I.
TABLE OF CONTENTS
This Table of Contents document must be included as the first section of the application with
corresponding page numbers placed in the column to the right. The application submission must
contain each of the section and sub-section titles in the same order as indicated below.
Section Titles and Subsection Items
I.
Page Number(s)
TABLE OF CONTENTS
1-3
II. APPLICATION COVER SHEET - NOTICE OF INTENT ABSTRACT
4-7
III. ASSURANCE THAT ALL GOVERNING BODY MEMBERS
HAVE READ THE COMPLETED APPLICATION
8-12
IV. CHARTER SCHOOL MISSION AND STATEMENT OF NEED
13-19
V. EDUCATIONAL PLAN
20-44
A. CURRICULUM FRAMEWORK
20-36
B. EDUCATIONAL PROGRAM
36-40
C. STUDENT PERFORMANCE EXPECTATIONS
40
D. PLAN FOR EVALUATING STUDENT PERFORMANCE
40-42
E. SPECIAL POPULATIONS
Ray of Hope Charter School
42-44
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VI. FINANCIAL PLAN
44-54
A. BUDGET
44-49
B. FISCAL MANAGEMENT
50-54
VII. GOVERNANCE/MANAGEMENT PLAN
55-113
A. GOVERNANCE/MANAGEMENT STRUCTURE
55-56
B. DESCRIPTION OF THE GOVERNING BODY
57-75
C. PARTNERSHIPS
75-76
D. SCHOOL ORGANIZATIONAL STRUCTURE
77-105
E. EMPLOYEE RELATIONS
105-109
F. STUDENT ENROLLMENT PROCEDURES AND DISCIPLINE
POLICY
109-110
G. FACILITIES
111-113
H. OTHER STUDENT SERVICES
113
VIII. REQUIREMENTS
113-116
A. LEGAL LIABILITY AND INSURANCE COVERAGE
113-114
B. WAIVERS
114-116
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IX. APPENDICES (include Table of Contents for Appendices)
116-170
A. SCHOOL’S PROPOSED PERSONNEL POLICIES
116-142
B. SCHOOL’S PROPOSED STUDENT DISCIPLINE
PROCEDURES
143-150
C. COMPLETED FORM 910B5
151-165
D. COMPLETED 5-YEAR BUDGET PLAN
166-167
E. BIBLIOGRAPHY (if applicable)
168-169
F. ACRONYM LIST (if applicable)
170
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II. APPLICATION COVER SHEET/ NOTICE OF INTENT/ABSTRACT
School Information:
Name of Proposed Charter School: Ray of Hope Charter School
School Address (if known) N/A
School Location (City/Town) Albuquerque
School District within which the school will be located: Albuquerque, New Mexico
Contact Information:
Primary Contact Person: Margaret K. Woods
Address: P.O. Box 12710
City: Albuquerque
State: New Mexico
Daytime Tel: (505-331-6007
Zip: 87195-1710
Fax (________) ______________________
Alternate Tel (_______)_________________ E-mail:wood_mar@msn.com
Secondary Contact Person: Candice C. Marquez
Address 10428 Vallecito Dr. NW
City: Albuquerque
State: New Mexico
Daytime Tel (505) 506-6619
Zip:
87114
Fax (________) _____________________
Alternate Tel (_______)_________________ E-mail: cmarquez6@phs.org________________
Partner Organizations (if applicable):
Highlands University – Social Work Department
Enrollment Information:
Grade span at full enrollment
9-12 Total number of students at full enrollment 250
Complete the chart.
School Year
First Year
Second Year
Third Year
Fourth Year
Fifth Year
2012-13
2013-14
2014-15
2015-16
2016-17
Ray of Hope Charter School
Grade Levels to be
Served
9-12
9-12
9-12
9-12
9-12
Total Projected
Student Enrollment
250
250
250
250
250
Page 4
Notice of Intent:
Ray of Hope Charter School
Page 5
Ray of Hope Charter School
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Abstract:
We are Ray of Hope Charter School
ROH will help young adults mend the scars of broken homes, difficult childhoods, and broken
links to their cultural roots. We will concentrate on preparing students for their chosen career and
developing the necessary educational components needed to prepare leaders for the real world.
We will strive to ignite hope and instill belief that personal excellence and achievement are
attainable; through intensive mentoring, modeling, and educating in a safe environment for youth
who have difficulty envisioning themselves in productive, healthy futures. We will re-establish
connections between students and parents, while creating relationships between the school and
community. This will include business and civic organizations as active partners in planning,
delivering and evaluating our services.
ROH is a credit-based high school in the Albuquerque area serving students age 14-22. The
school’s projected enrollment will be 250 students. ROH educates students by providing an
awareness of respect for self, others and community, enhancing students’ quality of life and
transitioning them into the world of work as productive members of society.
ROH will work directly with at-risk youth to meet their unique learning needs and ensure their
success by systematically supporting them and their families. We plan to create a quality, highachieving school for all of our students including those who are experiencing hardships
integrating into a traditional school setting due to lack of credits, teen depression, substance
abuse, Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder, violent/abusive
behaviors, foster care placements, homelessness, probation services and/or gang affiliation. We
recognize that all youth possess intelligence, goals, dreams, desires, and abilities that may be
enlisted to solve problems they face, but may require guidance and support to overcome these
barriers. We will help students to overcome obstacles that block their opportunities to continued
education by creating an environment where the student will feel stable, secure, and healthy. We
believe that by providing a strong mental health component within the curriculum and excellent
teaching practices, students will have the necessary tools to reach their greatest potential. We
will offer encouragement, reinforcement, and strengthen students’ perception of education by
providing a mental health and academic curriculum that will address the needs of all young
adults.
ROH will emphasize that it is a credit-based high school rather than a traditional 9th through 12th
grade. While administration will continue to operate the school and curriculum based upon the
State of New Mexico educational standards and credits necessary for graduation; ROH will be
implementing a cognitive paradigm shift. This will be necessary to keep the at-risk students in
school. Students will be assessed at enrollment for their educational, emotional and behavioral
needs. These will include: a mental health assessment for student and parent, a vocational
profile, and a reading and math assessment. The multidisciplinary team consisting of principal,
teachers, and social workers will develop a plan for each student’s academic success utilizing
their knowledge, skills, and abilities and then integrating them into classes that will best fit their
needs. The student’s success in both an educational setting and in life is the goal of ROH.
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III. CHARTER SCHOOL MISSION AND STATEMENT OF NEED
Mission Statement
Ray of Hope is a credit-based high school in the Albuquerque area which provides a safe
environment in which to educate at-risk youth, ages 14-22, who are unable to integrate into a
traditional public school setting by providing an awareness of respect for self and community, to
enhance students’ quality of life, and to transition them into the general public to become
productive members of society.
How will the school know if it is achieving its mission
Provide a response to the following question: as stated above. The response must include school
level or organizational goals that are measurable and directly support the Mission Statement.
The school level or organizational goals must be stated using the SMART Goal format. (NOTE:
Specific measurable student performance expectations [student goals] should be addressed in
Section V, Educational Plan.)
Graduates of Ray of Hope will have the tools necessary to positively impact their communities
as they pursue their personal and professional aspirations. Founding members of ROH believe
the development of strong character relies heavily on a mental health and academic curriculum
which emphasizes foundational learning. We believe that school level, organizational, and
student performance goals (listed in section V: Educational Plan) directly support our mission
statement. In addition, our mission and goals strongly support the New Mexico Public Education
Department’s Strategic Plan for Public Education 2005-2010 (NM Public Education Department
2008).
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In order to create a safe learning environment for our students, 100% of all ROH faculty,
staff, and students will utilize mental health strategies in order to reduce behavior
incidents by 10% per year below the baseline created in the first year of operation.
One of the primary missions of ROH will be to teach students and staff how to utilize a
mental health curriculum to break through the barriers which are keeping the students
from succeeding. As a result, a mental health class will be taught daily and frequent
professional development opportunities will be given to instruct all members of the ROH
faculty and staff on how to appropriately redirect negative behaviors.
All students at ROH will participate in a “Think In” period every day in order to prepare
themselves for learning. The success of this program will be measured by a score of 80%
or higher on daily student satisfaction surveys.
“At-risk” students often have trouble integrating into a school setting due to many outside
factors. The goal of the “Think In” is to manage these outside factors so that the student
can focus on academic learning.
All faculty, staff, and students of ROH will participate in a mental health curriculum in
order to develop respect for self, others, and community. The success of this program will
be measured by a score of 80% on quarterly community surveys.
All community members will be kept informed of school activities and progress toward
goals evidenced by a score of 80% or higher on quarterly community surveys.
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Daily mental health classes will be held in order to teach ROH students respect for
themselves, others and their community. Culturally relevant activities will be held
frequently in order to teach students to respect their personal culture, as well as other
cultures represented in the community. Consequently, each quarter, the entire ROH
community will be surveyed to ensure that all stakeholders are treated with respect.
By participating in family training though our mental health program, all families in the
ROH community will work together to create stronger familial bonds which will be
measured by 100% attendance in a 16 hour Family Connections class.
Familial support is extremely important to student success, productivity and self-esteem.
Unfortunately, many families are no longer cohesive units. Therefore, it is ROH’s belief
that the family, in whatever form it takes, learns to support all of its members as it strives
to re-establish students’ connections with their individual cultural roots, parents, families,
and extended families. Mandatory classes will be given for family members in order to
assist them in this endeavor.
Provide an explanation of need that describes how the proposed charter school is in the best
interest of the students and community that it proposes to serve. Include a demographic
description of the student and community population within which the school will be located.
Explanation of Need
Over the past decade, more and more attention has been given to the issues associated with “atrisk” youth including youth crime, violence, sex, substance abuse, poor academic performance,
deteriorating family structures, gang activity and alarming media images. Many social critics
argue that today’s youth face more serious and critical risks than any previous generation,
therefore, there has been a growing interest in community-based efforts that help the “at-risk”
youth and their families.
If a teen is experiencing more than 4 out of 25 of the following warning signs, they could be at
risk:
 Has the teen ever been suspended, expelled, been truant, or had their grades drop?
 Is the teen verbally abusive?
 Does the teen struggle with basic family rules and expectations?
 Does the parent have difficulty getting the teen to do basic household chores and
homework?
 Has the teen had problems with the law?
 Does the parent have to pick their words carefully when speaking to the teen, so as not to
elicit a verbal attack or even rage from them?
 Is the teen in danger of dropping out of high school?
 Does the teen associate with a suspect peer group?
 Has the teen lost interest in former productive activities, sports, hobbies, or childhood
friends?
 Has the teen ever displayed any evidence of suicide?
 Does the teen seem depressed / withdrawn?
 Does the teen ever display violent behavior?
 Is the teen sexually promiscuous?
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Has the teen’s appearance or personal hygiene changed?
Is the teen deceitful and manipulative?
Has the teen been caught stealing money or personal items from their family?
Is the teen severely lacking in motivation?
Does the teen sometimes lie regarding their activities?
Does the teen display outbursts of temper?
Does the teen lack self-worth and self-esteem?
Does the teen defy established rules regardless of the consequences?
When trying to deal with the teen, do the parents feel powerless?
Does the teen have a problem with authority?
Do the parents suspect the teen is experimenting with drugs or alcohol?
Teenagers who have trouble coping with the stresses of life are more likely to abuse drugs and
alcohol, engage in criminal activity, become sexually promiscuous, or attempt suicide. Many of
these at-risk teens run away and eventually find themselves locked up in detention centers or
living on the streets.
Alarming, yet often ignored statistics that occur in America every day include:
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4 children are killed by abuse or neglect
1 young person dies from HIV infection
5 children, or teens, commit suicide
8 children are killed by firearms
181 children are arrested for violent crimes
383 children are arrested for drug abuse
4,356 children are arrested for various other crimes
2,383 children are reported abused or neglected
1,153 babies are born to teen mothers
2,261 children drop out of high school every school day
1 out of every 4 high school freshmen fails to finish high school
2,411 babies are born into poverty
12,423,000 children live in poverty
9,200,000 children are without health insurance, health issues may become a barrier to
school attendance
Research has clearly proven that identifying at-risk youth at an early age may be the key to their
success in the classroom. However, these efforts are few and far between. It is believed that all
students will be at-risk during some point in their educational life. To support the high
prevalence of this characteristic, research has shown that the following conditions contribute to
the high drop-out rate in this country.
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Living in high-growth states
Living in unstable school districts
Being a member of a low income family
Having low academic skills (though not necessarily low intelligence)
Having parents who are not high school graduates
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Speaking English as a second language
Being the children of single parents
Having negative self-perceptions; being bored or alienated; having low self- esteem
Pursuing alternatives: males tend to seek paid work as an alternative; females may leave
school to have children or get married.
By default, our schools have become the depository of efforts to address at-risk issues. However,
schools readily admit that they are inadequately equipped for this immense task. This has not
stopped many of them from making a noble effort. It is ROH’s vision to recognize the barriers
that each student possesses and establish a school that will provide them an education and
opportunities that will help them develop their own self-worth.
The stable family unit is disappearing due to many complex issues. Due to the lack of knowledge
of community social resources, more youth find themselves without strong social supports,
adequate parenting, and the ability to function in school settings. Lack of parental supervision
and guidance leads teens to become involved in socially unacceptable activities and increases
problematic behavior. Their peers also have a tremendous amount of influence and a juvenile’s
behavior is often dictated by whether their peer group is involved in drugs, gangs, and/or other
forms of antisocial behavior.
The rapidly expanding underclass is one of the most serious problems facing at-risk youth. The
underclass is made up of people living below the poverty level. Joblessness pervades the inner
cities and finding employment is difficult. These teens live in deteriorated neighborhoods and go
to sub-standard schools. Another feature of underclass life is the ever increasing trend of
adolescent females having children out of wedlock, which only perpetuates the welfare and
poverty cycle to another generation. They still cannot correlate the importance and the need for
education in order for them to get out of this sub-standard cycle of living.
These realities go to the heart of the problems facing many at-risk youth today. It reflects the fact
that impoverished and socially impaired families have trouble raising children. They lack the
ability to function at a level that allows them to become contributing members of society. The
challenge is to provide a nourishing and enriching environment so that students can be hopeful
and develop some foresight into their futures. At-risk teens pose a more challenging problem
because many have already been socialized into a deviant lifestyle. For these youth to feel
hopeful, they must come to believe that their future has possibilities for them, that they can attain
goals, and that there are adults who will support them so they can better their lives.
While traditional education continues to support the average student in the pursuit of graduation,
post-secondary education, and/or a vocational path. “At risk” students continue to fail in this
traditional educational setting due to their lack of academic and social/emotional skills. In
studies by Kauffman and Hallahan students who were disabled, including students in the “at
risk”/”high risk” student population have a difficult time staying on task during academic
activities in the classroom.
According to a 2006 report released by the Educational Advocacy group founded by retired
general and former Bush Administration Secretary Colin Powell, it was found that 52 percent of
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public high school students graduated in four years. Therefore, 48 percent did not graduate and
in some major cities the rate went up to almost 70 percent for non-graduating students. Society
will bear profound economic costs for failing to educate these young people. The chart below
shows the 2010 four year graduation rates for the State of New Mexico and Albuquerque Public
Schools.
2010 Graduation Rates
90
80
70
60
50
40
30
20
10
0
New Mexico
Albuquerque Public Schools
The dropout rate in New Mexico, especially among economically disadvantaged youth is
extremely high. Many of the categories with the lowest graduation rates are highly represented in
the population that will be attending ROH. The surrounding population has a 70.2 average of
students who qualify for free and reduced lunch. The ethnic distribution of the surrounding high
schools is shown in the chart below.
Ethnic Demographics of the
Surrounding High Schools
4% 2% 0% 8%
African American
Asian-American
Causcasian
86%
Hispanic
Native-American
Questions will always be asked about the educational system’s approach regarding at-risk
students. There is no question that the characteristics mentioned earlier in this document have
contributed profoundly to the drop-out rate throughout the country. As educators, the time has
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come to respond to, and to engage in a new and innovative way to approach both academics and
the social/emotional needs of both the student and the family unit.
Charter schools in New Mexico have from their inception expended great effort to educate
students in a non-traditional way. Charter schools can provide a full range of approaches and
services designed to enable students to fully engage themselves in their educational experience,
help involve families in supporting that education, and be flexible to meet the individual needs of
the student while providing services and classes not generally found in the existing public
schools curricula.
It is ROH’s design and implementation to work directly with at-risk high school youth to meet
their unique learning needs and ensure their success through systematically supporting them and
their families. ROH will focus efforts on building capacity with school staff by providing quality
training and instructional support and to increase students’ knowledge, skills and abilities, so all
students receive a rigorous and effective educational experience. We will provide training in the
use of essential technology tools that enhance curricular, instructional and administrative
services in our school, and as a result, opportunities are expanded for all.
ROH anticipates needs and opportunities with the single purpose of identifying, developing, and
implementing programs and practices through education with a wide range of learning
experiences that will improve self-confidence and self-esteem and will teach them the discipline
and skills of learning throughout each grade level.
The founder believes that all youth possess intelligence, goals, dreams, desires and abilities that
may be enlisted to solving problems they face in their society. They may require direction,
guidance, and support to overcome barriers. The founder recognizes through years of experience
that at-risk youth are often categorized as ‘Future Failures’ and often hear “they will never
amount to anything.”
ROH’s educators, social workers, and staff refuse to acknowledge such negative labeling toward
at-risk youth. It is our belief that ‘together we can make a change’ and our passion for working
with young adults was inspired to establish the ROH. ROH understands and believes that young
adults are capable of achieving and accomplishing their goals when they are provided with the
tools and education they need. ROH will provide those tools necessary to develop social,
academic and vocational skills, while bridging the gap between their desires and their ability to
become successful, and finally, to become productive members of society. This will include
rebuilding healthy social and family relationships and community networks of support.
Based upon observation, research, and experience, students flourish when they gain self-worth
through understanding that taking responsibility and ownership of their life’s path will lead them
into a more successful adult life. ROH is committed to supporting students in a holistic and
global manner beyond just the classroom academics. As students grow and mature at ROH they
will recognize that they can reach far beyond their original expectations and become conscious
of their greater potential.
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ROH will help students to overcome obstacles that block their opportunities and in some cases,
to continue their post-secondary education and/or vocational, and/or to enter into the world of
work. ROH will create a learning environment that is stable, secure and healthy. We will offer
encouragement, and strengthen students’ perception of education by providing services and a
curriculum that will address the needs of all young adults.
Opportunities are endless for students who possess knowledge and skills because employers seek
and appreciate better educated workers. Students who are able to compete for jobs and
understand the ‘rules’ of society are better equipped to garner a job faster than those who lack
this knowledge or skills.
ROH’s educational mission and vision can be likened to the movie ‘Coach Carter’ that is based
on a true story in which Richmond High School head basketball coach Ken Carter made
headlines in 1999 for benching his undefeated team due to poor academic results. The movie
shows personal sides of some players that are unruly and disrespectful and have similar
challenges of the expected ROH student. In the process, Carter implements strict rules for the
team and expects high grade point averages throughout the movie. Several times, Carter finds
himself asking one of the players “what is his deepest fear.” Unfortunately, after receiving poor
grades in the midst of an undefeated season, Carter forfeits some games, including the most
important one of the season. The team reacts negatively toward this action and the parents fight
back. The decision causes Coach Carter to want to quit. When he arrives at the gym to pack his
things, he finds the boys sitting at their desks being tutored by their teachers. It is at this point
that one boy is finally able to answer what his deepest fear is, and he states “Our worst fear is not
that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light,
not our darkness that most frightens us”.
The establishment of ROH will fill a long-recognized need in the Albuquerque area for educating
a growing ‘at risk’ population of youth; and the need to be locally managed and operated to
make decisions that are best for this kind of student at the secondary level. This program will
provide viable innovative options and ideas not offered by the Albuquerque Public School
district.
Education in America has long held the belief that education is a right to all students and
provides a basis for opportunities. What is clear, according to Levin (1986) is that the unique
needs of the educationally disadvantaged cannot be fully or effectively addressed by reforms of a
general nature, such as increasing course requirements, raising teacher salaries, or increasing the
amount of instructional time. Therefore, ROH is embracing the privilege and opportunity to
serve this invisible student population by developing and implementing not only a strong
educational curriculum, but adding a strong mental health component within the curriculum.
ROH is excited about using a new and radical approach that is necessary to meet the educational
needs of the “forgotten” youth and young adults.
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V. EDUCATIONAL PLAN
A. CURRICULUM FRAMEWORK
1. Philosophy and Approach to Instruction
Describe the educational philosophy and curricular approach of the proposed school.
ROH’s educational philosophy is that it recognizes that students who have not been able to
successfully integrate into the traditional public school setting, for a myriad of reasons, typically
will not finish high school, much less go on to an institution of higher learning. Our philosophy
is driven by a belief that a strong mental health curriculum is imperative to be integrated and
