South Carolina Public Charter
School Application
FOR SCDE USE
ONLY
For schools planning to open fall 2013
Date Received: _____
Application Cover Page
Received By: _____
Application Cover Page
Applicant Information
Name of Proposed School
Mailing Address (if known)
City, State, Zip Code
Name of Applicant Group
Coastal Leadership Academy
1399 S. Commons Dr. Unit A3 Box 7
Myrtle Beach, SC 29588
Coastal Leadership Academy, Inc.
Contact Information
Contact Person
Title/Position
Office Telephone
Other Phone (cellular)
Mailing Address
Melinda Tavernier
Committee Chair
843-504-8193
City, State, Zip Code
Surfside Beach, SC 29575
Fax
E-mail
mtavern@coastalleadership.org
2146 Lake View Cr
Additional Information about Proposed Charter School
Grade Levels during Opening Year: 9-12
Grade Levels at Full Student Matriculation: 9-12
Sponsor (local school district board or SCPCSD) Name: SCPCSD
Certification: I hereby certify that, to the best of my knowledge, the information and data contained in this
application are true and correct. The applicant’s governing body has approved this document and pledges to comply
with the attached assurances.
3-29-12
Signature of Charter School Planning Committee Chair
Date
FOR SCDE OFFICE USE ONLY
Authorization: We hereby certify that this charter application has been duly authorized by the sponsor listed above.
This authorization indicates that the terms of the application constitute a contractual agreement between the two
organizations represented below pursuant to Section §59-40-60 of the South Carolina Charter School Act (1996).
According to state and federal guidelines, charter schools must provide evidence of improved student
academic achievement for all groups of students described in section 1111(b)(2)(C)(v)of the ESEA.
Authorizers must use increases in student academic achievement for all groups of students described in
section 1111(b)(2)(C)(v)of the ESEA as the most important factor when determining to renew or revoke a
school’s charter. Each authorizer and charter school must enter a contractual agreement stating that
student performance of all students described in section 1111(b)(2)(C)(v)of the ESEA is the most
important factor when determining to renew or revoke a school’s charter.
Charter School Planning Committee Chair Name:
Signature
Sponsor Representative name:
Date
Signature
Date
Executive Summary
Our mission at Coastal Leadership Academy (CLA) is to engage high school students in
Authentic Project Based Learning that will help improve academic achievement while creating
opportunities for critical and creative thinking. Leadership is our middle name; therefore, we
are also focused on helping students understand their leadership roles within our community and
environment.
Last fall, it came to the attention of our planning committee that the overall concept of
project based learning varies across South Carolina. Many schools are using Project Based
Learning (PBL) but only in a modified form. It is our desire at CLA to implement Authentic
Project Based Learning (APBL) on a schoolwide scale at the high school level. At CLA, APBL
is not an add-on, but the backbone of our program. Solving intricately designed problems allows
students to work toward mastery of the state adopted curriculum standards while taking part in
real-life scenarios.
Our application readily cites educational research that provides evidence that Authentic
Project Based Learning is an effective learning model, thus supporting our belief that APBL is an
effective teaching method. However, during our search for other high schools to possibly model,
we have discovered that there are currently no APBL high schools in the Southeast. The nearest
one we have been able to locate is in New York City. Therefore, we have concluded that CLA
will be the first of its kind in SC and the surrounding states.
The Buck Institute for Learning defines APBL as a method of instruction where,
“students go through an extended process of inquiry in response to a complex question, problem,
or challenge. Rigorous projects help students learn key academic content and practice 21st
Century Skills (such as collaboration, communication & critical thinking).”1
___________________________________
Buck Institute for Education. 29 January 2012. <http://www.bie.org/about/what_is_pbl/>.
CLA plans to move education into the 21st Century and create a school where students
are presented with a problem to solve and are given the opportunity to do so. The teacher is no
longer the one who imparts knowledge, but becomes a facilitator who aids students in their
research and project work. This type of learning mirrors our ever-changing global society and
engages students while allowing them the opportunity to take ownership of their education.
Our committee has spent time, planning, organizing and researching what makes charter
schools successful. It has come to our attention that financial stability is a key factor in long
term success; therefore, we have been diligently working with a financial consulting company
that has repeatedly demonstrated its ability to assist schools in SC with developing financial
plans that lead to long-term sustainability. With their help, we believe we have developed a plan
that will aid us in getting our school off to a solid start and provide for future growth. We have
also cultivated relationships with many businesses within our community who fully support our
efforts and want to help make CLA a permanent part of our area's academic offerings.
CLA is dedicated to creating a 21st Century High School that works to develop the total
person. To successfully implement this program, we realize that we will need teachers and
administrators who fully embrace this concept and are ready to step out of their comfort zone to
forge a new trail. We will also need parents and community leaders who understand their roles
in education and be willing to take part when necessary. The crucial component consists of
students who want to take on the challenge of active learning where they are no longer able to
hide behind the answers in a textbook, but must now step out and express their own thoughts and
display their own knowledge.
This is the method by which the people who make up Coastal
Leadership Academy will work together.
Page | ii
Table of Contents
Purpose and Support…………………………………………………………………………6
a. Charter School Mission Statement………………………………………………..6
b. Admissions Policies and Procedures…………………………………………….11
i. Enrollment Procedures……...……….…..…………………………………..11
ii. Students Outside the District……….….....…………………………………14
iii. Student Appeals Process………….…..….………………………………….14
c. Support for Formation of the Charter School...…………………….………….15
i. Charter Planning Committee……………......................................................15
ii. Evidence and Support…................................................................................17
iii. Conversion Schools.......................................................................................20
Academic Plan …………….……………………………………………………………………20
a. Educational Program…………...........................................................................21
i. Student Population.........................................................................................21
ii. Goals and Objectives ....................................................................................22
iii. Academic Standards…………………………………………………………37
iv. Educational and Curricular Program……………………….…………..……45
v. Virtual Schools………...…………………...……………….………………..79
b. Student Assessment..............................................................................................80
i. Student Achievement and Progress Evaluation.............................................80
ii. Performance Goals Timelines........................................................................86
iii. Academic Assistance……………………………………...…………………98
Operational Plan……………………………………………….……………………………..100
a. Budget and Accounting System…………………………………………………100
i. Annual Budget………………………..………….………………………….100
ii. Annual Audit……..…………………..…………..………………………….102
iii. Pupil Accounting System……..…….…………..………………………......103
iv. Negotiated Services Documentation…..…..……..………………………….104
b. Governance and Operation……………………………………………………...104
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i. Non-Profit Corporation Status……………..……………………………......104
ii. Governing Board……………………..……………………………………...105
iii. Administrative Structure……..…...…………………….………………….111
iv. Parental, Community, and Educator Involvement……………..…………..115
c. Administrative and Teaching Staff………………….……………………….117
i. Administrative Staff……………...………………….....…………………...117
ii. Teachers…..….…………………….………………..………………………122
d. Racial Composition…………..…………………….……..…………………...125
i. Racial Composition……...……..………..………...………………………...125
ii. Policies and Procedures………….………...…….………………………….125
iii. Desegregation Plan or Order……………………………………………….126
e. Transportation………………………..………………..………………………126
i. Transportation Needs…………………..….….……….……………………126
ii. School Bus……………………………..…….………………………….....127
iii. Contracted Services……….…………..…………………………………...127
iv. Special Needs Students…………….……………………..…………….....127
f. Facilities and Equipment………………………………...…………………….128
i. Identified Facility…………..……………….………….………………….128
ii. Facility Not Identified………......……………………….………………..128
iii. Equipment…………………………………………………………………132
g. Employee Relations……………….……………………….…………………..134
i. Employment Process………...……………………….…………………...134
ii. Teacher Evaluations………………………………………………………136
iii. Terms and Conditions of Employment……….…………………………...137
h. Grievance and Termination Procedures…………………..………………….138
i. Teacher Employment and Dismissal Procedures........................................138
ii. Employment and Dismissal Procedures…………………………………..138
i. Student Conduct, Rights and Responsibilities, and Discipline Procedures.…141
i.
Student Conduct………………….………………………………………141
ii.
Students with Disabilities.………………..……...……………………….141
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iii. Student Rights………………..………….………………………………..141
iv. Parental Notification……….…………..…………………………………141
j. Indemnification………………...……………………………………………….142
k. Insurance…………………………………..……………………………………143
i. Worker’s Compensation Insurance…………...…………………………...143
ii. Liability Insurance………………..…...….….……………………………143
iii. Property Insurance…………………...……………………………………144
iv. Indemnity Insurance……………………………………………………….144
v. Automobile Insurance…………….……...…….………………………….144
vi. Other Insurance……………………….………...…………………………144
Page | 3
Appendix Contents
Appendix
Appendix Item 1- Charter Planning Committee………………………………………. A1
Appendix Item 2-Evidence of Support…………………….……………………………A3
2.1. Sample Application ……………………………………………………A3
2.2 Brochure ………….…………………………………………………….A4
2.3 Flyer…………………………………………………………………….A6
2.4 Letter of Intent…………………………………….…………………….A7
2.5 Summary of Submitted Letters of Intent……………………………….A8
Appendix Item 3- Proposed Student Enrollment ………….…………..………… A11
Appendix Item 4- Academic Standards…………………………………….……….A12
4.1 English/Language Arts Common Core Standards……………….…….A12
4.2 Mathematics Common Core Standards………………………………..A22
4.3 Science, Social Studies and Elective Standards……..…..…………….A50
Appendix Item 5- School Calendar and Schedule…………………………………. A64
Appendix Item 6 – Virtual Management Agreement………………………………...NA
Appendix Item 7-Annual Budget ..………………………………………………... A65
7.1 Five Year Budget………………………….………………………….A65
7.2 SDE report of Estimated Revenues………………..…………………A69
Appendix Item 8- Negotiated Services…………………….………..……………... A70
Appendix Item 9- Articles of Incorporation…………………………………………A73
9.1 Articles of Incorporation …………………………………………..A73
Page | 4
9.2 Bylaws………………..………...…...……………………………. A76
9.3 Proof of South Carolina Non-profit Corporation Status ..….…… A92
Appendix Item 10- Administrative Resumes…………………………………….…NA
Appendix Item 11- Desegregation Order……………………………..……………A93
Appendix Item 12- Transportation Contracted Services …………..……..……..…NA
Appendix Item 13- Facilities Compliance………………………………………….NA
Appendix Item 14- District Dismissal Procedure…………………………………..NA
Appendix Item 15- Code of Conduct, Rights and Responsibilities………………..A94
Appendix Item 16- Insurance Documents…………………….………………….A104
Appendix Item 17- Statement of Assurances..…..….……….……..…….….……A106
Additional Supporting Documentation
Authentic Project Based Learning Lesson Plan Sample
Page | 5
Purpose
and Support
Purpose
and Support
a. Charter School Mission Statement
Coastal Leadership Academy’s mission is to engage students in Authentic Project
Based Learning that will improve academic achievement, critical and creative
thinking, and awareness of their leadership roles in our community and environment.
The Grand Strand area of South Carolina is home to an extremely diverse population.
Because of our proximity to the beautiful beaches of the Atlantic, many people from all over the
world choose to make this area their home. This unique and growing population brings with it
many challenges.
The 2009 US Census report shows a 34.2% change in the Horry County
population compared to a 13.2% change for the state of South Carolina.1 A sense of community
is very difficult to develop when a large portion of the population has only lived here a few
years. As this area of South Carolina changes and adapts, our educational system needs to
change as well. Where creating a since of civic pride and responsibility was a given in the past,
this upcoming generation needs more deliberate instruction to make this a reality for the 21st
Century.
In our area, there are many high school students who are searching for a meaningful way
to earn a high school diploma while making a difference in the community. Coastal Leadership
Academy readily recognizes this fact and wants to offer an option to interested high school
students who are looking for a challenge and the opportunity to shine. By offering a stimulating
academic environment through project based learning, students will not only strengthen critical
1
U.S. Census Bureau. 29 March 2011. <http://quickfacts.census.gov/qfd/states/45/45079.html>.
Page | 6
and creative thinking skills, but will also develop a strong sense of civic responsibility. At the
moment, we have interested students who readily show their leadership skills through available
volunteer activities; however, many seek other avenues to further develop these skills. Coastal
Leadership Academy offers another choice for high school for those who want to accept the
challenge and become quality leaders of tomorrow.
The future of a community lies in the hands of the next generation, so how do we prepare
this generation to lead in an ever-changing world?
How do we create independent thinkers,
contributing citizens, and leaders of tomorrow? What tools do we need to equip them with so
they will be successful? Coastal Leadership Academy has taken these questions into
consideration and ascertained that Framework of the Partnership for 21st Century Skills and
Authentic Project Based Learning are sources by which we can best prepare our students.
The Partnership for 21st Century Skills has developed a vision for student success
in our global economy. Coastal Leadership’s planning and preparation has been guided by the
Partnership’s following Interdisciplinary Themes:

Global Awareness

Financial, Economic, Business, and Entrepreneurial Literacy

Civic Literacy

Health Literacy

Environmental Literacy.2
These themes are woven throughout our school design and help to form a foundation that helps
make Coastal Leadership Academy a quality charter school.
2
Partnership for 21st Century Skills 21 April 2011 <http://www.21stcenturyskills.org>
Page | 7
Currently, we believe that the Buck Institute for Education has researched and developed
a program that will best suit our desire to help students master the SC Curriculum Standards and
reach those who are ready to step out and embrace a 21st Century education. Mastery of the SC
Curriculum Standards helps anchor each component of our program as we offer challenging
authentic project based learning that allows students real-life opportunities to connect to the
world around them. Our students will be engaged in intricately constructed project sessions that
readily lend themselves to meet all five of the components of our school program.
These five program component help create an innovative approach to the total high
school experience. Current SC academic standards form the core of our program which is
quickly built upon by our Authentic Project Based Learning model. To enhance student
connections with the community around them, our next component is Leadership Skills and
Community Service. Parent involvement and mentoring programs further enhance our school
concept by providing positive role models. Coastal Leadership Academy cares about the total
student, therefore, we strive to strengthen healthy lifestyle choices as well as make students
aware of environmental sustainability efforts.
1.
Curriculum Standard Mastery
Student mastery of the South Carolina adopted curriculum standards readily guides the
educational endeavors that take place within our school. Each project cycle starts out with
teachers and students identifying which standards will be addressed. Students work
toward the mastery of these standards as they complete their projects. This assures that
both teachers and students are accountable for student learning and progress.
Page | 8
2.
Authentic Project Based Learning
An Authentic Project Based Learning cycle at Coastal Leadership Academy begins with a
defining question, problem or challenge. In order to address the learning targets, students
embark on carefully planned and documented project cycles. This challenging process
allows the students to work toward the mastery of selected curriculum standards as well as
practice 21st Century skills like collaboration and critical thinking.
3.
Leadership Initiatives and Community Service
Due to the nature of Authentic Project Based Learning, leadership initiatives and
community service opportunities are an integral part of our program. It would not be
uncommon to see a a student making a public service announcement on a community
issue, designing a commercial for a local charity or possibly a group of students building a
bike rack for an area neighborhood center.
4.
Mentoring and Parent Involvement Programs
Coastal Leadership Academy recognizes the value in learning from others around us.
Mentors and parents have a great deal to offer students therefore we tap into these unique
resources through our mentoring and volunteer programs.
Page | 9
5.
Healthy Lifestyle Choices and Sustainability Efforts
The day-to-day operations at Coastal Leadership Academy are designed to give students
real-life examples of wise choices that affect the health of our environment as well as the
individual.
Healthy Lifestyle Choices
and Sustainability Efforts
Mentoring and Parent
Involvement
Leadership and
Community Service
Authentic Project
Based Learning
SC Adopted
Curriculum
Standards
Program Components
Page | 10
b. Admissions Policies and Procedures
i. Enrollment Procedures
1. In accordance with Section 59-40-50 of the South Carolina Code of Laws, Title
59, Chapter 40, the Chartering Committee of Coastal Leadership Academy (CLA) will
ensure equity of access for all students. CLA is not a behavior alternative school and as
such students who have been expelled, who are in the process of being expelled, or who
are in the middle of a behavior hearing are not eligible to attend. CLA will admit
students eligible to attend all regular public schools subject to space limitations and based
on grade levels served. For our first year, we plan to accommodate ninth, tenth and
eleventh grade students with a smaller twelfth grade class of 12 students.
2. Students requesting entrance into CLA must complete and return the approved
CLA Application within published time limits. Applicants provided a space at CLA will
be given an enrollment packet which outlines the open enrollment procedures, program
philosophy, and parental and student expectations. Online Applications for the 20132014 school year, will be accepted from October 1, 2012 through January 9, 2013.
3. A random public lottery (should the school receive more applications than
available student slots) is tentatively scheduled for January 15, 2013.
The lottery process will be conducted as follows:
Page | 11

The lottery will be conducted in a public location

Parents who have previously submitted an application within the
deadline limits, will receive notification of the time, date and
location of the lottery via USPS.

The lottery will be conducted as a public meeting and
representatives of Coastal Leadership Academy and a SC Notary
Public will conduct and ensure lawful operation of the lottery.

