, the following
transaction is not a self-dealing transaction, and is subject to the Board's general
standard of care: a transaction that is part of a public or charitable program of the
Corporation, if the transaction (a) is approved or authorized by the Board in good faith
and without unjustified favoritism, and (b) results in a benefit to one or more Directors
or their families because they are in a class of persons intended to be benefited by
the program.
4. Any Director, officer, or key employee having an interest in a contract, other
transaction or program presented to or discussed by the Board of Directors for
authorization, approval, or ratification shall make a prompt, full and frank disclosure to
the Board of his or her interest prior to its acting on such contract or transaction.
Such disclosure shall include all relevant and material facts known to such person
about the contract or transaction, which might reasonably be construed to be adverse
to the Board’s interest. A person shall be deemed to have an "interest" in a contract
or other transaction if he or she is the party (or one of the parties) contracting or
dealing with the school, or is a Director, Trustee or Officer of or has a significant
financial or influential interest in the entity contracting or dealing with the school.
5. Directors representing any not-for-profit corporation proposing to do business with the
charter school shall disclose the nature and extent of such business propositions.
6. No Director, officer, or employee of a for-profit corporation having a business
relationship with the charter school shall serve as voting member of the Board of
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Directors for the duration of such business relationship, provided, however, that this
provision shall not apply to the following:
7. Individuals associated with a partnership, limited liability corporation, or professional
corporation, including but not limited to doctors, accountants and attorneys;
8. Individuals associated with an educational entity (including but not limited to schools
of education) some of whose faculty may be providing paid services directly or
indirectly to such charter school;
9. Individuals associated with a bank, insurance, mutual fund, investment bank, stock
brokerage, financial planning, or other financial services organization; or
10. Members of the faculty of the charter school.
11. In no instance shall a Director, officer, or employee of a for-profit educational
management organization having a business relationship with the charter school
serve as a voting member of the Board of Directors for the duration of such business
relationship.
12. Directors, officers, or employees of any partner organization with the school other
than a for-profit management organization shall hold no more than 40% of total seats
comprising the Board of Directors.
13. Directors shall avoid at all times engaging in activities that would appear to be unduly
influenced by other persons who have a special interest in matters under
consideration by the Board. If this occurs, a Director shall write a letter disclosing all
known facts prior to participating in a Board discussion of these matters and the
Director’s interest in the matter will be reflected in the Board minutes.
14. Directors shall make all appropriate financial disclosures whenever a grievance of
conflict of interest is lodged against them.
15. Directors shall not use his or her position with the school to acquire any gift or
privilege worth $50 or more that is not available to a similarly situated person, unless
that gift is for the use of the charter school.
c. Attach the proposed school's policies and procedures for complying with
the Louisiana Public Records Law, LA-R.S. 44:1 et seq., remembering that
the nonprofit corporation must also comply when acting in their capacity as
the governing board of the charter school.
Public Records Requests
Per the Louisiana Public Records Law (R.S. 44:1-41) requests for public information
may be submitted in writing or in person at the school site. Upon the receipt of a
request for school records and information, the request will be responded to in the
following manner: Within three business days of receipt of a written request, the
school records custodian will make the information available at NOLA 180’s principal
location during normal business hours to the person requesting the information.
The school may deny access to requested records, including where:
• Such records are specifically exempted from disclosure by state or federal statute;
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•
Such access would constitute an unwarranted invasion of personal privacy or
release of confidential medical and/or personal information;
NOLA 180 will not disclose any information from a student's permanent record except
as authorized pursuant to the Federal Education Rights and Privacy Act or in
response to a subpoena as required by law.
Reasonable fees will be assessed for the copying of public record documents. If a
person requests copies of public records, the following fees will be assessed:
• Hand copies from an existing report: no charge
• Duplicated student records excluding transcripts: $0.10 per page
• Photocopies from an existing listing - $0.25 per page
d. In the event of the dissolution of the charter school, attach the procedures
that the school would follow for the transfer of students and student
records and for the disposition of school assets.
In the event of closure or dissolution of Langston Hughes Academy, the NOLA 180
Board of Directors shall delegate to the School Leader the responsibility to manage
the dissolution process. This process shall include notification to parents of children
enrolled in the charter school. Additionally, a list of students attending the school will
be sent to the Louisiana Department of Education. The charter school shall transfer
student records to the state operated, Recovery School District. Parents of enrolled
students shall be notified of the transfer of records. The remaining assets of Langston
Hughes Academy, after satisfaction of outstanding debts, shall be transferred to
another public school(s) designated by the Louisiana Department of Education.
e. Provide an annual schedule of Board meetings; include proposed dates,
times and location of meetings. Also, include details regarding how notice
for board meetings will comply with the Louisiana Open Meetings Act.
The Board of Directors shall meet monthly on the first Wednesday of each month at
5:00pm. All meetings will take place at the principal location of Langston Hughes
Academy Carter School. Should the first Wednesday of the month fall on a federal
holiday, the meeting for that month will take place on the following Wednesday. A
notice of the annual schedule shall be posted at the main office at all times. The
following is the current annual schedule of board meetings and is subject change:
March 7, 2007
April 4, 2007
May 2, 2007
June 6, 2007
July 11, 2007
August 1, 2007
September 5, 2007
October 3, 2007
November 7, 2007
December 5, 2007
January 9, 2008
February 6, 2008
March 5, 2008
April 2, 2008
May 7, 2008
June 4, 2008
July 2, 2008
August 6, 2008
Open Meetings Notice
Per the Louisiana Open Meetings Act LSA-R.S. 42:4.1-13, all meetings for the Board
of Directors shall be open to the public. The general public will be allowed to observe
any meeting of the board and provide comment. Notice of all meetings of the board
shall be posted and advertised at least 24 hours prior to the meeting. The notice will
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be posted at the main office of NOLA 180 and mailed to any member of the local
media that requests such notice.
Minutes
Minutes for each meeting shall be taken by the Board Secretary or his/her designee
and will include at minimum: the date, place and time of the meeting; the board
members in attendance and the substance of all matters decided. The minutes will be
made available to the general public at the main office of Langston Hughes Academy
Charter school within a reasonable time period.
f.
Provide a detailed scheduled of Board meetings that will be held from
present until the beginning of the second school year; indicate date, time,
location and method of public notice in accordance with the Louisiana Open
Meetings Act.
See response to “e” above.
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28. Describe board training and development plans for the Board of Directors and
membership. The plan for training and development should be on-going including
a timetable, specific topics to be addressed and requirements for participation.
Training for the Board of Directors will be provided through the New Schools for New
Orleans (NSNO) “Excellence in Governance” board training program. NSNO has
partnered with Marci Cornell-Feist of Meetinghouse Solutions, a well known national
consultant to charter schools boards, to offer charter school boards “Charter School
Governance 101” training sessions, a year-long training program for charter school
boards. We expect to have representation at all of the workshops offered by New
Schools for New Orleans.
All board members will receive mandatory training in the spring of 2007 on the following
board development content strands:
• Purpose of the charter school board
• Difference between governance and management
• Roles and responsibilities for the board
• Working with committees
• Open Meetings Law
• Public Records Law
• Keeping Minutes
We currently have five board members and have no plans to add additional members
anytime soon.
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29. Provide plan for recruitment and succession of board members. Provide details
regarding the types of expertise that is intended for the board, details regarding
how individuals will be identified and selected, and who is responsible for
recruitment.
Recruitment of high quality individuals to serve of the board will be an on-going priority.
All members of the board of directors shall have a responsibility for recruiting new
members to the board. The Nominations Committee will be responsible for formally
inviting prospective board candidates to the Board of Directors. All members of the board
will be asked to forward suggestions for board candidates to the Nominations Committee.
The committee will arrange for the prospective candidate to tour the school and meet with
the School Leader. Should the Nomination Committee decide that the individual will make
a good board member, the head of the committee will formally nominate the individual in
the next board meeting where the board at-large will vote on the candidate’s
membership.
The qualifications sought in candidates for service on the Board of Directors include but
are not limited to:
•
•
•
•
•
•
•
A dedication to furthering the vision and mission of the school;
An expectation that all children can and will realize high academic achievement
regardless of race, income, family background, religion, sex or previous behavior;
Ability to attend every board meeting, including emergency sessions;
Proficiency and/or at least two-years of experience in one of the following
industries: real estate, law, fundraising, accounting, finance, education or
community development;
Ability to grasp global and micro issues related to the school’s development and
to communicate those issues and related opinions to the other members of the
Board, the School Leader and all outside agents of the school;
Ability to contribute time and energy for all assigned tasks;
Clean criminal record/history.
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30. Describe the relationship the board will have with the key administrative leaders,
management company, and/or any significant partner organizations.
The board shall maintain constant communication with the school leader. As the chief
administrator of the school, the school leader will update the board on a regular basis
about school related activities. The school leader will be required to provide updates for
the board in each regular meeting.