woven into the academic day in order for students to gain a sense of mastery, accomplishment,
and confidence. Mental health issues such as poverty, lack of credits, foster care, homelessness,
legal issues, gang affiliation, anger, stress, and/or home issues which affect the at-risk student
must be recognized while helping the student realize the importance of education and how it will
affect long term life decisions. In addition, complementing this philosophy is integrating an 8
week mental health educational class designed for parents to participate in and with dedicated
follow up services throughout their students’ academic journey. This program will be
instrumental in helping the parents recognize the important influence they have in their child’s
education and success. While this concept of parent involvement is not new, the way it will be
integrated at enrollment is. According to University of Washington economist Dan Goldhaber,
about 60 percent of achievement is explained by non-school factors, such as family income,
student backgrounds, and other factors beyond the control of schools and teachers.
A mental health component will be at the core of our curriculum. We will have a Clinical Social
Worker and will utilize social work interns from an accredited school of social work to
supplement the mental health curriculum and encourage personal growth. A strong mental health
emphasis includes the universal prevention idea to develop a social, coping, and problem-solving
set of skills for all students. Selective prevention will be designed by our enrollment assessments
to identify students at an elevated risk of developing mental health problems and provide them
with early and focused interventions. Indicated prevention will be designed to provide support
for students with established emotional and behavioral difficulties. We believe that by providing
a strong mental health curriculum the students' and families’ perception of education will be
strengthened; thereby, making it possible for students to reach their greatest potential. ROH is
dedicated to providing high academic standards, improving mental health development,
providing clear expectations, and meaningful instruction in an environment for student success.
A cognitive paradigm shift will also be developed in the minds of our students. The term “creditbased” will be used throughout the school culture in order to reduce the stigma of grade levels.
This shift is necessary because older aged students are hesitant to return to school and often do
not because they know that they need credits to graduate, but do not fully understand this process
and consequently drop out of school. For example, a 17 year old that has only 10 credits would
be classified as a sophomore. However, at ROH, grade level distinction will not be emphasized.
Therefore, the term “credit-based” will be used to help the students realize that as they progress
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through the curriculum, they will recover their credits either by a traditional type of class, workstudy, computer based learning, and/or a dual-credit based program at our local college.
ROH will focus efforts on building a strong school staff by providing quality training and
instructional support in order to increase faculty knowledge, skills, and abilities. Teachers will be
trained on how to deal with behaviors that negatively impact academics and the classroom
environment. They will know the importance of addressing the students’ emotional state and
establishing rapport before teaching begins. They will use proven instructional practices and
classroom management techniques in order to ensure academic success. Teachers will model and
nurture attitudes that emphasize the benefits and satisfaction gained from learning. Therefore,
time will be given to understand the needs of each individual student through the use of the
academic and emotional goals and will give students timely feedback in order to adjust their
instruction. The teacher will also serve as an advisor/mentor who will meet with their assigned
students each day to help them keep track of their graduation requirements, to teach them
appropriate job skills, to prepare them for college, and for life out of a school setting. Training
will be provided in essential technology tools in order to enhance curricular, instructional and
administrative services in our school. A wide range of materials will be used to instruct students:
from textbooks, to over-the-counter books illustrating hands-on applications, and to community
learning.
ROH will create a systemic, comprehensive framework around an inclusive vision for student
success that includes partnerships across programs with families and the broader community to
build long-lasting partnerships. There will be an identification, development, and implementation
of programs within the school which will provide a wide range of learning experiences for the
students. Programs will include: Toastmasters, Future Farmers of America (FFA), Distributive
Education Clubs of America (DECA) and Math, Engineering, Science Achievement (MESA).
Other ways students will be integrated into the community will be through programs such as
Habitat for Humanity, Youth Conservation Corps, Graffiti Clean-Up, Youth-Tutoring Youth, Big
Brothers/Big Sisters, Community Recreation, Senior Citizen Programs, and other community
building and cultural awareness activities.
The Community Support Liaison will seek internship positions for students in the community,
job coaching, and connecting to services appropriate for student needs as indicated in the
enrollment assessments. Additionally, students will be encouraged to enroll in college classes
and/or vocational trainings.
The Family Connections Class will be another piece that will involve an 8-week, 2 hour class for
parents to understand their students’ educational needs, and to strengthen the connections
between home and school. Parent-Teacher-Student partnerships lead to greater success.
Principal and Staff will make themselves available to discuss parent concerns. Teachers will
provide frequent academic progress and social/emotional/behavioral updates to parents. The
ROH will help students to rebuild and/or strengthen healthy social, educational, community and
familial bonds.
ROH will provide these tools of academia, mental health and wellness curricula, while enlisting
community program participation and projects as a way to reclaim their academic futures and
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earn a high school diploma. Opportunities are endless for students who possess knowledge,
skills, and abilities.
Describe why the particular educational philosophy and curricular approach were selected.
It is a known fact that students that have experienced troubled academic issues or who have had
issues involving the law tend to have sporadic school attendance, behavioral problems, low
achievement on tests, school dropout, and deviant behaviors. ROH anticipates needs and
opportunities with a single purpose of identifying, developing, and implementing programs and
practices through education with a wide range of learning experiences. The programs will
improve self-confidence, self-esteem, and will teach the discipline and skills of learning
throughout the educational process.
It is the founders’ belief that Ray of Hope must have more than just an academic component for
its students. It must also have an intensive mental health, clinical component that is interwoven
into the academic day. This component will endeavor to teach and have students demonstrate
their ability to gain self-control of their behaviors, confidence in their learning abilities, and to
exercise their knowledge through academic and hands-on experiences. All of these programs will
be worked through with an intensive, holistic approach.
Provide documentation, research, and/or a rationale that supports the educational philosophy
and curricular approach.
According to Solutions for America, an organization that deals with problems and solutions for
at-risk students in the United States, EVERY YEAR, and CLOSE TO ONE-THIRD OF
EIGHTEEN YEAR OLDS do not finish high school. The dropout rates for minority students,
students from low-income families, and disabled students are even higher. This is not just a
problem affecting certain individuals and schools; it is a community-wide problem that affects
everyone. High school dropouts commit about 75 percent of crimes in the United States and are
much more likely to be on public assistance than those who complete high school. The cost to
the public for these crime and welfare benefits is close to $200 billion annually. Dropouts earn
only about 60 percent of what high school graduates earn and only about 40 percent of the
income of college degree holders – resulting in about $50 billion dollars in lost state and federal
tax revenues each year. Dropouts are much more likely to have health problems than nondropouts. A 1% increase in high school completion rate would save the United States $1.4 billion
annually in health care costs. (Bickel, W. E., Bond, L. and LeMahieu, P. 1986; Dryfoos, J. G.
1987; Orr, M.T. 1987; U.S. Department of Education, National Center for Education Statistics.
1993. The Condition of Education, 1993. Washington, DC: USDOE).
During the 1980s, teachers shifted their interest in motivation toward cognitive processes and
information-processing views of human functioning. Alarmed by what they perceived to be
plummeting academic standards and fueled by comparative studies that erroneously made it
appear as if American children graduated from high school practically illiterate (see Berliner &
Biddle, 1995; Bracey, 1994), parents and teachers demanded a back to basics approach to
curriculum and practice. In the back-to-basics national mood, students' emotional concerns were
regarded as irrelevant to their academic achievement. Reforms were accompanied by an effort to
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dictate curricular practices according to their success in raising achievement test results. Today
the notion of building healthy self-perceptions in individuals is mired in "the self-esteem
controversy" that has been the subject of intense dialogue and much ridicule (see McMillan,
Singh, & Simonetta, 1994). Fortunately, prominent voices in educational psychology have
signaled a shift in focus as regards the issues critical to human functioning, and students' selfbeliefs have once again become the subject of research on academic motivation. The shift has
been so successful that, after a thorough analysis of the state of knowledge related to theories and
principles of academic motivation for the 1996 Handbook of Educational Psychology, Sandra
Graham and Bernard Weiner observed that "the self is on the verge of dominating the field of
motivation" (p. 77). This focus on a student's sense of self as a principal component of
academic motivation is grounded on the taken-for-granted assumption that the beliefs that
students create, develop, and hold to be true about themselves are vital forces in their success or
failure in school. In important ways, however, current conceptions of academic self-beliefs
represent a marked departure from previous ones related to self-esteem.
Two types of self-beliefs have been especially dominant in motivation research—self-efficacy
and self-concept beliefs. It is ROH’s belief that the mental health of the “at-risk” student is at the
crux of student achievement. The at-risk student often has experienced troubled academics,
issues involving the law, sporadic school attendance, deviant behaviors and low achievement on
tests. These students struggle more than with academic issues, they also struggle with poverty,
disabilities and home and community issues. All of these issues play a part in the way the
students look at themselves and how they look at their academic career.
Self-Esteem can be looked at in two ways, self-efficacy and self-concept. According to
Bandura's social cognitive theory, self-efficacy beliefs influence the choices people make and the
courses of action they pursue. Individuals tend to engage in tasks about which they feel
competent and confident and avoid those in which they do not. Efficacy beliefs also help
determine how much effort people will expend on an activity, how long they will persevere when
confronting obstacles, and how resilient they will be in the face of adverse situations (Schunk,
1981; Schunk & Hanson, 1985; Schunk, Hanson, & Cox, 1987). The higher the sense of efficacy,
the greater the effort, persistence, and resilience. Efficacy beliefs also influence the amount of
stress and anxiety individuals experience as they engage in an activity (Pajares & Miller, 1994).
It is clear, self-efficacy beliefs exercise a powerful influence on the level of accomplishment that
individuals ultimately realize.
Our mental health curriculum will have these two concepts woven into the daily classroom
experience. Self-efficacy beliefs revolve around questions of “CAN" (Can I write well? Can I
drive a car? Can I solve this problem?), whereas self-concept beliefs reflect questions of
"BEING" and "FEELING" (Who am I? Do I like myself? How do I feel about myself as a
writer?). The answers will reveal whether the student possesses a high or low confidence level to
accomplish the task or succeed at the activity in question.
As a consequence, the ROH’s curriculum involving a mental health component and the intensive
reading and mathematics assessment at the inception of the student’s enrollment will help the
student begin to develop a sense of mastery. In turn, this will provide the experience from which
the student can draw upon and apply it to different classes as they progress in their education.
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The traditional educational setting has tried to accommodate students with learning, social, and
emotional differences. However, it has failed. The mental health and academic curriculum will
be at the heart of ROH to help students re-think, re-learn and re-place negative self-beliefs with
positive, regain confidence in their learning abilities and exercise their knowledge through
academic and hands-on experiences.
Explain why the educational philosophy and curricular approach are likely to result in improved
educational performance of students.
The at-risk student has not usually developed the skills of problem solving due to an
underdeveloped literacy foundation and to other environmental factors. When a student lacks
this foundation, behaviors arise causing detrimental effects to both their emotional development
and to their educational process. Therefore, it is ROH’s curriculum that will prepare students to
become literate and emotionally balanced through a caring, productive, and intensive program.
At the inception of the students enrollment and based upon initial assessments, they will be
placed in classes that meet their needs. If remediation classes are determined, this will help
students to develop a stronger foundation. As they become engaged, they will feel more
successful. Research states that there are specific markers for successful student achievement and
ROH will be dedicated to ensuring that science based programming will, in fact, produce a more
committed student.
The markers are:
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Extended Time for Literacy. Students will be tested upon enrollment and those in need
will receive intensive remedial reading instruction. The vision for an effective literacy
program recognizes that creating fluent and proficient readers and writers is a very
complex task and requires teachers to coordinate their instruction to reinforce important
strategies and concepts.
Teacher Professional Development.
Long term and consistent professional
development is likely to promote lasting, positive changes in teacher knowledge and
practice. The Social Worker and Chief Development Officer will conduct weekly
trainings to teachers in the preparation and execution of the curriculum that will be used
daily in the “Think In 1 & 2.” This will ensure that all staff is developing the skills
necessary to manage students that face emotional/social behaviors affecting their
academic success. The training will also include how to assess student progress in their
emotional/social/behavioral journey. An investment in understanding the psychological
needs of the “at-risk” student is essential in helping the students help themselves.
Ongoing Summative Assessment of Students and Programs. These assessments are
designed specifically for implementation with continuous progress-monitoring systems.
Teacher Teams. Teacher teams will ensure that the school structure supports coordinated
instruction and planning in an interdisciplinary team concept.
Leadership. It is critical that the principal assumes the role of an instructional leader,
who demonstrates commitment, participates in the school community and is accessible to
students, parents, and staff.
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ROH believes the philosophy and approach will result in improved educational performance.
Describe how the educational philosophy and curricular approach align with the school’s
mission and student needs.
ROH is a credit-based high school in the Albuquerque are which provides a safe environment in
which to educate at-risk youth, ages 14-22 that are unable to integrate into a traditional public
school setting. ROH will provide knowledge of respect for self and community, enhance
students’ quality of life, and help to transition them into the general public to become productive
members of society.
ROH will teach students how academic success is relevant to their lives, to solve problems, and
to formulate thoughtful, specific, measurable, ambitious/attainable, reflective and time-specific
goals.
The curriculum reflects the mission of the school while addressing the standards and benchmarks
established by the NM Public Education Department. It also maintains focus on the goals and
standards set by the students and in collaboration with the staff. It reflects the unique process of
education with emphasis on the total individual. It also takes into consideration the protective
factors that have been shown to influence the decrease of at-risk behaviors in young people. In
addition to the development of intellectual skills, focus is on increasing social skills,
interpersonal skills, understanding and respecting the perspective of others, building self-efficacy
and self-concept, while setting high expectations and providing a caring, safe, and supportive
environment.
2. Description of the Curriculum
If the curriculum has yet to be developed: Provide a description of the proposed curriculum and
a specific plan for its development that will include a scope and sequence. The development
plan should include a description of the process, a timeline, and resources (including staffing) to
be utilized.
ROH's comprehensive curriculum will be written and aligned to meet New Mexico State
Standards. A curriculum team, consisting of experts in academic curriculum, mental health
programming, and vocational rehabilitation will be contracted within one month of the charter
approval date. The curriculum plan will include a mental health and educational assessment plan,
remediation in Math and Reading, a comprehensive mental health program, scope and sequence
of academic coursework, strategies and methods, and requirements for student graduation. The
principles and objectives of ROH are based upon the belief that through effective implementation
of a well thought-out and developed curriculum, students will achieve success.
ROH’s curriculum will integrate instructional strategies based upon the principle of Mastery
Learning. Mastery Learning is whereby students can learn a set of reasonable objectives with
appropriate instruction, support, and with sufficient time to learn. Respect for individual student
differences and for mastery learning requires that students be given the time they need at any
curricular level to familiarize themselves with content and/or acquire the skills and work habits
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that will help them to become life-long learners. We are dedicated to developing core
competencies in all students as well as providing the opportunities of community and servicebased learning to enhance social skills development. ROH is committed in preparing all students
to master these skills in order to succeed and to prepare the student for life once they leave high
school.
Students will take a vocational profile and interest inventory which will help to direct their
educational experience. Hands-on learning involves the student in a total learning experience
which enhances their ability to think critically. The student must plan a process to test a
hypothesis, put the process into motion using various hands-on materials, see the process to
completion, and then be able to explain the attained results. Vocational education has always
understood that if you want someone to learn to repair an automobile, you need an automobile to
repair. It follows that in order to truly understand a model, a physical model will enhance that
learning experience. This methodology will give the at-risk student a different way to learn
which will make sense for the kinesthetic learner.
During the enrollment process, students will be given a social/emotional/behavioral assessment
by the Clinical Director. At the conclusion of the assessment, goals with the student and parent
will be developed in order for the student to work on throughout the school year. The goals will
be assessed quarterly to determine their effectiveness and student’s progress.
Remediation in reading will be another focus at ROH. All students will be tested for academic
placement upon enrollment. If the assessments indicate that a student is below a 6th grade reading
level, they will be required to take a Remedial Reading class. It is essential that students have the
ability and motivation to read on their own in order to keep up with the vast amount of reading
required in high school. Additionally, the material students are asked to read is complicated and
not understood by just reading the words. There are many higher level thought processes
involved which the struggling reader may not have the ability to understand. By the time these
readers reach secondary school, they are very capable of disguising their inability to read and this
often is the result of negative, acting-out behaviors that take the focus off the educational
process. However, it is very frustrating for the student and consequently, many lose interest in
subjects which require a lot of reading. In order to assist these students, the remedial reading
program will work to teach students strategies to help them comprehend what they read. Tests
will be given quarterly to determine students’ reading level. Once they reach a 6th grade reading
level, they will have learned many of the needed strategies and will be able to negotiate text in
any textbook.
Remediation in Math will also be a major focus. As with reading, math will be tested for
academic placement. Any student who does not have the fundamentals of mathematics will be
placed in the remedial math program. This class will involve catching students up on basic
mathematic facts which are foundational. Math builds upon itself and it is impossible to
understand Algebra and higher level classes without that foundation. Therefore, students will
work in a small group setting and placement tests will be given at the end of each quarter to
determine if the student is able to move into the Pre-Algebra class.
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ROH’s curriculum is designed to ensure that knowledge is attained in the core academic areas of
language arts, mathematics, social studies, science, physical education and health. An additional
emphasis will be placed in a mental health curriculum that will involve issues that students
struggle in such as stress and anger management, problem solving scenarios and understanding
and navigating personal finance. In addition, each student will earn credits through community
service, work experience, volunteer opportunities, and apprenticeship programs while enrolled.
The following curriculum guide presents an overview of the ROH content knowledge and
standards.
Mental Health and Wellness – 4 years required (16 quarters) for graduation (dependent upon
transfer credits)
This course teaches students to assess their mental/emotional/social/behavioral health and to
identify their individual abilities, to create internal motivation and compel them to expand those
abilities while assuming responsibility for their feelings and actions. The objectives are to: 1)
practice ongoing awareness of the forces that positively and negatively affect their mental
wellness; 2) learn skills that promote mental wellness and decrease stress; 3) critically examine
complementary and alternative approaches to mental wellbeing; and 4) use knowledge and skills
to contribute to the health of peers, school, families, and community.
Language Arts – 4 years (16 quarters) required for graduation
Reading
 Reading remediation – A self-paced program designed to get students up to a 6th grade
reading level. Students will be placed in this class based on their reading assessment
scores upon enrollment.
 Introduction to Literature – This will be the first reading class a student will take once
it is determined that they are at grade level.
 Literature of New Mexico – This class will be taken concurrently with New Mexico
History in order to enhance the student’s knowledge of New Mexico.
 World Literature – This class will change each quarter in order to expose students to
more world literature. It will coincide with World Cultures, an elective class offered
through the Social Studies department.
 Book Club – Each quarter, this elective class will read and discuss a group chosen book.
The class is designed to provide independent reading opportunities as well as discussion
which will help students to learn to synthesize what they read.
Grammar and Writing
 Basic Grammar – This class will teach students the basics of grammar: parts of speech,
sentence diagramming, and editing.
 6 Traits Writing – Students will learn to use the various traits in order to improve their
writing skills. The traits include: ideas/content, organization, voice, word choice,
sentence fluency, and conventions.
 Research Writing – This class will provide instruction on how to conduct research, how
to write a research paper, and how to write a bibliography.
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Creative Writing – In this class, students will learn the basics of creative writing and
will be given a forum in which to practice writing their own stories.
Poetry – This class will introduce different types of poetry and literary terms. It will also
allow students to create and share their own poetry.
Public Speaking