Procedures for each lottery will be as follows:
(a) On the advertised hour, a representative of Coastal Leadership
Academy will verify previously submitted applications.
(b) Parents will be given a blank white index card and asked to
write the child’s name in pencil on the card. The card is then
sealed in a blank white envelope and deposited in a locked box for
the appropriate grade level.
(c) After one hour, submission to the applicant pool will be
considered closed and the number of verified applications will be
compared to the number of open slots per grade level. If it is
determined that there are more applicants than available slots, the
lottery will continue.
(d) The locked boxes containing the lottery cards will be
thoroughly shuffled by a Coastal Leadership Academy
representative.
Page | 12
(e) The Notary will draw one envelope at a time and read the name
of the applicant as it appears on the card.
(f) The Secretary of the Charter Committee or Board of Directors
will record the order in which the names are called.
(g) This process will continue until all of the envelopes have been
drawn, opened, and recorded.
(h) Students not receiving an enrollment slot will be added to a
waiting list in the order drawn.
(i) Enrollment is for the upcoming school year only.
(j) Enrollment appeals may not be made based on lottery
outcomes.
This system will remain in place unless otherwise changed by The CLA Board of
Directors.
4. CLA will not limit or deny admission or show preference to any individual
group. Priority however will be given to children of the charter school committee,
children of charter school employees and siblings of a pupil already enrolled in this order.
The given priority will not exceed the allowable limits established by the SC law, as
amended.
Page | 13
ii. Students Outside the District
CLA is sponsored by the SC Public Charter School District. Because SCPCSD represents
all areas of South Carolina, we are not subject to other school district enrollment lines. The
previous district of any student admitted will be notified in a timely manner by our school.
iii. Student Appeals Process
The appeals process will not be necessary because the only reasons for denial will be due
to not being accepted through the lottery, providing they are eligible to attend a regular public
school in grades 9-12. Students who have been expelled or are in the process of being expelled
or who have been sent to the alternative school may be eligible to attend pending a review by
the administrator and the governing board. (per S.C. Code Ann. §59-63-217) . However, should
CLA deny admission for a reason other than the results of a lottery, an appeal to the SC Public
Charter School District may be made within 10 business days. The appeal must be made in
writing and must state the grounds on which the appeal is based. A copy of the appeal should
be sent to the school, as well. Any decision by SCPCSD Board will be binding to the students
and the charter school.
Page | 14
c. Support for Formation of the Charter School
i. Charter Committee
In December of 2010, Tabby Shelton and Melinda Tavernier met to discuss the need for
an educational choice for high school students in our area. After attending a planning workshop
hosted by the SC Department of Education, these two area leaders decided to submit an
application for a charter high school. By February of that same year, two parents of middle
school students, Dennis Reed and Kim Perl were interested in the idea and wanted to help with
the formation of a charter high school. Vicki King-Skinner, a local educator also heard about the
school and wanted to get involved. Courtney Fancher, the Executive Director of Palmetto
Academy for Learning and Success, agreed to assist in the formation of a charter high school
because she felt having a charter high school would be beneficial to her K-8 students. Lane
Moore, April Saleeby, Laurie Rogers, Shona Rix, Mark Josephs, Stephanie Meredith and Talli
Sailer are all parents who want this option for their children and agreed to use their unique
abilities and contacts to help raise awareness of the school and help get the school opened. See
Appendix Item 1.
Committee Members
Tabby Shelton
Melinda Tavernier
Dennis Reed
Experience/Qualifications
BA from Coastal Carolina University
Founder/Director of Fostering Hope, Inc.; Parent
BS Elementary Education;
M.Ed. Educational Leadership; Former SC Public School Teacher;
Founder of Vine and Branches Home Educators (non-profit);
Founder of Pathways for Scholars K-12 academic program;
Coastal Carolina University Adjunct Faculty Member; Parent
BA Radio, Television/ Film Communications
MS Radio, Television/Film Communications
Page | 15
Kim Perl
Vicki King-Skinner
Courtney Fancher
B. Lane Moore
April Saleeby
Laurie Rogers
Shona Rix
Mark Josephs
Stephanie Meredith
Talli Sailer
Wil Bradham
Producer/Director at Coastal Carolina University; Parent
BS Business Administration;
Community Coordinator; Parent
BS Political Science- Minor in History and Geography;
30 hours of undergraduate Business;
MBA with a concentration in Economics and Management;
High School Economics and Business Teacher at MB Christian
Academy;
Coastal Carolina Economics Teaching Associate
BS Early Childhood Education;
M.Ed. Educational Leadership; Former SC Public School Teacher;
Founding Member of Palmetto Academy for Learning and Success
(PALS);
Executive Director of PALS; Parent
Ultrasound Technologist-Georgetown Hospital System; Parent
Former Kindergarten Teacher; Parent
Former Member of the Military ;Community Member; Parent
Studied Theater and Education at East Carolina University;
Drama Coach; Parent
Attorney at Law;
Served on Staff and Board of Barefoot Church; Parent
Registered Nurse
Georgetown Hospital System;
Attended Horry Georgetown Technical College and Coker College;
Founding member of PALS; Parent
Experience Board Member;
Community Member; Parent
Director of Missions at Southeast Baptist Association;
Adjunct Professor at Charleston Southern University; Parent
In addition to the aforementioned committee members, we have been working with many
other individuals, who are not on the committee, to make this school a reality. While, these
people are not listed as committee members, it is important to mention the huge role they have
played in organizing the details, adding vital ideas and thoughts, obtaining information,
advertising, lending their expertise in different areas, supporting our mission, and helping in
many other ways. Additional chartering committee members who request to serve on the
charting board after April 15, 2011 will be required to commit to 30 hours of committee service
Page | 16
before the school opens.
Not more than 15 members will be allowed to serve on this
committee. During the first school year, the charter planning committee will be dissolved upon
the election of the school’s first governing board.
ii. Evidence of Support
Since January of 2011, Coastal Leadership Academy has worked within the Grand
Strand area to provide our school information to the surrounding community. We have spoken
with numerous leaders in our community to explain our intentions and provide them with
information from our Executive Summary. So far, we have conducted eight parent information
meetings with the community.
Five of the meetings were held at the Conway Library, the
Socastee Library, Chapin Library and Georgetown Library. Two were held at two different
local K-8 charter schools and the final meeting was held at a homeschool co-op. These
meetings were advertised through the CLA Facebook page, the CLA Website, Craig’s List for
Myrtle Beach, the Community Calendar of a local paper, Vine and Branches Home Educators
classified ads and weekly update, and flyers posted at local libraries and businesses. Our
committee members also handed out brochures and flyers to people at work, church and
community events.
We have also had parents and future students man information booths at
local community events such as the Spring Festival at Palmetto Academy of Learning and
Success, The Holiday Gift Wrapping Station at the Bass Pro Shops and The Blood Drive at the
SC Wellness and Fitness Center.
We currently have two K-8 charters schools operating in Horry County, one K-4 charter
school in the City of Conway and a K-6 Montessori Charter planning to open for the upcoming
school year. Parents of current charter students have expressed a strong desire for a charter High
Page | 17
School as an option for the secondary grades. Several of these parents joined together to form
the Coastal Leadership Academy Chartering Committee and began the chartering process.
These are parents who value innovative choices in education and are working to find other
supporters in the community who want additional choices for high school.
At this time, we have received the following:
Letters of Intent from Parents
12th
11
11th
24
10th
31
9th
47
8th
17
Lower grades
63
Total 193
Community/ Business Support Letters
48
Petition Signatures
72
Teacher Interest
18
Samples of the support forms we have distributed both electronically and manually are
contained in Appendix Item 2a.
Coastal Leadership Academy has received 114 non-binding letters of intent from parents
of current 7th, 8th, 9th and 10th grade students who will be eligible for enrollment our first year.
This accounts for 100% of the projected enrollment for 2013-2014. Another 17 letters have
been submitted from parents whose students will be eligible to enroll for 2014-2015. And 63
letters from parents who would like to enroll their children in future years. Appendix Item 2b is
Page | 18
a detailed list of parents who submitted intent letters. (Completed forms available upon request.)
A TV interview on WPDE and newspaper articles in two local newspapers on Coastal
Leadership Academy generated interest and resulted in the submission of Letters of Intent
through our website. It is anticipated that Coastal Leadership Academy will continue to
steadily receive Letters of Intent in the months prior to the school opening (actual forms and
signatures furnished upon request). We currently have 70 people following Coastal Leadership
Academy on Facebook as well as a Facebook discussion group. These community awareness
attempts are the beginning efforts of our marketing program. We plan to reach other families
through radio, billboards, community events, newspaper advertisements, etc. Using the above
information and the current charter school trend already within our area, we fully expect to have
collected 114 students our first year.
In a more widespread view, state leaders Nikki Haley and Mick Zais have supported
charter schools by sharing the following viewpoints:
Governor Nikki Haley’s stance on charter schools:
“Expand charter schools: South Carolina's 37 charter schools have successfully
integrated themselves into local communities and successfully supplement current education
options. While still public schools, these unique institutions have enough autonomy and
flexibility to use innovative education techniques, provide outstanding education, and focus on
specialized areas such as technology, math, and science. The answers to expanding charter
school use in South Carolina are similar to the ones for other public schools. These charter
endeavors create totally new schools that have a modern mission and measureable goals in place
before the first student walks through the door. This can mean fresh starts for thousands of
Page | 19
South Carolina's students every year; this is not an opportunity we can let pass us by.”3
State Superintendent Mick Zais:
“’I believe public charter schools can transform education in South Carolina, because
they are focused entirely on student achievement and the needs of meeting individual
students.’”4
iii. Conversion Schools: Not Applicable
3
4
Nikki Haley Governor. Nov 2 2010 <http://www. nikkihaley.com/issues.>
Midlandsconnect.com. Feb 9 2011<http://www.midlandsconnect.com/news/story.aspx?id=578785>
Page | 20
Academic Plan
Academic Plan
a. Educational Program
i. Student Population
Coastal Leadership Academy will service students in grades nine through twelve.
The initial year, classes in the core curriculum as well as leadership studies are planned to
be offered to students in grades nine, ten and eleven. Classes for seniors will be offered
on a modified basis that will allow them to obtain SC minimums required for graduation.
In year two, our regularly planned senior program will be instated.
During our charter planning year of 2012-2013, we will be preparing our school
for 114 159 high school students to walk through our doors for the 2013-2014 school
year.
Enrollment total is estimated to be 252 by 2017 2015. Our proposed student to
teacher ratio will be an average of 21:1. See Appendix Item 3 for proposed Student
Enrollment Projections on State Department of Education Form.
9th
10th
11th
12th
Total
Enrollment
20132014
42
63
42
63
18
21
12
114 159
20142015
63
63
42
63
21
189 210
20152016
63
63
63
42
63
231 252
20162017
63
63
63
63
252
20172018
63
63
63
63
252
Page | 21
ii. Goals and Objectives
In compliance with the SC Charter School Act, the following educational goals of
Coastal Leadership Academy reflect the school’s mission statement. Each corresponding
objective indicates outcomes that are student-centered and can be used to evaluate the success of
each goal and thus the overall mission of Coastal Leadership Academy.
Goal 1: To increase graduation rates for Coastal Leadership Academy students and
provide transitions into successful post-secondary endeavors.
Objective 1.1 91% of seniors who have been enrolled at CLA for at least 2 years,
exempting students whose IEPs indicate otherwise, will graduate on time.

Year 1- Not applicable.

Year 2- 85% of seniors will graduate on time.

Year 3- 87% of seniors will graduate on time.

Year 4- 89% of seniors will graduate on time.

Year 5- 91% of seniors will graduate on time.
Assessment: The graduation rate will be determined by the number of students
who received a State Diploma divided by the number who should have received a
State Diploma.
Possible strategies to reach this objective include:

Students in jeopardy of not graduating will be personally invited by school
staff to revisit their individual graduation plans and discuss choices for the
future.
Page | 22

Teachers, administrators, guidance counselors, families, and students
themselves will work together to provide the supports, instructional
strategies, and resources needed to ensure individual students can succeed.

Based on the Common Core State Standards, teachers and students will
work together to identify attainable benchmarks and academic goals.

Administrators will make available teacher training and professional
development that supports high student achievement for all students.

Administrators will ensure that teachers have the resources and planning
time to support student achievement.
Objective 1.2 95% of Coastal Leadership Academy seniors will explore prospective
careers and participate in an internship program which will develop relevance between
course work and potential careers.
 Year 1- Before graduating, 75% of seniors will have explored three careers
and participate in at least one internship activity.
 Year 2- Before graduating, 80% of seniors will have explored three careers
and participate in at least one internship activity.
 Year 3- Before graduating, 85% of seniors will have explored three careers
and participate in at least one internship activity.
 Year 4- Before graduating, 90% of students will explore three careers and
participate in at least one internship activity.
Page | 23
 Year 5- Before graduating, 95% of students will explore three careers and
participate in at least one internship activity.
Assessment: Student achievement of this objective will be ass essed through but
not limited to portfolio evidence, student self-assessments, and Individual
Graduation Plans.
Possible strategies to reach this objective include:

Coastal Leadership Academy will encourage students to apply aspects of the
Individual Graduation Plans throughout all areas of their academic careers.
By documenting individual benchmarks throughout the school year, students
will gain a sense of ownership, pride, and understanding of the process.

Coastal Leadership Academy will develop partnerships with Grand Strand
business institutions and civic organizations to sponsor internships, provide
volunteers, mentors and speakers for school programs.

Parents, teachers and student will meet to discuss post-secondary options.

Teachers and staff will use an authentic project based learning curriculum
that encourages the connections between classroom tasks and real-life
experiences in the community.

Teachers and/or Guidance Counselors will make available educational
opportunities to students and their families concerning career possibilities,
college financial aid and scholarships.
 Coastal Leadership Academy will encourage and sponsor visits to
Universities and Colleges.
Page | 24
 Coastal Leadership Academy will implement best practices identified by
the US Department of Education that support readiness for success in postsecondary education and in the 21st century workforce.
 Administrators will make available teacher training and professional
development to implement internship programs.
 Administrators will make available teacher resources and planning time to
plan and provide for the internship programs.
Objective 1.3 90% of Coastal Leadership Academy seniors will apply to attend college
join the military or seek meaningful employment.
 Year 1- 70% of seniors will apply to attend college, join the military or seek
meaningful employment.
 Year 2- 75% of seniors will apply to attend college, join the military or seek
meaningful employment.
 Year 3- 80% of seniors will apply to attend college, join the military or seek
meaningful employment.
 Year 4- 85% of seniors will apply to attend college, join the military or seek
meaningful employment.
 Year 5- 90% of seniors will apply to attend college, join the military or seek
meaningful employment.
Page | 25
Assessment: The above percentages will be calculated based on data collected
through the Individual Graduation Plans.
Possible strategies to reach this objective include:

Coastal Leadership Academy will encourage students to apply aspects of
the Individual Graduation Plans throughout all areas of their academic
careers. Parents, students, teachers and/or guidance counselors will meet
to discuss post-secondary options.

Coastal Leadership Academy will develop partnerships with Grand Strand
business institutions and civic organizations to sponsor internships; offer
shadowing opportunities; provide volunteers, mentors and speakers for
school programs allowing students experiences in the work force.

Teachers will use an authentic project based learning curriculum that
encourages the connections between classroom work and real-life
experiences in the community.

Guidance Counselors or staff will make available to families information
on college financial aid and scholarships.

Coastal Leadership Academy will encourage and sponsor visits to
Universities and Colleges.

Coastal Leadership Academy will implement best practices identified by
the US Department of Education that support readiness for success in
post-secondary education and in the 21st century workforce.
Page | 26

Administrators will make available teacher training and professional
development to implement mentoring and community involvement
programs.

Administrators will make available teacher resources and planning time to
plan and provide for the mentoring and community involvement programs.
Goal 2: To support academic excellence for all Coastal Leadership Academy students
using an authentic project based learning curriculum that offers opportunities to achieve
academically, construct knowledge, and think critically and creatively.
Objective 2.1 Using an authentic project based learning curriculum, students will
demonstrate proficiency level or higher in critical and creative thinking.
 Year 1- 75% of students will demonstrate proficiency level or higher in
critical and creative thinking.
 Year 2- 77% of students will demonstrate proficiency level or higher in
critical and creative thinking.
 Year 3- 79% of students will demonstrate proficiency level or higher in
critical and creative thinking.
 Year 4- 81% of students will demonstrate proficiency level or higher in
critical and creative thinking.
 Year 5- 83% of students will demonstrate proficiency level or higher in
critical and creative thinking.
Page | 27
Assessment: Using a teacher created rubric similar to the Sample Project Based
Learning Rubric below, teachers will assess and record the achievement level of
students within a project based learning environment.
Sample Critical Thinking Rubric
Critical
Thinking
Exemplary
Level 4
Proficient
Level 3
Student works to
consistently interpret
pertinent data.
Student works to
interpret pertinent
data
Identifies
Pros & Cons
of an issue
Student accurately
identifies pros and
cons of an issue
Student accurately
identifies a limited
number of pros and
cons of an issue
Analyzes/
Evaluates
Alternative
View Points
Uses Data to
Draw
Conclusions
Student analyzes
and fully evaluates
alternative view
points.
Student analyzes
alternative view
points, however,
evaluation is limited.
Student consistently
uses data to draw
reasonable
conclusions.
Student consistently
uses data to draw
reasonable
conclusions.
Interpreting
Data
M
A
S
T
E
R
Y
L
I
N
E
Approaching
Proficiency
Level 2
Evidence of
Attempt
Level 1
Student identifies
pertinent data but
misinterprets data. Offers
biased interpretations of
evidence.
Student identifies few
pros and cons of an
issue, however,
inaccuracies were
present
Student somewhat
analyzes alternative
viewpoints. Evaluations
are extremely limited or
non-existent.
Student was unaware
of data needed to
complete assignment
Regardless of the
evidence or reasons,
student draws
conclusions based on
preconceptions.
Student did not
attempt to identify
pros and cons of the
issue
Student did not show
evidence of analyzing
or evaluating alternate
view pts.
Student fails to draw
conclusions.
Possible strategies to reach this objective include:

Teachers will use research based authentic project based learning
methods in the classroom where students will understand important
concepts, develop higher-level thinking skills, and engage in meaningful
classroom dialogue.

During authentic project based learning assignments and discussions,
teachers will actively engage students in problem solving exercises that
require critical and creative thinking processes.
Page | 28

Administrators will make available teacher training and professional
development that supports the use of research based authentic project
based learning.

Administrators will ensure teachers have the resources and planning time
to implement authentic project based learning.
Objective 2.2 Using an authentic project based learning curriculum, students will
demonstrate at proficiency level, the ability construct knowledge using individual
learning strategies and contextually appropriate resources.
 Year 1- 75% of students will demonstrate proficiency level or higher, the
ability to construct knowledge using individual learning strategies and
contextually appropriate resources.
 Year 2- 77% of students will demonstrate proficiency level or higher, the
ability to construct knowledge using individual learning strategies and
contextually appropriate resources.
 Year 3- 79% of students will demonstrate proficiency level or higher, the
ability to construct knowledge using individual learning strategies and
contextually appropriate resources.
 Year 4- 81% of students will demonstrate proficiency level or higher, the
ability to construct knowledge using individual learning strategies and
contextually appropriate resources.
Page | 29
 Year 5- 83% of students will demonstrate proficiency level or higher, the
ability to construct knowledge using individual learning strategies and
contextually appropriate resources.
Assessment: Using a teacher created rubric similar to sample shown above
(Objective 2.1), teachers will assess and record the achievement level of students
within a project based learning environment.
Possible strategies to reach this objective include:

Teachers will develop project based learning units that provide a core high
school knowledge base that incorporates the current standards adopted by
the South Carolina Department of Education.

Teachers will instruct using a meaningful project based learning
curriculum that will allow students to become independent, engaged
learners as they implement current technology into relevant assignments.

Teachers will instruct using a meaningful project based learning
curriculum that allow students collaborate with peers and effectively
communicate findings.

Teachers will actively engage students in learning and constructing
knowledge. Constructivism emphasizes the importance of the
knowledge, beliefs, and skills an individual brings to the experience of
learning. It recognizes the construction of new understanding as a
Page | 30
combination of prior learning, new information, and readiness to learn.

Teacher will instruct students in the use of contextually appropriate
resources, including original data, primary sources, scientific instruments,
and interactive technology to make real world connections with the
curriculum standards recognized by the South Carolina Department of
Education.

Teachers will use research based instructional strategies in the classroom
where students will understand important concepts, develop higher-level
thinking skills, and engage in meaningful classroom dialogue.

Administrators will make available teacher training and professional
development that supports the use of research based instructional
strategies.