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SCHOOL LEADERSHIP and PERSONNEL MANAGEMENT
31. Provide an organizational chart for the school and a narrative description of the
chart. The information supplied should indicate clearly the reporting structure of
employees to the nonprofit board and staff to the school director(s). If the charter
school would contract with a company for management services, also indicate the
company's role in the organizational structure of the school. Include delineation of
any Professional Partnership Organization.
The structure for organization is straightforward: NOLA 180’s Board of Directors is
responsible for providing governance and oversight for Langston Hughes Academy
Charter School operations with day-to-day management duties delegated to the school
leader. Our school leader is responsible for making all operational decisions including but
not limited to staffing, curriculum, program design, school marketing, and purchasing. All
teaching and non-teaching staff will report to the school leader. In the future, the school
leader may elect to hire assistant school principals to support school instruction and
administrative tasks. We are not contracting with an education management company or
professional partnership organization.
Board of Directors
School Leader
Secretary
Business Manager
Teaching Staff
Curriculum Coach
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32. If the proposed school is contracting with a management company, provide
information and background regarding how and why the management company
was selected; include in your response the following:
a. Evidence of success including annual performance reports for existing
schools, audited financial statements, and a letter of support from existing
school(s) and/or authorizers.
b. A draft management agreement for the proposed school detailing scope of
service, fees to be paid by the proposed school, annual review process and
terms for contract renewal and termination.
c. A detailed explanation of experience in working with the proposed target
population.
Not applicable. We are not contracting with an education management company.
Langston Hughes Academy 87
33. Discuss any fee-based commitments for partnerships or other relationships with
community organizations or individuals that would enrich the learning
opportunities of students in the school. Programs and partnerships that are
described elsewhere in the application should be documented by providing
evidence and intent of services to be provided to the school. Evidence of support
may include letters of intent, memoranda of understanding, and/or contracts.
Response should clearly indicate the purpose, scope of services, and how the
partnership supports the overall mission, school philosophy and education
program.
No formal partnerships or commitments have been formed at this time. Partnerships may
be developed by the school leader post charter approval.
Langston Hughes Academy 88
EMPLOYMENT
34. Provide a staffing chart for the school. The staffing chart should indicate
Instructional and Non-Instructional personnel. Identify the number of classroom
teachers, teaching aides or assistants, as well as any specialty teachers. Also,
include details regarding the support and operational staff.
Staffing Chart
Year 1 Year 2 Year 3 Year 4 Year 5
Principal
1
2
2
2
2
General Education Teachers
4
28
32
36
40
Special Education Teachers
1
2
2
2
2
Business Manager
1
1
1
1
1
Secretary
1
1
1
1
1
Curriculum Coach
1
1
1
1
Part-Time Enrichment Teachers
1
2
2
2
2
Guidance Counselor
1
1
1
Langston Hughes Academy 89
35. Provide qualifications, credentials and resume of principal candidate. If principal
has not been selected, identify the qualifications and experience level sought for
principal. Also, provide details regarding plan to recruit school leader.
Founding Principal
John Alford is school leader and founder of NOLA 180. John joined KIPP as Director of
Trailblazing in 2001 when the organization had only two schools: the original schools in
Houston, Texas and the Bronx, New York. John was responsible for selecting cities for
expansion, recruiting charter school board members, identifying school facilities,
interviewing founding staff, recruiting students, and fundraising. KIPP is a non-profit
foundation that opens high-achieving college preparatory charter schools in underserved
communities across the country. Prior to leaving KIPP Foundation, John supported the
startup of KIPP Phillips Academy Charter School, originally located in Edward Phillips
Middle School prior to Katrina.
Results
Most recently, John taught fifth grade math at KIPP Ujima Village Academy in Baltimore,
Maryland, where his students gained over two grade levels of growth in less than seven
months and scored in the top 15% in the city of Baltimore on the Maryland State
Assessment. KIPP Ujima Village Academy is the highest performing middle school in the
city of Baltimore as measured by standardized test scores. 100% of KIPP Ujima students
are African-American and eighty-five percent qualify for federal free and reduced lunch.
A product of New York City public schools, John earned his Bachelors degree in
Industrial Engineering from North Carolina A&T State University and an MBA from
Harvard Business School.
Other Experience
Prior to pursuing a career in public education, John worked as an engineer for General
Motors where he worked as a supplier development engineer and global purchasing
buyer. As a supplier development engineer, John worked with struggling suppliers to
turn-around their plant operations in an effort to prevent assembly plant shutdowns. As a
buyer, John managed an aluminum commodity spend in excess of $400 million dollars.
A resume for John Alford can be found on the following page.
Langston Hughes Academy 90
JOHN L. ALFORD III
3826 Camp Street
New Orleans, LA 70115
jalford@mba2001.hbs.edu
(202) 841-8771
EXPERIENCE
2005 – 2006
KIPP UJIMA VILLAGE ACADEMY CHARTER SCHOOL
BALTIMORE, MD
Fifth Grade Math Teacher
Increased student performance by 23 NCE points in 7 months of teaching on Stanford-9 standardized assessment.
2003 – 2005
KIPP FOUNDATION
WASHINGTON, DC
National Director of Trailblazing
Led KIPP’s expansion from 5 schools to 46 sites in over fifteen states and the District of Columbia.
Responsible for all expansion efforts including school startup. Selected target cities for entry and expansion.
Secured over $3MM in startup funding for new schools. Managed all principal (KIPP Fellow) recruitment
efforts. Managed a team of five regional Trailblazers and KIPP Fellowship recruiters.
2001 – 2003
Northeast Trailblazer
First Trailblazer in the northeast for KIPP. Directly opened six schools: Buffalo, NY; Philadelphia, PA; Lynn, MA;
Harlem, NY; Baltimore, MD; and Newark, NJ. Authored, presented and defended charter applications. Identified
and negotiated facility sites. Recruited local board of directors. Supported all teacher and business manager hiring
efforts. Secured federal and private grants. Pioneered the role and responsibilities of the Trailblazer position.
Summer 2000
DIAMOND TECHNOLOGY PARTNERS
CHICAGO, IL
Associate
Performed strategy analysis for web portal concept in the automobile glass replacement aftermarket. Evaluated
automobile glass replacement shop POS software competitive analysis. Analyzed client’s internal on-line
initiatives and made recommendations to combine, eliminate and enhance projects for portal integration.
Summer 2000
SUPPLIERMARKET.COM
BURLINGTON, MA
Corporate Development
Developed entry strategy for online auctions within the wire harness manufacturing market. Identified
potential partners and developed parameters of various partnerships. Evaluated industry attractiveness and
researched overall benefits to Suppliermarket.com.
1996 – 1999
DELPHI CHASSIS SYSTEMS
DAYTON, OH
Purchasing Buyer
Project Team Leader for $425 MM procurement project for chassis casting components. Responsible for 5 %
annual cost reduction in purchase value for entire commodity spend. Managed negotiation teams and set
strategy for all supplier negotiation rounds. Negotiated multi-million dollar price reductions with strategic
incumbent suppliers.
Supplier Development Engineer / Consultant
Managed supplier plants and operations in shut down crisis situations. Implemented lean-manufacturing
techniques for key suppliers. Led operations crisis team that turned around a major wheel supplier from
bankruptcy. Implemented solutions that increased production over 350 %.
Associate Industrial Engineer
Manufacturing Key Metrics Coordinator for all manufacturing performance data worldwide.
EDUCATION
1999 – 2001
1992 – 1996
HARVARD BUSINESS SCHOOL
BOSTON, MA
Master in Business Administration degree, June 2001. Team Leader, Volunteer Consulting Organization Roxbury Preparatory Charter School. Recipient of Bert King Fellowship Award.
NORTH CAROLINA A&T STATE UNIVERSITY
GREENSBORO, NC
Bachelor of Science degree, cum laude, in Industrial Engineering. President, Alpha Pi Mu, Industrial
Engineering Honor Society and Vice President of the Student Government Association. General Motors,
National Society of Black Engineers and Aggie Alumni Industrial Engineering Scholar. Member of Tau Beta
Pi Engineering Honor Society and Golden Key National Honor Society. Deans’ List four consecutive years.
Langston Hughes Academy 91
36. Attach a copy of the proposed school personnel policy regarding teachers. Include
the school’s plan to ensure that teachers are state certified as provided by law and
in compliance with highly qualified personnel under NCLB. Also include:
a. the procedures for hiring and dismissing school personnel;
b. the school's policy for hiring and evaluation of teachers, key school
administrators and other employees;
State Certification and NCLB
Our main priority is to recruit highly effective, qualified teachers. In Louisiana, part of the
definition for federal NCLB “highly qualified” status is the requirement that the teacher holds
state certification. Our plan is to hire staff already meets these requirements.