 Toastmaster’s – This will be a mandatory class. Toastmaster’s is a well-known, worldwide public speaking organization that encourages the development of an individual’s
oratory abilities while also developing self-confidence when speaking in public,
improving communication and social skills, developing leadership skills, being able to
give effective presentations to all types of audiences, and being able to speak on
impromptu topics. They will also learn to critique other speakers in a positive manner,
and learn how to receive positive criticism from others.
Students will enjoy the fellowship of ‘Toastmasters’ as they learn how to research, prepare and
deliver speeches on a wide variety of topics, design and use visual aids to enhance their message.
Toastmaster’s skills will help a student in their working life by being able to manage their words
in all situations. It will help them to work better with their colleagues and customers, and will
help them to develop and present their ideas more clearly which may result in career
advancement.
In their personal life, they will be able to offer criticism that will not become “fighting words,”
and they will be able to accept criticism in an objective manner.
Math – 4 years required (16 quarters) for graduation
 Remedial Math – This class will be required for all students who are not prepared to
take Pre-Algebra. This will be determined by the math assessment given upon
enrollment.
 Pre-Algebra – Students will improve their skills in basic math concepts including
computation, working with fractions and decimals, and number sense. Additionally,
students will be introduced to algebra, probability, and statistics.
 Algebra 1 – Students will learn the fundamentals of algebraic manipulations including
the real number system, sets, polynomials, factoring, linear and quadratic equations,
systems, graphing, radicals, functions, and probability and statistics. Problem solving will
be emphasized.
 Geometry – Students will experience Cartesian plane geometry. The topics students will
study include lines, planes, angles, triangles, circles, polygons, area, volume, perimeter,
and basic trigonometry. The use of inductive and deductive reasoning throughout the
course is designed to equip students with an ability to organize ideas and reason logically.
 Algebra 2 – Students will continue their study of algebra and the real number system
through extensions into complex numbers, and various functions including linear,
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logarithmic, exponential, and polynomial. A graphical approach will enable students to
model real-world situations and develop equations that best represent those situations.
Trigonometry – Students in this course will study circular functions, their inverses, and
their graphs. Applications of these functions will be studied, including solutions to
problems involving right and non-right triangles.
Pre-Calculus - Students prepare for calculus by studying the characteristics and
behaviors of various mathematical functions, polar and parametric equations, vectors,
inequalities, series and sequences, limits, concepts of probability and statistics, and
mathematical induction.
Science – 3 years (12 quarters) required for graduation
 Introduction to Physical Science – Students will explore physical science topics while
developing skills necessary to become proficient in science. This course will place an
emphasis on building math and reading skills. The scientific method will be emphasized
along with measurement, data analysis and critical thinking skills.
 Biology – This class will focus on a study of life systems. Students will explore topics
such as cellular biology, genetics, human biology and ecology. The scientific method
will be emphasized along with data analysis and critical thinking skills.
 Chemistry – Students will discover and use the broad concepts such as the chemical
bond, periodicity, mechanisms of chemical reactions, and the mole concept. Students will
study and experiment with practical applications in our everyday chemical world. Student
laboratory work forms the basis for the study of chemical elements, compounds, and their
properties.
 Geology – Students will study the Earth as a dynamic system. Students will examine
processes such as weathering, erosion, and plate tectonics.
 Physics - Students in Physics will be engaged in an introduction to a quantitative study of
the physical world. In the first 2 quarters, students will discover and use principles of
Newtonian mechanics. In the second 2 quarters, students will learn about waves, light,
sound, electricity, and magnetism. Student work will emphasize methods of problemsolving and experimental data interpretation.
 FFA - The National FFA Organization (formerly Future Farmers of America) envisions
a future in which all agricultural education students will discover their passion in life and
build on that insight to chart the course for their education, career and personal
future. FFA makes a positive difference in the lives of students by developing their
potential for premier leadership, personal growth and career success through agricultural
education. Agricultural Education prepares students for successful careers and a lifetime
of informed choices in the global agriculture, food, fiber and natural resource systems.
 NM MESA – (Math Engineering Science Achievement) This class will be affiliated with
NM Mesa. It is an academic model based on enrichment in mathematics and science,
college preparation, career awareness and teacher professional development. This model
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also incorporates a dynamic partnership of academia, private industry, state and federal
government, schools, teachers, parents and community and provides critical support that
facilitates student success.
Social Studies - 3 years (12 quarters) required for graduation
 New Mexico History - This course is an examination of the history of New Mexico from
earliest times to the present. Students will be given an opportunity to think critically
about the issues that shaped the past and how that past affects the present. Additionally,
students can explore history and begin to understand the ways in which historians address
the past. Finally, the course will encourage students to develop better reading, writing,
studying, and analytical skills.
 United States History - Students in United States History will learn about the
development of this country’s political, economic, and social systems. Students will learn
methods of historical inquiry through lectures, class discussions, audio-visual
presentations, and primary and secondary documents.
 World History - This course is a survey of history from the emergence of civilization to
the present day. Students will learn about the political, economic, and cultural forces
which have shaped the development of civilizations around the world and laid the
foundations for the issues which face the people of the globe today. The course will focus
on developing students’ reading and writing skills through the use of primary and
secondary documents and researched-based writing.
 World Cultures – This class will match up with the World Literature class in the
Reading department.
 World Geography – This course is designed to introduce students to the major themes of
space, people, culture, economics and resource issues. Students in this course will be
exposed to these geographical themes by studying major regions of the world including
Africa, Asia, Europe, North and South America. Students taking this course are expected
to master the use of maps and spatial data sets, as well as complete projects and papers.
 American Government – This class focuses on the constitutional principles of the
United States republican form of government and how to apply this constitutional
knowledge to form an understanding of government and its relationships on the local,
state, national and international levels.
Business – 1 year (4 quarters) required for graduation
 DECA – Distributive Education Clubs of America- prepares emerging leaders and
entrepreneurs for careers in marketing, finance, hospitality and management while in
high school or colleges around the globe.
 Introduction to Business – Students in this course will receive a general education in
basic business practice. Students will learn about the free enterprise system and other
economic systems.
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Personal Finance - Students taking this course will learn to meet the challenges they will
face outside of the classroom regarding their current and potential financial needs.
Curriculum focuses on financial planning & budgeting, financial services, investments,
insurance protection, individual credit management, consumer purchases, and consumer
rights and responsibilities.
Employment Development Skills – This class will help the student to learn how to
obtain a job and how to maintain a job. Topics covered will be: developing a cover letter
and resume writing, dressing for success, interview skills, etc.
Computers – 1 year (4 quarters) required for graduation
 Beginning Computers - This course trains students to develop their skills in using
personal computers. Students complete business applications using various software
programs in word processing, databases, spreadsheets, and presentation software.
Students address ethical computer use issues.
 Web Page Design - This course introduces the basic concepts of programming for
multimedia. Students will learn the principles of object oriented programming for the
manipulation of video, graphics & text. Students will be taught HTML, XHTML, & CSS
as well as various graphics and web-page editors to create & maintain the school web
site.
 Program Logic and Design - This course introduces students to basic programming
concepts. Students will create a properly designed program using flowcharts and pseudo
codes in order to become comfortable with both logic development tools and to
understand their interrelationship.
 Computer Hardware - This course covers the theory and operation of PC computers,
assembly and configuration of PCs, troubleshooting using test/repair equipment and
software, and preventative maintenance of PCs.
Foreign Languages - 1 year (4 quarters) required for graduation
 Spanish - Students are introduced to the value of speaking Spanish and given the
opportunity to perform at beginner proficiency level in reading, writing, listening
comprehension, and speaking. There is strong emphasis on written communication and
vocabulary development. Cultural information including a short history is also presented.
 Italian - Introduces the student to the study of basic vocabulary, grammatical structures,
and syntax through a variety of written and oral exercises. Simple readings are presented
for student listening and reading comprehension. The student is exposed to Roman
mythology, history, and culture.
 American Sign Language - Introduces the fundamentals of American Sign Language
(ASL) used by the Deaf Community, including basic vocabulary, syntax, finger spelling,
and grammatical non-manual signals. Focuses on communicative competence. Develops
gestural skills as a foundation for ASL enhancement. Introduces cultural knowledge and
increases understanding of the Deaf Community.
Physical Education – 4 years (16 quarters) required (dependent upon transfer credits) 1 semester (2
quarters) of Health required
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Physical education classes will be required and a necessary supplemental component to the
mental health curriculum. Several studies suggest that engaging in physical activity or exercise
programs benefit the emotional well-being of the participant. Therefore, it is ROH’s belief that
requiring physical education is an important factor for the at-risk student’s well-being.
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Body Improvement - This class is a combination of aerobics. It is intended to help
students with the firming and tightening of the body contours.
Dance - This is a co-educational dance survey class which may cover the basics of
modern, jazz, ethnic, musical theater, and ballet dance techniques. Body training is
achieved through flexibility and dance combination exercises.
Fitness for Life - This course is an introductory class with an exercise lab designed to
cover the concepts of physical education, health, basic exercise physiology, and anatomy.
Students will assess their own level of fitness in relation to the five components of
physical fitness: flexibility, cardiovascular health, muscular strength, muscular
endurance, and body composition.
Health Education - Students learn an integrated approach to health issues, with an
emphasis on accepting personal responsibility for health, respecting and promoting the
health of others, understanding the process of growth and development, and using healthrelated information and products wisely.
Nutrition and Fitness - This course introduces the basic concepts of nutrition, exercise
science, and how the body works. It will include nutritional analysis, diet evaluations,
weight control, chronic diseases, and the impact of diet on athletes, as well as the benefits
of healthy eating. It explores exercise physiology, kinesiology, biomechanics, training
theories, and assessments.
Physical Education - Students participate in and learn the skills and rules of team and
individual sports activities. They develop life time fitness knowledge by assessing
personal needs, interests, abilities and opportunities by participating in activities that
contribute to the achievement of personal fitness goals. These include an active life style
that contributes to wellness and physical health.
Weight Training - This weights program develops the overall strength of the body and
progresses from simple bodybuilding to more advanced bodybuilding. Students
demonstrate bodybuilding techniques and chart their progress.
Swimming – This course will introduce the mechanics of swimming while participating
in exercise. Students will feel the benefits of using their whole body while helping them
to build endurance, muscle strength and cardio-vascular fitness. Many swimmers find
another in-direct benefit such as the ability to develop life skills such as sportsmanship,
time-management, self-discipline, goal-setting, and an increased sense of self-worth
through their participation in the sport. Swimming may also provide a source to help
gain a feeling of well-being, leaving the water session refreshed and ready to go on with
the rest of your day. Swimmers seem to do better in school in general terms, than nonswimmers as a group.
Electives – 4 years of electives required for graduation
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Electives will consist of general electives, vocational classes, community service, work study, or
apprenticeships.
General Electives Art
In this course, students will develop their technical skills and vocabulary as they work with a
variety of art tools and materials. Foundational skills in drawing, painting, illustration, sculpture,
printmaking, and digital art will be covered. Students will exhibit work and participate in group
critiques as they develop a working portfolio of art.
 Home Economics - Students participate in a classroom lab in which they will gain
practical experience in planning, preparing, and serving fast, convenient, and nutritious
meals for today’s busy lifestyles.
 Music - Students explore the music of many cultures and ethnic groups. They develop an
understanding of and experience “hands-on” production of this music. Contemporary
styles are included. Students will read, write, listen to, arrange, analyze and perform
music from various music eras, genres and styles. Performance groups may be formed if
there is enough student interest.
 Driver’s Education - In this course, students understand the importance of developing
positive attitudes and responsibilities toward safe driving in all types of vehicles and
toward pedestrian safety. Students read and understand the rules of the road, signs,
signals, and other information required for safe operation of motor vehicles. Students
learn to self-evaluate their progress using sample test questions from the Motor Vehicles
Department (MVD) tests. By studying and analyzing the consequences of hazardous
driving, students learn defensive driving skills in relation to vehicle and pedestrian safety.
Students develop skills related to traveling by automobile such as map reading, sign
interpretation, and using road-condition reports.
Vocational
Vocational classes will be offered quarterly. This is a representative list; other courses may be
offered if a qualified teacher is available and if there is student interest.
Introduction to Vocations
This course will be directed by a vocational rehabilitation counselor under the supervision of a
qualified teacher. Community partnerships will also be enlisted for this course. Students will
take interest inventories and surveys in order to help them determine a path toward a career.
 Carpentry
 Plumbing
 Painting
 Automotive technology
 Welding
 Cosmetology
 Child Care
 Gardening
 Landscaping
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3. Alignment with NM Standards
The curriculum selected/developed must align to the New Mexico Content Standards,
Benchmarks and Performance Standards. Provide a copy of the alignment document if it was
completed, OR, if the alignment has not been completed, describe the process and a specific
timeline to be used for aligning the curriculum with the New Mexico Standards.
ROH's comprehensive curriculum will be written and aligned to meet or exceed New Mexico
State Standards. A curriculum team, consisting of experts in academic curriculum, mental health
programming, and vocational rehabilitation will be contracted within one month of the charter
approval date. The curriculum will be complete within nine months of approval date.
Academic programs will reflect State Standards by:
 Selecting a wide range of instructional materials such as textbooks to over-the-counter
books illustrating hands-on application and community learning which are aligned to NM
Content Standards.
 Requiring curriculum for each content area that is consistent with the State’s Content
Standards.
 Informing the parents and community members as to what the students are learning in the
school.
 Ensuring that the learning needs of all students are met.
 Ongoing/onsite professional development for teachers and staff to augment their
knowledge base, improve staff/student communication, and retention of qualified staff.
 Continuing education units in the form of conferences and seminars for certified staff to
increase knowledge base and professional development.
 Ensuring student assessment measures that are aligned with the SBA and NM Content
Standards.
 Quarterly evaluations of teachers, staff, and students to provide the necessary feedback to
improve academic outcomes which will be incorporated into an overall yearly evaluation
which will be shared with the Governing Council and NMPED.
The curricula will be developed using the Understanding by Design format (UbD). The
curriculum team will meet weekly throughout the planning year. During these meetings, State
Standards will be reviewed and broken down in order to determine course outcomes and
objectives and create curriculum maps. Textbooks and other learning materials will be chosen as
the team determines those which meet the needs for each course. The curricula will be completed
within nine months of contract date.
Once the curriculum maps have been created, teachers will take on the role of creating their own
unique lesson plans with the outcomes and objectives of the course in place. The UbD model
will help the teacher to design the student’s task that will stimulate the student’s desire to learn.
The focus of UbD is in building a repertoire of experiences in the student and in their ability to
pull the content together for understanding. This will be done within a framework where
students will be able to identify their increased knowledge and how they will be able to transfer
these core ideas that have lasting value beyond the classroom. Frequent assessments will be
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given and data will be used to adjust the curriculum map as needed, thereby, ensuring that
students are receiving the highest quality education that meets their needs while adhering to the
state standards.
4. Strategies and Methods:
Provide a description of the strategies and methods to be used in delivering the curriculum and
provide an example.
Social Workers will be intimately involved in facilitating the training of this curriculum to the
teachers and will be used in the classrooms as co-facilitators. Additional community resources
will be accessed such as Future Farmers of America (FFA), Distributive Education Clubs of
America (DECA), Math, Engineering, Science, Achievement (MESA), Habitat for Humanity,
and Toastmasters International. It is ROH’s goal that by providing the social, emotional and
specific guidance curriculum, a rapport will be established with each student and their needs,
building a more healthy educational, familial and community system.
When the student’s are assessed at enrollment, a comprehensive battery of tests will be
conducted through the mental health team, teacher tests and assessments. Should the student
need classes in the fundamental education blocks such as reading and math time will be devoted
to the student to bring them up to a proficient level before continuing forward to additional credit
classes.
Students will be placed into a Mentor group. This group will consist of a teacher and a small
group of students. The advisor/mentor will have the student throughout the student’s tenure at
the school. This group will meet twice daily. First thing in the morning, the class will meet for a
“Think In,” which will involve the teacher checking the students to ensure that they are ready to
learn. Many times, at-risk students have trouble from outside of school, which impact their
ability to focus. If the student has emotional needs, then the teacher will refer them to the social
worker. The second meeting will be for a mental health and wellness class. The class will meet
immediately after lunch and will involve a “Think In” to check student’s emotional status. This
class will help the students to understand and control behaviors. Additionally, the teacher will
help students to keep track of progress toward graduation and create and continually update their
portfolios.
Students will be required to have a portfolio for graduation. This portfolio will contain
exemplary work from classes, their goals and career plans, class assessment data, and results of
entrance assessments. They will present their portfolio to a team consisting of the principal,
clinical director, advisor/mentor, vocational rehabilitation counselor and a community partner
during the quarter prior to graduation.
Another aspect of the curriculum will be the development of individual student learning plans.
These plans will be developed at enrollment gleaned from the assessments taken, the students'
self-made goals and parental input. Students will, with the help of their advisors, monitor their
progress toward goals.
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Our curriculum is designed to ensure that knowledge is attained in the core academic areas of
language arts, mathematics, science, social studies, art, physical education, health. In addition,
each student will earn credits through community service, work experience, and apprenticeship
programs while enrolled.
Grading
Student performance will be graded on an A, B, C, I (Incomplete) and (Pass/Fail) basis on a 4.0
scale. This structure requires students to master the learning objectives in each content area
before moving on.
Mastery learning ensures that students receive a 75% or better for a final grade and meet a preestablished set of performance criteria that demonstrates critical thinking capabilities, subject
matter expertise and mastery of basic skills associated with the course requirements.
Parent/teacher conferences will be held twice a year, however, they may be held more often as
needed.
Provide an explanation of how the curriculum will address students’ needs and assist students in
reaching the NM Standards. (NOTE: Students with special needs, including students who
require bilingual education, special education or are limited English proficient, should be
addressed in Subsection D: Special Populations.)
The ROH curriculum will address student needs by validating the students’ emotional health, in
addition to assisting students to meet their academic needs. Emotional health needs will be
addressed through the Mental Wellness class and the readiness of social work support. Student
academic needs will be met through the advisor/mentor relationship with the student.
Assessments will be given frequently and test data will be used to ensure that the curriculum is
aligned with the NM Standards.
Provide a description of professional development that may be necessary for implementation of
the strategies and methods to be used in delivering the curriculum.
Students will be in class four days a week. Because of the uniqueness of the student population at
ROH and the mental health emphasis, it will be necessary for faculty and staff to be trained in
active behavior management strategies and techniques. Additional trainings will be on data
collection and analysis to drive instruction effectiveness. Therefore, Fridays have been
designated for in-school professional development. However, external professional development
may also take the form of workshops, trainings and seminars on subject related matters.
B. EDUCATIONAL PROGRAM
1. Length of School Day and School Year
State the proposed length of the school day, including the number of instructional hours.
School hours will be from 8:00-4:00 Monday through Thursday. This is seven and a half hours of
instructional time per day with a half hour lunch period.
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8:00 – 8:30
8:35 – 9:22
9:27 – 10:14
10:19 – 11:06
11:11 – 11:58
12:03 – 12:33
12:37 – 1:24
1:29 – 2:16
2:21 – 3:08
3:13 – 4:00
Think In
1st period
2nd period
3rd period
4th period
Lunch
5th period (Mental Wellness)
6th period
7th period
8th period
State the proposed length of the school year, including number of days and total number of
instructional hours.
Regular school is 180 days times 6.5 hours a day which equal 1170 hours.
Our school will be 160 days times 7.5 hours a day which equals 1200 hours.
We plan to have school in four 40-day quarters (ten weeks) with two-week breaks in-between
each quarter.
Tentative 2012-2013 Schedule
Quarter 1
Break
Quarter 2
Break
Quarter 3
Break
Quarter 4
Sept 4
Nov 18
Nov 26
Feb 15
Mar 4
May 10
May 27
Nov 17
Nov 25
Feb 14
Mar 3
May 9
May 26
Aug 1
***Winter Break Dec 21 – Jan 6***
Describe how the proposed length of the school day and school year support the Educational
Plan.