Administrators will ensure teachers have the resources and planning time
to support high student achievement.
Objective 2.3 81% of second year students enrolled at CLA will pass the South
Carolina High School Assessment Program (HSAP).
 Year 1- 81% of second year students will pass the SC High School
Assessment Program (HSAP).
 Year 2- 83% of second year students will pass the SC High School
Assessment Program (HSAP).
Page | 31
 Year 3- 85% of second year students will pass the SC High School
Assessment Program (HSAP).
 Year 4- 87% of second year students will pass the SC High School
Assessment Program (HSAP).
 Year 5- 89% of second year students will pass the SC High School
Assessment Program (HSAP).
Assessment: Coastal Leadership Academy second year students scoring 200 on
both sections of the HSAP test will be considered passing.
Possible strategies to reach this objective include:

Teachers, administrators, guidance counselors, families, and students
themselves will work together within the CLA community to identify the
supports, instructional strategies, and resources needed to ensure the
individual student can succeed.

Students who score below 200 will be offered academic assistance to focus on
skill instruction before and/or afterschool if needed.

Teachers will instruct using authentic project based learning units that allow
students to collaborate with peers and effectively communicate findings.

Teachers will actively involve students in meaningful and engaging learning
processes during authentic project based learning tasks.
Page | 32

Teachers will use research based instructional strategies in the classroom
where students will understand important concepts, develop higher-level
thinking skills, and engage in meaningful classroom dialogue.

Administrators will make available teacher training and professional
development that supports high student achievement in an authentic project
based learning environment..

Administrators will ensure teachers have the resources and planning time to
support student achievement in an authentic project based learning
environment.
Page | 33
Goal 3: To immerse students in activities, projects, and experiences that enhance
leadership skills, augment community involvement, encourage environmental stewardship
and promote healthy lifestyle choices.
Objective 3.1 Coastal Leadership Academy will offer opportunities that foster
leadership capabilities and a sense of civic pride among students.
 Year 1- 70% of students enrolled by the 45th day of school will participate in
at least one leadership or civic activity.
 Year 2- 75% of students enrolled by the 45th day of school will participate in
at least one leadership or civic activity.
 Year 3- 80% of students enrolled by the 45th day of school will participate in
at least one leadership or civic activity.
 Year 4- 85% of students enrolled by the 45th day of school will participate in
at least one leadership or civic activity.
 Year 5- 90% of students enrolled by the 45th day of school will participate in
at least one leadership or civic activity.
Assessment: Evidence of student leadership capabilities and civic pride will be
measured through student portfolio evidence.
Page | 34
Possible strategies to reach this objective include:

Coastal Leadership Academy will develop partnerships with Grand Strand
business institutions and civic organizations to sponsor internships,
provide volunteers, mentors and speakers for school programs allowing
students experiences as community leaders.

Teachers will use an authentic project based learning curriculum that
encourages the connections between classroom work and real-life
experiences in the community.

Coastal Leadership Academy will implement best practices identified by
the US Department of Education that support readiness for success in
post-secondary education and in the 21st century workforce.

Administrators will make available teacher training and professional
development to implement mentoring and community involvement
programs.

Administrators will make available teacher resources and planning time to
plan and provide for the mentoring and community involvement programs.
Objective 3.2 Coastal Leadership Academy will heighten student awareness of
environmental stewardship and healthy lifestyle choices.
 Year 1- 70% of student portfolios will demonstrate three ways in which
students were engaged in environmental stewardship and healthy lifestyle
choices.
Page | 35
 Year 2- 75% of student portfolios will demonstrate three ways in which
students were engaged in environmental stewardship and healthy lifestyle
choices
 Year 3- 80% of student portfolios will demonstrate three ways in which
students were engaged in environmental stewardship and healthy lifestyle
choices.
 Year 4- 85% of student portfolios will demonstrate three ways in which
students were engaged in environmental stewardship and healthy lifestyle
choices.
 Year 5- 90% of student portfolios will demonstrate three ways in which
students were engaged in environmental stewardship and healthy lifestyle
choices
Assessment: Evidence of environmental stewardship and healthy lifestyle choices
will be measured through student portfolio evidence.
Possible strategies to reach this objective include:

Coastal Leadership Academy will, when possible, use sustainable
elements within its building to model, encourage and instruct students in
green practices that help protect the environment.

Coastal Leadership Academy will seek opportunities to model behaviors
that foster positive student attitudes toward healthy living.
Page | 36

Teachers will offer environmental awareness instruction integrated with
content area topics and encourage student products to include “green”
themes. Environmental responsibility will be an underlying theme
throughout the school.

The school lunch program will offer a variety of healthy lunch choices.

Coastal Leadership Academy will offer access to a physical fitness
program that encourages students to participate in physical activity on a
regular basis.

Parent and community experts will be encouraged to provide information
on nutrition, physical activity, food preparation, and food production.
iii. Academic Standards
1. Summary of what Students will Achieve
Due to the nature of secondary instruction, students will not be assigned courses
according to grade level. Students will select courses based on graduation requirements, prerequisites and personal interest. For a list of the SC adopted curriculum standards, please see
Appendix Item 4.
English and Language Arts
English and Language Arts (ELA) is required for all four high school years.
The
Authentic Project Based Learning environment at CLA will focus on state adopted standards that
require students to read, comprehend, analyze, and interpret a variety of literary texts as well as
informational texts in print and non-print formats as they research information and examples to
Page | 37
include in various types of projects.
Authentic Project Based Learning will require students to conduct in-depth research on
teacher-directed projects. As students move through the program and gain experience in a
project based learning environment, they will have an opportunity to initiate student-directed
projects and research. Teachers will require students to use a variety of sources for their research
as well as write for a variety of purposes and audiences. The students will use word analysis and
vocabulary strategies to read fluently as they gather information and read various fiction and
non-fiction materials that are related to the projects.
Writing skills and the writing process will be stressed through writer’s workshops that
incorporate writing strategies used in programs like those from The Institute for Excellence in
Writing. As students are assigned content area writing projects, ELA skills will be utilized to
help students craft quality documents using current technology.
With feedback from teachers
and classmates, students will walk through the writing process of editing and crafting a finished
document. Submitted written assignments will be legible, have a clear focus, have sufficient
detail, be coherently organized, use effective voice and correctly use the conventions of written
Standard American English.
Students will be required to clearly communicate findings using various creative formats.
Oral presentation skills and styles will be practiced on a regular basis as presentations are made
before audiences of mentors, parents, community leaders, fellow students and teachers. In both
formal and informal situations involving fellow students, parents, community leaders and
teachers, students will be required to use listening skills to comprehend and analyze information
he or she receives.
Page | 38
Due to the nature of mathematics, instruction in this area will require students to master
skills before being able to move to higher levels of instruction. Math textbooks that are aligned
with the state adopted standards are being considered. One such book CLA is currently
reviewing is The Carnegie Learning Cognitive Tutor. These PBL math books will encourage
students to utilize math skills through projects, investigations, case studies, and other appropriate
methods. Technological resources that better solidify mathematical concepts will be used on a
regular basis in classroom instruction, individual assignments and community service projects.
Students will also be instructed in data analysis as well as the use of scientific calculators,
graphing calculators and available computer software. Use of these skills within project research
is highly encouraged.
Science
Instruction in the area of life science, earth science and physical science covers the
content addressed by the current state adopted science standards. Authentic Project Based
learning will allow students the opportunity to experience scientific methods and theories in
action.
Because CLA is focused on creating a sustainable environment, students will be
encouraged to research and complete projects that have ecological components. Through data
gathered and presentations prepared, students will be able to go out into the community to share
their findings as well as participate in statewide and/or international scientific communities.
Page | 39
Using scientific inquiry and mathematical analysis, students will pose questions, seek
answers and develop solutions within the projects designed each semester. Student-generated
project work will demonstrate student understanding of basic scientific concepts in the various
realms of science. Students will be encouraged to pursue projects that have relevance to real-life
events within our community.
Social Studies
Students will demonstrate an understanding of the basic historical concepts outlined in
the corresponding standards through project based learning assignments that will include
artifacts such as research papers, presentations, living museums, web-based projects, etc. Our
Social Studies program will include but not be limited to instruction in US History, Government,
Economics, and Geography. Authentic Project Based Learning exposes students to elements of
anthropology, archaeology, philosophy, psychology, religion and sociology through research.
Community members, parents or mentors who have specialized knowledge in the above concepts
will be invited into the school to further increase student awareness and insight. Understanding
how our choices today will affect our world of tomorrow is an underlying theme that will be
woven throughout our Social Studies program.
Instructional Strategies and Approaches for Courses Required for Graduation
Foreign Language
The state standards set for foreign language will be addressed through our course study,
however, our desire is for our students to realize that the study of foreign language is more than
just graduation credits to fulfill. Through participation in global projects and international fairs,
Page | 40
the value of being able to speak a foreign language will become evident. Students will be
encouraged to use foreign languages in other classes and as part of projects and presentations.
We are currently exploring the possibility of offering instruction in Spanish, Latin,
French and/or Mandarin Chinese. Teacher availability will determine our ability to offer these
subjects. Students may also be able to pursue other languages of interest via distance learning
options.
Physical Education
The Grand Strand area offers tremendous resources when it comes to physical activity.
Currently, we are researching types of activities we will be able to offer. The selection of
available physical activities will depend greatly on the location of our school facility. Following
the state standards for physical education, our plan is to engage students in activities that will
hopefully go beyond the high school career and help students develop healthy active lifestyles as
adults. Students will also have access to afterschool programs that will offer additional
recreational sport activities. At this time, we also plan to take part in programs like the fitness
program, “Let’s Move.” To help further motivate students, our faculty will be encouraged to
become involved in our fitness program as well.
Computer Applications
This course is designed to introduce students to software applications that are necessary
to live and work in a technologically rich society as well as meet state selected standards.
Mentors within our community will be invited in to demonstrate new uses of technology and
Page | 41
expose students to ideas the future may hold. Keyboarding 5100 or successful completion of
SCDE state keyboarding proficiency exam is a prerequisite for this class. The applications
covered include word processing, database, spreadsheet, and presentation. Other content areas
may include computer hardware, terminology, and concepts. Given the necessary equipment,
supplies, and facilities, the student will be able to successfully complete all of the standards
required by the state of South Carolina.
Leadership Initiatives
Following the annual progression model set up by the English and Language Arts
standards, our four year leadership program will annually address standards found in the
Professional and Leadership Development Course. Each year, as students progress through the
required leadership courses, grade appropriate materials will be introduced which build upon the
assignments and activities from the previous year(s).
All standards will be covered at each
grade level, however, the delivery will vary depending on grade level.
Using elements of
programs such as the Junior Achievement Leadership Program and the 4H Leadership Program,
students will learn the leadership skills necessary to be productive citizens of our community.
Instructional Strategies and Approaches for Proposed Electives
Digital Media
This course addresses SC standards that cover multimedia concepts and applications
utilizing text, graphics, animation, sound, video, and various multimedia applications in the
design, development, and creation of multimedia presentations and publications within an
Page | 42
interactive environment. Students will create a digital portfolio and other independent projects.
The prerequisite for this class is Keyboarding 5100 or successful completion of SCDE state
keyboarding proficiency examination and one of the following:
Approval of the Digital
Multimedia instructor or successful completion of a Computer Applications course.
Entrepreneurship
This course addresses SC standards designed to provide students with the knowledge and
skills leading to the development of a business plan for small business ownership. An important
element of the course will include aspects of marketing, staffing, and finance.
Environmental and Natural Resources Management
This course addresses SC standards that are a combination of subject matter and planned
learning experiences on the principles involved in the conservation and/or improvement of
natural resources such as air, soil, water, and land for economic and recreational purposes.
Instruction also emphasizes such factors as the establishment, management, and operation of
land for recreational purposes. The sustainability initiatives of our school will be closely tied to
the work completed through this course.
Webpage Design
Webpage Design and Introduction to Art are some electives that have been selected and
could possibly be part of our curriculum; however, electives will be offered according to student
interest and instructor availability. Students may also receive instruction through virtual classes
Page | 43
and dual credit classes that are offered through the SC Department of Education and higher
institutions of learning such as Horry Georgetown Technical College.
2. Evidence of the Process to Ensure Instruction Meets/Exceeds Standards
Coastal Leadership Academy will ensure students have an opportunity to meet or exceed
the standards adopted by the State Board of Education. Teachers will be required to submit long
range plans that include instructional goals, project based learning units of instruction, major
assessment components, and plans for evaluating and adjusting long range plans.
Short term lesson plans will complement long range plans. Teachers will identify the
standards student will focus on with each project cycle. Resources and required materials will be
noted as well as instructional strategies and planned forms of assessments. Teachers will keep a
record of student achievement as well as how this progress was communicated to parents.
These records will be periodically reviewed by a school administrator.
3. Monitoring Progress
Within the CLA Authentic Project Based Learning environment, student progress will be
monitored through teacher observations using rubrics, portfolio checklists, on-going selfassessments, pre and post benchmark testing, performance based assessment, and/or traditional
testing methods.
Using planning software specifically designed for a project based learning environment,
students, teachers, administrators and parents can electronically monitor student progress toward
the mastery of state standards. Students with needs for academic assistance or even acceleration
can be addressed by teachers who will adjust instruction to fulfill these needs. If necessary,
Page | 44
administrators and parents may also assist to help provide feedback on additional instructional
changes.
Collaborative efforts between CLA and other Project Based Learning schools across the
nation will bring best practices into our classrooms so students will be able to meet and exceed
the state adopted curriculum standards.
iv. Educational and Curricular Program
1. Proposed Curriculum
After reviewing multiple sources of educational research conducted on the effectiveness
of a Project Based Learning approach to instruction, Coastal Leadership Academy has chosen
to implement an Authentic Project Based Learning Curriculum. The curriculum plans
recommended by the Buck Institute of Education and Experiential Learning most closely align
with our educational philosophy; therefore we will work with these and similar organizations
to implement Authentic Project Based Learning within our school.
Within the education system of the United States, Project Based Learning (PBL) is
quickly becoming one of the more recognized avenues by which core subjects and 21st Century
Skills can best be taught. Skills such as critical thinking; information, communication, and
technology literacy; adaptability; and self-direction are all addressed through the authentic
teaching methods employed within a projected based learning curriculum.5
As educators reevaluate the effectiveness of existing teaching methods, studies have been
conducted over the past several years that support the use of a project based learning
5
Welcome to Route 21. 18 Oct. 2011. <http://route21.p21.org/?option=com_content>.
Page | 45
curriculum. In 2008, in conjunction with the University of Washington, the LIFE Center, the
Belleview Schools Foundation and The George Lucas Education Foundation, The Knowledge
in Action Project performed two studies based on the following hypothesis: “New learning
designs embedded in integrations of project‐based learning with traditional Advanced
Placement (AP) will enhance the engagement and learning outcomes of participating
students.”6 Scores on the AP exam as well as scores on a Complex Scenario test were used to
compare the following three groups of students: AP students from a high achieving school
taking a traditional class, AP students from a high achieving school taking a project based
learning class and AP students from a moderately achieving school taking a project based
learning class. Results are as follows:
“Study 1 Result ‘AP+’ students from a high achieving school performed
significantly better than traditionally‐taught AP students also from a high
achieving school . . . on both tests.
Study 2 Result ‘AP+’students from a moderately‐achieving school were
compared to the traditionally‐taught AP students from Study 1. The ‘AP+’
students performed as well on the AP test . . . and better on all 4 dimensions
of the Complex Scenario Test.” 7
Surveys conducted after this study showed that students participating in the project based
learning courses showed satisfaction with the course and an understanding of how the material
was relevant to everyday life. 8
6
John Bransford and Susan Mosborg, Knowledge in Action Project: K-12 Education & Learning Innovations with
Proven Strategies That Work <http://edutopia.org> 18 Oct. 2011.
7
Bransford (7 Oct. 2011) <http://edutopia.org>.
8
Bransford (7 Oct. 2011) <http://edutopia.org>.
Page | 46
In 2008, the Buck Institute for Education conducted a federally-funded study that looked
at the effectiveness of their summer professional development institute and the use of the BIE
Project Based Economics curriculum. This study involved 7,000 seniors and 76 teachers. The
results that were gathered examined student scores on the standardized Test of Economic
Literacy (TEL) and performance assessments that targeted student conceptual understanding. 9
Teacher outcomes were also investigated as researchers looked at teacher confidence in teaching
economics and teacher satisfaction with the curriculum itself. 10 The results for the study include
the following:
Both high school students and their teachers benefit(ted).