Equal Opportunity Employer
It is the policy of NOLA 180 to seek and employ the best qualified personnel without regard
to race, religion, color, creed, national origin, citizenship, age, sex, marital status, or
disability. It is further this school's policy to ensure equal opportunity for the advancement of
staff members and equal treatment in the areas of upgrading, training, promotion, transfer,
layoff, and termination.
Staff Evaluation
The School Leader will informally evaluate teachers on a daily and weekly basis. A formal
evaluation will take place each quarter. An official review document will be created to record
the subjective and objective portions of each teacher’s evaluation. An action plan focused on
areas in need of improvement will be a part of this same document. Teachers will be
expected to make substantial progress towards these goals in a reasonable, agreed-upon
timeframe. Failure to make progress to quarterly and annual goals will result in an official
warning followed by termination should progress not be made in a reasonable time. A final
staff evaluation plan will be developed later in the planning process. At a minimum, this
evaluation plan will contain provisions to evaluate teachers in a number of areas:
•
•
•
•
•
•
•
•
•
•
•
Attendance, timelines;
Ability to increase academic performance of students;
Subject matter knowledge and expertise;
Positive attitude and ability to work with others;
Effectiveness in creating a positive, learning culture in the classroom;
Ability to enforce discipline per the school’s code of conduct;
Ability to communicate with parents effectively and frequently;
Ability to effectively work in cross-subject and cross-grade level teacher teams;
Lesson planning (frequency, quality and creativity);
Promptness in grading exams, papers and homework assignments;
Classroom (physical) organization.
Terms of Employment
Employment at NOLA 180 is “at-will”. NOLA 180 and its employees mutually retain the right
to terminate the employee’s employment at any time with or without reason and with or
without notice. Employment at NOLA 180 is for no specific period of time, and unless set
forth in writing and signed by the School Leader, any statement inconsistent with this policy
is unauthorized.
Langston Hughes Academy 92
Employment Status
The first ninety (90) days of continuous employment at NOLA 180 is considered an initial
evaluation period. During this initial evaluation period, the employee will learn individual job
responsibilities and get acquainted with NOLA 180, its policies and procedures and
determine if she/he enjoys employment at NOLA 180. NOLA 180 will use this period to
determine whether the employee is able to meet its expectations.
At the end of the initial evaluation period, the new employee’s performance will be assessed,
and if performance has been found satisfactory, she/he will become a regular employee.
Completion of the initial evaluation period does not alter the at-will nature or employment or
entitle the employee to remain employed by NOLA 180 for any definite period of time.
c. a complete job description and responsibilities for all staff members; and
d. the procedure regarding the implementation of LA-R.S. 15:587.1 and BESE
Policy for Charter Schools Relative To Criminal Offenses;
e. any employment benefits, including retirement, offered;
f. salary ranges for all employees; and
g. indicate plans for collective bargaining.
Collective Bargaining
We have no plans to form a collective bargaining agreement at this time.
BESE’s Policy for Charter Schools Relative to Criminal Offenses
The Board of Elementary and Secondary Education’s Policy for Charter Schools Relative to
Criminal Offenses provides that a charter school shall not:
(a)
Hire a person who has been convicted of or has plead nolo contendere (“no contest”)
to a crime listed in R.S. 15:587.1(C) as a teacher, substitute teacher, bus driver,
substitute bus driver, janitor, or a school employee who might reasonably be
expected to be placed in a position of supervisory or disciplinary authority over school
children unless approved in writing by a district judge of the parish and the district
attorney. This statement of approval shall be kept on file at all times by the school
and shall be produced upon request to any law enforcement officer.
(b)
The board shall establish regulations, requirements, and procedures consistent with
the provisions of R.S. 15:587.1 under which the school systems shall determine
whether an applicant or employee has been convicted of or plead nolo contendere
(“no contest”) to crimes listed in R.S. 15:587.1(C), except R.S. 14:74. Included in this
regulation shall be the requirement and the procedure for the submission of a
person's fingerprints in a form acceptable to the Louisiana Bureau of Criminal
Identification and Information prior to employment of such person. A person who has
submitted his fingerprints to the Louisiana Bureau of Criminal Identification and
Information may be temporarily hired pending the report from the bureau as to any
convictions of or pleas of nolo contendere by the person to a crime listed in R.S.
15:587.1(C), except R.S. 14:74.
Criminal History Checks
1) All persons to be employed by and/or designated to work with NOLA 180 will undergo an
appropriate criminal history check. Any such person who has been convicted of or has
pleaded nolo contendere to a crime listed in R.S. 15:587.1(c) shall not be hired.
Langston Hughes Academy 93
2) All persons to be engaged in the direct processing of NOLA 180 school funds shall
undergo an appropriate criminal history check. Any such person who has been convicted
of or has pleaded nolo contendere to a crime listed in R.S. 15:587.1(c) or any other
felony related to misappropriation of funds or theft shall not be hired.
3) The policies listed above shall also be applied to any person or persons who are listed on
the charter school application as the contact person, and to anyone else associated with
the charter school who is engaged in the direct processing of charter school funds.
4) Any policies adopted by BESE related to the employment of public school personnel
regarding rehabilitation, date of offense, pardon or expungement, and number of
offenses, shall also apply to all persons associated with charter schools who are subject
to appropriate criminal history checks.
LA-R.S. 15:587.1 Criminal Offenses
NOLA 180 will not hire any person who has been convicted of or has plead nolo contendere
(“no contest”) to the crimes listed in LA-R.S. 15:587.1:
First degree murder, second degree murder, manslaughter, aggravated rape, forcible rape,
simple rape, sexual battery, aggravated sexual battery, oral sexual battery, aggravated oral
sexual battery, intentional exposure to AIDS virus, aggravated kidnaping, second degree
kidnaping, simple kidnaping, criminal neglect of family, incest, criminal abandonment, carnal
knowledge of a juvenile, indecent behavior with juveniles, pornography involving juveniles,
molestation of a juvenile, prostitution, soliciting for prostitutes, inciting prostitution, promoting
prostitution, prostitution by massage, prohibited sexual massage, pandering, letting premises
for prostitution, letting premises for obscenity, enticing persons into prostitution, crime
against nature, aggravated crime against nature, contributing to the delinquency of juveniles,
cruelty to juveniles, child desertion, cruelty to the infirmed, obscenity, operation of prohibited
places of prostitution, sale of minor children, or distribution or possession with intent to
distribute Schedule I, II, III, IV, or V narcotic drugs; or convictions for attempt or conspiracy to
commit any of these offenses.
Salary Range
Teacher salaries will be at least 10% greater than salaries indicated in the Recovery School
District scale. Currently, a teacher with a bachelor’s degree and no teaching experience will
receive an annual salary of $36,900. A teacher with a bachelor’s degree and five years of
experience would receive $39,300 annually. At Langston Hughes Academy, these teachers
would receive $40,590 and $43,230 respectively.
Employee Benefits
NOLA 180 provides the benefits listed below to all full-time employees. Benefit coverage and
pricing will be determined after charter approval.
Voluntary Benefits
• Medical Coverage
• Short and Long-Term Disability Coverage
• 403(b) Retirement Plan
Benefits Required by Federal Government
• Workers Compensation
• Unemployment Compensation
• Social Security
Langston Hughes Academy 94
Job Description: School Leader
Responsibilities
• Provide leadership and direction to staff including business manager, consultants,
secretary/administrative assistant, and all teachers;
• Hire, evaluate, and terminate staff;
• Administer school scheduling, student enrollment and develop curriculum;
• Facilitate parent education and involvement;
• Make formal reports to the Board of Directors and BESE;
• Provide a safe environment for learning;
• Ensure proper budgeting, accounting, auditing, and financial planning.
Qualifications
• Demonstrated successful leadership in a senior administrative position in a public or
private school, preferably, but not necessarily as a school leader;
• Demonstrated successful teaching experience;
• Exhibited leadership in working with professional staff, students, and community;
• Agreement with the academic goals and philosophy of NOLA 180;
• Commitment to accountability, including a rigorous student testing regime;
• Demonstrated success in encouraging parental involvement.
Job Description: Business Manager
Responsibilities
• Manage day to day operations in the areas of finance, human resources and purchased
services;
• Perform on-going analysis and develop process improvements that ensure the schools’
financial health. Activities will include monthly cash flow analysis; managing relationships
and negotiations with vendors, auditors and government agencies; developing
streamlined purchasing and payroll systems and on-going expense tracking;
• Streamline and oversee operational activities including but not limited to the school meal
program, grounds and building maintenance, transportation systems and various student
programs.