Low-income children and youth experience greater summer learning losses than their
higher income peers.
On average, middle-income students experience slight gains in reading performance over the
summer months. Low-income students experience an average summer learning loss in reading
achievement of over two months (Cooper, 1996).

Summer learning loss contributes to the achievement gap in reading performance
between lower and higher income children and youth.
Research demonstrates that while student achievement for both middle and lower income
students improves at similar rates during the school year, low-income students experience
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cumulative summer learning losses over the elementary school grades (Alexander & Entwisle,
1996).

Large numbers of students who qualify for federally subsidized meals do not have the
same level of access to nutritious meals during the summer as they do during the
school year.
Only one in five (21.1 per 100) of the 15.3 million children who receive free or reduced priced
school lunches on a typical day during the regular school year participate in federal nutrition
programs during the summer (Food Research and Action Center, 2002).

Studies show that out-of-school time is a dangerous time for unsupervised children and
teens.
They are more likely to use alcohol, drugs and tobacco, engage in criminal and other high-risk
behaviors, receive poor grades and drop out of school than those who have the opportunity to
benefit from constructive activities supervised by responsible adults (Carnegie Council, 1994).
While the above research is dated in the 1990’s, current discussions also state the same concern
for the summer achievement gap. Therefore, ROH has determined that for at-risk students, a
year round school will be important for academic success and for staying out of trouble.
2. Grade Levels, Class Size and Projected Enrollment
State the grade levels the charter school proposes to serve.
We plan to serve students in grades 9-12. However, we plan to operate off of a credit based
paradigm rather than a grade level system. Students’ ages will range from 14-22.
If a phase-in of grade levels is proposed, indicate plans for the phase-in by year and grade
levels, and provide a rationale for the phase-in plan.
Due to the credit based system, there will not be a phase-in plan.
State the total projected student enrollment (at full enrollment for the school).
The total projected student enrollment will be 250 students
State the projected class size.
A 15:1 Student Teacher ratio is expected.
3. Graduation Requirement
Describe the proposed credits and requirements for graduation.
ROH will develop a cognitive paradigm shift in order for students to stay focused on education,
rather than on their concern about their age and grade they believe they should be in. This shift
is necessary because older aged students are hesitant to return to school knowing that they need
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credits to graduate and do not want to be classified as freshman, sophomores, etc. Therefore, they
sabotage themselves by enrolling in school, but make excuses not to attend. This frustrates
students, parents and others such as probation officers, case workers, etc., that may be involved
in the student’s life. Therefore, the term “credit-based” will be used in order to have the students
realize that as they progress through the curriculum, they will recover their credits either by a
traditional type of class, a work-study program, a computer based learning program, and/or a
dual-credit based program at our local colleges.
Students will be required to complete 32 credits for graduation. Credits required will be
evaluated upon transcript review. Students will also be required to complete a portfolio that will
be developed and maintained throughout their academic career.
ROH GRADUATION REQUIRMENTS
Language Arts
Toastmasters
Math
Science
Social Studies
Physical Education
Foreign Language
Computers
Business
Elective Units or Work Study
Mental Health
5 credits
1 credit
4 credits
3 credits (2 lab sciences)
3 credits
4 credits
1 credit
1 credit
2 credits
4 credits
4 credits or determined by student
attendance
Describe how any proposed requirements that differ from the New Mexico Graduation
Requirements support the school’s educational plan.
The Portfolio Requirement supports the schools educational plan for progress toward goals
because at the student’s enrollment, they will have developed goals that will be reached during
their education at ROH. It also provides the student with the opportunity to monitor their own
progress and to reflect upon where they were, where they are, and where they are going.
The Mental Health component directly reflects the school's mission by utilizing a mental health
class that focuses on behavioral and social inadequacies toward emotional, social and behavioral
growth.
The Career Readiness requirement in the New Mexico State graduation requirements will be met
within the Mental Health component.
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Physical Education will be required all four years due to the therapeutic component interwoven
with the mental health curriculum. Studies show that physical activity has a positive effect on
emotional wellbeing.
Economics credits will be classified under Business rather than Social Studies.
C. STUDENT PERFORMANCE EXPECTATIONS

All students at ROH will be proficient in reading as measured by a 5% or higher yearly
increase from baseline on a reading assessment.

All students at ROH will be proficient in math as measured by a 5% or higher yearly
increase from baseline on a math assessment.
All teachers at ROH will be qualified to teach their specific subject area, will be
mentored and given professional development in order to improve their teaching. Success
will be measured by evaluation of the yearly Professional Development Plan (PDP).
All English Language Learners will become proficient in English and will participate in
the state-wide NMELPA testing.
All students of ROH are expected to participate in goal setting and data monitoring
through a mentor/student partnership. One of the primary goals they will work toward is
graduation. Success will be measured by the yearly graduation rate which will increase
by 5% each year.



D. PLAN FOR EVALUATING STUDENT PERFORMANCE
Provide the types of assessments that will be used to measure student progress toward
achievement of the NM Standards and the school’s student performance expectations.
All State and Federally-mandated testing will be administered to students. An array of diagnostic
assessments will be used to measure student’s progress.
They include:












New Mexico Standards-Based Assessments (SBA)
New Mexico Alternate Performance Assessment (NMAPA)
New Mexico English Language Placement Test (NMELPT)
New Mexico English Language Proficiency Assessment (NMELPA)
New Mexico High School Competency Examination (NMHSCE)
Test Coordinator Information
Standards-Based Assessment Rubrics Test Scores
Student Data Folder
School Grade Card
Student Portfolio
Student Graduation “Exit” Interview –i.e. “what worked/what did not?”
Follow up, one year after graduation
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Grading
Student performance will be graded on an A, B, C, and/or Pass/Fail based on a 4.0 scale. This
structure requires students to master the learning objectives in each content area before moving
on. Mastery learning ensures that students receive a 75% or better for a final grade and meet a
pre-established set of performance criteria that demonstrates critical thinking capabilities, subject
matter expertise and mastery of basic skills associated with the course requirements.
Family Connections Class
ROH is committed to fostering and supporting a positive home environment and support system
for our students with a solution-focused family connections class that includes:
 Social workers and community support liaison that will provide both group and
community education.
 Community Based training focused on the importance of the family system.
 Gang intervention assistance through social work and community resources.
 Truancy intervention assistance through partnerships with school and juvenile justice
programs.
Provide the timeline for achievement of the NM Standards and/or the school’s student
performance expectations;
During the first year of operation, ROH will create baseline data. This data will come from
enrollment assessments and will be disaggregated to represent our diverse population and to
determine the greatest area of need. Curricula will be adjusted to meet the needs of the students.
Each subsequent year, test data will be analyzed to determine student proficiency and that school
goals are being achieved.
Throughout the school year, quarterly assessments will be given and results will be examined to
ensure student success. Academic counselor and mentor teachers will assist students in tracking
their own performance data, thereby giving the students responsibility for their own
achievement. Additionally, student data will be monitored by administration to ensure the
student performance expectations are being met.
Evidence of achievement will be presented to the school faculty, staff, and students in a timely
manner, in order for all parties to assess the progress toward the achievement of school goals.
Provide the procedures for taking corrective action in the event that student performance falls
below the NM Standards and/or the school’s student performance expectations.
A variety of measurements which include testing, projects demonstrations, oral presentations,
class participation, writing assessments and teacher assessments will determine student
performance. Letter grades will be used, along with written daily comments, and weekly
progress reports. Students who do not maintain a 75% in a core competency assessment are
required to:
 Work one-on-one with a tutor
 Take the course over again
 Take sections of the course over again, or
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
Work through other remedial paths stipulated by the teacher, advisor/advocate, and
parent until a 75% competency or better is achieved.
Provide the remediation plan for students not achieving standards, including a timeline for its
implementation.
Students who are not achieving standards will be identified by teachers through daily
commentary and weekly progress reports. As soon as a student is identified as not meeting
standards, they will be placed under corrective action. Tutoring, mentoring and remedial plans
will be utilized to ensure the student succeeds.
A prevention strategy through the mental health assessment will be to determine if a student may
need more intense mental health services. If the student needs more specialized care than the
school is capable of providing, then they will be referred for community based services outside
of the school.
Identify assessments that might be considered in addition to the statewide-mandated testing.
Assessments will include:
 Mental Health Assessment
 Student Vocational Portfolio
 Academic Placement Assessments
 Quarterly Assessments (short cycle) in Core Competencies
Describe how the school will document and report student data to students and parents.
Student baseline data will be collected from testing administered at enrollment. Baseline data
will be explained to the student and parents by the advisor/mentor at the beginning of the school
year. Each quarter, testing data will be assessed and given to the student to record in their folder.
The data folder will be maintained by the student with the assistance of their advisor/mentor.
This will allow the student to easily monitor their progress toward personal goals.
Parents will be informed through contact with the advisor/mentor during quarterly parent/advisor
conferences.
E. SPECIAL POPULATIONS
Provide suggested modifications to the proposed educational program to meet individual student
needs, such as bilingual, limited English proficient, and special education.
Students that have other needs such as limited English proficiency will be assessed in their own
home language and once their needs are determined, ROH will make every effort to place the
student in an appropriate curriculum for their needs. Teachers that have an ESL endorsement
will become the student’s advisor for purposes of educational advancement.
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Provide an outline of a special education plan (the final plan of which must be completed and
submitted to the charter authorizer by the end of the planning year) that demonstrates
understanding of state and federal special education requirements including the fundamental
obligation to provide a free, appropriate education to students identified with disabilities.
Every student with a disability is eligible under both the IDEA and Section 504 is entitled to
receive a free appropriate education (FAPE). FAPE is defined in the 2006 IDEA regulations at
34CFR 300.17 to mean: Special Education and related services that are (a) provided at public
expense, under public supervision and direction and without charge; (b) meet the standards of
State educational agency (c) Include an appropriate preschool, elementary school, or secondary
school education in the State involved; and (d) are provided in conformity with and
Individualized Education Plan (IEP) that meets the requirements of 34CFR 300.17.
While ROH will adhere to the law that provides each child with Free Appropriate Public
Education it understands that the 1999 regulations have made it clear that a child’s IEP is not an
educational contract guaranteeing that the student will achieve a certain amount of academic
proficiency. All that is required of the school district is that it makes a “good faith effort” to
assist the child to achieve his IEP goals.
The Special Education Plan must include all of the following elements as required in IDEA 2004
at 20 USC 1414(d)(1)(A)(i)(I)-(VIII) and the 2006 regulations at 34 CFR 300.320(a)-(c) be
included in every child’s IEP, they are:
1. A statement of the child’s present levels of academic achievement and functional
performance.
2. A statement of measurable annual goals, including academic and functional goals,
designed to meet the child’s needs that result from the child’s disability to enable the
child to be involved in and make progress in the general education curriculum.
3. 3.A description of how the child’s progress toward meeting the annual goals described
above will be measured and when periodic reports on the progress the child is making
toward meeting the annual goals (such as through the use of quarterly or other periodic
reports, concurrent with the issuance of report cards) will be provided.
4. A statement of the special education and related services and supplementary aids and
services, based on peer-reviewed research to the extent practicable. To be provided to the
child, or on behalf of the child, and a statement of the program modifications or supports
for school personnel that will be provided to enable the child.
5. An explanation of the extent, if any, to which the child will not participate with
nondisabled children in the regular class in activities.
6. A statement of any individual appropriate accommodations that are necessary to measure
academic achievement and functional performance of the child on
State and district wide assessments consistent with 20USC1412(a)(16)(A). If the IEP
team determines that the child will take an alternate assessment on a particular State or
district wide assessment of student achievement, a statement of why the child cannot
participate in the regular assessment and why the particular alternate assessment selected
is appropriate for the child.
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7. The projected date for the beginning of the services and modifications described in item 4
above, along with the anticipated frequency, location, and duration of those services and
modifications.
8. Beginning not later than the first IEP to be in effect when the child is 16, and updated
annually thereafter.
9. Beginning not later than one year before the child reaches the age of majority under State
law, a statement that the child has been informed of the child’s rights under this title, if
any, that will transfer to the child on reaching the age of majority.
Describe how the charter school will provide access to ancillary services for these special
populations, when necessary.
ROH will have a mental health department led by a State of New Mexico Licensed Social
Worker. The Social Work Director and another full-time social worker will provide the primary
support services; However, because a partnership agreement between ROH and New Mexico
Highlands University Social Work Department has been entered into. Social Work Interns from
Highlands University will help to provide mental health services as a part of the Individualized
Educational Plan (IEP) and for students who do not have an IEP, but may also need counseling
services. These student interns will be supervised.
Services for other ancillary services pertaining to the IEP such as the Speech and Language
Pathologist, Occupational Therapist, Physical Therapist, Audiologist will be contracted out.
VI. FINANCIAL PLAN
A. BUDGET
910B5
See appendices page 151-165
5-Year Budget Plan
See appendices page 166-167
Provide a detailed narrative description of the revenue and expenditure assumptions on which
the operating budget is based. The budget narrative should provide sufficient information to fully
understand how budgetary figures were determined. Address the following:
The proposed five year operating budget provides a sound fiscal plan intended to meet the needs
and requirements of our educational operation. The budget plan has been prepared
conservatively to provide the maximum resources to students under any circumstance. State
Equalization Guarantee: Ray of Hope Charter School will receive 98% of the SEG money.
Revenues will flow from the State of New Mexico through PED to ROH. ROH will work
collaboratively with the New Mexico State Auditors to ensure timely reporting and other
financial/fiscal processes. In accordance with the 1999 Charter Schools Act and good business
practices, ROH will be held accountable for its fiscal performance.
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A revised budget will be prepared and submitted to PED based on the projected enrollment
numbers for the ROH student population.
State Equalization Guarantee Numbers Years 1-5
School Year
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
Projected Student
Population
250
250
250
250
250
Total Units
629.470
629.470
629.470
629.470
629.470
Program Equalization
Guarantee (SEG) Less 2%
2,212,115.33
2,212,115.33
2,212,115.33
2,212,115.33
2,212,115.33
Details of the ROH projection for SEG revenues for each year’s budget are as follows: We used
a T&E Index of 1.092 and a Unit Value of $3,585.97.
These programs that have not been included in the budget, but the school intends to apply for the
following sources available to New Mexico Charter schools:
PSCOC Lease Payment Assistance
One of the most costly expenses of charter school operation is facility rent. ROH intends to apply
to apply for this lease payment assistance program as it grows into its 2nd year. Acquiring this
assistance will enable the School to allocate more resources to direct instruction.
Instructional Materials
ROH understands the vitality of allocating maximum resources to instructional materials and has
allocated funds sufficiently in its budget. The additional funds will enhance the curriculum by
supplying the best instructional materials to our students.
Federal Stimulus Funds
ROH intends to apply for the Federal Stimulus fund in its first year of operation. This additional
fund will enhance our educational program by dedicating more funds to direct instruction. On
behalf of and with the approval of ROH Governing Council, ROH may allocate the grant money
awarded to include but not limited to the purposes listed below.
State Stimulus Funds
ROH intends to apply for the State Stimulus fund in its first year of operation. ROH understands
that the use of these funds is limited and must be spent in the areas determined by the guidelines.
ROH acknowledges that the above mentioned funding sources are not a comprehensive list of all
resources but resources that New Mexico charter schools have consistently been awarded.
Ray of Hope’s start-up budget priorities consistently fit with our start-up objectives. These
objectives are: hiring school administrators; hiring teachers and clerical/ancillary staff;
purchasing instructional materials (furniture, computers, classroom materials, etc.); student
recruitment (open houses, printing/mailing brochures, etc.); opening bank accounts and related
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accounts with various agencies; finding/renovating the school facility; establishing the school
computer network, planning staff development, and establishing the education plan in its place.
A lean start budget has been prepared for the start-up period considering the potential financial
constraints before the SEG funds become accessible.
Professional and Technical Services
The following funds have been allocated to pay for the school’s portion of the annual audit, legal
fees, APTA Fund for finance/accounting/booking. In subsequent years we will be required to pay
an annual license fee for the APTA Fund software. Therefore, funds have been allocated to pay
the license fee for each year.
Property Services
ROH has allocated funds for $12,000 for maintenance and repair, $22,000 for electricity,
$20,000 for gas, $10,000 for communication, and $10,000 for water.
 ROH has allocated funds for the purchase of equipment and vehicles such as; smart
boards, walkie-talkies, and cell phones for faculty and staff working in community
and safety measures. The funds decrease after the first year is due to a one time
purchase of equipment.
 ROH has allocated funds to purchase all computers and related equipment during the
first year of operation to satisfy academic curriculum.
Other Travel
Funds in the “Employee Training – Non-Teacher” have been allocated to address the training
needs of the Principal of Ray of Hope Charter School. These funds may be used to pay
registration fees for events and trainings such as the New Mexico Charter School Conference or
other events sponsored by agencies such as the New Mexico Coalition for Charter Schools
(NMCCS). Some training prior to the first year will be paid for through the Planning and
Implementation Grant.
Employee Travel
Additional money in this fund has been allocated for teacher training. Teacher training will be
prioritized so that we may focus on sustaining the implementation of the core curriculum as well
as trainings that will support the core team in implementing effective family advisory and service
learning programs. Trainings may include but may not be limited to collaborative observations at
various charter schools that have already sustained similar programs that are effective and
successful.
Student Travel
ROH has allocated funds appropriately for the rental of transportation and admission to for
various venues. All student field trips will align to state standards and school curriculum and
must enhance the academic or social growth of the students at ROH.
Advertising/Marketing
As part of the student recruitment efforts, ROH will have brochures designed, printed, and
mailed to the parents of prospectus students and community outreach.
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Travel and Training
To comply with the State of New Mexico requirements members of the Governing Council are
required to attend trainings, workshops and/or conferences. The ROH Business Manager will
allocate $1,000.00 for members to attend. The ROH principal will approve all written requests
for travel and training. Prior to the disbursement of the funds principal signature and retrieval of
all appropriate receipts must be submitted for Funds to be issued. The business manager will
issue to the member of the Governing Council payment for appropriate expenditures.
Software and Software Licenses
Software needs may include, but are not limited to, online assessment programs, student data
management programs, and programs, such as Microsoft Office, for use in computer classes
Library and Audio
Funds are allocated in the first year to provide an environment with ability to do enhance the
students learning in the area of math and reading remediation. The funds will decrease in the
following years. The decrease in funds will not hinder student’s progress and the students will be
able to meet requirements.
Professional Development
ROH will have a unique curriculum that mandates faculty and staff to attend professional
development every Friday of the school week. Friday trainings ensure faculty and staff are
fulfilling the ROH mission to ensure quality education. Therefore, the budget reflects that any
additional monies be allocated to ensure that the mission, goals and objectives are being
followed and met.
Food Services
Food service funds are to be accounted for in the special revenue fund or the enterprise fund. All
monies collected from the sale of food for the food service operation are to be accounted for in
accordance with GAAP, U.S. Department of Agriculture (USDA) requirements, and Section 2213-13, NMSA 1978.
Major Start-up Expenses
Including staffing and benefits; special education services; facility costs; materials and services;
and contracted services; the budget for Ray of Hope Charter School uses $35,000 as the average
teacher salary. For the teachers and staff at Ray of Hope Charter School, a regular proposed
teaching day will be seven and one-half hours, (7.5 hours) (8:00 a.m. to 4:00 p.m.) or 1.0 hour
longer than in most traditional schools. ROH’s budget allocated raises for teachers, instructional
assistants, related service personal (community liaison), probation officer, academic counselor,
and secretary. The principal, chief developmental officer, business manager, and clinical director
salaries will not increase during the 5 year budget. Factors determining raises may include, but
are not limited to new funds availability, legislative requirements, and the Ray of Hope Charter
School Governing Council’s decision to offer such an increase based on performance
requirements that show alignment with the school’s mission and the evaluation requirements set
forth by the PED. Employee benefits are based on 30% of total salaries.
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Special Education Services
ROH will provide Special Education services to its students in complete conformance with all
State and Federal regulations. The school shall receive funds from the District based on the
existing formulas.
Facility Costs
A specific facility has not yet been acquired. However, once acquired, all ROH facilities will
meet the requirements of the Charter School Facilities Policy and the New Mexico State
Adequacy Standards as defined by the Public School Facilities Authority (PSFA). ROH intends
to apply for the Lease Assistance Grant.
Materials and Services
Money has been allocated to purchase other instructional texts that may include, but are not
limited to novel sets for a leveled bookroom, texts and/or other books to support the service
learning program. ROH will use the funds to purchase supplies and materials, such as state
mandated standardized tests as well as school-wide short cycle assessments that may include the
ARI (analytical reading inventory) for Reading, Writing and Math. It is possible that the school
may purchase the additional portion of the state mandated tests that assess student proficiency in
all areas. Other supplies that the teachers may need to aid instruction, may include, but are not
limited to, printer paper and toner, receipt books, laminating equipment and supplies, etc. will be
purchased using the planning and implementation granted award monies. Upon approval of the
Charter School the SEG monies will be utilized to purchase the majority of the materials. The
funds that have been allocated during the following four years decrease. However, the funds that
have been allocated will allow ROH to purchase services or materials that may be needed and
warranted by the faculty and staff.
Contracted Services
ROH will contract out its maintenance and custodial services, nurse, security, and ancillary staff
such as Speech and Language Pathologist, Occupational Therapist, Physical Therapist as needed
by the student’s IEP. The fees have been budgeted to compensate for services. New Mexico law
and State Public Education Department regulations will govern the issuance of contracts and
purchase orders. Only authorized parties of ROH may initiate procurements. Compliance with
applicable procurement laws and regulations shall be the responsibility of the ROH Governing
Council and periodic internal audits of ROH procurement practices shall be used to ensure
compliance. As the Chief Administrator of ROH, the Principal shall maintain oversight of all
procurements and report regularly to the Governing Council on all procurement activities of the
school. The Business Manager of contract shall prepare all necessary reports for the Principal
and the Governing Council to ensure proper tracking of procurement activity.
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Spending priorities that align with the school’s mission, educational program, management
structure, professional development needs, and growth plan.
The ROH has developed a conservative financial plan with a proficient fiscal management,
resulting in financially sustainable school. The budget’s spending priorities are aligned with the
school’s mission, educational program, management structure, professional development needs,
and growth plan. The ROH gives spending priority to professional development and training.
ROH’s budget gives any surplus even after more than sufficient funds are allocated to direct
instruction and curriculum.
Provide a detailed narrative description, including the projected amounts, of all revenue sources
other than SEG funding, to include any federal, state, or private funds and/or grants.
The following federal flow through grants has been budgeted. These grants historically have
been awarded to charter school by the PED. The School understands that the funds from these
federal grants may be used only for their specific purposes.



Public Charter School Program-Implementation: The School will apply to PED for a
Federal start-up grant. $500,000 is budgeted to be used in the first and second years of the
school. The funds will be used for the refinement of the desired educational results,
professional development of teachers, and acquiring or developing curriculum materials.
Public Charter School Program-Planning: The School will apply to PED for a Federal
start-up grant. $250,000 is budgeted to be used in the start-up period. The funds will be
used for the refinement of the desired educational results, professional development of
teachers, and acquiring or developing curriculum materials.
Title I - Resources for High Poverty Schools: ROH will cater to the needs of students of
low income families and use funds from this grant for the activities of enriched and
extended educational programs.
Provide a detailed narrative description of the expenditure assumptions for these other revenue
sources.
Public Charter School Program-Implementation: The School will apply to PED for a Federal
start-up grant. $500,000 is budgeted to be used in the first and second years of the school. The
funds will be used for the refinement of the desired educational results, professional development
of teachers, and acquiring or developing curriculum materials, and acquiring necessary start-up
equipment and supplies. Public Charter School Program-Planning: The School will apply to PED
for a Federal start-up grant. $250,000 is budgeted to be used in the start-up period. The funds
will be used for the refinement of the desired educational results, contracted services, principal
salary and benefits, property lease, computers, utilities, accounting software, advertisement,
furniture, textbooks, office supplies, professional development of teachers, and acquiring or
developing curriculum materials. Title I - Resources for High Poverty Schools: ROH will cater
to the needs of students of low income families and use funds from this grant for the activities of
enriched and extended educational programs, such as Family Connections class, some studentspecific tutoring and/or intensive remediation as needed.
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B. FISCAL MANAGEMENT
Provide a detailed plan indicating how the charter school will manage its fiscal responsibilities.
ROH is acutely aware of the school’s fiscal responsibilities. Demonstrated in this section of the
charter application is ROH’s capacity to manage its fiscal responsibilities. ROH will implement
with consistency internal control procedures that will safeguard assets, provide dependable
financial information, promote operational efficiency, and will ensure that we are in compliance
with all applicable federal and state laws and regulations. If enrollment at ROH on the 40th day is
well below projections, the Principal and the Business Manager will work collaboratively to
recommend an action plan to the Governing Council that will reduce costs in areas that will have
the most minimal impact on student learning.
Procedural Requirements
ROH will work diligently to account for every financial transaction. ROH will build and sustain
a budget that aligns with the Public School Code and PED procedures for public school
accounting and budgeting. The ROH Business Manager, under the supervision of the Principal,
will be responsible for maintaining the school’s budget as well as preparing and presenting all
financial documentation. ROH will meet the competency requirements.
Budget Preparation
ROH will follow budget requirements stated in all sections of NMSA 1978, as well as meet all
PED requirements and procedures when preparing, submitting, maintaining and reporting
budgetary information.
Projecting Revenue
ROH may use the following procedures to project the school’s budget on an annual basis. The
plan may include, but may not be limited to the following procedures. The ROH Principal,
Business Manager, and its Chairperson will work collaboratively to project an accurate budget
that will sustain the school and its mission. The following three points will hold constant.