Students outscored their peers in the control group who
received the more typical textbook- and lecture-driven approach.
Students also scored higher on measures of problem-solving skills
and their application to real-world economic challenges
Teachers scored higher in satisfaction with teaching materials and
methods than those in the control group 11
Dr. Jason Ravitz, the Director of Research for the Buck Institute of Learning and a
nationally recognized researcher and presenter on PBL , sums up research on PBL by stating
“that when studies use assessments measuring application of knowledge and principles, the
results clearly favor PBL.”12 While studies are available to support the fact that PBL can improve
student learning, it is also noted that the environment must be carefully constructed in order to
achieve success. Director of the Bay Area Research Group, Jane L. David suggests that three
factors fostering this success are “strong school support, access to well-developed projects, and a
N. Finkelstein et al., “Effects of Problem Based Economics on High School Economics Instruction” NCEE:US
Department of Education (2010) : 26.
10
Finkelstein, p.59.
11
Finkelstein, pp.52-59.
12
Jason Ravitz, "Introduction: Summarizing Findings and Looking Ahead to a New Generation of PBL
Research,"Interdisciplinary Journal of Problem-based Learning 3:1 (2009) : 5.
9
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collaborative culture for teachers and students.” 13 These are all pillars of a PBL environment
CLA recognizes and readily provides.
Based on our findings in the available educational research, Coastal Leadership Academy
has whole-heartedly chosen to subscribe to the method of instruction characterized through
project based learning. In particularly, the methods developed by the Buck Institute of Learning
will be our primary curriculum source.
A list of additional references supporting Project Based Learning is available upon request.
The state-adopted curriculum standards serve as the backbone for our project based
curriculum. A software package such as The Project Foundry or a similar available product,
will allow Coastal Leadership Academy faculty members and students to easily access the
standards as projects are designed. At the onset of each project cycle, teachers will work with
individual students using the software to select target standards. Students will strive to master
these standards as they work through the intricately developed projects.
Due to the nature of Authentic Project Based Learning, many of the Defining Question,
Scenarios or Related Projects will encompass several standards across the curriculum. The
chart below is intended to give a few isolated examples of how our Authentic Project Based
Learning curriculum directly relates to various areas of the state adopted standards.
13
Jane David, "Educational Leadership:Teaching Students to Think:Project-Based Learning." Educational
Leadership 65.5 (2008): 80-82.
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Standard Addressed
Reading Standard:
Informational Text
( 9-10th)
Defining Question, Scenario or
Related Project
Correlated Objectives
The student will consider
information presented in
the text and draw his/her
2. Determine a central
and tell them that he/she is in desperate
own conclusions from
idea of a text and
need of an editorial team because the
presented information.
analyze its development current editorial team for Time Magazine Student will be required to
over the course of the
has been detained while doing research
read and analyze textual
text, including how it
outside of the country, and they have not Information, create and
emerges and is shaped
had the opportunity to draft the editorial
support inferences and
and refined by specific for this month’s issue focusing on current generalizations from
details; provide an
world conflicts that could potentially turn reading.
objective summary of
into World War III. The teacher will
the text.
provide the students with an Entry
Document that details the specifics for
the editorial and the presentation.
Math Standard:
Geometry- Similarity,
Right Triangles and
Trigonometry
8. Use trigonometric
ratios and the
Pythagorean Theorem
to solve right triangles
in applied problems.
US History Standard
4. The student will
demonstrate an
understanding of the
developments in
foreign policy and
economics that have
taken place in the
United States since the
The teacher will pose as the CEO of
TIME He/ she will address the students
In 2005, when discussing the proposed
border wall between the United States
and Mexico, Arizona governor Janet
Napolitano said, “You show me a fifty
foot wall. I’ll show you a fifty-one foot
ladder.”
In this lesson, we’ll use the Pythagorean
Theorem or trigonometric ratios to
explore the math of ladders, from the
home variety to fire trucks. Was
Governor Napolitano right? To climb a
50-foot wall, would a 51-foot ladder
actually be long enough??
When the United States was formed;
President Washington’s first cabinet
position in 1789 was the Department of
State. When Minister John Quincy
Adams went on a tour of Europe, he had
to wait outside Berlin’s gates while a
guard checked to see if a country called
the “United States” really existed. Did
countries readily recognize the newly
Students will read OSHA
recommendation on safe
ladder orientation, and
interpret it as a ration or
angle. Students will draw
a diagram of the ladder
and use the Pythagorean
Theorem or trigonometric
ratios to determine how
high it will reach up the
wall, i.e. calculate missing
side in the right triangle.
Students will conclude
that adding a foot of
length to the ladder will
not increase climbing
height by a foot.
Students will define:
foreign policy issues,
national interests, values,
principles.
Students will develop and
present a position on a
foreign policy issue.
Students will present
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fall of the Soviet Union
and its satellite states in
1992.
Professional and
Leadership
Development
Standard
8. Communication
Skills
Biology Standard
2. The student will
demonstrate an
understanding of the
structure and function
of cells and their
organelles.
formed country called the United
States? The same question remains today
for many new and old, countries. Are
they formally “recognized” as legitimate
countries?
“Your team has been asked by the
President of the United States to evaluate
the request from a certain country for
formal diplomatic recognition. Your
team must decide if the US should grant
them recognition. You will have seven
minutes to present your findings to the
President and the Secretary of State using
a technology format of your choice. Your
presentation must include a rationale for
your reasoning and you must be prepared
to answer questions from the President
and the Secretary of State.”
Students receive a “Letter From Aunt
Sally” asking for help explaining dialysis
treatments. Their grandma has been taken
to the doctor and told she will need to
have these treatments very soon.
Unfortunately, neither Aunt Sally nor
grandma understands anything about this
and their next visit to the doctor isn’t for
a few weeks for which she wishes to be
prepared. Knowing that you are in
Biology and knowledgeable about the
process, your mother suggests that you
prepare a short descriptive video ready to
send to Grandma and Aunt Sally by the
end of next week clarifying the aspects
associated with this event.
rationale for reasoning in
a prepared seven minute
presentation.
Students will demonstrate
how cell membranes will
react in ways based upon
their environment;
hypertonic, hypotonic, and
isotonic ways.
Students will demonstrate
how either a plant or
animal cell will react to
varying environments
such as starch solutions,
sugar solutions, or
distilled water
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Modern Language
Standard
3. Students present
information, concepts,
and ideas to an
audience of listeners or
readers on a variety of
topics.
Professional and
Leadership
Development
Standard
2. Employability Skills
As a restaurant owner you will need to
develop and create a menu for your
restaurant established in a city of your
choice in France. Your menu must have
at least five categories, and twenty-five
items, all authentic dishes of the target
culture of the area you choose. You must
decide on an appropriate name, create an
address, phone number, website and
twitter account name, consistent with
examples found on-line from authentic
restaurants your chosen area. Their menu
items must be priced in the local
currency. As the restaurant owner, you
must prepare a live or recorded
Students will demonstrate
stage one fluency when
presenting restaurant
content.
commercial with at least 15 sentences
suggesting good dishes, specialty items,
etc.
Our project based learning curriculum will allow students to construct meaningful
learning through classroom experiences that include collaboration among peers; inquiry,
investigation and research; time management; extended class time; and construction of learning
artifacts. Each student-centered project cycle allows for student mastery to be showcased
through various methods such as the exhibition of learning artifacts; culminating presentations
enriched through technology; the performance of consequential tasks; and student generated
digital portfolios.
The Project Based Learning software package not only assists students with time and
resource management, but ongoing progress toward mastery goals can easily be monitored by
both the teacher and the student. Online access to student work will also add opportunities for
teacher and parent input throughout the project cycles.
Finally, student mastery can be
evidenced through digital portfolio submissions.
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Teacher training through organizations such as the Buck Institute for Education,
Experiential Learning, or EdVisions is a crucial component in the development of our unique
curriculum. CLA teachers will work collaboratively to select and/or create learning projects
that incorporate the necessary standards, develop student leadership skills, stress environmental
stewardship, incorporate community involvement and model healthy lifestyle choices.
At the beginning of each project cycle, our teachers will help focus learners with a
“defining question.” Teachers very naturally work alongside individual students and groups of
students as they research, explore, interpret and create.
Synthesizing talents, skills and
interests into viable projects that incorporate various areas of the curriculum is a task that
generates meaning and ownership for the students.
The student-derived solutions are
ultimately presented to audiences of peers, teachers, parents, and community members for
review.
Having completed one cycle, a new cycle begins with new interests and ideas to
develop.
Technology is very naturally grafted into the project solutions.
Students are
encouraged to use existing technology and research new technology that can be implemented
to better serve the group.
Further developing positive leadership skills within our students is a main focal point of
our program. Local community organizations such as Junior Achievement and 4H allow
students access to quality programming that brings experienced community leaders into the
schools. Teachers will use programs such as these and other existing programs that are aligned
with the standards to allow students to gain community awareness and pride.
At the very heart of our curriculum program is student writing. Using project based
learning software like The Project Foundry, students must continually journal and report on
their progress as they work toward finished projects. Writing assistance is an ongoing process
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as they prepare documents to support their research. Writing with a definite purpose keeps
students on track and encourages them as they work with teachers to craft well-written
documents in all areas of the curriculum.
Our Writing Center will help students craft their
work as they are editing and proofreading. Struggling writers are given practical strategies that
allow them to accomplish writing goals. Finished products are a prize to be proudly displayed
within student portfolios.
As we continue to research available resources, we have become aware of materials
such as Carnegie Learning's Cognitive Tutor Algebra I. This textbook resource provides
teachers with lessons that readily pull in math concepts through problems and projects that
involve critical thinking, relevant experiences, and real-life application. Using resources such
as this, teachers will help students master standards in all areas of the curriculum.
The authentic project based learning approach creates an environment at Coastal
Leadership Academy that will result in students obtaining mastery in content areas but also
valuable instruction and practice in the following areas:
•
•
•
•
•
•
•
•
•
•
•
•
•
Study and Research Skills
Individual Learning Styles and Preferences
Collaboration and Teamwork
Oral Communication Skills
Time and Project Management Skills
Integrated Uses of Technology
Conflict Resolution
Portfolio Development
Internship and Apprenticeship Experience
College Advisement and/or Career Planning
Health and Safety Education Requirements
Proper Nutrition Habits
Sustainability Practices
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Coastal Leadership Academy also recognizes the value of the below listed 21st Century
Learning Skills which have been identified by the Partnership for 21st Century Learning. Our
Authentic Project Based Learning approach addresses the following skills:
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
• Information Literacy
• Media Literacy
• ICT (Information, Communications and Technology) Literacy
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility14
A sample of a Project Based Learning unit is included after the required appendices.
2. School Calendar and Schedule
Coastal Leadership Academy’s academic calendar will meet the state required 180
instructional days. Faculty and staff will have additional days for professional development and
teacher workdays. Our calendar will follow closely to the Horry County School District
calendar. We reserve the right to adjust the calendar or schedule to meet our instructional
needs. See Appendix Item 5
14
Partnership for 21st Century Learning. (2009). Framework for 21 st Century Skills. Retrieved from
http://www.p21.org/documents/P21_Framework.pdf.
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3. General Instructional Strategies and Approaches
Instruction in the CLA Authentic Project Based learning environment requires at a minimum
the following key components:
Teacher Training
CLA recognizes that the success of Authentic Project Based Learning goes beyond the
curriculum to the training of the teachers. Teacher training is a key component to making this
form of instruction possible. Most of us have not studied within a PBL environment so making
sure our teachers understand how to implement this learning system to the fullest is vital to
ensuring success. The everyday use of Common Core State Standards is necessary for CLA
teachers to assure students are on target and working toward mastering goals.
Student Research
Access to current information is vital to an Authentic PBL environment. Being able to conduct
research and access data to evaluate is tantamount. CLA students will first learn what questions
to ask and then where to find the answers. Critical thinking skills will quickly be worked into
this area.
Technology
Technology plays so many roles in our instructional process. Students will first learn to
organize their work and set goals through software such as The Project Foundry. With the help
of a teacher and possibly parents, students will identify standards to address and work toward
mastery. Next students will use research skills to access relevant quality material available
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online to support their projects. Finally, technology will be used as a production tool in the
creation of final project presentations.
Instructional Strategies and Approaches for Core Courses
English and Language Arts
English and Language Arts (ELA) is required for all four high school years.
The
Authentic Project Based Learning environment at CLA will focus on state adopted standards that
require students to read, comprehend, analyze, and interpret a variety of literary texts as well as
informational texts in print and nonprint formats as they research information and examples to
include in various types of projects.
Authentic Project Based Learning will require students to conduct in-depth research on
teacher-directed projects. Upper level students will have an opportunity to initiate studentdirected projects and research. Teachers will require students to use a variety of sources for their
research as well as write for a variety of purposes and audiences. The students will use word
analysis and vocabulary strategies to read fluently as they gather information and read various
fiction and non-fiction materials that are related to the projects.
Writing skills and the writing process will be stressed through writer’s workshops that
incorporate writing strategies used in programs like those from The Institute for Excellence in
Writing. As students are assigned content area writing projects, ELA skills will be utilized to
help students craft quality documents using current technology.
With feedback from teachers
and classmates, students will walk through the writing process of editing and crafting a finished
document. Submitted written assignments will be legible, have a clear focus, have sufficient
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detail, be coherently organized, use effective voice and correctly use the conventions of written
Standard American English.
Students will be required to clearly communicate findings using various creative formats.
Oral presentation skills and styles will be practiced on a regular basis as presentations are made
before audiences of mentors, parents, community leaders, fellow students and teachers. In both
formal and informal situations involving fellow students, parents, community leaders and
teachers, students will be required to use listening skills to comprehend and analyze information
he or she receives.
Student progress will be monitored through teacher observations using rubrics, portfolio
evidence, on-going self-assessments, pre and post benchmark testing, performance based
assessment, traditional testing methods and/or state standardized testing.
Mathematics
Due to the nature of mathematics, instruction in this area will require students to master
skills before being able to move to higher levels of instruction. Math textbooks that are aligned
with the state adopted standards are being considered. One such book CLA is currently
reviewing is published by Carnegie Learning. These PBL math book will encourage students to
utilize math skills through projects, investigations, case studies, and other appropriate methods.
Technological resources that better solidify mathematical concepts will be used on a regular
basis in classroom instruction, individual assignments and community service projects.
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Students will also be instructed in data analysis as well as the use of scientific calculators,
graphing calculators and available computer software. Use of these skills within project research
is highly encouraged.
Student progress will be monitored through teacher observations using rubrics, portfolio
checklists, on-going self-assessments, pre and post benchmark testing, performance based
assessment, traditional testing methods and/or state standardized testing.
Science
Instruction in the area of life science, earth science and physical science covers the
content addressed by the current state adopted science standards. Authentic Project Based
learning will allow students the opportunity to experience scientific methods and theories in
action.
Because CLA is focused on creating a sustainable environment, students will be
encouraged to research and complete projects that have ecological components. Through data
gathered and presentations prepared, students will be able to go out into the community to share
their findings as well as participate in statewide and/or international scientific communities.
Using scientific inquiry and mathematical analysis, students will pose questions, seek
answers and develop solutions within the projects designed each semester. Student-generated
project work will demonstrate student understanding of basic scientific concepts in the various
realms of science. Students will be encouraged to pursue projects that have relevance to real-life
events within our community.
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Student progress will be monitored through teacher observations using rubrics, portfolio
checklists, on-going self-assessments, pre and post benchmark testing, performance based
assessment, traditional testing methods and/or state standardized testing.
Social Studies
Students will demonstrate an understanding of the basic historical concepts outlined in
the corresponding standards through project based learning assignments that will include
artifacts such as research papers, presentations, living museums, web-based projects, etc. Our
Social Studies program will include but not be limited to instruction in US History, Government,
Economics, and Geography. Authentic Project Based Learning exposes students to elements of
anthropology, archaeology, philosophy, psychology, religion and sociology through research.
Community members, parents or mentors who have specialized knowledge in the above concepts
will be invited into the school to further increase student awareness and insight. Understanding
how our choices today will affect our world of tomorrow is an underlying theme that will be
woven throughout our Social Studies program.
Student progress will be monitored through teacher observations using rubrics, portfolio
checklists, on-going self-assessments, pre and post benchmark testing, performance based
assessment, traditional testing methods and/or state standardized testing.
Instructional Strategies and Approaches for Courses Required for Graduation
Foreign Language
The state standards set for foreign language will be addressed through our course study,
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however, our desire is for our students to realize that the study of foreign language is more than
just graduation credits to fulfill. Through participation in global projects and international fairs,
the value of being able to speak a foreign language will become evident. Students will be
encouraged to use foreign languages in other classes and as part of projects and presentations.
We are currently exploring the possibility of offering instruction in Spanish, Latin,
French and/or Mandarin Chinese. Teacher availability will determine our ability to offer these
subjects. Students may also be able to pursue other languages of interest via distance learning
options.
Student progress will be monitored through teacher observations using rubrics, portfolio
checklists, on-going self-assessments, pre and post benchmark testing, performance based
assessment, and/or traditional testing methods.
Physical Education
The Myrtle Beach area offers tremendous resources when it comes to physical activity.
Currently, we are researching types of activities we will be able to offer. The selection of
available physical activities will depend greatly on the location of our school facility. Following
the state standards for physical education, our plan is to engage students in activities that will
hopefully go beyond the high school career and help students develop healthy active lifestyles as
adults. Students will also have access to afterschool programs that will offer additional
recreational sport activities. At this time, we also plan to take part in programs like the First
Lady’s fitness program, “Let’s Move.” As a small school environment, our faculty’s
involvement in our fitness program is a huge student motivator for this area of the curriculum.
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Student progress will be monitored through teacher observations using rubrics, portfolio
checklists, on-going self-assessments, pre and post benchmark testing, performance based
assessment, and/or traditional testing methods.
Computer Applications
This course is designed to introduce students to software applications that are necessary
to live and work in a technologically rich society as well as meet state selected standards.
Mentors within our community will be invited in to demonstrate new uses of technology and
expose students to ideas the future may hold. Keyboarding 5100 or successful completion of
SCDE state keyboarding proficiency exam is a prerequisite for this class. The applications
covered include word processing, database, spreadsheet, and presentation. Other content areas
may include computer hardware, terminology, and concepts. Given the necessary equipment,
supplies, and facilities, the student will be able to successfully complete all of the standards
required by the state of South Carolina.
Student progress will be monitored through teacher observations using rubrics, portfolio
checklists, on-going self-assessments, pre and post benchmark testing, performance based
assessment, and/or traditional testing methods.
Leadership Initiatives
Following the annual progression model set up by the English and Language Arts
standards, our four year leadership program will annually address standards found in the
Professional and Leadership Development Course. Each year, as students progress through the
required leadership courses, grade appropriate materials will be introduced which build upon the
assignments and activities from the previous year(s).
All standards will be covered at each
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grade level, however, the delivery will vary depending on grade level.
Using elements of
programs such as the Junior Achievement Leadership Program and the 4H Leadership Program,
students will learn the leadership skills necessary to be productive citizens of our community.
Student progress will be monitored through teacher observations using rubrics, portfolio
checklists, on-going self-assessments, pre and post benchmark testing, performance based
assessment, and/or traditional testing methods.
Instructional Strategies and Approaches for Proposed Electives
Digital Media
This course addresses standards that cover multimedia concepts and applications utilizing
text, graphics, animation, sound, video, and various multimedia applications in the design,
development, and creation of multimedia presentations and publications within an interactive
environment. Students will create a digital portfolio and other independent projects.
The
prerequisite for this class is Keyboarding 5100 or successful completion of SCDE state
keyboarding proficiency examination and one of the following:
Approval of the Digital
Multimedia instructor or successful completion of a Computer Applications course.
Student progress will be monitored through teacher observations using rubrics, portfolio
checklists, on-going self-assessments, pre and post benchmark testing, performance based
assessment, and/or traditional testing methods.
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Entrepreneurship
This course addresses standards designed to provide students with the knowledge and
skills leading to the development of a business plan for small business ownership. An important
elements of the course will include aspects of marketing, staffing, and finance.
Student progress will be monitored through teacher observations using rubrics, portfolio
checklists, on-going self-assessments, pre and post benchmark testing, performance based
assessment, and/or traditional testing methods.
Environmental and Natural Resources Management
This course addresses standards that are a combination of subject matter and planned
learning experiences on the principles involved in the conservation and/or improvement of
natural resources such as air, soil, water, and land for economic and recreational purposes.
Instruction also emphasizes such factors as the establishment, management, and operation of
land for recreational purposes. The sustainability initiatives of our school will be closely tied to
the work completed through this course.
Student progress will be monitored through teacher observations using rubrics, portfolio
checklists, on-going self-assessments, pre and post benchmark testing, performance based
assessment, and/or traditional testing methods.
Instructional Strategies and Approaches for General Electives
Webpage Design and Introduction to Art are some electives that have been selected and
could possibly be part of our curriculum; however, electives will be offered according to student
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interest and instructor availability. Students may also receive instruction through virtual classes
and dual credit classes that are offered through the SC Department of Education and higher
institutions of learning such as Horry Georgetown Technical College.
Student progress will be monitored through teacher observations using rubrics, portfolio
checklists, on-going self-assessments, pre and post benchmark testing, performance based
assessment, and/or traditional testing methods.
4. School Uniqueness
Currently, Horry County School District offers parents several choices for students at the
secondary level. These choices provide a huge advantage for the current students enrolled in
these programs. Needs are being met and individual students are realizing their potential.
However, we feel that there is a portion of the student population that does not qualify for many
of these programs and we would like to offer options for the underserved portion of our students.
Ninth and Tenth grade students have the fewest school options of all the high school students
throughout our area. These students have outgrown the various sectarian, private and charter
school programs offered in our area which leaves parents with limited choices when students
reach 9th grade.
Programs such as The Scholars Academy and the International Baccalaureate Program
(IB) are designed to meet the needs of academically talented students, however, students who do
not score well on standardize testing are not afforded these options. The Early College High
School makes great strides as it attempts to lead the first generation of many families into a
college career. Unfortunately, there are underserved students who have parents who graduated
from college so this option will not be of benefit to them.
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Magnet school alternatives are offered through the Academy for Arts Science and
Technology or the Academy for Technology and Academics. These specialized courses of study
provide outlets for students interested in engineering, art, theater, etc., but there are currently no
slots available for 10th grade students. A STEM program for 9th grade students was added in the
fall of 2011, however, slots for 100 students filled quickly thus further confirming the need for
additional school choices.
With an increase from 4.4% to 6.2% in the dropout rate, there are still secondary students
we must work diligently to reach. For example, we would like to take students ranking below
the 92nd percentile and work with their strengths so they too can have a feeling of success and
accomplishment. Studies have shown that many of these students are very bright but bored with
traditional instruction methods. Our school will work to turn this around and help them find
ways to engage students.
The environment created within Coastal Leadership Academy offers students in our area
a new choice for high school. Our innovative curriculum strives to transform education while we
weave in the value of healthy lifestyles and as well as a responsibility to care for the
environment. A sense of belonging and school pride is further cultivated through school
uniforms and our student “Empower Hour” luncheons. By bringing in motivated community
leaders, having teachers who are given the freedom to craft their skills, and focusing on the
actual thinking and learning processes, we are offering a high school designed for the 21st
Century.
Coastal Leadership Academy recognizes that in the 21st century, all sorts of leaders are
necessary to make a community successful; therefore we will encourage students to hone their
gifts and talents while obtaining skills needed to become leaders of tomorrow. Coastal
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Leadership Academy takes a 21st century approach to education that intertwines the Common
Core State Standards and 21st Century Skills with our Eight Key Schoolwide Components.
Eight Key Schoolwide Components
1. Authentic Project Based Learning
As the backbone of our program, Authentic Project Based Learning is a unique type of
instruction that will allow our students to engage in real world situations that require problem
solving, creative and critical thinking as well as application. This method readily reaches kids
who are less successful in strictly performance based learning and encourages creative thinking.
CLA teachers will participate in trainings and/or professional development offered
through the Buck Institute for Learning to ensure teacher designed courses meet programmatic
requirements, promote high student achievement, and help students master the Common Core
State Standards.
2. Leadership Initiatives
Our high school leadership initiatives encourage students to strengthen their leadership
skills and step out to make a difference. Public speaking, social etiquette, time management
skills, learning styles, group dynamics, etc. all play a part in helping students attain the
confidence needed to not only be productive members of our community, but to become
knowledgeable leaders who exhibit strength, certainty and assurance.
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Through Business Leadership and Environmental Leadership initiatives students will be
exposed to leadership skills as well as see them in practice through involvement in community
service projects, shadowing experiences and internships.
More Leadership Initiatives will be developed as our school grows and student interests
evolve; however, there has been consideration for an Educational Leadership Initiative and a
Public Servant Leadership Initiative. These initiatives may also be altered to reflect State
changes to the Education and Economic Development Act.
3. Small Campus Environment
Currently, the collegiate system in our state offers a variety of learning environments.
Many students entering college have had the opportunity to visit different campuses and explore
various college settings before making a selection. Some students select smaller schools like
Wofford College and Coastal Carolina University, while others are drawn to the larger
institutions like Clemson University and The University of South Carolina. Students and their
parents should also be allowed to make a similar type of choice for a high school education.
This type of selection is very limited for high school students in our area, and we aim to change
this fact. Coastal Leadership Academy will offer a smaller environment which allows the faculty
and staff to get to know each student on an individual basis.
4. Community Involvement
Community involvement is another key component of our school atmosphere. When
students get involved with organizations and causes, they become informed of local issues and
develop a sense of caring and community pride. Community service projects are designed to
help cultivate in our students a strong perception of civic and environmental responsibility.
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5. Mentoring Program
CLA believes that behind every successful leader is someone who has served as an
inspiration, therefore, the fifth component we want to provide is a mentoring program. By
developing relationships with community leaders through programs such as 4H, Junior
Achievement, and Civil Air Patrol, we will be able to provide these valuable connections.
Special “Empower Hour” luncheons that feature community speakers will allow for even more
interaction, motivation and inspiration.
Shadowing experiences and Internships will offer
students the opportunity to work alongside community leaders.
6. Sustainability Efforts
Providing a facility that offers environment friendly elements to incorporate into the
curriculum, allows us to immerse students in a sustainable environment that will have an impact
on how they create their work and living spaces in the future.
7. Healthy Lifestyle Choices
Looking at the student as a whole, we understand that healthy children make stronger
learners. We are planning to provide healthy lunch choices in our Café Verte and hope to
incorporate local produce through the “Farm to School” or similar program. By also
working with programs like the “Let’s Move” initiative sponsored by First Lady, Michele
Obama, or other health initiatives, we will be better able to meet our goals of having healthy
students.
8. Parental Involvement
Our curriculum readily weaves in opportunities for parents to get involved. Students are
encouraged to work with their parents as they design and develop projects for their coursework.
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Parent volunteers are a valuable asset to our program and help us provide extra activities we
would not otherwise be able to offer.
Leadership Symposiums
Leadership is not only our middle name, it is a major focus of our program. Each year
students will take part in Leadership Symposiums that will require them to further advance their
leadership skills.
Freshman Leadership Symposium-Planning for Success
Freshman will be required to participate in the freshman symposium as an elective. This
elective assures that all CLA students will have the basic skills necessary to be successful in high
school. Students will put into practice effective time management skills, note taking and research
skills, presentation skills, and the use of technology as they first learn how to participate in a
project based learning environment. Students will become adept at identifying good leadership
skills. Community Involvement and Mentoring Programs will give students real life experiences
from which to learn. Healthy Lifestyle choices and Environmental Stewardship will be used as
the content for student projects.
Sophomore Leadership Symposium-Community Awareness
The Sophomore Leadership Symposium will focus on community awareness and
developing community relationships. This elective will focus on the student’s role in the
community. Community leaders, mentors and parents will be brought in to help lead students
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through learning modules that focus on civic-minded endeavors and what roles students can play
in ongoing environmental and health-based community projects.
Individual Graduation Plans may be revisited during the sophomore year and adjustments
made where necessary. Advisors will also help students find job shadowing assignments that
will reflect student interests.
Junior Leadership Symposium- Project Research
Juniors will complete a Junior Inquiry Project which reflects interests determined within
the Individual Graduation Plan. In the first semester of this elective, students will be asked to
select a career of interest, community initiative, or sustainability effort and begin recording
research about this particular topic through an annotated bibliography. Second semester, the
students will take part in shadowing exercises that will help them better understand various
careers and civic-minded endeavors. Students will learn to write a professional resume as well
as experience the interview process. At the end of the semester, results from the yearlong study
will be presented in a presentation and research paper. Juniors who have completed these
prerequisites will be eligible for internships within the community during the senior year.
Senior Leadership Symposium-Focus Project
The culminating Senior Focus Project will pull together learning experiences from the
student’s high school career and exhibit student growth. With the help of an advisor, seniors will
build upon research conducted the junior year to further develop the research process. As part
of class assignments, students will synthesize information and create a final project that will
demonstrate independent study. Students will be required to include an essential question, an
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annotated bibliography, a research paper, a senior project/presentation and complete an
internship related to the topic. The student will assemble all mastery documentation into a
portfolio and present it before a panel of teachers, administrators and parents as part of a
graduation exhibition. Each presenter will have evaluators who will assess the student’s
products and presentation. The graduation exhibition will be evidence of the student’s ability to
solve problems, organize time and resources, communicate effectively and reflect on themselves
as learners.
Senior Project Elements
 Independent Study
 Mentor Approval and Guidance
 Essential Question
 Annotated Bibliography
 Capstone Paper
 Internship
 Final Product/Presentation
 Portfolio
5. High School Diploma Requirements
a. One Carnegie Unit of credit will be awarded for the satisfactory completion of an
approved course in which a student accumulates of the equivalency of 120 hours, one-half unit is
granted for 60 hours, and one-fourth unit is granted for 30 hours.
b. CLA faculty and staff will work with state officials and the SC Public Charter School
District to ensure that the school’s instructional program meets or exceeds the student academic
standards adopted by the State Board of Education. CLA teachers will have access to copies of
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and will be fully cognizant of the state’s Academic Standards for the applicable grades
(http://ed.sc.gov/agency/offices/cso/).
The standards for each subject area listed within the standards section have been taken
from the Common Core State Standards and subject area standards approved by the SC
Department of Education when available. Updates will be made in the future to correspond to
any changes adopted by the SC Department of Education.
Prior to the beginning of every academic year the CLA Governing Board, Principal,
and/or Staff will review course curriculum and work with the State, if needed, to revise and
update any changes that need to be made to ensure the school is meeting or exceeding the most
recent student academic standards adopted by the State Board of Education.
c. CLA will determine whether all students are achieving and attaining the academic
standards through various assessment strategies extensively outlined under Student Assessment.
Student progress and performance information will be gathered and monitored throughout the
school year. These methods may include, but not be limited to:
 Teacher Observations and Rubrics: Teachers document student mastery of
curriculum standards through classroom observations and rubrics. Students may
reflect on this data as part of their self-assessments.
 Student Portfolio with checklist: An evolving collection of student work
documenting individual student progress. A checklist is included to evaluate
contents.
 Student Self-Assessment: Students set goals and document progress with authentic
examples and reflect on educational growth. Individual Graduation Plans mandated
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in the SC Education and Economic Development Act will be part of this
assessment.
 Benchmark Assessments: Pre-testing/ Post-testing will assist teachers in effectively
planning for teaching and providing benchmark data to gauge student advancement.
Students may reflect on this data as part of their self-assessments.
 Curriculum Related Tests: Includes traditional classroom tests such as true or false,
multiple choice, short written responses, and essays. Students may reflect on this
data as part of their self-assessments. These assessments will be tied to the
academic standards where applicable.
 Performance Assessment: students demonstrate their use of knowledge and skills
which are evaluated using a checklist. Students may reflect on this data as part of
their self-assessments.
 State Standardized Testing: When applicable, the High School Assessment
Program (HSAP) will be required along with the State End of Course Tests Exam
Program (EOCEP) for Algebra 1, English 1, Physical Science, US History and the
Constitution, and Biology 1.
Coastal Leadership Academy will offer a South Carolina State High School Diploma.
All grades will be awarded using the SC Uniform Grading Scale .
The minimum requirements for earning a high school diploma are outlined below. All students
will meet with a faculty advisor at least once a year to assure the necessary credits and classes for
graduation are on track.
To receive credit for a course requiring an EOCE, CLA must take and
pass the appropriate tests through the EOCEP. A passing grade on the HSAP test is also
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necessary for graduating students. (Additional information on EOCEP testing and HSAP is
available under the assessment section).
Minimum Requirements for Graduation
English
4 Units
Mathematics
(Including at least Algebra 1, Algebra 2 and Geometry)
4 Units
Science
(Must include Physical Science, Chemistry, Biology)
3 Units
U.S. History
1 Unit
American Government
1/2 Unit
Economics
1/2 Unit
Elective Social Studies
1 Unit
Physical Education or Civil Air Patrol
1 Unit
Computer Science
(at least ½ unit needs to be completed in word processing/keyboarding and
½ unit needs to be in computer science)
1 Unit
Foreign Language
(3 units are recommended)
2 Units
Leadership Symposiums
4 Units
Electives
2 Units
Minimum Total:
1 unit = 2 semesters or 120 hours ½ units= 1 semester or 60 hours
24 UNITS
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Honor Graduates
To be named first or second honor graduate, a student must, at a minimum:
- have been enrolled in the school for the entire senior year
-have the highest weighted grade average for junior and senior year
-have the highest GPA in the senior class at the end of the third 9 week grading period
In the event two or more students tie, the students would share the honor.
SC Scholarships
CLA will provide all necessary data to state reporting agencies for eligible students to
receive SC scholarships.
Coursework Levels
Coastal Leadership Academy plans to offer a mix of College Prep, Tech Prep,
Honors, Advanced Placement and Dual Credit courses. Honors, AP and Dual Credit
courses are more demanding and will receive additional numerical weighting calculating
the students' Grade Point Ratios based on the South Carolina Uniform Grading Scale.
These courses should not encourage a student to graduate early, but should extend course
opportunities at the high school level so that the student is better prepared for advanced
studies. Students must meet prerequisites for enrollment in these courses. In some cases,
students may wish to enroll in a course for which they do not meet the defined
prerequisites. The principal may waive the prerequisites in these exceptional cases after
appropriate conferences have taken place with the student, parent(s), teacher(s) and/or
guidance counselor.
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-Honors Courses
Honors courses receive an additional .5 weight on the South Carolina Uniform
Grading Scale. Honors courses are intended for students exhibiting superior abilities in
the course content area. The honors curriculum will place emphasis on critical and
analytical thinking, rational decision-making, and inductive and deductive reasoning.
Independent projects are an integral part of the honors curriculum. An honors course will
have a syllabus and course materials that document rigor that is sufficiently beyond
college prep and tech prep requirements.
-Advanced Placement Courses
Advanced Placement courses are designed for students ready for college level
academic work. This program is operated by the College Board, which defines course
curriculum, provides teacher training, and administers a national standardized
examination for each course. By South Carolina regulation, students enrolled in an AP
course funded by the state MUST take the AP test administered by the College Board.
Most colleges award college credit to students who earn at least a rating of "3" out of a
possible "5" on the examination while others require a score of "4". Some colleges
require successful completion of AP courses for admission to the college and do not
award credits toward the college degree. Parents and students will be advised to check
with colleges for details. The student's grade for a high school Carnegie unit will be
based on the teacher's course grades and the course grade will receive an additional
weight of 1 on the South Carolina Uniform Grading Scale. Course selection will be
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determined by the qualifications of our teachers on staff. Online AP classes may also be
accepted for course credit.
-Dual Credit Courses
CLA plans to work collaboratively with Horry Georgetown Technical College to offer
college courses through their PACE program. Tuition and other college course fees shall
be at the expense of the student or his/her parents or legal guardians. A three-hour college
course shall transfer as 1/2 Carnegie unit at the high school. These courses receive an
additional weight of .5 on the South Carolina Uniform Grading Scale. With the approval
of the principal, students may receive dual credit for online courses if similar
requirements of traditional courses have been met.
6. IDEA Compliance
Coastal Leadership Academy will comply with the Individuals with Disabilities Act,
Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act. Furthermore,
CLA will demonstrate adherence to the following legal principles, outlined in the abovementioned legislation:

zero rejection of students with disabilities;

individualized education program;

free appropriate public education;

least restrictive environment;

due process and parental involvement; and;

nondiscriminatory evaluation.
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a. Student Identification, IEPs and Transition Services
CLA will comply with all applicable laws/regulations and the
policies of the SCPCSD as they relate to identifying students with special
needs, developing individualized education programs, and providing
related and transition services. CLA may employ faculty or contracted
service providers of their choice to carry out the above stated
responsibilities. CLA will identify a lead special education liaison who
will maintain contact with the SCPCSD concerning special education
matters. An intervention team will be established to handle any students
who are referred. CLA has acquired a copy of the complete special
education referral process required by the SCPCSD to identify students
and will follow these requirements in the special education identification
process. Complete plan available upon request.
b.
Services and Placement
CLA will provide a continuum of services in order for to meet the
individual needs of its students. In situations when placement is a
concern, the CLA staff will work with the director of special services for
the SCPCSD to ensure that a FAPE is afforded to every child.
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c. Transition Services and Assisted Technology
CLA will address and implement transition services and assisted
technology needs by the process described in the Individuals with
Disabilities Education Act and the SC regulation for special education
services. The student’s IEP team will determine the extent of transition
services and/or the need for assisted technology. To comply with the
current regulation of South Carolina, transition services will be addressed
in the IEP when the student turns thirteen years old, or sooner if
determined by the IEP team. Transition services will focus on transitional
needs related to the child’s course of study or functional needs. The IEP
team will recommend and coordinate experiences and opportunities that
will prepare the student for post-school activities. The need for assisted
technology services or devices (e.g. an item, piece of equipment, or
product used to increase, maintain or improve functional capabilities of
students with disabilities) will be identified by the student’s IEP team. To
carry out the above stated responsibilities, CLA may contract with the
providers of their choice.
v. Virtual Schools (complete only if your proposed charter school is virtual)
Not Applicable
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b. Student Assessment
i. Student Achievement and Progress Evaluation
Evaluating Student Achievement
Coastal Leadership Academy will focus on student-centered accountability. This
type of assessment focuses on the achievement of the individual rather than merely
comparing tests scores to other students. Test scores will not be excluded, but rather used
in context. Our focus is to locate areas of poor achievement and to offer strategies to
improve in this area.
CLA teachers will continually monitor student progress based on the current
standards adopted by the SC Department of Education. The curriculum is designed to
effectively align our learning philosophy and the state standards while allowing students
the opportunity to master the standards.
Using software such as The Project Foundry, student progress and performance
information will be collected and analyzed to monitor instructional effectiveness at the
student, classroom, and school levels. Coastal Leadership Academy will utilize a
multitude of instruments to assess student learning and growth. Teachers will also use
previous records; along with new assessments to determine the appropriate placement
within our educational program. Coastal Leadership Academy will assess student
learning and growth by using several types of assessments that may include, but are not
limited to:
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
Curriculum Pre- and Post testing: Pre- tests assist the teacher in identifying
what students know and provide benchmark data. Post- tests assist the teacher in
identifying what the students have learned and provide benchmark data. These
test include traditional classroom test formats such as multiple choice, true/false,
short answer, diagrams, and essays.

Oral and written assessment: By using a combination of oral and written
assessments, teachers will ensure that different learning modalities are covered.
Oral assessments can be done very quickly to judge the basic level of
comprehension.
Written assessments give feedback that can be revisited to
determine student progress.

Portfolio and work samples: Student portfolios will highlight authentic student
work, demonstrate student growth and competencies over a period of time, and
serve as data for future teachers. The process of developing a student’s portfolio
will involve the teacher, the student, and the parents in the assessment process.
Students work samples may be assessed individually and also included in a
portfolio.