• Serve as a full-time and engaged member of the school staff - accompanying students on
field lessons when necessary, assisting school leader with student recruitment and
enrichment activities;
Qualifications
• Bachelor’s Degree required, MBA preferred;
• Comfort with working in a fast-paced environment;
• Experience in business operations, vendor negotiations and/or finance preferred;
• Excellent business writing, communication and presentation skills;
• High proficiency in Microsoft Excel, PowerPoint, Word, Access and Outlook required,
experience with accounting software desired;
• Detail-oriented team player who will roll up their sleeves to get the job done;
• Initiative and leadership skills;
• Excellent ability in multi-tasking;
• Unquestioned integrity and commitment to the school’s mission.
Langston Hughes Academy 95
Job Description: Teacher
Responsibilities
• Develop lesson plans that ensure the attainment of state learning standards;
• Provide daily direct and indirect instruction to students;
• Coordinate lesson plans with other teachers to maximize possibilities for teaching similar
topics in the same general time frame, thus reinforcing student knowledge on an
interdisciplinary basis;
• Maintain and enrich their expertise in the subject area they will teach;
• Long and short-term planning addressing individual needs of students;
• Prepare students adequately for all required assessments;
• Evaluate students’ progress;
• Provide an inviting, exciting, innovative, learning environment;
• Engage in effective and appropriate classroom management;
• Perform other duties, as deemed appropriate, by the School Leader.
Qualifications
• Demonstrated expertise in the subject they will teach, as evidenced by personal skills
and knowledge, an undergraduate major or minor or graduate degree in the subject they
will teach, or direct subject-area teaching experience;
• Possess required state teaching certification and meet any other applicable credentialing
requirements;
• Demonstrated experience working with young children;
• Demonstrated exemplary communication skills;
• Demonstrated ability to work with diverse children, including those with special needs;
• Teaching experience in a public or private school, preferably in an urban setting;
• Demonstrated ability to work well with parents;
• Demonstrated ability to work effectively as a team member;
• Demonstrated ability to evaluate tests and measurements of achievement and;
• Demonstrated willingness to be held accountable for student results.
Job Description: Special Education Teacher
Responsibilities
• Provide direct and indirect instruction;
• Long and short-term planning addressing individual needs of students;
• Evaluate students’ progress;
• Provide an inviting, exciting, innovative, learning environment;
• Establish and maintain classroom management procedures;
• Prepare written reports accurately and submit in a timely manner;
• Effectively communicate with teachers and parents to facilitate the IEP process;
• Remain current on rules set forth in special education law and regulations;
• Maintain privacy of student records and information;
• Ensures that the school is compliant with all special education regulations;
• Coordinates all the administration of all recommended services and accommodations to
students with IEPs;
• Coordinates initial referrals and reviews of students with special needs.
Langston Hughes Academy 96
Qualifications
• Appropriate state certification as a special education teacher and any other credentialing
required and applicable;
• Demonstrated ability to communicate and work effectively with parents and staff;
• Demonstrated ability to adapt to individuals’ specific needs;
• Demonstrated ability to adapt to differences and changes in characteristics of students,
programs, leadership, and school staff;
• Demonstrated ability to utilize varied teaching methodologies to accommodate students’
unique learning styles;
• Demonstrated ability to evaluate tests and measures of achievement;
• Demonstrated ability to work effectively as a team member.
Job Description: Office Manager
Responsibilities
• Maintaining attendance records
• Assisting in purchasing, transportation, travel arrangements, and field trips
• Performing scheduling duties;
• Collecting data required for the preparation of reports to the chartering entity and other
appropriate bodies;
• Answer school phone;
• Coordinating mailings and copying;
• Other duties as assigned.
Qualifications
• Demonstrated organizational skills;
• Comfort with working in a fast-paced environment;
• Prior experience in an administrative assistant, secretary or office manager position;
• Initiative and leadership skills;
• Excellent ability in multi-tasking;
• Demonstrated ability to relate well to adults and children.
Langston Hughes Academy 97
OPERATIONAL MANAGEMENT
37. Develop a chart that fully describes the school’s start-up plan and timeline; the
timeline should provide responsible parties and activities that will be required to
implement this school plan from approval to opening (February – September 2007).
The chart below outlines all of the action items to be completed prior to the first day of
school. Each item is assigned a lead person whom is responsible for completing that task. As
the chief administrator for NOLA 180 and school leader of Langston Hughes Academy, John
Alford will be directly responsible for most startup tasks. John will also serve as the Project
Manager for all startup activities.
Task
Student Recruitment
1
Advertise enrollment in local publications
2
Design school brochure
3
Accept enrollment applications
4
Conduct lottery
5
Maintain waiting list
6
Send admission letters
7
Obtain student records
8
Host parent orientation
Human Resources
9
Advertise jobs in newspapers & websites
10 Draft employment contracts
11 Interview staff candidates
12 Perform background checks
13 Hire business manager
14 Hire teaching staff
15 Draft employee handbook
Governance
16 Recruit board members
17 Develop board policies
18 Schedule board meetings
Financial
19 Open bank account
20 Set up accounting software & systems
Facilities
21 Inspection of RSD Facility
22 Prepare facility for opening (RSD)
23 Minor improvements
24 Move-in supplies & furniture
Procurement
25 Purchase classroom & office furniture
26 Purchase school supplies
27 Procure copier lease
28 Procure building insurance
29 Procure Directors & Officers insurance
30 Procure food services
Timeline
Responsible
Feb
Jan
Feb
Apr 2
Apr 2
Apr 3
Apr – Jun
May 1
Alford
Alford
Alford
Recasner
Alford
Alford
Alford
Alford
January
Feb
Feb – Jun
Feb – Jun
Mar
Feb-Jun
Mar
Alford
Alford
Alford
Alford
Alford
Alford
Alford
On-going
Board
May
Montgomery
Completed Completed
Feb
March
Alford
Alford
Feb
Feb – Jul
Apr
Jul
Alford
RSD
Alford
Alford
Mar
Mar
Jun
Jun
Feb
May
Alford
Alford
Alford
Alford
Alford
Langston Hughes Academy 98
31 Procure student transportation
32 Procure janitorial service
33 Procure maintenance service
34 Procure school security services
35 Purchase school uniforms
36 Procure payroll service
37 Procure employee benefits
Curriculum
38 Finalize curriculum
39 Design daily lesson plan format
40 Develop department goals
41 Design report card format
42 Finalize internal assessment schedule
Other
43 Design school website
44 Complete RSD charter checklist
May
May
May
May
May
Mar
Apr
Alford
Alford
Alford
Alford
Alford
Alford
Alford
May
May
Jun
Jun
Jul
Alford
Alford
Alford
Alford
Alford
Apr
Mar
Alford
Alford
Langston Hughes Academy 99
38. Provide the cost structure for the services listed below and the company and/or
organization providing service; indicate service provider’s relative experience in
service delivery and relevant qualifications.
a. Describe the school’s plan for transportation.
b. Discuss the school’s plan for food service.
c. Indicate the accessibility and types of health services that will be provided.
d. Discuss how the school will handle accounting, payroll, and associated
back office support.
e. Provide an insurance quote/letter of intent that describes the level of
insurance coverage that will be obtained. (See Appendix M for more
information).
Transportation
We will participate in the Recovery School District’s Shared Services Agreement. Under
this agreement, transportation services will be provided by Laidlaw Education Services.
Laidlaw provides bus service for all public schools and public charter schools in New
Orleans. Laidlaw currently charges $272 per bus route per day. In our first year of
operation, we anticipate utilizing two bus routes to transport students to and from school.
Food Service
We will participate in the Recovery School District’s Shared Services Agreement. Under
this agreement, food services will be provided by Sodexho School Services. Sodexho
provides food service to over 60% of all public schools and public charter schools in New
Orleans. The current quote for breakfast and lunch is $3.74 per meal.
Administration of Medication
Every effort shall be made by the parents to schedule the administration of medication
outside of school hours. If this is not possible, it must be understood by the
parent/guardian that medication at the school will be administered in the following
manner:
1. Medication will only be administered with an order from a Louisiana, or adjacent
state, licensed physician or dentist, and the order must include the student’s name,
doctor’s name, address as well as all information about the type, dosage and side
effects of the medication prescribed.
2. Medication shall be provided to the school by the parent or guardian in the container
that meets acceptable pharmaceutical standards and shall include information on the
pharmacy and pharmacist from where it came, as well as all details regarding the
prescription to be administered, directions for dosage, and potential side effects.
3. During the period when the medication is administered, the person administering the
medication shall be relieved of all other duties and unlicensed professionals shall not
be required to administer injections, except in life-threatening circumstances.
4. All medications shall be stored in a secured locked area or locked drawer with limited
access except by authorized personnel.
5. Only oral medications, inhalants, topical ointments for diaper rash, and emergency
medications shall be administered at school by unlicensed personnel.
6. Upon receiving medication, the student will return to the classroom as soon as
possible, but will be monitored for potential adverse reactions for one hour.