The State Equalization Guarantee (SEG) will be ROH’s primary source of revenue.
The school will use historical data to project an average number of students in each
category outlined in the 910B5 (SEG) budget preparation spreadsheet provided by the
PED. The State Equalization Guarantee will be computed using all current data and
formulas provided by the PED.

Any non-categorical revenue that is generated, such as donations, will be projected
based upon legitimate and authenticated funding sources. A collaborative effort
between the Donor, the Governing Council, the Principal and the Business Manager
will provide protection to ensure that an accurate projection of this revenue is made,
recorded and reported to all parties.

If ROH maintains any cash balance from the prior fiscal year in its Operational Fund,
the balance may be budgeted for operational expenditures, with the exception of
payroll, with the proper approval from the PED and the Secretary of Education.
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Projecting Expenditures
ROH will use prior year statistical data as well as projections of future enrollment to estimate
student enrollment. Projections of future enrollment that is based on our 5 year growth will be
used to identify ROH’s Certified and Noncertified staffing needs as well as the associated costs
that may include, but may not be limited to instructional supplies, equipment, and the facility. In
order to understand and to better anticipate the impact on students due to budgetary changes,
projections of new personnel needed and their associated costs will be made with ample time to
address any impacts.
ROH will use historical costs to project the school’s contributions to New Mexico Educational
Retirement and ERA Retiree Plans. In addition, the school’s contributions to New Mexico Public
School Authority (NMPSIA) for health insurance premiums, estimates will be gauged using
historical data and our 5 year growth and phase-in plan so that future staffing may be projected.
ROH will maintain an emergency account that may range from one to five percent, and not to
exceed five percent, of its operational expenditures using operational cash balances carried
forward from the previous fiscal year. ROH will use the account to pay for any unforeseen
expenditures that may arise after the initial budget has been approved. Money in the emergency
account shall not be expended on salaries or benefits and without prior written approval from the
Governing Council.
Budget Approval
Pursuant to 6.20.2.9 NMAC, ROH will follow all budget requirements stated in Sections 22-8-5
through 22-8-12.2, NMSA 1978, and procedures of the department in preparing, submitting,
maintaining and reporting budgetary information.
Budgetary control shall be at the school level. Over-expenditures of a function shall not be
allowed. ROH will follow the procedures to ensure that the school’s budget is follows the PED
guidelines.
ROH will use the State Equalization Guarantee (SEG) to calculate the operational revenue by
means of the 910B5 provided by the PED. The school will rely upon historical data, prior year
enrollment and projected student enrollment, as well any the prior year T & E index and at-risk
index. ROH will submit its budget by April 15th as scheduled by the PED and the budget will be
reviewed by the PED prior to approval and certification by the school’s Governing Council.
ROH and the PED shall review the school’s projected revenues and confer before determining
where additions or reductions to the budget will be incorporated. Prior to June 20th and in
compliance with the Open Meetings Act, Section 10-15-1 et seq. 1978 Public School Code and
local board policy, ROH will state in a Notice of Public Hearing that the school’s Governing
Council will be approving the annual budget. Certification of the proposed budget by the PED
shall be on or before July 1. The approved and certified budget will then constitutes the operating
budget of ROH and will be integrated into the school’s accounting system. Encumbrances will
be used as an element of control and integrated into the budget system.
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Financial Reporting
ROH will prepare monthly financial reports comparing actual revenue and expenditures to
budgeted amounts. Monthly financial reports reflecting the financial and budget position of ROH
shall be provided to the Governing Council on a monthly basis. Financial reports required by
PED shall be submitted no later than the last day of the month following the end of the reporting
period, unless extended to a later date by the secretary of education. The Governing Council
shall be notified of any report which has not been submitted on a timely basis and the reason(s)
for the late filing. If any financial reports required by the PED have not been submitted on a
timely basis, the Governing Council will be notified and the reason(s) for the late filing. All
reports will be generated by the school’s accounting system in the most current required PED
format. The data reported on State reports will tie to revenue/expenditure and cash ledgers.
Provide a description of the school’s internal control procedures that it will utilize to safeguard
assets, segregate its payroll and other check disbursement duties, provide reliable financial
information, promote operational efficiency, and ensure compliance with all applicable federal
statutes and regulations and state statutes and rules relative to fiscal procedures.
ROH will establish and maintain an internal control structure to provide management with
reasonable assurance that assets are safeguarded against loss from unauthorized use or
disposition, that transactions are executed in accordance with management's authorization and
recorded properly to permit the preparation of general purpose financial statements in accordance
with general accepted accounting principles (GAAP), and that state and federal programs are
managed in compliance with applicable laws and regulations. ROH shall develop, establish and
maintain a structure of internal accounting controls and written procedures to provide for
segregation of duties, a system of authorization and recording procedures, and sound accounting
practices in performance of duties and functions. The duties to be segregated are the
authorization to execute a transaction, recording the transaction, and custody of assets involved
in the transaction.
Pursuant to Section 12-6-3, NMSA 1978, ROH will participate in the annual audit as scheduled
by the PEC. Annual Audit procedures will be in place to comply with all federal, state and PEC
requirements.
Description of internal control (to safeguard assets; segregate its payroll and other check
disbursement duties; provide reliable financial information; promote operational efficiency; and
ensure compliance with all applicable federal statutes and regulations and state statutes and
rules relative to fiscal procedures.
ROH shall develop, establish and maintain a structure of internal accounting controls and written
procedures to provide for segregation of duties, a system of authorization and recording
procedures, and sound accounting practices in performance of duties and functions. The duties to
be segregated are the authorization to execute a transaction, recording the transaction, and
custody of assets involved in the transaction.
ROH will provide management with reasonable assurance that assets are safeguarded against
loss from unauthorized use or disposition. Transactions shall be executed in accordance with
management's authorization, and recorded properly to permit the preparation of general purpose
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financial statements in accordance with General accepted accounting principles (GAAP), and
that state and federal programs are managed in compliance with applicable laws and regulations.
Pursuant to Section 12-6-3, NMSA 1978, ROH will participate in the annual audit as scheduled
by the PEC. Annual Audit procedures will be in place to comply with all federal, state and PED
requirements.
Internal Control
 The Principal is responsible for all tangible and intangible personal property.
 Access to assets will be limited by assigning primary custodial staff to each departmental
location within the school. The control agent for each department is responsible for
monitoring the access to the building, classrooms, property, cash and equipment.
 Backups of the school’s finance documents will be done on a daily basis. Documents
such as employee earning records, expenditure ledger, revenue ledger, cash control
ledger, check register, bank statements, cancelled checks, purchase documents, blank
checks, files, diskettes, and USB drives will be stored in a locking fire-proof safe or
fireproof file cabinet.
 Regularly scheduled virus checks on the school’s server and hard-drives will be
performed.
 The School will open a bank account. All bank accounts will be established to require
two signatures on checks and/or other form of disbursement.
 All federal, state, and local funds received by the School will be deposited within 24
hours or one banking day of receipt.
Property Management
Guidelines for the property management at ROH School include, but are not limited to, the
following:
 ROH will adhere to the financial reporting requirements for capital and infrastructure
assets.
 ROH will keep a list of all equipment or property and/or if it is leased.
 All property will be safeguarded and protected as to avoid or minimize loss potential.
 All property will be used economically, and for the purpose intended.
 All property will be inspected upon arrival and again periodically to ensure it is in good
working order.
 All ROH staff will be required to report any property that is not in good working order in
a timely manner.
 All property will be properly and accurately recorded in a fixed asset ledger which shall
be maintained by the school’s business office.
 All property will be inventoried on a periodic basis to verify the accuracy of records.
 Any re-location of property shall be noted and kept with the property records.
 ROH will establish a policy for the recovery/replacement of any equipment, etc., that is
lost, stolen, or broken.
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Assets
ROH will establish guidelines for the control of capital assets owned by the school. The purpose
of the controls are to protect capital assets, preserve the life of capital assets, to avoid
unnecessary duplication of assets on the school campus, to provide a guide for future
replacement of assets, and to establish a basis for the amount of insurance coverage required.
Capital assets are defined as tangible or intangible property owned by ROH which meets the
definition and minimum dollar amount for capitalization per asset category.
Segregation of Duties
It is the intent of ROH to ensure that the assignment of staff who have access to the financial
management system be done so to limit the ability to cause or conceal errors and/or irregularities.
Therefore, the segregation of duties, authorization and recorded procedures at ROH will state
which person will perform particular functions as it relates to ROH’s school finances. At ROH
we believe that ensuring additional administrative review and over-sight procedures will
guarantee security.
ROH will implement the following steps to ensure operational efficiency.
 The signature authority will be vested in the principal.
 The signature of the Principal and Chairperson will be required to guard against misuse
or fraud.
 The signature of Principal and Chairperson will provide for the segregation of duties
between purchasing and payment.
Ray of Hope will implement design, develop, and revise, as necessary, fiscal management
practices and procedures that conform to the guidelines articulated in this section. ROH will
utilize feedback from the auditing process to adjust practices and processes to ensure that state
and federal funds are appropriately safeguarded.
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VII. GOVERANCE/MANAGEMENT PLAN
A. GOVERNANCE /MANAGEMENT STRUCTURE
New Mexico Public Education Commission
Ray of Hope Governing Council
Chief Development Officer
Principal
Administrative Secretary
Teachers
Business
Manager
Information
Technology
Specialist
Special
Education
Teachers
Academic
Counselor
Educational
Assistants
Vocational
Rehabilitation
Ray of Hope Charter School Counselor
Clinical Director
Social Work Interns
Advisory
Committee
Parent
Council
Community
Partnerships
Probation Officer
Community
Support
Liaison
Student
Council
Page 55
Creating an effective Governing Council is critical to the success of the charter school
movement. The ability of the charter school to carry out its mission is based on the strength of its
organizational structure. The Governing Council is a critical element of The ROH Charter
School.
The above flow chart illustrates the relationship that will exist between the governing body,
administrative roles, and staff positions to include the parent council and advisory committee.
The business manager, counselors and head social worker all report directly to the principal. The
staff will be accountable to the Principal for student academic achievement. The principal
prepares a monthly report to be submitted to the Governing Council.
The head community liaison, parent council, and advisory committee are a vital part of The ROH
Charter School. We strongly believe that parent involvement in the governance of the school is a
major component for our students’ success. The parent involvement creates a positive bond
between the school, community and the Governing Council. Strong parent and community
involvement in all aspects of school programs and activities provides support for measurable
improvement in students’ achievement.
Describe the nature and extent of professional educator, parental, and community involvement in
the governance and the operation of the school.
The ROH professional educators are encouraged to attend the Governing Council meetings.
However, they do not have direct involvement with the governance of the school. Educators will
be directly involved in the operation of the school by applying The ROH mission in their
curriculum and teaching practices. Educators serve as advisors and mentors to their students as
well as volunteer members of the advisory committee.
Following the establishment of The ROH Charter School, parents and the community will be
asked to volunteer and become members of the advisory committee, in conjunction with faculty
and staff. Potential parents and students will be initially informed of The ROH programs and
expectations. This process will familiarize them with the operations of the school.
Educators, parents, and community members will annually assess the effectiveness of the school
program, including the family and community engagement component. Feedback provided will
be used to make necessary improvements in the school’s operation.
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B. DESCRIPTION OF THE GOVERNING BODY
Provide policies and procedures by which the governing body will operate in compliance with
all applicable statutes and regulations, including the Open Meetings Act. Policies and
procedures must address:
The Governing Council is responsible for the fair and uniform application of all federal, state,
and local laws as well as rules, regulations, and policies of The ROH in the operation of the
school and in conformance with the charter and the Open Meetings Act, NMSA1978, Section
10-15-1. The Governing Council serves as a policy-making body for The ROH Charter School
and adopts the philosophy and vision of its charter by annually setting objectives that respond to
the mission statement of the school itself. The Governing Board is responsible to oversee fiscal
operations of the ROH. It exercises leadership though the formulation and adoption of policy as
evaluating and determining the salary of the Principal. The Governing Council approves the
budget as submitted by the Principal, salaries, position descriptions, school policies, and
governing procedures and it relates to the institution identified in the charter.
Nondiscrimination Statement:
The ROH School does not discriminate with regard to gender, sexual orientation, ethnic group
identification, race, ancestry, national origin, religion, mental disability and/or physical
disability, age, marital or parental status or any other unlawful consideration.
The goals of this institution will respond directly to the Mission Statement found in the prior
document.
The governing Council shall maintain a written statement of policies for the information and
guidance of all employees, students, and members of its constituency.
The statement of policies shall be subject to revision and review from time to time and approved
annually as a matter of procedure by the Governing Council of ROH at its regularly scheduled
meeting. Amendments to policies may be suggested by members of the Governing Council or
the Principal and shall be discussed by the Governing Council at a regular meeting. However,
approval of any policy change require for it to be submitted for a first reading at a regular
meeting; it may then only be approved for implementation at the next regular meeting or special
meeting as approved by a majority of the Governing council members I advance for what the
next regularly scheduled meeting may be procedurally.
Meetings
Open Meetings
The Governing Board submits to the “Open Meetings Act” and a schedule of its meetings shall
be published on a monthly as well as an annual basis determined by the Governing Council in its
meeting of each year.
Note: When determining a quorum members shall be present in the same room except when
prior arrangements are made to permit individual voting members to be connected to the meeting
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(regular, special, emergency or executive session meeting, by telephone conference and still be
viewed as part of the quorum.
Regular Meetings
Regular meetings of the Governing Council shall be scheduled in January when the formal
calendar is approved for the following school year and published in its master calendar of events.
The Governing Council shall meet on a regular basis one time per month, ‘the third Tuesday’ of
each month.
Special Meetings
The Governing Council may also meet at such other times as deemed necessary or appropriate to
transact business that may come before the next scheduled regular meeting. Notice of special
meetings shall be provided to the news media and posted on the building at least three days
before the scheduled meeting date.
Emergency Meetings
The Governing Council may also hold emergency meetings. Notice of an emergency meeting
will be given to the news media at least 24 hours prior to the meeting date/time.


If made in an open meeting, shall be approved by a majority vote of a quorum of the
Governing Council, the authority for the closure and the subject discussed shall be stated
with reasonable specificity in the motion calling for a vote on the closed meeting; the
votes shall be taken in an open meeting, and the vote of each individual member for or
against closure shall be recorded in the minutes. Only those subjects announced or voted
on prior to closure by the Council may be discussed in the closed meeting, and
If called for when the Governing Council is not in an open meeting, shall not be held
until public notice, appropriate under the circumstances, stating the specific provisions in
the law authorizing the Closed/Executive meeting and stating with reasonable specificity
the subject to be discussed, is given to the members of the media and general public by
posting such meeting at the Ray of Hope Charter School.
Agenda



The Chairperson and Principal are responsible for per preparing and distributing the
agenda. A report containing supporting information should accompany the agenda as a
matter of procedure.
The agenda shall be mailed, emailed or delivered to members of the Governing Council
no later than two weeks prior to the meeting exclusive of the addendum agenda. Regular
meetings shall be announced a minimum of one week in advance to all concerned
populations through school calendars/announcements, etc. and distributed equitably to
the students through their classrooms.
Items may not be added to the agenda by the Principal or by a governing council member
less than five days (addendum agenda exception), prior to the meeting except in the case
of an emergency. An emergency is defined as unforeseen circumstances, if not addressed
immediately by the Governing Council will likely result in an injury or damage
“personally or professionally” to a person or property or substantial financial loss to ROH
charter school or its Governing Council.
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