Self- Assessment: The Project Foundry software makes this form of evaluation
an ongoing process. Students track their own progress toward the mastery of
standards as they work on projects. Along with teacher and peer assistance,
students are aware of what they are learning and why they are learning it. Selfreflection components will also allow students to learn more about how they
learn.
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
Rubrics: Teachers assess the performance of students based on specific tasks,
dimensions, and criteria. They list the dimensions of the performance to be
assessed, and the specific criteria used to evaluate each dimension. By describing
what each criterion looks like at various degrees, the teacher not only creates a
framework for fair, objective grading, but also conveys expectations to the
students. Various rubrics are available through the Buck Institute for Education’s
Educator’s Database. Student mastery of the state adopted standards is assessed
with the completion of each project based learning cycle, teachers and students
check
for
achievement
using
a
4-tired
rubric:
Standards Based Rubric Levels:
Level 4- Exemplary (fully meets criteria)
Level 3- Proficient (adequately meets criteria)
_____________Mastery Line_______________
Level 2- Approaching Proficiency (sometimes meets criteria)
Level 1- Evidence of attempt (seldom meets criteria)

Teacher observations, checklist, and anecdotal records: These simple teacher
assessments can provide a multitude of data on a specific student, a group of
students, or the class as a whole. The benefit is that these assessments are
generally quick and completed frequently.
classroom
instruction
based
Teachers may redirect learners or
on
data
gathered.
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
Performance Based Assessment: Student mastery is determined by the student’s
ability to perform an authentic task. Students readily demonstrate their use of
acquired knowledge and learned skills.
State-mandated Assessment
Students will be required to participate in the SC End of Course Examination
Program (EOCEP) and the High School Assessment Program (HSAP) as are required by
other public school students in the state of South Carolina.
End of Course Examinations will be required for students desiring credit for
Algebra 1, English 1, US History and the Constitution, and Biology 1(or as amended by
the state). These examinations will count toward 20% of the students’ grades in these
courses.
HSAP Testing will be administered to eligible students as outlined in the
following SC Department of Education document (or as amended by the state):
Fall
Students beyond the second year after their initial enrollment in
the ninth grade take the test(s) needed to meet the requirement
for a South Carolina high school diploma.
Spring
Students in the second year after their initial enrollment in the
ninth grade take both tests. Students beyond the second year after
their initial enrollment in the ninth grade take the test(s) needed
to meet the requirement for a South Carolina high school diploma.
Summer
Following a remediation program in summer school, a summer
administration of the HSAP may be offered to students who
have not passed the exit examination and who are planning to
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graduate before the beginning of the next school year. All
accommodations and modifications for students with disabilities
and students with limited English proficiency available during the spring
administration are available for the summer administration.
Exceptions Applicable to all Administrations
1. For students with disabilities who have an individualized
education program (IEP) and who have taken both parts of the
HSAP at least once and who meet all of the conditions listed
below, the IEP team will determine on an annual basis the
student’s participation in the HSAP.
a) The student failed to pass any part of HSAP during the initial
administration.
b) The student has not earned any Carnegie units in the core
curriculum (English language arts, mathematics, science, and
social studies).
c) The student is not enrolled in a course in the core curriculum
required for high school graduation. Students who miss the initial
administration of any part of the HSAP must be scheduled to
take that part in the next administration.
2. Students who meet the Participation Guidelines for Alternate
Assessment will not take the HSAP tests, but will take the alternate assessment as
appropriate to their age.
Additional Testing Programs:
SAT
All students attending CLA will be strongly encouraged to take the Scholastic Aptitude
Test (SAT). Students planning to attend college may be required to take the SAT. SAT
preparation classes may be offered to students as a way of familiarizing students with
SAT testing methods.
PSAT
Juniors may elect to take the PSAT. The PSAT (Preliminary Scholastic Aptitude/National
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Merit Scholarship Qualifying Test) has two primary purposes. It introduces a student to
the organization and question types found on the SAT. Students gain test-taking skills
and can use their PSAT scores to predict their scores on SAT. The junior year scores are
also used in selecting semi-finalists for the National Merit Scholarship awards and the
National Achievement Scholarships. Several colleges use PSAT for determining early
admissions, and programs such as the Governor's School use them in the selection
process.
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ii. Performance Goals Timelines
Coastal Leadership Academy will meet or exceed the expectation of Adequate Yearly
Progress as established in the Elementary and Secondary Education Act (ESEA) formerly
known as and more commonly called No Child Left Behind (NCLB). We are aware that the SC
Department of Education is currently working on a waiver that is designed to slightly alter the
AYP established by ESEA that will keep the expectation of education high yet with a
reasonable amount of attainability. CLA will establish benchmark levels for students according
to the State Adequately Yearly Progress (AYP) requirements from NCLB, in all subgroups
beginning in August of 2013. Coastal Leadership Academy will adopt the same performance
standards and timeline that the South Carolina Department of Education has set forth to make
AYP.
Coastal Leadership Academy will work with the SCPCSD to make amendments if
necessary to reflect changes in the current ESEA regulations.
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Adequate Yearly Progress Objectives for S.C. High Schools
ELA
Math
100
100
90.3
90
90
Percent Meeting Standard
80
71.3
70
70
60
52.3
50
50
40
33.3
30
30
20
10
0
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
School Year
(South Carolina Accountability Workbook :Revisions as approved by the United States
Department of Education on June 9, 2010)
AYP Calculations
Adequately Yearly Progress (AYP) is met if all of the participation and performance
objectives are met. Prescribed subgroups each have participation and performance objectives
for both the Math test and the English and Language Arts test.
The subgroups include: Total
Students; Ethnic Categories- White, African-American, Hispanic, Asian, American Indian;
Disabled Students; LEP Students; Students who receive subsidized meals.
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A subgroup must meet the participation objectives if there are at least forty students in
the subgroup. The subgroup must meet the performance objectives if there are at least forty
students in the subgroup (50 for the LEP and disabled subgroups) who have been enrolled the
entire year and have taken the State assessment.
Performance Calculations:
Graduation Rate
South Carolina has identified Graduation Rate for high school students as its second
performance criterion. Graduation rate is the percent of students who enter the ninth grade for
the first time four years earlier and received a State High School Diploma. The state will
identify students who should have received diplomas as:
1. Students enrolled at the school with the appropriate code in the 9GR field in
the SASI/PowerSchool Supplemental Atom.
2. Students on the previous year’s graduation list published by the Accreditation
Section of the SDE Office of School Quality who appeared as ninth graders four
years earlier and who did not appear as ninth graders five years earlier.
3. Students who appear on a Dropout Report from the school in any of the
previous three years (or listed as a dropout on SASI/PowerSchool during the
current year). Students who appeared as ninth graders four years earlier and who
did not appear as ninth graders five years earlier.
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Graduate Reporting
The students who received State High School Diplomas and are reported include:
1. The names of students in this group appearing on the school reports
who received State High School Diplomas in the current year.
2. Students who graduated early are identified from the previous year’s
graduation list published by the Accreditation Section of the SDE Office
of School Quality.
Graduation Rate
The graduation rate is the number of students who received a State
Diploma divided by the number who should have received a State Diploma.
Federal regulations require that the graduation rate is used whenever a school has
12th graders.
CLA’s expected yearly progress will meet or exceed the AYP as established in ESEA.
The following information depicts CLA’s projected progress toward meeting each objective.
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Goal 1: To increase graduation rates for Coastal Leadership Academy students and
provide transitions into successful post-secondary endeavors.
Objective 1.1 91% of seniors who have been enrolled at CLA for at least 2 years,
exempting students whose IEPs indicate otherwise, will graduate on time.
On Time Graduation Rate
% of Students Graduating on Time
85
2013-2014
2014-2015
NA
87
2015-2016
89
2016-2017
91
2017-2018
Assessment: The graduation rate will be determined by the number of students who
received a State Diploma divided by the number who should have received a State
Diploma.
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Objective 1.2 95% of Coastal Leadership Academy seniors will explore prospective
careers and participate in an internship program which will develop relevance between
course work and potential careers.
Senior Career Inquiry and Internships
% of Seniors Participating in Career Inquiry and Internships
75
2013-2014
80
2014-2015
85
2015-2016
90
2016-2017
95
2017-2018
Assessment: Student achievement of this objective will be assessed through but not
limited to portfolio evidence, student self-assessments, and Individual Graduation Plans.
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Objective 1.3 90% of Coastal Leadership Academy seniors will apply to college, join
the military or seek meaningful employment.
Post-Graduation Transitions
% students with plans for college, military or career
90
85
80
75
70
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
Assessment: The above percentages will be calculated based on data collected through
the Individual Graduation Plans.
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Goal 2: To support academic excellence for all Coastal Leadership Academy
students using an authentic project based learning curriculum that offers
opportunities to achieve academically, construct knowledge, and think critically and
creatively.
Objective 2.1 Objective 2.1 Using an authentic project based learning curriculum,
students will demonstrate proficiency level or higher in critical and creative thinking.
Ability to Think
Critically and Creatively
% of Students Demonstrating Proficiency Level
75
2013-2014
77
2014-2015
79
2015-2016
81
2016-2017
83
2017-2018
Assessment: Using a teacher created rubric similar to the Project Based Learning Rubric
(see page 27), teachers will assess and record the achievement level of students within a
project based learning environment.
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Objective 2.2 Using an authentic project based learning curriculum, students will
demonstrate at proficiency level, the ability construct knowledge using individual
learning strategies and contextually appropriate resources.
Ability to Construct Knowledge
% of Students Demonstrating Proficiency Level
75
2013-2014
77
2014-2015
79
2015-2016
81
2016-2017
83
2017-2018
Assessment: Using a teacher created rubric similar to the Project Based Learning Rubric
(see page 27), teachers will assess and record the achievement level of students within a
project based learning environment.
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Objective 2.3 81% of second year students enrolled at CLA will pass the South
Carolina High School Assessment Program (HSAP).
Students Passing HSAP
□% of second year students passing HSAP test
81
2013-2014
83
2014-2015
85
2015-2016
87
2016-2017
89
2017-2018
Assessment: Coastal Leadership Academy second year students scoring 200 on
both sections of the HSAP test will be considered passing.
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Goal 3: To immerse students in activities, projects, and experiences that enhance
leadership skills, augment community involvement, encourage environmental
stewardship and promote healthy lifestyle choices.
Objective 3.1 Coastal Leadership Academy will offer opportunities that foster
leadership capabilities and a sense of civic pride among students.
Leadership and Civic Involvement
% of Students Participating in Leadership and Civic Activities
70
2013-2014
75
2014-2015
80
2015-2016
85
2016-2017
88
2017-2018
Assessment: Evidence of student leadership capabilities and civic pride will be
measured through student portfolio evidence.
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Objective 3.2 Coastal Leadership Academy will heighten student awareness of
environmental stewardship and healthy lifestyle choices.
Environmental Stewardship &
Healthy Lifestyles
% of Students Participating in Environmental & Healthy Lifestyles Activities
70
2013-2014
75
2014-2015
80
2015-2016
85
2016-2017
90
2017-2018
Assessment: Evidence of environmental stewardship and healthy lifestyle choices will be
measured through student portfolio evidence.
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iii. Academic Assistance
CLA seeks to create a learning environment that is capable of accommodating each
student’s individual differences, learning styles, and current academic development. Authentic
Project Based Learning allows teachers to review ongoing student progress and identify areas of
weakness that would inhibit mastery. With each project cycle, student mastery of the standards
is assessed as teachers and students check for achievement using a 4-tired rubric. Intervention
is
necessary
if
the
student
falls
in
the
bottom
two
tiers.
Standards Based Rubric Levels:
Level 4- Exemplary (fully meets criteria)
Level 3- Proficient (adequately meets criteria)
_____________Mastery Line_______________
Level 2- Approaching Proficiency (sometimes meets criteria) Needs Intervention
Level 1- Evidence of attempt (seldom meets criteria) Needs Immediate Intervention
In areas where a deficiency is detected, the teacher, student and parent, when applicable,
will together develop a first level intervention plan for the student to receive specific skill
development instruction designed to eliminate the noted skill deficiencies. Constant monitoring
and evaluation will be used to assess if low performance is indeed improving. CLA plans to
offer additional before and/or afterschool tutoring for students failing to meet proficiency
criteria.
If the area of deficiency is not brought to mastery levels within a reasonable amount of
time, an academic intervention plan will be created by an intervention team. The team will
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monitor progress and make changes to the intervention plan to assist the student in attaining
mastery level. This team will be comprised of but not limited to CLA staff, student, parents, if
applicable mentors and tutoring volunteers.
Continuous feedback to students and
communication with parents is a critical component in reaching our goals and helping each
student attain his or her potential.
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Operational Plan
a. Budget and Accounting System
i. Annual Budget
The Governing Board will determine the business and financial services protocol for
Coastal Leadership Academy. Currently, the Charter Committee is exploring alternatives for our
financial management (outsourcing, in-house) and will ultimately select the process that best
suites our fiscal needs as well as establishes us as sound stewards of public funds. Our budget
has been prepared in accordance with State Department of Education (SDE) Financial
Accounting Handbook, with reference to the Funding Manual and the Single Audit Guide. The
Governing Board will adopt an Annual Operating Budget during June preceding start of the
Fiscal Year and will receive and approve Monthly Financial Statements during the operational
Fiscal Year.
i.
Annual Budget
Our spreadsheet formatted, Five-Year Budget can be found under Appendix Item 7.
1. Revenues
i. Revenue account codes used in the attached budget (Appendix Item 7.1) are in
accordance with the Financial Accounting Handbook for South Carolina school
districts
ii. Documentation from the SDE of estimated revenues in accordance with the
allocations in S.C. Code Ann. § 59-40-140(A)-(D) is attached as Appendix Item 7.2
Page | 100
iii. Our revenues do include grant revenue; specifically, the Charter School Program
(CSP) Grant, Implementation Phase for both year 1 and year 2. During the 2008,
2009 and 2010 award cycles, 40 applications were submitted and 28 grants were
awarded. This is a 70% award rate and we consider this solid evidence that supports
our assumption. Evidence that the projected funds are likely to be received is found
in actual award data provided by the SC Department of Education.
At the present time, the RFP for the 2012 grant cycle has not been published:
however, our assumption is that those terms will mirror the 2011 RFP. The RFP
document is available through the SC Department of Education website and the
Charter Schools Office.
In accordance with the recommendation from the Charter School Office, we
have reviewed our attached Five Year Budget and we have prepared a contingency
budget that removes CSP Grant revenue. This budget is available upon request.
2. Expenditures
i. Expenditure Account Codes.
Expenditure account codes used in the attached budget are in accordance with the
SDE Financial Accounting Handbook for South Carolina school districts.
ii. Anticipated Expenditures
Anticipated expenditures follow the same budget codes (Fund, Function, Object)
that are required of school districts operating in South Carolina. Costs associated
with planning, implementation, and continued operation are included.
Page | 101
3. Budget and Accounting Management
The Governing Board will be responsible for the fiscal management of the school.
As stated above, the Charter committee is researching fiscal management options.
Currently we have the assistance of Kelley-Moser Consulting, LLC during the
Application Phase of our charter initiative:
Bill Moser
Kelley-Moser Consulting, LLC
150 Harbor Glen Drive
Lexington, SC 29072
Office: 803-808-0338
Mobile:803-227-9421
Fax:803-808-0381
bill@kelley-moser.com
ii. Annual Audit
Our annual audit is a statutory requirement; accordingly, we will comply with all
of the aspects of this mandate. We have reviewed the Single Audit Guide in detail, to
include current Highlights, Technical Notes, Audit Requirements, and appropriate
information in the Compliance Supplement. To this end, we are knowledgeable of the
compliance requirements and suggested audit procedures.
We will attempt to solicit at least three bids from independent Certified Public
Accountant firms and we will select the firm that best meets our needs. The audit will
engage our financial and administrative operations and will – in compliance with the
law—be conducted in the same manner as all schools in the South Carolina Public
Charter School District.
Page | 102
We will adhere to accounting, reporting, and auditing procedures which are those
for all public schools operating in South Carolina by:
d. Establishing policies and executing the corresponding internal fiscal control
procedure to properly account for all revenue and expenses as directed in the
Financial Account Handbook and Funding Manual.
e. Maintaining appropriate records on a by-transaction basis thereby establishing our
financial management system as “audit ready” at the conclusion of any given
transaction.
f. Making required reports (on-call, monthly, quarterly, annually) to appropriate
agents and agencies.
g. Ensuring that all accounting, reporting, and auditing procedures and requirements
will comply with the published specification of the Office of District Auditing and
the Field Services contained in the (a) Single Audit Guide, (b) Financial
Accounting Handbook, and (c) Funding Manual.
h. The Governing Board receiving, reviewing, and approving the Auditor’s Report
prior to the official reporting.
iii. Pupil Accounting System
In accordance with the guidelines set forth by the South Carolina Accounting Manual and
the South Carolina Student Accountability Manual, we will adhere to the reporting procedures,
Page | 103
policies, and regulations that apply to all public schools in South Carolina. Reports will be
maintained and filed according to state and federal requirements.
iv. Negotiated Services Documentation
Currently we have not negotiated specific services with outside vendors. The Charter
Committee is currently researching options (in-house, out-sourcing) for fiscal services, food
services, custodial services, maintenance, curriculum, library and media services, pupil
transportation services, and the like. We will thoroughly review all options and proceed with
the protocol that best meets our financial needs and best set us as sound guardians of public
funds. CLA plans to negotiate services for certain special education services, as addressed in
early sections. These services can be obtained through providers of our choice.
As prescribed in the Memorandum of Agreement for 2012-2013 between the SCPCSD
and sponsored charter schools, as needed assistance from the SCPCSD will be offered in the
areas of Assessment, Curriculum and Instruction, Facilities, Federal Programs, Finance,
Human Resources, Public Relations/Grants/Fundraising, Special Services (IDEA and 504), and
Technology. See Appendix Item 8
b. Governance and Operation
i. Non-Profit Corporation Status
Please see Appendix Item 9 for the following documents:
Articles of Incorporation Appendix Item 9.1
Bylaws Appendix Item 9.2
Proof of South Carolina Non-profit Corporation Status Appendix Item 9.3
Page | 104
ii. Governing Board
1. Election
The Governing Board will be elected annually by October 31st of each year. Any
parent/guardian of currently enrolled students of Coastal Leadership Academy may
be nominated to serve, as well as other community members and educators.
Nominations are to be submitted by the deadline set each year. Employees will be
given one vote. Parents or guardians of a student shall have one vote for each student
enrolled in the charter school (Section 59-40-50 of the Charter School Act of 1996).
The deadline for voting will clearly be stated on the ballot form. At the first board
meeting of the newly elected directors, the Board of Directors will elect officers. The
elected governing board will be re-elected annually unless otherwise allowed by SC
Charter School laws.
2. Dissolution
The newly elected Governing Board of Directors will convene its first meeting in
compliance with the CLA bylaws. At that time, the authority of the Chartering
Committee will transfer to the Governing Board and the Chartering Committee will
be dissolved. Board terms will run for one year unless otherwise allowed by charter
law.
At a minimum, board members will be required to:
•
Attend a Board Training session either in person or via Webinar. Verification of
compliance will be kept on file.
Page | 105
•
Read the chartering document and be familiar with the rules and guidelines set up
to operate the school.
•
Read the CLA bylaws.
•
Read the SC Charter School Law
•
Read the Parent, Student and Teacher Handbooks
•
Regularly attend monthly board meetings and when appropriate Standing
Committee meetings.
•
Act as a school representative when necessary
•
Inform the board of any potential conflicts of interest, whether real or
perceived, and abide by the decision of the Board related to the situation.
3. Board Authority
The Governing Board of Directors is extremely important to the success of
Coastal Leadership Academy. CLA is a non-profit corporation and by law, the board is
the governing entity. The board is responsible for hiring a head administrator to run
the day to day business and will work alongside the administrator to assure that the
school runs according to SC Charter School Act of 1996 as well as the guidelines set up
in the chartering document. Individual members of the Board will be responsible for
actively participating in the work of the board and the life of the school.
Coastal Leadership Academy’s Governing Board of Directors will be responsible
for governing, not managing, the school. Board members will ensure that Coastal
Leadership Academy’s academic programs are consistent with the school’s mission
and are successful in educating all students, and school funds are properly managed
Page | 106
and accounted for. Board members will also develop and evaluate school policies to
ensure that they are lawful, fair, and provide appropriate protection and opportunity
for everyone involved with the school.
The Governing Board will assume the following responsibilities:
i. Employ and contract with teachers and nonteaching employees.
ii. Ensure that teachers, whether certified or noncertified, undergo the background
checks and other investigations required for certified teachers, as provided by law,
before they may teach in the charter school;
iii. Contract for educational services
iv. Develop pay scales, performance criteria, and discharging policies for its
employees;
v. Approve all other matters related to the operation of the charter school, including
budgeting, curriculum, and operating procedures
vi. Ensure that the charter school will adhere to the same health, safety, civil rights,
and disability rights requirements as are applied to all public schools operating within
the South Carolina Public Charter School District.
vii. Within one year of taking office, all persons elected or appointed as members of a
charter school board of trustees shall complete successfully an orientation program on
the powers, duties, and responsibilities of a board member including, but not limited
to, topics on policy development, personnel, instructional programs, school finance,
school law, ethics, and community relations. The orientation must be provided at no
charge by the SC Department of Education or an association approved by the SDE.
Page | 107
The Board will have the responsibility of:
•
Conducting a lottery for admissions, if required
•
Ensuring that the administration, faculty and staff are trained in the unique
methods of teaching and assessment of achievement outlined in this application;
•
Developing and implementing a series of fundraising campaigns to ensure
continued financial sustainability for the school;
•
Ensuring that CLA meets or exceeds the same minimum student attendance
requirements as are applied to all public schools;
•
Adhere to the same financial audits, audit procedures, and audit requirements as
are applied to all public schools;
•
Appeal to the Sponsor with regard to any material revisions of the terms of the
charter, with the understanding that the revisions may only be made with the
approval of both parties.
•
Establish or dissolve ad-hoc committees to deal with specific issues or tasks
outside of the Standing Committee responsibilities, as deemed necessary.
In addition, Board members are expected to:
•
Be trustees of the values, principles and monies of Coastal Leadership
Academy, with an unwavering belief in the Mission;
•
Have a clear understanding of the charter promises and other lawful obligations;
Page | 108
•
Have clarity with regard to the roles and responsibilities of the Board,
individual Board members, Standing Committees, the school Principal, the
faculty, and the Sponsor;
•
Recruit, hire, support, and evaluate the performance of the school’s Principal;
•
Ensure effective planning and policy-making;
•
Ensure adequate resources;
•
Effectively govern the school’s resources;
•
Determine, monitor, and strengthen the school’s programs and services;
•
Enhance Coastal Leadership Academy’s public standing;
•
Ensure legal and ethical integrity;
•
Maintain accountability to the students, parents, faculty, community, and
Sponsor;
•
Be results oriented.
•
Believe in and be an active advocate and ambassador for the values and
mission of Coastal Leadership Academy
•
Work with fellow Board members to fulfill the obligations of the Board;
•
Behave in a way that clearly contributes to the effective operation of the Board;
•
Keep informed about the school and its issues;
•
Actively participate in the majority of fundraising events annually;
•
Serve as the Chair for a Standing Committee if needed
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4. Freedom of Information Act
Coastal Leadership Academy will comply fully with Title 30, Chapter 4 of the South
Carolina Freedom of Information Act (hereafter sometimes referred to as FOIA).
Meetings of the Board of Directors will be held at least eleven (11) times a year and
conducted by the Board of Directors in accordance with all provisions of the current law
and any amendments as they may be enacted. Only those matters prescribed in
Section 30-4-70 of FOIA will be discussed in executive session.
Page | 110
iii. Administrative Structure
Coastal Leadership
Academy, Inc.
Education
Committee
Business
Committee
Governance
Committee
Facilities
Committee
Charter School
Executive Director
(Principal)
School
Organizations
School Staff
Faculty
Service
Vendors
Service
Consultants
Students
Page | 111
Principal
Responsibilities may include, but not limited to:

Will ensure compliances with all school policies

Carry out the mission and create the culture for the charter school.

Direct the institutional focus on student achievement with a school culture that
maintains a relentless focus on motivating students to achieve academic results
and encourages collaboration to meet the full range of student needs.

Develop, refine, and provide input into the implementation of the school’s
academic program.

Recruit competent, team-centered teachers who possess the requisite subject-area
expertise, understand and can implement project based learning curriculum and
have demonstrated success in working with high school age students to prepare
them to be highly competitive future academic endeavors.

Develop a system for ongoing evaluation of teacher performance and professional
development that is linked with measurable results.

Collaborate closely with other school leaders to plan and prepare for academic,
social, fiscal, and other transition issues.

Work with the board and the community to create a sustainable charter school that
utilizes all available resources.
Page | 112

Contribute to the creation of the school’s extracurricular, intervention, service
learning, and enrichment programs.

Ensure that all grant and funding requirements of the school are met with goals
and objectives appropriately measured and assessed.

Build and maintain systems for managing information and communications such
as scheduling and student management; developing the budget and tracking
expenditures.

Ensure that accurate and current student records are maintained according to the
established recordkeeping format.
Assistant Principal:
In year 2, a part-time Assistant Principal will most likely be hired depending on
available finances. Duties and responsibilities will be assigned as deemed necessary
by the Principal to improve student achievement to the help meet the school’s
educational goals.
Administrative Assistant:
The Principal will assign appropriate administrative tasks to the Administrative
Assistant to ensure the proper management of the student achievement data and fiscal
reporting records. The Administrative Assistant will help run the day to day
operations of the school, allowing operations to run smoothly throughout the day.
Page | 113
Guidance Counselor
The Principal will assign appropriate responsibilities to the Guidance Counselor,
including
those mandated by state laws, to promote student achievement.
Responsibilities may include, but not limited to:

Promotion of mission and vision of the school through positive interactions with
students, parents, staff, and community.

Support of the charter and philosophy of the school in all work activities.

Use of technology and equipment provided to assist and support student learning.

Contributions to IEPs as required

Help implementing IEPs for each student evaluated and identified as requiring
Special Education services.

Provides individual and group counseling as appropriate

Provides referrals to outside agencies as appropriate

Assists with lesson planning to accommodate IEP curriculum.

Monitors student progress

Enforces rules, regulations, and policies approved by the Governing Board and
required by law.

Works collaboratively with the teachers, psychologist, students, parents, and
administrators to assist in meeting the diverse needs of the students.

Implements directives and all other duties as assigned by the Education Service
Provider.
Page | 114

Attends meetings and professional development activities as requested or
required.
**As growth and finances permit, these functions may be broken into separate roles
for additional positions
iv. Parental, Community, and Educator Involvement
The CLA governing board of parents and/or guardians and the hired professional
educators will work together as a team to effectively run the school. Each group has a role to
play in how the school is governed and operated. The governing board forms policies that help
make the day to day operations possible. The professional educators are encouraged to give
input on school needs that are determined during daily operations. CLA plans to foster the
development of a parent support group or club that will be in place to assure the students have
extras that are not already provided for within the normal school day or budget. We hope to
engage all parents. These groups work to meet the needs of our students thus creating a
successful system that allows input from all parties and is a benefit to all involved.
Parents and teachers will be represented in the governance of the school through their
votes for board members, and given freedom to have input into the board decisions. Elected
parents will serve on the Coastal Leadership Academy governing board. Under the guidance of
the board, parents and teachers will serve together on committees to effectively run the school.
Each group has a role to play in how the school is governed and operated. The governing board
forms policies that help make the day to day operations possible. Parents, as members of the
board, will be active decision makers in the education of their children. As professional
Page | 115
educators, teachers are encouraged to give input on school needs that are determined during
daily operations.
The parent support group or club will help make all parents aware of opportunities to get
involved. Parents may contribute in numerous ways including but not limited to: classroom
support, administrative tasks, tutoring, mentoring, community outreach, fundraising,
coordinating extracurricular activities and providing support for their children at home.
Our intense commitment to community involvement will open additional opportunities
for community members to be involved as well.
Professionals within our community will be
sought out for opinions and suggestions to help undergird board members and school personnel.
Partnerships will be established with local universities and colleges, where professional
educators will be invited to share their passions and expertise.
We desire to engage all parents and teachers as well as many community leaders in this
process. These groups will work to meet the needs of our students; creating a successful system
that allows input from all parties and is a benefit to all involved.
Possible Parent Involvement Activities:
o Attending and Participating in Empower Hour Luncheons
o School Beautification Projects
o Student Project Enhancement
o Carpooling
o Gardening (Vegetable Garden)
o Afterschool Clubs and Activities
o Recycling Projects
Page | 116
c. Administrative and Teaching Staff
CLA will employ administrators and teachers in a manner consistent with the South
Carolina Charter Schools Act of 1996 and the Elementary and Secondary Education Act.
(see details below.)
i. Administrative Staff
The administrative positions for the first year are anticipated to include a principal, an
administrative assistant and a guidance counselor based on initial enrollment of 114 159
students. In year two, a part-time assistant principal position is projected (as enrollment
increases to full capacity). The Governing Board will evaluate the operational management of
the school at regular intervals to determine if modifications to the administrative structure
(increasing staffing, outsourcing services, etc.) should be considered in order to successfully
manage day-to-day operations. At least one administrator will hold a current South Carolina
certification in administration or at least one year of experience in the field of school based
administration. If CLA hires an administrator that holds certification from another state and
does not have a current South Carolina certification, the administrator will complete all
requirements for South Carolina certification within ninety days of accepting employment. At
this time, CLA has not identified or promised employment to any future administrative or staff
members. The Charter School Committee will select an administrator prior to hiring teachers,
so that the newly selected administrator may be part of the interview process for all other
employees.
Page | 117
Principal:
The CLA Governing Board of Directors will delegate to the principal authority for
the management and execution of the day-to-day school activities, including
management of the personnel and instructional leadership. The principal serves as
the liaison between the Governing Board and the school. The principal will be an
experienced leader, committed to excellence in learning and academic innovation.
The successful candidate for this position will possess the following experience,
skills, and qualities:

Ability to lead highly energized teams characterized by honest and open
communication, mutual respect, and commitment to the organization as a whole.

Experience in small, progressive, learning communities.

Great rapport with students, families, staff, and community members.

Creative problem solving and entrepreneurial capacity to manage change and be
responsive to community needs.
Responsibilities may include, but not limited to:

Will ensure compliances with all school policies

Carry out the mission and create the culture for the charter school.

Direct the institutional focus on student achievement with a school culture that
maintains a relentless focus on motivating students to achieve academic results
and encourages collaboration to meet the full range of student needs.

Develop, refine, and provide input into the implementation of the school’s
academic program.
Page | 118

Recruit competent, team-centered teachers who possess the requisite subject-area
expertise, understand and can implement a project based learning curriculum and
have demonstrated success in working with high school age students to prepare
them to be highly competitive future academic endeavors.

Develop a system for ongoing evaluation of teacher performance and professional
development that is linked with measurable results.

Collaborate closely with other school leaders to plan and prepare for academic,
social, fiscal, and other transition issues.

Work with the board and the community to create a sustainable charter school that
utilizes all available resources.

Contribute to the creation of the school’s extracurricular, intervention, service
learning, and enrichment programs.

Ensure that all grant and funding requirements of the school are met with goals
and objectives appropriately measured and assessed.

Build and maintain systems for managing information and communications such
as scheduling and student management; developing the budget and tracking
expenditures.

Ensure that accurate and current student records are maintained according to the
established recordkeeping format.
Page | 119
Assistant Principal:
In year two, it is anticipated that a part-time Assistant Principal will be hired
depending on available finances. Duties and responsibilities will be assigned as
deemed necessary by the Principal to improve student achievement to help meet the
school’s goals.
Administrative Assistant:
CLA intends to employ one full-time Administrative Assistant/School Secretary for
the first year of operation. The degree requirements for this position will be at least a
high school diploma. Previous work in a school system is desirable. Duties and
responsibilities will be assigned as deemed necessary by the Principal to ensure the
proper management of the student achievement data and fiscal reporting records.
Guidance Counselor
The Principal will assign appropriate responsibilities to the Guidance Counselor,
including those mandated by state laws, to promote student achievement.
Responsibilities may include, but not limited to:

Promotion of mission and vision of the school through positive interactions with
students, parents, staff, and community.

Support of the charter and philosophy of the school in all work activities.

Use of technology and equipment provided to assist and support student learning.

Contributions to IEPs as required

Help implementing IEPs for each student evaluated and identified as requiring
Special Education services.
Page | 120

Provides individual and group counseling as appropriate

Provides referrals to outside agencies as appropriate

Assists with lesson planning to accommodate IEP curriculum.

Monitors student progress

Enforces rules, regulations, and policies approved by the Governing Board and
required by law.

Works collaboratively with the teachers, psychologist, students, parents, and
administrators to assist in meeting the diverse needs of the students.

Implements directives and all other duties as assigned by the Education Service
Provider.

Attends meetings and professional development activities as requested or
required.
Qualifications:

Masters Degree is required as well as completion of an advanced program
approved by the State Board of Education for the preparation of school
counselors.

Counselor must have earned the minimum qualifying score(s) on the area
examination(s) required by the State Board of Education. Certification code and
88, 89, or 90 for grades 9-12.

Proven organizational skills and abilities to perform multiple tasks effectively and
efficiently

Satisfactory completion of all State and Federal pre-employment checks to
include State and Federal background checks.
Page | 121
ii. Teachers
CLA will employ teachers in accordance to the South Carolina Charter Schools Act of 1996 and
the Elementary and Secondary Education Act. Coastal Leadership Academy will meet or
exceed the requirements and will comply with South Carolina laws requiring that a minimum of
75% of teachers be certified. Teachers of core academic areas will either be certified in their
subject area or hold a baccalaureate or graduate degree in that subject. Certified teachers must
hold current certification by the State of South Carolina. Each noncertified teacher will be
appropriately qualified for the subject matter taught, having completed at least one year of an
accredited college or university and meeting the qualifications outlined in S.C. Code Ann. § 5925-115.
Anticipated Teaching Positions by Subject Area:
Teaching Position
Year 1
Year 2
Year 3
Year 4
Year 5
ELA*
Math*
Science*
Social Studies*
Technology/Business
Foreign Language
Elective/PE
Totals
2
2
1.5
1
.5
.5
.5
8
2.5
2.5
2.5
2
1
2
.5
13
3
3
3
2.5
1
2
1
15.5
3
3
3
2.5
1
2
1
15.5
3
3
3
2.5
1
2
1
15.5
*Requires either Corresponding South Carolina Certification or a College Degree in subject area
Special Education, Foreign Language and Physical Education services may be contracted out to
individual service providers.
Teacher Responsibilities may include but not limited to:

Promotes mission and vision of the school through positive interactions with
Page | 122
students, parents, staff, and community.

Supports the charter and philosophy of the school in all work activities.

Uses technology and equipment provided to assist and support student learning.

Develops and implements project based learning instruction.

Administers all State and charter required assessments, and ensures timely
reporting of results to the Administrator.

Monitors student progress and provides timely feedback to student, parents, and
Administrator as requested.

Maintains accurate records on each student such as grade books, report cards,
lesson plans, attendance records, discipline records, and other required records.

Enforces rules, regulations, and policies approved by the school board and
required by law.

Works collaboratively to assist in meeting the diverse needs of the students.

Implements directives and all other duties as assigned by the Education Service
Provider.

Attends meetings and professional development activities as requested or
required.
Special Education Service Providers
If a special education teacher is employed by CLA, he/she will be certified, highly qualified and
have:

training and information necessary to address the full range of needs of children with
disabilities across disability categories
Page | 123

the necessary subject matter knowledge and teaching skills in the academic subjects that
the teachers teach

the subject matter knowledge and teaching skills, including technology literacy,
necessary to help students with disabilities meet challenging State student academic
achievement and functional standards.