7. The principal shall designate at least two employees to receive training and
administer medications. The first employee will be a part time nurse, the other a
Langston Hughes Academy 100
teacher or other qualified administrator. No teacher will be forced into such an
assignment, and any teacher may volunteer to be trained to administer medication to
his/her own students. The school nurse will provide such training as needed.
8. All medication shall be stored according to the instructions provided by the doctor,
pharmacist or medication packaging as supplied by the parent.
Substance Abuse and Prevention
NOLA 180 will provide a minimum of 16 hours per year of substance abuse prevention as
part of the school’s curriculum.
Health Services
1. All students’ records will be reviewed to ensure that immunization requirements set
forth by the Louisiana Office of Public Health are enforced.
2. In grades K, 1, 3, and 7 we will perform hearing and vision screenings for students.
3. In grades 7 and 8, female students will be provided instruction on proper procedure
for breast self-examination and the need for an annual PAP test for cervical cancer.
Back-Office Support
Payroll services will be contracted to Paychex. Under this arrangement all employee
withholdings and paycheck processing will be performed by Paychex Inc. The estimated
cost of this service is $97.83 per pay period or approximately $2,400 annually.
Insurance
A letter of intent for insurance coverage from Eustis Insurance and Benefits can be found
on the following page. Eustis provides insurance and benefits coverage to several charter
schools in New Orleans.
Langston Hughes Academy 101
Langston Hughes Academy 102
39. Provide a detailed plan for safety and security for students, school facility, and
equipment. Include information regarding the type of personnel, technology and/or
equipment and policies that will be utilized to ensure a safe environment for
students and staff.
Providing a safe and secure environment for students is a priority for our school mission. We
will contract with Sonitrol to provide alarm and security services for our designated facility.
The Sonitrol contract will cost approximately $1,020 annually. We will also work with the
Recovery School District to obtain keys and make sure that all doors are locked overnight. A
more detailed plan will be developed after a facility selection is made and finalized by the
Recovery School District.
In addition, the school leader will ensure that:
• All play areas are fenced
• Parent pick-up and drop-off areas are clearly marked
• Interior exit signs are visible and pointed in the right direction
• Full and part-time staff members are issued school I.D. cards
• Main entrance is properly lit
• Regularly scheduled New Orleans Police patrols if necessary
Langston Hughes Academy 103
FINANCIAL PLAN
40. Complete items 1 thru 4 listed below for the proposed school. Budget forms are
included in the Appendix and are provided in excel format at
www.louisianaschools.net. Detailed assumptions of the calculations used to
estimate revenues and expenditures must be included for each line item. A budget
without a full set of stated assumptions is not meaningful. Personnel, equipment,
and construction costs that are identified in other sections of this application
should be included in the budget forms.
Provide documentation for any resources in the school budget that are provided
by an outside source; indicate the amount and source of the funds, property, or
other resources expected to be available through banks, lending institutions,
corporations, foundations, grants, etc. Note which are secured and which are
anticipated. Include a letter of commitment detailing the amount and uses for the
funding if possible. Due to the inherent delay in receiving initial grant payments, a
line of credit may be necessary to resolve cash flow issues during the first months
of the fiscal year.
1) Budget Form 1: Start-up Budget with Assumptions
2) Budget Form 2: First Year Budget with Assumptions
3) Budget Form 3: First Year Monthly Cash Flow Projection with
Assumptions for monthly changes
4) Budget Form 4: Five Year Budget Plan with Assumptions for yearly
changes
See budget forms included in this application.
Langston Hughes Academy 104
41. Describe details regarding how the charter school will comply with the requirement
for the performance of fiscal audits.
a. Describe the accounting system/practices that will be utilized including the
number and title of financial positions employed.
b. Describe any services that will be obtained from an independent Certified
Public Accountant.
c. Explain how the financial and accounting plan will be sufficient to:
• provide an accurate accounting of all finances including property;
• provide sufficient information/records for audit purposes;
• be in accordance with generally accepted standards, and
• be in a format such that financial data may be reported accurately in the
Annual Financial Report required to be submitted to the Department
annually.
Business Manager
We will hire a business manager with accounting experience and/or a bachelor’s degree
in accounting to administer all financial transactions. We will ensure that this individual
meets the qualifications listed earlier in this application.
Record Keeping
To provide an accurate and auditable record of all financial transactions, the school’s
books, records, and accounts shall be maintained in conformity with generally accepted
accounting principles as required by the Act 42, Louisiana’s Charter School Law. The
accounting policies and financial reporting adopted are consistent with the special
purpose governmental unit requirements of the Governmental Accounting Standards
Board (GASB), including Statement of Governmental Accounting Standards No. 34 –
Basic Financial Statements – and Management’s Discussion and Analysis – for State and
Local Governments. GASB is the recognized standard setting body for establishing
governmental accounting and financial reporting principles.
Further, the Board of Directors for NOLA 180 specifically requires that:
1. No funds or accounts may be established or maintained for purposes that are not
fully and accurately described within the books and records of the charter school.
2. Receipts and disbursements must be fully and accurately described in the books
and records.
3. No false entries may be made on the books or records nor any false or misleading
reports issued.
4. Payments may be made only to the contracting party and only for the actual
services rendered or products delivered. No false or fictitious invoices may be
paid.
Financial Reporting
The Business Manager shall maintain supporting records in sufficient detail to prepare
the School's financial reports, including:
• Financial statements for audit (annual)
• Annual budget (annual)
• Trial balance (monthly)
• Internally generated budget vs. actual financial statements (monthly)
• Billing invoices to funding sources (monthly)
Langston Hughes Academy 105
•
•
Updated cash flow projection (monthly)
IRS Forms 941 and payroll tax returns and comparable state taxing authority
returns (periodically)
Property Management Policies
The following are policies we have developed to ensure that an accurate record of all
property and equipment is on hand at all times:
1. Property and Equipment. School staff shall maintain detailed records of all
government-furnished property and equipment, with an identification and segregation
of property and equipment acquired through government contracts.
2. Identification of Property. The school shall tag all property upon receipt and record
assigned numbers on all applicable documents and log pertaining to the property
control system.
3. Record and Report of Property. School staff shall maintain records for every item of
property in its possession, as follows:
• Name and description
• Serial number, model number, or other identification
• Whether title vests with the Charter School or a governmental entity
• Vendor name, acquisition date and cost
• Location and condition of the equipment
• Ultimate disposition data, including date of disposal and sales price or method of
disposal
4. Physical Inventories. School staff shall perform a physically inventory all property in
its possession or control on an annual basis. The physical inventory records shall
include each asset, the related control number, location, and a brief description of its
condition. The physical inventory will be reconciled to the detailed fixed asset
subsidiary, and differences are investigated and reconciled.
5. Disposal of Property and Equipment. No item of property or equipment shall be
removed from the premises without prior approval from the Business Manager. When
property is retired, the appropriate asset in the fixed asset subsidiary will be adjusted
and properly reflected in the Enterprise Fund.
Annual Financial Report
We will use the RSD suggested Tyler-MUNIS financial software system to ensure that
school financials are tracked by LAUGH (Louisiana Accounting and Uniform Govermental
Handbook) code and are easily synced into the state’s annual financial report. MUNIS is
provided to all charter schools at no cost in the first two years of operation. In year 3, the
cost will be $30.00 per student.
Annual Audit
The Board of Directors shall arrange annually for a qualified certified public accounting
firm to conduct an audit of the school’s financial statements in accordance generally
accepted accounting procedures. The Finance subcommittee shall nominate the
independent auditor and review the scope and results of the audit. This subcommittee
shall also receive notice of any consequential irregularities and management letter
comments that the auditor noted during the engagement. Additionally, the subcommittee
will develop a corrective action plan to address all relevant weaknesses noted by the
auditor. The audit/finance subcommittee will also review all financial information related
to the school and provide recommendations to the Board of Directors.
Langston Hughes Academy 106
42. Provide supporting evidence that the budget plans are sound and that the entity is
financially viable.
We have taken a conservative approach in budgeting for this school. Revenues have
been intentionally underestimated and expenses have been overestimated. For instance,
in year one, we only budgeted $50,000 for private fundraising. We have also elected to
keep the per-pupil funding flat throughout the five years of the budget even though it’s
quite likely that per-pupil funding will be more higher in 2012 than it will be in 2007
($6,440.)
On the expense side, we have budgeted $47,500 for every full-time teacher. This is a
high amount considering that $47,500 is the salary that a 22-year veteran teacher would
be paid according to the 2006-2007 Recovery School District salary scale. We have overbudgeted teacher salaries with the understanding that actual salaries will most likely be
less as we will most likely not have a staff where every employee is a twenty-two year
veteran. Our school is run with minimal administration costs and we end each fiscal year
with a surplus.
Langston Hughes Academy 107
FACILITIES
43. Describe how the identified school site will accommodate the school at full
capacity for a five-year period. If the identified site will not accommodate the
school at full capacity for a five year period, describe plans to meet full capacity
space needs.