Individuals wishing to appear before the Governing Council at a regular meeting may do
so by signing the appropriate form at the entrance of the location of the meeting at ROH
Charter School as published prior to the starting time of the meeting. See 2.4.3 for
additional procedural information. Only Governing Council members or the Chief
developmental officer as a matter of procedure may submit an item on the agenda for
consideration. Such items shall be submitted in writing (and must be received) to
Chairperson and/or Chief developmental officer a minimum of five working days in
advance of that regular meeting, stating the request. The final agenda will be available to
the Governing Council, general public and school’s constituency as well as the media
upon request minimally 72 hours in advance of the regularly scheduled starting time of
the meeting as well as at the meeting site.
The official records of the Governing Council shall be kept in office of the Principal at
the school itself and are subject to public view upon reasonable request. These records
may be reviewed in the Chief developmental officer office only. Copies will be furnished
within 72 hours of a written request being submitted to the Chief developmental officer
as a part of the procedure.
All meetings are conducted in accordance with the New Mexico Statues and the Open
Meeting Act.
Conduct of the Meetings
A. Agenda for Meetings- There shall be three types of items that may appear on the agenda
identifying the appropriate event or activity with each.
1. Information/ Report Item- This shall be an item which will report results of a committee
hearing, appositive or negative incident which is deemed necessary for the Governing
Council to be aware of as a matter of procedure.
2. Discussion Item- A discussion item may be transformed into an action item or simply
discussed as a particular item on the agenda. First readings are discussion items may be
action items with the majority of the Governing Council approval at the meeting.
3. Action Item- All items that have action attached to it and require a vote of the Governing
Council one way or the other are action items. The Governing Council may approve or
reject such item or may table as may be applicable, but in any and all cases a vote must
be taken by the Governing Council.
B. Conduct of Meetings
1. The Chairperson shall announce each item.
2. Members requesting comment address, or question of any aspect of a particular item on
the agenda must ask the Chairperson for an opportunity to speak. Members of the
Governing Council shall request such by addressing the Chair as Mister or Madam Chair.
Upon acknowledgement, comments and/or questions may be addressed for that item
only.
3. The Chairperson shall determine when discussion has been satisfied or fully completed
including public comment input and may rule in concert with Robert’s Rules to when the
question will be addressed.
4. All meeting shall be conducted in concert with Robert’s Rules.
5. Items not on the agenda may not be addressed publicly nor is deemed appropriate to
make personal comments or contradicting the action of the view of the majority of the
Governing Council upon completion of the process.
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6. Motions when appropriate a motion and second is required prior to discussion,
completion of discussion, or a call for the question. The chair shall then conduct a vote on
the motion or amended motion.
Addressing the Governing Council
An individual may speak on any item that appears on the adopted agenda or other ROH Charter
School matters other than personnel by signing on the request sheet that is provided at the
Governing Council meetings, subsequently after being recognized by the Chairperson of the
Governing Council the guest may speak. Complaints about an individual and/or employees or
any personnel matter will not be heard as a matter of procedure. Individuals must speak to an
item on the approved agenda and all remarks are limited to three minutes or less in duration.
Governing Council members may not respond other than the chair to the individual or
individuals making comments at this point, one way or the other
New Governing Council Member Orientation
Each new Governing Council Member shall be provided an orientation per the direction of the
Principal. Included shall be an updated copy of all policy, procedures, the current budget and
such other documents as the Principal deems essential to the operation of the ROH Charter
School and as it related to the Governing Council responsibilities. The Principal shall set aside
such time as necessary to answer any questions.
Right of Appeal (Grievance Procedure)
Any decision of the Principal in which a student and/or employee of the school has been
aggrieved may be appealed to a committee made up of three members of the Governing Council
appointed by the Governing Council Chairperson. This applies to decisions made by the
Principal or Principal as they pertain to policies established through the Governing Council
relative to student and/ or employee issues only relating to performance, policy, adherence, etc.
As a matter of policy the Governing Council has no authority over the hiring or retention other
than approval as recommended by the Principal of any personnel other than the Principal. The
Principal is responsible for federal requirements in terms of personnel prior to making said
recommendation for final approval to the Governing Council of the ROH Charter School. The
Governing Council does perform as a hearing authority in such cases which may be appropriate
as identified earlier relative to policy and personnel performance decisions made by the
Principal.
Policies, procedures, conduct of students, faculty shall initially be handled procedurally through
the principal and all decisions not covered under board policy shall be considered final.
Appeal Process
All appeals shall be initiated by a letter from the aggrieved party. Such appeals/hearings shall be
heard de novo. The Governing Council only hears appeals on performance related decisions of
the staff members relative to their evaluations or policies as approved by the Governing Council.
The decision of the governing council in any case shall be final.
Evidence and testimony at such review committee/hearing shall be informal but shall follow
generally accepted rules and procedures for ensuring due process. New evidence shall not be
slowed unless it was not in existence at the time of the decision by the Principal or although in
existence at the time, it was not discovered.
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Amendments to Policies/Procedures/Regulations Established by the Governing Council
Proposal
Amendments to the Regulations/Procedures/Policies established by the Governing Council must
be proposed in writing at least twenty calendar days prior to inclusion at the regularly scheduled
meeting of the Governing Council, except the Governing Council may act or authorize on an
emergency basis anytime throughout the year changes/adjustments to policies for a specific
period. A majority vote of the Governing Council to enact the emergency provision is required in
advance.
Voting
Members of the Governing Council shall vote “yes” affirming the action requested, or “no”
rejecting the action requested, or “abstain” taking no position in regard to the final outcome of
that particular issue.
Governing Board per diem in mileage
Governing Council members shall be entitled to receive $75.00 per day pursuant policy in per
diem and $0.30 per mile consistent with the mileage policy. The latter policy is in concert with
the 1978 NMSA 10-8-1.n.seq. (ROH Charter School business which is preapproved). And any
applicable state regulations interpreting and implementing that act. The per diem and mileage
paid for attendance at meeting or for other activities in which per diem and mileage are allowed
shall be the maximum allowed set forth by applicable state regulations unless the Governing
Council shall by resolution provide for a lower amount. The Governing Council may also by
resolution specify the types of activities for which per diem may be received provided that such
specification may not include any activities in which per diem and mileage would not be
permitted by the per diem and mileage act or applicable state regulations interpreting for
implementing that act.
Per diem may be paid for pre-approved training sessions other than regularly scheduled
Governing Council meetings or standing committee or overnight travel regarding Governing
Council / school business as needed and proving such request if approved by the Governing
Council in advance.
Sexual Harassment Policy
Employees, volunteers, administrative personnel and others attached to the operation of the ROH
Charter School. The Governing Council of the ROH Charter School under no circumstances will
tolerate sexual harassment by or of anyone in/or at any meeting or in the school during or outside
of the regular operation hours of said institution. This includes all classrooms, functions,
activities (athletic or non-athletic), anything directly or indirectly related to the personnel or any
organization as has been established by the ROH Charter School in or of the property of the
ROH Charter School. Sexual harassment is defined by the ROH Charter School Governing
Council as any unwanted physical, verbal, or visual sexual advances, requests for sexual favors,
or any other sexually oriented conduct which may be deemed offensive or objectionable to the
recipient including but not limited to epithet, derogatory or suggestive comments, slurs or
gestures; offensive posters, cartoons, pictures, drawings or objects; or objectionable touching. A
violation occurs as a matter of procedure when
1. Submission to such contact is made implicitly a condition of an individual’s employment.
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2. Submission to or rejection of such contact by an individual is used as a basis for any
employment decision effecting such individual, or
3. Such conduct has purpose or effect of unreasonably interfering with the individual’s work
performance, participants, or other workers, voluntary or paid employees/individuals.
Any employee, volunteer, individual, spectator has the legal right at any time to raise their
concern about sexual harassment will be promptly investigated, giving due regard to the need for
confidentiality.
Harassment should be brought to the attention of the immediate supervisor in such event and/or
the Principal of the ROH Charter School.
Governing Council powers and duties as a whole, individual members, and officers of the
governing body;
Key powers and duties of The ROH Governing Council include the following:
Select the charter school Principal
Council members must reach consensus on the ROH principal’s job description and undertake a
careful search process to find the most qualified individual for the position.
Support the ROH Principal and review his/her performance
The Governing Council members should ensure that the ROH Principal has the moral and
professional support he/she needs to further the goals and objectives of ROH. The ROH
Governing Council will decide upon a periodic evaluation of his/her performance. The
Governing Council shall not interfere in the day-to-day operation of The ROH Charter School as
that responsibility is delegated to the Principal. The Governing Council evaluates the
responsibilities of the Principal to ensure accordance with the goals and objectives of The ROH.
Ensure effective organizational planning
As stewards of ROH, the Governing Council must actively participate with the Principal and the
Chief Development Officer in an overall planning process and assist in implementing the
resulting plan. ROH Governing Council will delegate to the appointed Principal the authority and
decision making responsibility for day-to-day operations of the school, including but not limited
to hiring and firing school staff, designing the school’s curriculum, and creating the school’s
annual budget (subject to Chief Development Officer and Governing Council approval).
Ensure adequate resources
Council members ensure the appropriate expenditure of public funds in an effort to provide
adequate resources for ROH to fulfill its mission.
Manage Resources effectively
The ROH Governing Council members, in order to remain accountable to The New Mexico
Public Education Commission, parents and students, its donors, the public, and in the case of a
separately incorporated non-profit, to safe guard its tax-exempt status, must approve the annual
budget and ensure that proper financial controls are in place. The Governing Council also
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approves the budget (as submitted by the Principal and the Business Manager), salaries, position
descriptions, school policies and governing procedures as it relates to the ROH.
Review ROHs’ programs and services
The Governing Councils’ role in this area is to review the educational programs and services for
their alignment with the ROH mission.
Assesses its’ own performance
It is the Governing Councils’ responsibility to ensure that the total organization is effective in
achieving its mission and efficiency in using resources. It should begin this discussion annually
by evaluating its success as a Governing Council. By evaluating its performance in fulfilling
responsibilities, the Council can recognize achievements and reach consensus on which areas
need to be improved.
Consistent attendance and preparedness
ROH Governing Council members are expected to consistently attend monthly Governing
Council meetings. They are expected to have read and studied materials sent in advance
regarding key action(s) the Governing Council is expected to take at the meetings.
The members of The ROH Governing Council will play an active role in the areas listed below:
Academic Policy
Reviews curriculum to ensure compliance with the mission of the school; recommends policy
changes to ROH where appropriate; and participates in the program development and evaluation.
Personnel
Recommends job descriptions to ROH; reviews Principal’s recommendation for hiring and firing
employees; and provides advice on personnel matter to ROH and the Principal.
Finance
Reviews annual operating and capital budgets, as produced by the Business Manager, for
approval by The New Mexico Public Education Commission; reviews monthly actual revenues
and expenditures of the operating capital, and provides advice on financial matters to the Chief
Development Officer and Principal.
Facilities and Equipment
Determines space and equipment needs and costs associated therewith: negotiates lease(s);
ensures compliance with all regulations; develops plans for any necessary renovations to site;
monitors ongoing compliance with regulations; and oversees maintenance of building and
equipment.
Chairperson
The Chairperson shall be the Chief Executive Officer of the ROH Governing Council and this
position is to ensure that the mission and vision of the school is being fulfilled at all times. They
shall review all of the business affairs of the school. They shall preside at all meetings of The
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ROH Governing Council. The President shall perform other duties prescribed by the ROH
Governing Council.
Vice-Chairperson
The role of the Vice President is to serve in the absence of the President and shall perform the
necessary duties of the President. A Vice President shall perform other duties as assigned by the
President.
Secretary
The role of the Secretary is to administrate documentation and communication of ROH activities.
The Secretary shall:
 Give all notices as provided in the bylaws or as required by law.
 Take meeting minutes and keep the minutes as part of the Governing Council records.
 Maintain custody of the Governing Council records.
 Maintain the Seal of the School.
 Prepare any correspondence that the Governing Council deems necessary.
 Maintain a calendar of the all the scheduled Governing Council meetings.
 Perform duties as assigned by the President or by the Governing Council.
Treasurer
The role of the Treasurer is to review the financial processes of the school and to:
 Ensure the proper execution of school funds.
 Review monthly and yearly financial reports as provided by the Business Manager.
 Review the implementation and management of the school budget.
 Serve as an advisor over financial matters.
The orientation process for new members and ongoing professional development governing body
member recruitment and selection, including;
The process involves recruiting dedicated individuals from the community who share the vision
of ROH and who are willing to dedicate the time and energy needed for its effective governance.
An effort is made to find a good cross section of backgrounds and talent to serve on the council.
Members of the Governing Council must either be parents or representative members of the
general public, business owners, or professional community. In no instance, should any one
organization have a majority membership on the Governing Council. The ROH shall have five
voting members (a minimum of five of which must be in attendance for board action to be taken
at any regular or special meeting) with the possibility upon board action of adding a maximum of
two additional resource non-voting members (to be approved by the governing council and upon
recommendation, the Principal). The Governing Council positions shall consist of general or
business members of the community, not restricted to any regular or conventional boundaries.
Two positions shall be reserved for parents who have at least one student in attendance and in
good standing at ROH.
The appointed individuals shall rise to a position on the Governing Council upon
recommendation from the Chairperson of the current Governing Council as it stands. Each
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individual must be willing to serve as a contributing member of the Council. They are expected
to subscribe to and honor the mission of The ROH as well as its established rules and
regulations. The Governing Council is expected to review the mission statement, the vision and
the goals of ROH periodically for accuracy and validity. Further, members are required to
participate in Governing Council/school training sessions sponsored by various organizations
including the New Mexico School Governing Council Association, and other school institutions
as appropriate.
The Governing Council shall take office upon approval of the ROH Charter School application.
The following steps will be utilized for Governing Council member recruitment:
 Take inventory of existing council,
 Determine strategies to build Governing Council diversity (race, ethnicity, age, sex,
location, occupation, etc.),
 Develop an initial list of prospective Governing Council members,
 Conduct first round of personal contact with top recruiting prospects,
 Schedule and conduct interview sessions with prospective members, and consider the
following:
1. Does the prospect appear to be committed to the mission and educational
philosophy of ROH?
2. Can the prospect contribute the time necessary to be an effective council
member?
3. Does the prospect possess the key skills, knowledge, and other assets that
match the councils’ recruiting priorities?
4. Does it appear that the prospect can place the ROH’s purpose and the interest
above their professional and personal interest when making decisions as a
Governing Council member?
Selection/appointment of new member to the Governing Council.
In order to establish a strong Governing Council, orientation and training is mandatory for the
members: to understand department rules, policies and procedures, statutory powers and duties
of Governing Councils, legal concepts pertaining to charter schools, finance and budget and
other matters deemed relevant by the New Mexico Coalition for Charter Schools. NMCCS shall
notify the Governing Council members of the dates of the training courses. The Governing
Council President, Secretary, and the Principal will organize an orientation program for the
Governing Council. Goals of the orientation include discussing and communicating the mission,
goals, objectives, and the ROH educational program. The orientation will define the roles,
responsibilities, and the bylaws of the Governing Council. The orientation will also review
individual Governing Council job descriptions detailing specific expectations (for example,
meeting attendance, participation, confidentiality, and meeting preparedness).
(http://nmccs.org/images/stories/Advocacy/Charter_School_Laws/GOVERNING
COUNCIL0148.pdf)
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Governing Council members will receive (12) twelve hours of training during his or her first
year of service. The Governing Council members’ training will include (6) six major topics.
These topics are: school law, public records, open meetings, school finance, health and safety,
and public accountability. In subsequent years, training will be (5) five hours for returning
members. Governing Council trainings will be on-going and will address issues pertinent to non–
profit governance, school management and administration.
To complete this twelve–hour training, Governing Council members will participate in
workshops, seminars and conferences at local and national levels. Additionally, professional
consultants, lawyers, and educators who have extensive knowledge and expertise in those six
areas listed above will be hired to provide Governing Council training workshops. At the end of
the each training, Governing Council members will take a written test on those topics.
There will be on-going opportunities for additional training and professional development for the
Governing Council including, but not limited to visits to other top performing public, private and
charter schools in the area. Members of the Governing Council will be expected to participate in
annual meetings and trainings of the New Mexico Coalition for Public Charter Schools and New
Mexico Public Education Department.
The criteria and the process that will be used to select the school’s head administrator;
The ROH is an equal opportunity employer and the school’s policy is to seek and employ the
best qualified personnel without regard to race, religion, creed, national origin, age, gender,
marital status, or disability.
The ROH Governing Council seeks a qualified Principal who has the skills and experience to
guide the ROH in meeting its needs. Therefore, the most qualified individual shall possess goals
that directly align with the ROH’s mission. Prospective candidates must possess a minimum of a
Master’s degree in education and a valid State Department of Education administrative license.
The following points are characteristics of a principal who will be sought after: being a relentless
achiever, demonstrating potential for instructional leadership, being self-aware, having respect
for others, possessing the ability to prioritize, remaining flexible and inspiring others.
The ROH will seek to find strong, capable leaders to be effective in a charter school
environment. The principal and school’s operating officers must have understanding and
knowledge in the following areas: academic leadership, organizational leadership, operations
management, and community development.
The Principal position will be posted in the local newspaper and on the ROH website upon the
approval of the ROH application. Interviews will be conducted in a thorough manner so as to
fully review and consider all applicants. The appropriate hire will be based upon their
understanding of the ROH’s mission, vision and goals.
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Budgeting and operation of the school
The ROH Governing Council has the ultimate responsibility for the financial viability of the
ROH. The administration/principal and business manager will prepare and present to the
Governing Board for approval the specific budget for the coming school year. The process will
include specific budget information along with the Governing Board input as a matter of
procedure with recommendations from the Principal as well as other populations being served
through the school and establishing priorities as to what the charter expects as a major focus of
the Ray of Hope Charter School.
The principal will also be expected to speak to various programs; contacts, New Mexico laws
and Public Education Department regulations which govern the issuance of contracts as well as
policies, requirements regulations established by the ROH Charter School Governing Council.
The Principal, in submitting the budget for approval by the Governing Council In March each
year, for the next fiscal year, shall be responsible for securing all appropriate state, federal, a and
corporate/individual fundraising monies to satisfy the budget as presented and subsequently
approved.
All rules/regulations/fiscal policies and financial procedures are subject to and/or to the laws of
the State of New Mexico and the federal government as a matter of policy as performed by the
administration of the Ray of Hope Charter School on behalf of its Governing Council.
The Governing Council will when appropriate consider an investment program as critical
ingredient for the fiscal management plan. The Governing Council authorizes the administration
to engage in an investment program for the purposes of securing private, federal, or other state
entitlements. All investments shall first be approved upon recommendation by the Principal
through the Governing Council as a matter of procedure.
The Governing Council through the Principal and Business Manager pursuant to sections 22-5-4
and 13-1-97 (NMSA 1978) will establish a central purchasing process in accordance with state
law, rules, and the procurement act.
The Principal (after appropriate approval) will purchase, rent, lease, or otherwise acquire on
behalf of the Ray of Hope Charter School all items of tangible personal property , services or
construction as may be applicable. All purchases will be strictly in accordance with the laws in
the State of New Mexico and Federal law in addition to applicable policies and procedures of the
Ray of Hope Charter School and Public Education Department.
As a matter of procedure there shall be two signatures on all checks/warrants written by the
school over $250.00. One of the signatures shall be the Principal as appointed by the Governing
Council, and the second signature shall be the Chairperson of Governing Council or the ViceChair of the Governing Council in the Chair’s absence. If the vice-chair is not available, the
procedure below is to be followed.
All purchases, regardless or prior budget approval, in the amount of $1,500.00 or more on an
individual basis require advance approval by the Governing Council by policy. Amounts up the
including $250.00 may be taken from the Activities Account only and do not require any
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signatures other than the Principal. Any amount above $250.00 requires two signature (one
Principal and one Governing Council member, and the council member is determined using the
following procedure:
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Chairperson of the Governing Council shall sign all checks in concert with the procedure
identified above.
If the Chair is unavailable or unable to perform that task of signing checks/warrants, the
vice-chairperson may do so in his/her absence.
If the Chairperson or the Vice-Chairperson are unavailable or cannot perform that task,
the Governing Council secretary shall then be responsible for performing said task of
signing the checks/warrants that may be applicable.
If none of the other there identified officers are available or…the chair shall assign
another council member the task of signing checks/warrants that may be applicable and
approved in advance in accordance with the aforementioned procedures.
How decisions will be made
The Governing Council will carry out its statutory and fiduciary responsibilities associated with
operating the charter school in an efficient and ethical manner, and in compliance with local and
other applicable state and federal laws.
The ROH Governing Council will follow parliamentary procedures which provide the process
for proposing, amending, approving and defeating motions. Following these procedures will
make council meetings more efficient and reduces the chances of council actions being declared
illegal or challenged for procedural deficiencies.
Election of Governing Council Member
A person who meets the qualification requirements and who has been duly nominated may be
elected as a Governing Council member. Governing Council members shall be elected by
majority vote. Each ROH Governing Council member shall hold office until a successor is
qualified and elected.
Removal of Governing Council Member
The Governing Body (Chairperson, Vice- Chairperson, Secretary and Treasurer) may convene to
discuss removal of another member at any time with good cause. Good cause for removal of a
member shall include the unexcused attendance at three consecutive meetings. A meeting to
consider the removal of a member may be called following the procedures provided in the
bylaws.
Removal of Officers
Any officer elected or appointed by the Governing Council members may be removed by the
Governing Council members by a simple majority with good cause.
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List each of the members of the school’s governing body.
RAY OF HOPE GOVERNING BODY
Chairperson
Dr. Dan Schwedel
Vice-Chairperson
Dr. Carl G. Foster
Ray of Hope Charter School
Secretary
Treasurer
Hazel Trino
David Christensen
Candice C.
Marquez
Page 69
Provide a brief description of the qualifications of each governing body member.
DAN SALZWEDEL
20 Fir Loop, Cedar Crest, NM 87008
505-286-1601 (home and office)
PROFESSIONAL EXPERIENCE
 Adjunct Professor
 S and S Enterprises
 New Mexico Activities Association
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University of New Mexico
Lake Arthur Municipal Schools
University of Wisconsin – Milwaukee
Des Moines Municipal Schools (NM)
West Bend (Wisconsin)
Highlands University (6 years)
Consulting/Public Speaking (6 years)
Administer and Direct all Interscholastic
Activities Statewide (23 years)
Instructor while completing PHD (1 year)
Superintendent (3 plus years)
Assistant Basketball Coach (2.5 years)
Teacher, Coach, Principal (3 years)
Teacher, Coach, AD (2 years)
OTHER EXPERIENCE
 Have been published as both an administrator and as a coach
 Officiated high school and college, basketball and baseball. Served as a neutral observer
for the Big 10 conference
 Frequent speaker at numerous national conferences, state conventions, clinics and service
Organizations
 Have been involved as a volunteer with a number of youth sports programs
 Have received several state and national awards for service and performance in the field
 Have served on the following Boards; First Security Games Board (NM games Board),
President for two terms; Council on Standards for International Exchange Travel Board;
Greater Albuquerque
 Sports Medicine Committee; New Mexico High School Coaches Association Board; NM
Special
 Olympics Board; Rotary International; St. Johns UMC Administrative Board;
Mountainside UMC
 SPRC and Administrative Board; North Valley Charter School Board; National
Federation of State
 High School Associations Executive Board.
EDUCATION
 PhD
University of New Mexico (1986)
 MS
University of Wisconsin – Milwaukee (1974)
 BS
University of Wisconsin – Milwaukee (1971)
 Assoc. Sheboygan Co. Teachers College (1967)
PERSONAL DATA
 DOB – 9/9/47
 Married – Luan Salzwedel
 Children – Todd, Carey, Amy and Kari
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Dr. Carl G. Foster
EDUCATION
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Ed.D. University of Arizona, Tucson, Arizona
Educational Administration, Curriculum and Instruction
M.Ed. University of Arizona, Tucson, Arizona
Special Education, Emotionally Handicapped
M.A. University of Northern Colorado, Greeley, Colorado
Physical Education
B.S. Concordia University, Seward, Nebraska
Elementary Education
PROFESSIONAL ACTIVITIES
2008-present
New Mexico Highlands University, Las Vegas, New Mexico.
 Adjunct Faculty
2009
New Mexico Senate Republican Leadership
 Volunteer Analysis for Education, Tax and Revenue
 Analyze pending bills Republican Senators
 Work with other department analysis.
 Assist Senators with presentations
2008
New Mexico House of Representatives Republican Leadership
 Analysis for the Appropriations Committee
 Analyze pending bills for Appropriation Committee Republic members
 Work with other department analysis.
 Assist Representatives with presentations
2007 to 2008
Systems Management Services
 Special Project for DOE/NNSA Emergency Operations Training Academy.
Albuquerque, New Mexico and other government agencies.
Work with 1S0 9001:2000 Registrar
 Write, review and revise federal and contractor Standard Operating Procedure
Manuals
 Write, review and revise Emergency Operations Training Academy’s IS0
Quality Manual
 Write, review and revise Emergency Operations Training Academy’s form in
accordance with IS0 practices
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2004-2007
Solutions UNITECH
 Manager of Curriculum Development and Evaluation, DOE/NNSA Emergency
Operations Training Academy, Kirtland Air Force Base, Albuquerque, New Mexico.