Student needs and the staffing required to serve special education students’ needs will be
reviewed on a continuous basis and will at all times be in compliance with all federal and
state laws. CLA may contract with other agencies in order to provide the full range of
services needed for any child with special needs.
Page | 124
d. Racial Composition
i. Racial Composition
All students will be accepted, regardless of disability, race, creed, color, gender, national origin,
religion, or ancestry, subject to the lottery. In accordance with state law, every effort will be
made to ensure the racial makeup at CLA will reflect that of surrounding Horry County within a
20% variance.
Horry County Ethnic Distribution -2010USCensus
White
79.9%
Black
13.4%
Hispanic
6.2%
Other
0.5%
ii. Policies and Procedures
Coastal Leadership Academy will strive to recruit a cross-section of Horry students by
conducting activities such as:
1.
Displaying CLA flyers and brochures at branches of the Horry County
Library, Chapin Memorial Library, Georgetown County Library and
local community centers.
Page | 125
2.
Conducting Parent Information Sessions at local libraries and civic
meetings.
3.
Placing information bulletins in local publication including but not
limited to the Sun News, The Herald and Parent Magazine.
4.
Initiating a Coastal Leadership Academy Facebook page and Twitter
presence.
5.
Initiating a Coastal Leadership Academy website.
iii. Desegregation Plan or Order
SCPCSD nor CLA are subject to a desegregation plan or order. Appendix Item 11
e. Transportation
i. Transportation Needs
Coastal Leadership Academy planning committee is currently investigating all
possible transportation options. CLA does not intend to provide transportation services
to students; however, transportation will not be the sole a barrier for a student to not
attend CLA.
Funds are allocated in our budget to relieve transportation hardships for
any student who may otherwise be prevented from attending our school solely for this
reason.
Page | 126
ii. School Bus
At this time, we do not plan to use a school bus system for daily transportation.
If, in the future, the Board of Directors decides that transportation by school bus is best
for CLA, a plan will be developed that complies with the state requirements for drivers
and training and the state safety requirements for school buses.
iii. Contracted Services
CLA has not contracted with the school district or any third party transportation
services at this time.
iv. Special Needs Students
Our special needs students will be given access to a Free and Appropriate Public
Education and related educational services – including transportation when appropriate.
Federal Public Law 94-142, as amended, and Chapter 33 of Code of Law of South
Carolina 1976: Title 59 (Sections 59-33-10 through 59-33-110) will govern the provision
of Special Education services at CLA. Each student’s IEP will be adhered to in its
entirety.
Page | 127
f. Facilities and Equipment
i. Identified Facility
If a facility is identified at the time of application, include:
Not applicable
ii. Facility Not Identified
1. A description of facility needs,
2. An indication of current options for a facility, and
3. A schedule for completing or obtaining a suitable facility.
Facility Needs
Coastal Leadership Academy will begin operation with limited enrollment. The limited
enrollment will require the use of 6-7 classrooms (approximately 400 sq ft each), 2-3 offices,
bathrooms, a lunchroom and a kitchen. A facility with space for future growth is necessary. A
building with 10,000-12,000 sq ft is our target for start-up.
At this time, the charter committee plans to remodel an existing facility to accommodate
the needs of the school. Currently, we have a licensed architect who has volunteered to evaluate
buildings available in the area to find one that will best suit our needs. Once a location is
deemed suitable, a full evaluation of the proposed site will be conducted to determine any
renovations that are required to house CLA. This evaluation will be completed in accordance
with all applicable South Carolina laws pertaining to facilities for education (in particular for a
charter school). Should the architect and the evaluation determine that the proposed site is not
adequate; an alternative site will be identified.
Current Options
There are many vacant, underused, and available facilities across Horry and Georgetown
Counties. All of South Carolina laws and codes related to charter school facilities will be
followed as our architect inspects the buildings we are considering. The referenced facilities
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below do not represent any specific plans of CLA, but instead are an attempt to demonstrate the
viability of locating facilities that will meet our needs in this economy.
One possible facility has approximately 10,000 sf that houses 7 classrooms, a kitchen
area, a common area and office spaces as well as commercial grade bathrooms. This property
has recently been purchased by another organization that is interested in entering into a sublease
agreement with our school.
A second location is a 12,761 sf ± two level facility originally constructed as a church.
The first floor houses the auditorium with a small stage, 6 classrooms and 3 offices, plus a
kitchen which opens through to the Fellowship Hall, restrooms, and storage. The second floor is
partially finished and contains an additional classroom, cafe/recreation room, and additional
bathrooms, storage, plus a large unfinished area that could house 3-4 more classrooms. A small,
unfinished loft is available for additional storage. The building sits on an 8 acre site that is
located at 9526 Highway 707, Myrtle Beach, SC 29588.
We are currently working with interested members of the community who may be
willing to purchase this property and sublease it to our school. Our goal is to enter into a rental
agreement for the first several years of the charter, with a long-term goal of exploring purchasing
options. One local entity has offered to let us use their facility free of charge for the first year.
We are also exploring partnership arrangements with local agencies, organizations or
entities that could result in use of a facility or a donation from an organization. We are also
researching surplus property owned by Horry County and the City of Myrtle Beach.
The CLA Planning Committee will ensure that its students are educated in a safe and
healthy building accessible to those with disabilities. The building to be used as the charter
school facility will comply with health, disability, and safety standards. Before the charter school
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invests time and money in building construction, acquiring land, buying a facility, or moving
portable classrooms; our licensed architect will ensure compliance with building codes and local
ordinances.
The South Carolina Charter Schools Act of 1996 exempts charter schools from many
provisions that apply to other public schools, unless the charter school elects to come under those
provisions (S.C. Code Ann. § 59-40-50(A) (2004)). Coastal Leadership Academy will comply
with all the health, disability, and safety requirements.
Regular public school buildings must comply with the latest applicable standards and
specifications in the South Carolina School Facilities Planning and Construction Guide (Guide)
published by the South Carolina of Education (SCDE, (S.C. Code Ann. § 59-23-210 (Supp.
2004)). We recognize that the reviews required under this Guide often require several months of
work for the school’s architect, planners, and the South Carolina Education’s Office of School
Facilities (OSF). School buildings must also have a certificate of occupancy from the State
Superintendent of Education or his designee before the building is occupied. (S.C. Code Ann. §
59-23-220 (Supp. 2004)).
The following table includes estimated dates for completion that will be reviewed by the
architect once hired. At this time, Mr. Michael Guthrie of inFocus Studios has agreed to work
with our organization.
He has reviewed our proposed schedule and feels that it is both
reasonable and complies with state laws. The following schedule includes events and estimated
dates with assumptions that specific responses will occur from state agencies, local jurisdictions,
contractor availability, and real estate transactions are completed within the estimated time
frames.
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Facilities Proposed Timeline:
Facility Pre-Planning Stage
Spring 2012-July 2012
Facility Planning Phase
July 2012-August 2012
October 2012
November 2012
December 2012
Construction Phase
January 2013-July 2013
July 31, 2013
August 1, 2013
August 14-20, 2013
August 21, 2013
August 26, 2013 (Estimated)
-Facility Committee meets regularly
-Board Members tour possible locations
-Location Identified
-Contract with architect to complete drawings for
OSF and Bidding
-Ensure compliance with all local ordinances and
regulations
-Submit Plans to OSF and Obtain Construction
Permits
-Advertise for RFPs
-Issue drawing and specifications to Qualified
Bidders
- Receive Construction Bids
- Review Proposals and Select Contractors
-Before construction begins, all waiver request
issues must be resolved with OSF, architect and
school. Any items from OSF construction
documents review must be resolved prior to
receiving building permit.
-Construction/renovation can begin as early as
receipt of building permit from OSF and shall be
complete by July 31, 2013.
-Inspection by OSF
-Certificate of Occupancy
Begin receiving all instructional materials, furniture
and equipment
Teachers set up classrooms
Teacher’s first day
Students’ first day of school
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iii. Equipment
Funds for equipment purchases are listed in the CLA budget included in this application.
CLA will purchase or rent standard office equipment including office furniture, cubicle
walls/dividers, computers, fax and copy machine, mail-room equipment, fireproof, secure file
storage for student records, phone system and high speed internet access. Standard office
furniture includes desk, chair, lighting, phone, file cabinets, white-boards, bookshelf, and office
supplies. The principal and teachers will be provided with a computer and monitor (see
specification below) all connected to an array of printers, scanners, webcam/multimedia stations
and other technology that supports a project based learning environment.
A number of student-use computers and printers are included in the equipment plan meeting
the following minimum specifications. The rapidly changing technology industry may prove that
a more efficient less expensive option is available that meets the technology needs of students,
which will be taken into consideration if available. These student computers will be available for
use in the classroom and computer labs:
Custom PC, Windows 7 Professional Edition
Microsoft Office Standard Version, Blue Coat K9 Web Protection Software
Microsoft Security Essentials Anti-Virus Software, 2.8GHZ AMD
Phenom II x4 Quad-Core Processor
4GB RAM, 1TB Hard Drive, Onboard 10/100/1000Mbps Ethernet Adapter
DVD/CD Combo Drive, Keyboard and Mouse, 21.5” Flat Panel LCD Monitor
Headset with integrated microphone and web cam
Samsung All-in-printer 1 per classroom
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Instructional equipment will be obtained by priority of need. Equipment needs will be
assessed to determine the best use of the school’s financial resources and will be either direct
purchase, leased, or donated. Items will be properly coded and accounted for according to state
and federal law.
Furniture, fixtures, and equipment will include tables, chairs, bookcases, computers,
servers, computer/video projectors, screens, printers, audio/visual equipment, white boards, and
smart boards. Equipment particular to the technology center will be obtained over the course of
the first five years and will include: computers, printers, software, tables, chairs, desks, and
bookcases.
If CLA receives a Charter School Planning and Implementation Grant, a portion of the
funds will be budgeted for classroom equipment to enhance student achievement and reach the
school’s educational goals. The school will augment purchasing with surplus available from the
State as well as pursue donations from local businesses. We will also identify alternative sources
of equipment that will have surplus for sale or take-away including businesses, federal agencies,
and colleges.
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g. Employee Relations
i. Employment Process
The Principal/Administrator shall conduct the recruitment and hiring process. The recruitment
and employment process is as follows:
a. Recruiting resources that may be utilized to locate and secure highly qualified
applicants:
i. Advertisements on the Coastal Leadership Academy website
ii. Advertisements on the SC Public Charter School District Website
iii. Advertisements on the Public Charter School Alliance of SC website
iv. Classified advertisements in newspapers
v. Classified advertisements in other publications
vi. On-line college or university job postings
vii. Teacher job fairs at colleges and universities
viii. Past interviewees that have re-entered the job market
ix. Employee referrals
x. Social service agency referrals
xi. Candidate walk-ins
xii. Promotions from within the organization
b. All advertisements placed in newspapers and other publications will require
the display of the acronym “EOE” to demonstrate that the organization is an
equal opportunity employer.
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c. Recruiting efforts for all school vacancies will be coordinated through the
Principal /Administrator.
d. Interview Policies
i. All applicants will be pre-screened to determine employment
eligibility.--The Board shall give preference to those candidates
holding certification through the South Carolina Educator Quality and
Leadership – Educator Certification.
ii. The Principal/Administrator is responsible to schedule and conduct
interviews of applicants, however, at the Principal’s discretion and
depending on the nature of the job vacancy, additional staff may be
called upon to assist with a candidate’s interview.
iii. Interview policies for all positions remain the same regardless of
position. However, there are separate interview questions and observed
tasks for each position that allow the building Principal/Administrator
the ability to determine the education, qualifications, and experience of
the candidate that will best match the open position or vacancy.
iv. Position content questions vary depending on the position
requirements and job description, but there are similar questions asked
of all applicants such as misdemeanor/felony convictions, salary
requirements, availability, and credentials.
The Administration will verify that all steps in the interview process were
completed correctly as outlined above. If all steps have been completed appropriately
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and correctly, the Principal shall extend an offer of employment to the candidate,
conditioned on the final approval of the governing school board.
ii. Teacher Evaluations
At this time, CLA has elected to implement the Assisting, Developing, and Evaluation
Professional Teaching (ADEPT) system and will comply with all provisions of the amended
ADEPT statute (S.C. Code Ann. § 59-26-30 and 59-26-40) and the State Board of Education’s
ADEPT guidelines. All certified teachers will be placed under an induction, annual or goals
based evaluation system as appropriate and will be assisted and evaluated in a manner consistent
with the SC Public Charter School District’s State Board of Education-approved ADEPT plan.
The administration of CLA will ensure the fidelity of the implementation of the ADEPT system
and be responsible for performing the required ADEPT evaluations. Regarding teacher
evaluations, the SC Public Charter School District will, at a minimum, fulfill their
responsibilities as the sponsoring agency as outlined in all applicable laws, statutes, and
regulations. At the present time, the SCPCSD has agreed to offer Coastal Leadership Academy
assistance with Teacher Evaluation in the following areas related to ADEPT:

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SAFE-T Training
Teacher Mentor Training
Tracking of Teacher Evaluation Status
Filing and Maintaining Teacher Evaluation Results
Entering of Teacher Data into the State ADS Data System
Teacher Mentor Payments
The submission of any information regarding the ADEPT process on behalf of CLA does not
imply any review by the District or certification to the State Department of Education as to
CLA’s compliance with the requirements of the ADEPT evaluations. In the event a legal
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alternative means of submitting ADEPT information is established, the District shall discontinue
this service upon reasonable notice to CLA and relinquish this responsibility to the
representatives of CLA. Changes in submission responsibilities shall not be considered a
material change to this charter. Further, any decision by CLA to discontinue use of ADEPT shall
not be considered a material change to this Charter. CLA has chosen to use the ADEPT system
because it is used by the state department of education to substantiate teachers’ years of
experience and will update school policies to reflect a new program for teacher evaluations
whenever a new program is adopted by the state department of education.
iii. Terms and Conditions of Employment
Coastal Leadership Academy’s Board of Directors will approve the terms and conditions
of employment for all employees. The employees will then serve “at will.” The terms and
conditions in the employment agreement will include but not be limited to: salary and payment
schedule, length of work day, length of work year, vacation/holiday/leave policy, benefits, and
notification policy for absence. Employees will be informed of terms and conditions upon offer
of employment. Employees will receive a handbook with all established personnel policies and
procedures, including the Grievance and Termination procedures. For any issue that CLA does
not have a specific policy on, we will refer to Horry County School Division’s policy and
implement such policy, until the Board of Directors for CLA can adopt an acceptable policy.
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h. Grievance and Termination Procedures
1. Coastal Leadership Academy does not adopt the procedures outline in SC Code
Ann. § 59-25-410 et seq. (1990) concerning the Employment and Dismissal of
Teachers.
2. Dismissal procedures are included in Appendix Item 14
Dismissal Procedures
Coastal Leadership Academy will use the following employment and dismissal
procedures:
a. All employees of the School are considered employees at will, as defined by the laws
of the State of South Carolina unless modified in writing by contract and approved by the
Board.
b. Coastal Leadership Academy has currently adopted the following Grievance and
Hearing Procedure for professional and non-professional employees of the school. This
policy may be updated as deemed appropriate by the CLA governing board. The
Procedure is as follows:
i.
School employees are encouraged to discuss any concerns regarding his
or her employer with the employer’s immediate supervisor. This discussion
should occur within ten working days after the event/action which results in the
grievance.
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ii.
Should any issue arise between an employee and the immediate
supervisor that cannot be resolved, including, but not limited to performance
evaluations and decisions to terminate the employee’s services, then the employee
may share his or her concerns in writing and submit this writing to the school’s
Principal or the Principal’s designee.
iii. The Principal or the Principal’s designee will meet with the employee
within a reasonable amount of time to attempt to resolve the issue. A summary of
the discussion and the proposed resolution shall be given to the employee by the
Principal or the Principal’s designee within a period not to exceed ten working
days after the meeting. The employee shall sign an acknowledgement of the
receipt of the proposed resolution.
iv.
If the employee is not satisfied with the proposed resolution, then he or
she may appeal the proposed resolution to the school’s Governing Board (“the
Board”). Such an appeal must be filed with the Board in writing within five
working days of receipt of the proposed resolution. This appeal must contain the
following documents: 1) a copy of the original writing stating the dispute, 2) a
copy of the meeting summary and the proposed resolution, and 3) a written
statement prepared and signed by the employee stating the specific reasons why
the proposed resolution is unacceptable. The appeal must be delivered to the
Board’s legal counsel. The employee shall be given the name of the Board’s
current legal counsel upon request.
v.
The Board’s Chair shall select three members of the School’s Personnel
Committee to review the appeal. This panel, at its sole discretion, may conduct
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any additional investigation that it deems necessary, including, but not limited to,
interviews of the Principal, the employee, or any other potential school
employees.
vi.
The panel shall complete its investigation and submit its findings and
conclusions to the Board’s legal counsel within thirty days of appointment to the
panel.
vii.
The Board’s legal counsel shall present the panel’s findings of facts and
conclusions to the full Board at the next scheduled board meeting. The Board
shall then decide what action, if any, that it will take concerning this appeal. The
employee shall receive the Board’s decision in writing, and a summary of any
actions that will be taken by the Board, the Principal, or the Principal’s designee.
The Board shall also provide a copy of the decision to the Principal.
viii.
If the Board decides to hold a hearing to hear the appeal, then the
employee shall be given written notice of the time, date, and place of the hearing.
ix.
The Board will attempt to respond to any appeal filed within thirty days
upon receipt of any appeal. However, the Board shall respond to all appeals
within forty-five days of receipt. To comply with this time limitation, the Board
may call a special meeting for the limited purpose of issuing its decision
concerning the appeal.
x. This procedure shall be kept as informal and confidential as reasonably
possible.
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xi. No person associated with a grievance shall be the object of administrative
reprisal, sanction, or penalty of any kind for either activating or participating in
the grievance procedure.
xii. The procedure prescribed herein shall be adhered to in processing employee
complaints under Title I of the Education Amendment of 1972 (Sex
Discrimination).
c.
The Board’s desire is to resolve grievances and appeals as quickly as possible;
therefore, there will be no extension of the prescribed time contained in this procedure
without a compelling showing of good cause. The purpose of this procedure is to settle
personnel grievances and complaints at a level as close as possible to the points of their
origin. Proceedings will be informal and confidential whenever possible. All appeals for
such extension of time will be submitted to the Chairperson of the School’s Personnel
Committee.
i. Student Conduct, Rights and Responsibilities, and Discipline Procedures
i. Student Conduct
ii. Students with Disabilities
iii. Student Rights
iv. Parental Notification
Coastal Leadership Academy has researched several successful discipline policies within
other high schools across the country. The currently accepted document that includes our policy
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on Student Conduct, Students with Disabilities , Student Rights and Parental Notification can be
found in Appendix Item 15. An explanation of CLA’s discipline policies will be given to parents
and students at the beginning of the year. More defined policies governing student code of
conduct, student rights and responsibilities, and student discipline standards and procedures will
be developed by the charter committee and subsequent Boards of Directors as deemed necessary.
j. Indemnification
Coastal Leadership Academy assumes the liability for the activities of the charter school and
agrees to indemnify and hold harmless the school district, its servants, agents and employees
from any and all liability, damage, expense, cause of action, suits, claims or judgments arising
from injury to persons or property or otherwise that arises out of the act, failure to act, or
negligence of the charter school, its agents and employees, in connection with or arising out of
the activity of the charter school.
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k. Insurance
Describe the types and amounts of insurance coverage to be obtained.
CLA will maintain insurance at or exceeding the state minimums at all times. SC Public
Charter School District will be listed as an additional insured on our insurance policy. Once
the charter is approved, the committee will be submitting finalized plans for employment,
facilities, equipment, etc. to the insurance company to set up our policies.
i. Worker’s Compensation Insurance
The South Carolina Workers’ Compensation Law is designed to provide medical and
monetary benefits for an employee who sustains an accidental injury arising out of and in the
course of his/her employment. The law provides medical care to bring about the earliest
possible recovery from the injury, a percentage of wages and salary lost during the injured
employee’s disability, and, in case of death, compensation for the deceased employee’s
dependents. We will purchase worker’s compensation insurance in the appropriate amounts. A
statement indicating our ability to secure this insurance and an estimate of the cost of this
insurance is included in Appendix Item 16.
ii. Liability Insurance
We will purchase liability insurance, and the policy will cover at a minimum the limits of
the South Carolina Tort Claims Act (S.C. Code Ann § 15-78-120 (Supp. 2008)). Statements
setting out our ability to secure this insurance and estimates of the cost of this insurance are
included in Appendix Item 16.
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iii. Property Insurance
We will provide sufficient insurance to cover loss to the school building (if owned) and
contents for fire and theft. Statements of our ability to secure this insurance and estimates of the
cost of this insurance are included in Appendix Item 16.
iv. Indemnity Insurance
We will provide indemnity insurance against civil and criminal liability for the charter
school to protect our sponsor, the members of the board of our sponsor, and the employees of our
sponsor acting in their official capacity with respect to all activities related to the charter school.
A statement setting out our ability to secure this insurance and an estimate of the cost of this
insurance is included in Appendix Item 16.
v. Automobile Insurance
We will purchase automobile insurance, both property and liability insurance, to cover
the cost of vehicles and transportation for charter school students. Statements setting out our
ability to secure this insurance and estimates of the cost of this insurance are included in
Appendix Item 16.
vi. Other Insurance
No other insurance coverage is anticipated at this time, but may be added as a need arises.
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