The Langston Hughes facility can accommodate the school’s needs within the five-year
period. We are proposing the use of the facility’s large green space to house a new modular
campus. Ideally, this modular campus could be made ready by July of 2007 in time for the
school’s summer session. The original Langston Hughes Elementary School structure
located at 3519 Trafalgar Street, New Orleans, LA 70119 was damaged in Hurricane Katrina
and will most likely need to be torn down.
As residents from different parts of the city, we are open to serving any student in the city
and we do not have an affinity to any particular community or part of the city. The Langston
Hughes facility offers an ideal location in a neighborhood that is coming back quickly and is
centrally located. Establishing a school in a neighborhood other than Uptown is very
advantageous for families that are looking for increased options in their neighborhood.
We are willing to locate in temporary facilities and share a building for the first year since we
are opening with just one grade (5th.) In year two however, we will grow drastically when we
add grades K-4, educating approximately 540 students. We will most likely need to be
housed in our permanent facility at that time.
Other sites that we would consider are:
•
•
•
•
•
McDonogh 42
Harney (1st year only)
McDonogh 7 (1st year only)
Arthur Ashe (1st year only)
John F. Kennedy (modular)
Langston Hughes Academy 108
44. If the identified site is not an RSD facility or a local school board-owned facility,
provide the following details regarding the proposed facility:
a. The facility’s physical address;
b. The layout, including its square footage;
c. The number and size of the classrooms, common areas, recreational space,
restrooms, any community facilities, and any other facilities;
d. Evidence that the proposed facility can be secured (i.e., letter of intent,
memorandum of understanding and/or contract); and
e. Describe the potential renovation needs to ensure compliance with
applicable building and/or occupancy codes and to make the facility ready
for school operations. Include a budget that identifies the estimated cost of
such renovations and revenues that will be used. Also, include a project
timeline and person(s) responsible for overseeing the renovations.
Not applicable. We are applying for the use of an RSD facility.
Langston Hughes Academy 109
FACILITIES
43. Describe how the identified school site will accommodate the school at full
capacity for a five-year period. If the identified site will not accommodate the
school at full capacity for a five year period, describe plans to meet full capacity
space needs.
The Langston Hughes facility can accommodate the school’s needs within the five-year
period. We are proposing the use of the facility’s large green space to house a new modular
campus. Ideally, this modular campus could be made ready by July of 2007 in time for the
school’s summer session. The original Langston Hughes Elementary School structure
located at 3519 Trafalgar Street, New Orleans, LA 70119 was damaged in Hurricane Katrina
and will most likely need to be torn down.
As residents from different parts of the city, we are open to serving any student in the city
and we do not have an affinity to any particular community or part of the city. The Langston
Hughes facility offers an ideal location in a neighborhood that is coming back quickly and is
centrally located. Establishing a school in a neighborhood other than Uptown is very
advantageous for families that are looking for increased options in their neighborhood.
We are willing to locate in temporary facilities and share a building for the first year since we
are opening with just one grade (5th.) In year two however, we will grow drastically when we
add grades K-4, educating approximately 540 students. We will most likely need to be
housed in our permanent facility at that time.
Other sites that we would consider are:
•
•
•
•
•
McDonogh 42
Harney (1st year only)
McDonogh 7 (1st year only)
Arthur Ashe (1st year only)
John F. Kennedy (modular)
Langston Hughes Academy 108
44. If the identified site is not an RSD facility or a local school board-owned facility,
provide the following details regarding the proposed facility:
a. The facility’s physical address;
b. The layout, including its square footage;
c. The number and size of the classrooms, common areas, recreational space,
restrooms, any community facilities, and any other facilities;
d. Evidence that the proposed facility can be secured (i.e., letter of intent,
memorandum of understanding and/or contract); and
e. Describe the potential renovation needs to ensure compliance with
applicable building and/or occupancy codes and to make the facility ready
for school operations. Include a budget that identifies the estimated cost of
such renovations and revenues that will be used. Also, include a project
timeline and person(s) responsible for overseeing the renovations.
Not applicable. We are applying for the use of an RSD facility.
Langston Hughes Academy 109
School Name: _______________________________________
Five Year Budget Plan
Description
Object Function
Code
Code
90
630
720
810
Year 1
Year 2
Year 3
Year 4
$269,192
$1,785,168
$2,040,192
$2,295,216
$137,655
$963,585
$1,101,240
$1,238,895
$406,847
$2,748,753
$3,141,432
$3,534,111
$342,608
$2,272,032
$2,596,608
$2,921,184
$342,608
$2,272,032
$2,596,608
$2,921,184
REVENUES:
1
2
3
4
5
6
7
8
REVENUES FROM LOCAL SOURCES
Local Per Pupil Aid
Earnings on Investments
Food Service
Community Service Activities
Other Revenue From Local Sources
Contributions and Donations
Books and Supplies Sold
Other Miscellaneous Revenues
1XXX
15XX
16XX
1800
1920
1940
199X
(additional function codes may need to be added)
9
10
11
12
13
14
15
16
TOTAL REVENUES FROM LOCAL SOURCES
REVENUE FROM STATE SOURCES
Unrestricted Grants-In-Aid
State Per Pupil Aid
Other Unrestricted Revenues
Restricted Grants-In-Aid
Education Support Fund (8g)
PIP
Other Restricted Revenues
311X
3190
3220
3230
3290
(additional function codes may need to be added)
17
18
TOTAL REVENUE FROM STATE SOURCES
Louisiana laws contain requirements for school district accounting. By law, the Louisiana Accounting and Uniform Governmental Handbook (LAUGH)
is the required accounting manual for local educational agencies. This document can be accessed on the Department of Education's website at
www.louisianaschools.net.
School Name: _______________________________________
Five Year Budget Plan
Description
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
REVENUE FROM FEDERAL SOURCES
Unrestricted Grants-In-Aid Direct From the Federal Gov't
Impact Aid Fund
Restricted Grants-In-Aid Direct From the Federal Gov't
Other Restricted Grants - Direct
Restricted Grants-In-Aid From Federal Gov't Thru State
School Food Service
Special Education
IDEA - Part B
IDEA - Preschool
Other Special Education Programs
No Child Left Behind (NCLB)
Title I
Title I, Part C - Migrant
Title V - Innovative Education Programs
Title IV - Safe and Drug Free Schools / Comm.
Title II - Teacher & Principal Training/Recuiting
Other IASA Programs
Other Restricted Grants through State
Revenue For/On Behalf of the LEA
Value of USDA Commodities
Object Function
Code
Code
90
630
720
810
Year 1
Year 2
Year 3
Year 4
4110
4390
$200,000
$200,000
4531
4532
4535
$17,514
$116,146.80
$132,739.20
$149,331.60
4541
4542
4543
4544
4545
4546
4590
$68,304
$452,965
$517,674
$582,384
$190
$285
$23,769
$1,260
$1,890
$157,626
$1,440
$2,160
$180,144
$1,620
$2,430
$202,662
$310,062
$929,888
$834,157
$938,427
$50,000
$75,000
$75,000
$75,000
$1,109,517
$6,025,673
$6,647,197
$7,468,722
4515
4920
(additional function codes may need to be added)
34
35
36
TOTAL REVENUE FROM FEDERAL SOURCES
Other Sources of Funds (Provide Detail)
5XXX
37
38
39
TOTAL REVENUES AND OTHER SOURCES OF FUNDS
School Name: _______________________________________
Five Year Budget Plan
Description
Object Function
Code
Code
90
630
720
810
Year 1
Year 2
Year 3
Year 4
$190,004
$1,330,028
$1,520,032
$1,710,036
$11,400
$14,535
$2,755
$17,100
$79,802
$101,747
$19,285
$119,703
$91,202
$116,282
$22,040
$136,803
$102,602
$130,818
$24,796
$153,903
$1,900
$13,300
$15,200
$17,100
$237,695
$1,663,865
$1,901,560
$2,139,255
EXPENDITURES:
I. INSTRUCTION
A. Regular Programs - Elementary/Secondary
55
Salaries
Teachers
Aides
Substitute Teachers and Aides
Purchased Professional and Technical Services
Repairs and Maintenance Services
Travel Expense Reimbursement
Instructional Supplies
Materials and Supplies (e.g., printed report cards)
Textbooks/Workbooks
Equipment
Miscellaneous Expenditures
Group Health Insurance
Social Security
Medicare
Employer's Contribution to Retirement
Unemployment Compensation
Workmen's Compensation
56
(additional object codes may need to be added)
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
112
115
123
300
430
582
1100
1100
1100
1100
1100
1100
610
642
730
890
210
220
225
23X
250
260
1100
1100
1100
1100
1100
1100
1100
1100
1100
1100
57
58
59
60 TOTAL A. Regular Program Expenditures
School Name: _______________________________________
Five Year Budget Plan
Description
Object Function
Code
Code
90
630
720
810
Year 1
Year 2
Year 3
Year 4
B. Special Education Programs (Including Summer & Preschool)
& Gifted/Talented Programs
77
Salaries
Teachers
Therapists (OT,PT,Speech,etc.)
Aides
Substitute Teachers and Aides
Purchased Professional and Technical Services
Repairs and Maintenance Services
Travel Expense Reimbursement
Instructional Supplies
Materials and Supplies
Textbooks/Workbooks
Equipment
Miscellaneous Expenditures
Group Health Insurance
Social Security
Medicare
Employer's Contribution to Retirement
Unemployment Compensation
Workmen's Compensation
78
(additional object codes may need to be added)
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
112
113
115
123
300
430
582
1210
1210
1210
1210
1210
1210
1210
610
642
730
890
210
220
225
23X
250
260
1210
1210
1210
1210
1200
1200
1200
1200
1200
1200
$45,000
$47,250
$94,500
$99,225
$2,700
$3,443
$653
$4,050
$2,835
$3,615
$685
$4,253
$5,670
$7,229
$1,370
$8,505
$5,954
$7,591
$1,439
$8,930
$450
$473
$945
$992
$81,295
$59,110
$118,220
$124,130
$25,000.00
79
80
81
82 TOTAL B. Special Education Programs
School Name: _______________________________________
Five Year Budget Plan
Description
Object Function
Code
Code
90
630
720
810
Year 1
Year 2
Year 3
Year 4
C. Other Instructional Programs (Vocational Ed., Special
Programs, Adult Ed., and Other Programs)
98
Salaries
Teachers
Aides
Substitute Teachers and Aides
Purchased Professional and Technical Services
Repairs and Maintenance Services
Travel Expense Reimbursement
Instructional Supplies
Materials and Supplies
Textbooks/Workbooks
Furniture and Equipment
Miscellaneous Expenditures
Group Health Insurance
Social Security
Medicare
Employer's Contribution to Retirement
Unemployment Compensation
Workmen's Compensation
99
(additional object codes may need to be added)
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
112
115
123
300
430
582
Varies
Varies
Varies
Varies
Varies
Varies
610
642
73X
890
210
220
225
23X
250
260
Varies
Varies
Varies
Varies
Varies
Varies
Varies
Varies
Varies
Varies
$20,000
$60,000
$62,400
$64,896
100
101
102
103 C. TOTAL Other Instructional Programs
104
TOTAL I. INSTRUCTION
$20,000
$60,000
$62,400
$64,896
$338,990
$1,782,975
$2,082,180
$2,328,282
School Name: _______________________________________
Five Year Budget Plan
Description
Object Function
Code
Code
90
630
720
810
Year 1
Year 2
Year 3
Year 4
$45,000.00
$50,000.00
$47,250.00
$52,500.00
$49,612.50
$55,125.00
$5,700.00
$7,267.50
$1,377.50
$8,550.00
$5,985.00
$7,630.88
$1,446.38
$8,977.50
$6,284.25
$8,012.42
$1,518.69
$9,426.38
$950.00
$997.50
$1,047.38
$0.00
$118,845.00
$124,787.25
$131,026.61
$11,500.00
$11,500.00
$11,500.00
$11,500.00
$11,500.00
$11,500.00
$11,500.00
$11,500.00
II. SUPPORT SERVICES PROGRAMS
A. Pupil Support Services
114
Child Welfare and Attendance Svcs. (Supervisor/Secretarial)
Guidance Services (Guidance Counselor)
Health Services (Nurse)
Pupil Assessment and Appraisal Services
Group Health Insurance
Social Security
Medicare
Employer's Contribution to Retirement
Unemployment Compensation
Workmen's Compensation
115
(additional object codes may need to be added)
105
106
107
108
109
110
111
112
113
Varies
Varies
Varies
Varies
210
220
225
23X
250
260
21XX
21XX
21XX
21XX
21XX
21XX
21XX
21XX
21XX
21XX
116
117
118 TOTAL A. Pupil Support Services
B. Instructional Staff Services
129
Salaries of Directors, Supervisors, Coordinators, ect.
Instruction and Curriculum Development Services
Travel & Mileage Expense Reimbursement
Instructional Staff Training Services
School Library Services
Group Health Insurance
Social Security
Medicare
Employer's Contribution to Retirement
Unemployment Compensation
Workmen's Compensation
130
(additional object codes may need to be added)
119
120
121
122
123
124
125
126
127
128
111
Varies
58X
Varies
Varies
210
220
225
23X
250
260
22XX
22XX
22XX
2230
22XX
22XX
22XX
22XX
22XX
22XX
22XX
131
132
133 TOTAL B. Instructional Staff Services
School Name: _______________________________________
Five Year Budget Plan
Description
Object Function
Code
Code
90
630
720
810
Year 1
Year 2
Year 3
Year 4
C. General Administration
141
Board of Directors
Legal Services
Purchased Professional and Technical Services
Audit Services
Insurance (Other than Emp. Benefits)
Advertising
Travel/Mileage (Board of Directors)
Dues and Fees
Judgements
142
(additional object codes may need to be added)
134
135
136
137
138
139
140
332
300
333
52X
540
730
810
820
23XX
2311
2311
23XX
2311
23XX
2311
2311
$7,000
$8,000
$7,000
$10,000
$1,500
$1,500
$21,000
$24,000
$15,400
$30,000
$4,500
$4,500
$22,050
$25,200
$16,170
$31,500
$4,725
$4,725
$23,153
$26,460
$16,979
$33,075
$4,961
$4,961
$35,000
$99,400
$104,370
$109,589
143
144
145 TOTAL C. General Administration
School Name: _______________________________________
Five Year Budget Plan
Description
Object Function
Code
Code
90
630
720
810
Year 1
Year 2
Year 3
Year 4
D. School Administration
163
Salaries
Principals
Assistant Principals
Clerical/Secretarial
Purchased Professional and Technical Services
Repairs and Maintenance Services
Rental of Equipment and Vehicles
Telephone and Postage
Travel Expense Reimbursement
Materials and Supplies
Furniture and Equipment
Dues and Fees (Southern Association, etc.)
Miscellaneous Expenditures
Group Health Insurance
Social Security
Medicare
Employer's Contribution to Retirement
Unemployment Compensation
Workmen's Compensation
164
(additional object codes may need to be added)
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
111
111
114
300
430
442
530
582
610
73X
810
890
210
220
225
23X
250
260
2410
2420
2400
2400
2400
2400
2400
2400
2400
2400
2400
2400
24XX
24XX
24XX
24XX
24XX
24XX
$99,500
$199,000
$208,950
$219,398
$31,000
$62,000.00
$65,100.00
$68,355.00
$1,260
$2,520
$2,646
$2,778
$750
$1,500
$7,830
$9,983
$1,892
$11,745
$11,940
$15,224
$2,886
$17,910
$12,537
$15,985
$3,030
$18,806
$13,164
$16,784
$3,181
$19,746
$1,305
$1,990
$2,090
$2,194
$165,266
$314,969
$329,142
$345,600
165
166
167 TOTAL D. School Administration
School Name: _______________________________________
Five Year Budget Plan
Description
Object Function
Code
Code
90
630
720
810
Year 1
Year 2
Year 3
Year 4
E. Business Services
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
90 Fiscal Services (Internal Auditing, Budgeting,
Payroll, Financial and Property Accounting, etc.)
Salaries
Purchased Professional and Technical Services
Technical Services (Bank Charges)
Repairs and Maintenance Services
Rental of Equipment and Vehicles
Postage
Advertising
Travel Expense Reimbursement
Materials and Supplies
Equipment
Interest (short-term loans)
Miscellaneous Expenditures
Group Health Insurance
Social Security
Medicare
Employer's Contribution to Retirement
Unemployment Compensation
Workmen's Compensation
11X
300
340
430
442
530
540
582
610
730
830
890
210
220
225
23X
250
260
25XX
2510
2510
2510
2510
2510
2510
2510
2510
2510
2513
2510
25XX
25XX
25XX
25XX
25XX
25XX
$40,000
$45,000
$42,000
$180,000
$44,100
$189,000
$46,305
$198,450
$3,000
$1,100
$5,000
$6,000
$2,200
$10,000
$6,300
$2,310
$10,500
$6,615
$2,426
$11,025
$25,000
$5,100
$3,060
$580
$3,600
$50,000
$5,355
$3,213
$609
$3,780
$52,500
$5,623
$3,374
$639
$3,969
$55,125
$5,904
$3,542
$671
$4,167
$400
$420
$441
$463
$131,840
$303,577
$318,756
$334,694
186
187
188 TOTAL E. Business Services
School Name: _______________________________________
Five Year Budget Plan
Description
Object Function
Code
Code
90
630
720
810
Year 1
Year 2
Year 3
Year 4
F. Operation and Maintenance of Plant Services
213
Salaries (Custodians, Security, Crossing Patrol)
Purchased Professional and Technical Services
Rental of Equipment and Vehicles
Rental of Land
Materials and Supplies
Gasoline
Equipment
Miscellaneous Expenditures
Operating Buildings
Building Rental/Lease
Water/Sewage
Disposal Services
Custodial Services
Repairs and Maintenance Services
Property Insurance
Telephone
Natural Gas and Electricity
Care and Upkeep of Grounds
Care and Upkeep of Equipment
Vehicle Operation and Maintenance
Group Health Insurance
Social Security
Medicare
Employer's Contribution to Retirement
Unemployment Compensation
Workmen's Compensation
214
(additional object codes may need to be added)
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
11X
300
442
441
610
626
730
890
26XX
2600
2640
2600
2600
2600
2600
2600
441
411
421
423
430
522
530
62X
4XX
4XX
Varies
210
220
225
23X
250
260
2620
2620
2620
2620
2620
2620
2620
2620
2630
2640
26XX
26XX
26XX
26XX
26XX
26XX
26XX
$2,400
$14,400
$15,120
$15,876
$5,961
$35,766
$37,554
$39,432
$64,400
$386,400
$405,720
$426,006
Custodial Line Item above included maintenance service per Sodexho
$60,000
$420,000
$441,000
$463,050
$1,800
$5,400
$5,670
$5,954
$48,000
$336,000
$352,800
$370,440
$3,360
$26,880
$28,224
$29,635
215
216
217 TOTAL F. Operation & Maintenance of Plant Services
$185,921
$1,224,846
$1,286,088
$1,350,393
School Name: _______________________________________
Five Year Budget Plan
Description
Object Function
Code
Code
90
630
720
810
Year 1
Year 2
Year 3
Year 4
G. Student Transportation Services
232
Purchased Professional and Technical Services
Regular Transportation Services
Salaries (Bus Driver & Substitutes)
Repairs and Maintenance Services
Payments in Lieu of Transportation
Fleet Insurance
Materials and Supplies
Gasoline/Diesel
Equipment
Miscellaneous Expenditures
Group Health Insurance
Social Security
Medicare
Employer's Contribution to Retirement
Unemployment Compensation
Workmen's Compensation
233
(additional object codes may need to be added)
218
219
220
221
222
223
224
225
226
227
228
229
230
231
3XX
27XX
11X
430
519
523
610
626
730
890
210
220
225
23X
250
260
27XX
2721
2721
2721
2721
2721
2721
2721
27XX
27XX
27XX
27XX
27XX
27XX
$56,304
$394,128
$413,834
$434,526
$56,304
$394,128
$413,834
$434,526
234
235
236 TOTAL G. Student Transportation Services
School Name: _______________________________________
Five Year Budget Plan
Description
Object Function
Code
Code
90
630
720
810
Year 1
Year 2
Year 3
Year 4
H. Central Services
237
238
239
240
241
242
243
244
245
246
Planning, Research, Development, and Evaluation Svcs.
Purchased Professional and Technical Services
Fingerprinting and Background Check
Advertising
Data Processing Services
Group Health Insurance
Social Security
Medicare
Employer's Contribution to Retirement
Unemployment Compensation
Workmen's Compensation
300
339
540
Varies
210
220
225
23X
250
260
28XX
2830
2830
28XX
28XX
28XX
28XX
28XX
28XX
28XX
$300
$600
$633
$665
$300
$600
$633
$665
$586,131
$2,467,865
$2,589,111
$2,717,992
247
248
249 TOTAL H. Central Services
250 TOTAL II. SUPPORT SERVICE EXPENDITURES
School Name: _______________________________________
Five Year Budget Plan
Description
Object Function
Code
Code
90
630
720
810
Year 1
Year 2
Year 3
Year 4
III. OPERATION OF NON-INSTRUCTIONAL SERVICES
A. Food Service Operations
266
Salaries
Purchased Property Services
Food Service Management
Travel Reimbursement & Mileage
Materials and Supplies
Energy (Gas, Electricity, etc.)
Technical Services
Food (Purchased & Commodities)
Telephone and Postage
Equipment
Group Health Insurance
Social Security
Medicare
Employer's Contribution to Retirement
Unemployment Compensation
Workmen's Compensation
267
(additional object codes may need to be added)
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
11X
4XX
570
58X
610
620
340
63X
530
730
210
220
225
23X
250
260
3100
3100
3100
3100
3100
3100
3100
3100
3100
3100
31XX
31XX
31XX
31XX
31XX
31XX
$147,488
$884,925
$1,032,413
$1,327,388
$147,488
$884,925
$1,032,413
$1,327,388
268
269
270 TOTAL A. Food Service Operations
School Name: _______________________________________
Five Year Budget Plan
Description
Object Function
Code
Code
90
630
720
810
Year 1
Year 2
Year 3
Year 4
B. Community Service Operations (e.g. 4-H programs)
278
Salaries
Materials and Supplies
Group Health Insurance
Social Security
Medicare
Employer's Contribution to Retirement
Unemployment Compensation
Workmen's Compensation
279
(additional object codes may need to be added)
271
272
273
274
275
276
277
11X
610
210
220
225
23X
250
260
33XX
3300
33XX
33XX
33XX
33XX
33XX
33XX
280
281 TOTAL B. Community Service Operations
282
283
284
285
286
287
288
TOTAL III. OPERATION OF NON-INSTRUCTIONAL
SERVICE EXPENDITURES
IV. FACILITY ACQUISITION AND CONSTRUCTION SVCS.
Architect/Engineering Services
Construction Services
Building Improvements - Renovate/Remodel
Equipment
Repairs and Maintenance Services
334
450
450
730
430
4300
4500
4600
4500
4000
$0.00
$0.00
$0.00
$0.00
$147,488
$884,925
$1,032,413
$1,327,388
$30,000
$100,000
$105,000
See Business Services Line Item
(additional object codes may need to be added)
289
290
TOTAL IV. FACILITY ACQUISITION AND CONSTRUCTION
291
SERVICE EXPENDITURES
$30,000
$100,000
$105,000
$0
School Name: _______________________________________
Five Year Budget Plan
Object Function
Code
Code
Description
292
293
294
295
296
297
V. DEBT SERVICE
Debt Service
Banking Services
Interest (long-term)
Redemption of Principal
Miscellaneous Expenditures
340
830
910
890
90
630
720
810
Year 1
Year 2
Year 3
Year 4
5100
5100
5100
5100
(additional object codes may need to be added)
298
299
300
TOTAL V. DEBT SERVICE
TOTAL I - V. ALL EXPENDITURES
VI. OTHER FINANCING USES
301 Other Uses of Funds (provide detail)
$0.00
$0.00
$0.00
$0.00
$1,102,608
$5,235,765
$5,808,703
$6,373,661
$0.00
$0.00
$0.00
$0.00
$6,909
$789,908
$838,494
$1,095,061
$6,909
$796,817
$1,635,312
$2,730,373
Varies 52XX
302
303
TOTAL VI. OTHER FINANCING SOURCES (USES)
FUND BALANCES
EXCESS (DEFICIENCY) OF REVENUE AND OTHER SOURCES
304
OVER EXPENDITURES AND OTHER USES
Cumulative Fund Balance:
810
Year 5
$2,295,216
$1,300,840
$3,596,056
$2,921,184
$2,921,184
) (Bulletin 1929)
810
Year 5
$149,331.60
$582,384
$1,620
$2,430
$202,662
$938,427
$75,000
$7,530,667
810
Year 5
$1,795,538
$107,732
$137,359
$26,035
$161,598
$17,955
$2,246,218
810
Year 5
$104,186
$6,251
$7,970
$1,511
$9,377
$1,042
$130,337
810
Year 5
$67,492
$67,492
$2,444,047
810
Year 5
$52,093.13
$57,881.25
$6,598.46
$8,413.04
$1,594.63
$9,897.69
$1,099.74
$137,577.94
$11,500.00
$11,500.00
810
Year 5
$24,310
$27,783
$17,827
$34,729
$5,209
$5,209
$115,068
810
Year 5
$230,367
$71,772.75
$2,917
$13,822
$17,623
$3,340
$20,733
$2,304
$362,880
810
Year 5
$48,620
$208,373
$6,946
$2,547
$11,576
$57,881
$6,199
$3,719
$705
$4,376
$486
$351,428
810
Year 5
$16,670
$41,404
$447,306
ho Services
$486,203
$6,251
$388,962
$31,117
$1,417,912
810
Year 5
$456,252
$456,252
810
Year 5
$698
$698
$2,853,316
810
Year 5
$1,393,757
$1,393,757
810
Year 5
$0.00
$1,393,757
$0
810
Year 5
$0.00
$6,691,120
$0.00
$839,547
$3,569,920