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Responsible for oversight of ISD process
Monitor Training Development for all aspects of training
Conduct data analysis on training performance and quality assurance
Evaluate training iterations and provide critical recommendations to
program manager and course managers
Report to the Federal Oversight Director all course trends and analysis
Work with post secondary institutions for the awarding of credit and/or a
degree
Author of Academy Federal Oversight Official and contractor Standard
Operation Procedures Manual critical in accreditation of ISO 9000
Primary Author and advisor for Academy’s ISO 9001 draft manual
Certifying official for all Alpha and Bata initial course test phases
Primary advisor to Academy’s Federal Director for course development
and academic policies
2001 – 2004
New Mexico Tech, Socorro, New Mexico
 Assigned as Deputy Chancellor, Department of Energy, Nonproliferation and
National Security Institute, Kirtland Air Force Base, New Mexico.
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Responsible for “oversight” of protective force training and course
development
Responsible for “oversight of Counter Intelligence training and course
development
Conducted on-site evaluations of training and conducted extensive
analysis of course and training trends
Recommended improvements for existing courses and responsible for
Training Analysis for new course development
Ensured ISD processes and safety procedures are integrated in all phases
of training
Performed statistical evaluations on student impressions of training and
reported to federal senior executive management for action
Used scientific methods to measured training in accordance with
objectives and national safety standards
Coordinated with post secondary institutions for the awarding of credit
and/or a degree from National Training Center related courses
Primary academic advisor for Federal Director and other senior federal
managers
Ray of Hope Charter School
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1993-2001
Educator, Farmington Municipal Schools, Farmington, New Mexico
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Developed Special Education for High School Math Curriculum Programs
Worked in-depth with New Mexico State Department of Education on graduation
standards for entire state educational systems
Instructed Algebra, Geometry, and general math concepts
Advisor to math students and provided counseling in career prospective
Served on various Education Boards and committees enhancing educational procedures
and processes
OTHER PROFESSIONAL ACTIVITIES
Associate Faculty 2001-2008
Department of Management
New Mexico Tech
Socorro, New Mexico
Fellowship - 1995, 1997
Wolfsom College
Oxford University
Oxford, England
Field Reader
University of California
Los Angeles, California
COMMUNITY ACTIVITIES
Reserve Deputy Sheriff [8 years]
San Juan Country Sheriff Department
Aztec, New Mexico
Board Member – present
Selective Service
Albuquerque, New Mexico
Commissioner 1998 to 2001
The New Mexico Commission on Higher Education
PRESENTATIONS
 “Training for Department of Energy employees that offers a New Mexico Tech Degree”,
o Department of Energy, Nonproliferation and National Security Institute. January 7,
2004
Ray of Hope Charter School
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
“Weapons of Mass Destruction and the Oil and Gas Industry”.
Houston, Texas. June, 2003.

“Systems 21, Oil and Gas industry training, and New Mexico Tech”. Well Control School,
Houston, Texas. July, 2003.

“New Mexico Homeland Security and New Mexico Tech”. New Mexico Secretary of
Homeland Security. February, 2003.

“Training for Department of Energy employees that offer a New Mexico Tech Degree”.
Department of Energy, Emergency Operations Training Academy. November, 2002.

“Uniqueness of Distance Education in the 21st Century”.
Commencement Address.

“Life Long Learning”. University of New Mexico at Gallup. 2000 Commencement Address.
Well Control School,
Westbrook University.
1999
PUBLICATIONS
A comprehensive list of publications will be presented on request.
David C. Christensen: is a licensed secondary math and science teacher. He has taken classes at
New Mexico Highlands University in pursuit of a MA in Curriculum and Instruction. Prior to
teaching, he was a civil engineer. He has a BS in Civil Engineering from San Diego State
University. He also served in the United States Marine Corps. His hobbies include camping,
building and designing electric vehicles, and spending time with his family.
Hazel Trino: Is presently working for Walgreens as part of the management team. I have a
Bachelor’s Degree in Commerce, majored in Business Management at St. Paul’s College of
Manila in the Philippines. Having a Bachelor’s degree helped me land in management positions
on my employment over the years. I am married with four wonderful girls, each having their own
degrees as well, mostly in the medical field. I’m very happy to be a part of this team.
Candice C. Marquez: Is a Diagnostic Medical Sonographer at Presbyterian Hospital. I
attended Central New Mexico Community College and The University of New Mexico. I
obtained a Bachelors degree in Medical Science. My interests include spending time with my son
and family, being a volunteer as a room mother and team mother. My hobbies include running,
ballroom dancing, and swimming.
Descriptions of plans for recruitment selection, orientation process, and ongoing professional
development.
All members of the governing council must either be parents or representative members of the
general/business/professional community. The appointed individual shall rise to a position on the
governing council upon recommendation from the Principal and/or Chairperson of the current
governing council as it stands. Each individual must be willing to serve as a contributing member
and is expected to subscribe to an honor the charter of Ray of Hope Charter School as well as the
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established rules and regulations. Further, members are required to participate in governing
council/ school board training sessions sponsored by various organizations including the New
Mexico School Board Association, The National School Board Association, New Mexico Public
Education Department, and other such organizations/institutions where appropriate. An
orientation session is also required in advance in the first regular meeting prior to being allowed
to vote as a matter of board policy.
C. PARTNERSHIPS
Provide the name of the partner organization
New Mexico Highland University, Social Work Albuquerque Campus
Provide the name of the contact person at the partner organization and that person’s full contact
information.
J. Rocky Romero, MSW, LMSW- CJSOT
School of Social Work
5041 Indianschool Rd. NE., Suite 100
Albuquerque, NM 87110
Telephone 505-260-6182
FAX
505-896-6122
Provide a description of the nature and purpose of the school’s partnership with the
organization.
New Mexico Highlands University has a Social Work Department that educates Bachelor level
and Master level social workers. As a part of their program, Social Work interns are required to
find internships in the community to complete their education. Interns are encouraged to find
internships in areas they would like to work and/or practice in. Many graduate students look to
be placed in a public school setting because of their interest in working with youth, their
families, and providing counseling services. It is, therefore, ROH’s intent to have NMHU
graduate students involved in the school as part of the mental health team.
Provide an explanation of how the partner organization will be involved in the governance of the
school, if applicable.
New Mexico Highlands University will not be involved in the governance of the school.
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D. SCHOOL ORGANIZATIONAL STRUCTURE
Based on the organizational chart provided under subsection A. OVERNANCE/MANAGEMENT
STRUCTURE above, indicate the supervisory structure of all staff positions listed on the
organizational chart.
The school principal will be responsible for daily school activities. Within this line of authority,
teachers, educational assistants, director, counselor, business manager report to the principal. The
principal gathers relevant data and evaluates all of his or her personnel. The principal also
prepares a monthly report to be submitted to the Ray of Hope Governing Council. There will be
a site based decision committee that reports to Principal. These committees will include teachers,
administrators, and other staff. Parents will be participating to those as well.
A narrative description of the organizational Chart, job description, roles and responsibilities of
each position that are mentioned in the organization chart are listed below:
Provide job descriptions that identify key roles and responsibilities of all staff positions.
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Position Title: Chief Development Officer
Position Summary
The Chief Development Officer shall be committed to maintaining the integrity of the vision and
mission as established by the ROH. She shall have strong leadership abilities in order to lead in
a direction that affirms the goals and the intent of ROH, and to advocate for the best interest of
all students, faculty, and staff. She shall be a representative of the school to the community and
shall present herself or in a professional manner.
The Chief Development Officer will model effective leadership skills defined by integrity,
honest clear and open communication, fairness, high standards, and an understanding of the
needs and interests of the community.
Supervisory Responsibilities
The Chief Development Officer will oversee that school faculty and staff adheres to the ROH
mission in their daily duties and responsibilities.
Qualifications
 Ability to project a professional image.
 Strong organizational skills.
 Working knowledge of computer and software applications used in job functions (data
entry).
 Freedom from illegal use of drugs.
 Freedom from use of and effects of use of drugs and alcohol in the workplace.
 Demonstrates active listening techniques; gains support through effective relationships;
treats others with dignity and respect; seeks feedback; establishes systems to measure
effectiveness, efficiency, and service; creates and maintains reporting mechanisms.
Education
Master’s degree in social work, sociology, psychology, psychiatry, or education.
Essential Functions and Responsibilities
To perform this job successfully, an individual must be able to perform each key function
satisfactorily based on five overall skills categories; assessment, planning, intervention,
evaluation and transition services. Additional responsibilities include:
 Grant writing.
 Student recruitment.
 Demonstration of high expectations for students and staff.
 Ensure a safe and nurturing environment for students, staff and families.
 Work with the principal and the mental health director to develop and implement a plan
that sets the direction for school assessments and improvement efforts.
 Work with the principal and mental health director to analyze students’ performance data
to inform school improvement efforts and benchmark progress.
 Establish a collegial environment that honors and encourages staff’s continuous learning
through involvement in outside seminars, educational initiatives and in-service
experiences among other opportunities.
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Cultivate and sustain meaningful partnerships with families and community members that
support student achievement and well being.
Engage in continuous learning and ongoing professional development with other Chief
Development Officer colleagues.
Advocate on behalf of the school by working to establish partnerships organizations with
community institutions of higher learning.
Seeks out active involvement of the community; between ROH, parents, volunteers and
community to ensure a strong operation of the school; plan social events; and oversee a
home/school communication program.
Demonstrate respect for colleagues, faculty and staff by complying with policies and
procedures.
Demonstrate high level of interpersonal skills to interact with administration, faculty,
staff, students, parents and the community.
Appropriately access the resources of the ROH for program development support and
school marketing.
Seeks out external resources through conferences, workshops, etc. as necessary.
Shares professional knowledge with administration, faculty and staff.
Comply with HIPAA regulatory requirements.
Ability to work in a challenging environment and handle high levels of stress stemming
from a diverse student population.
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Position Title: Principal
Position Summary
The Principal shall operate as the leader in implementing ROH’s mission, vision and goals
throughout the school and community. The Principal oversees the implementation of the teacher
curriculum and its service delivery to students and ancillary staff including the following duties:
Supervisory Responsibilities
Supervise and evaluate the performance of staff including the business manager, clinical director,
counselor(s), teachers, administrative secretary, and educational assistants.
Qualifications
 Knowledge of school law, finance, and curriculum.
 Able to manage personnel.
 Able to interpret policy, procedures, and data.
 Exceptional organizational, communication, public relations and interpersonal skills.
 Ability to maintain a high level of professionalism.
 Ability to maintain emotional control under stress.
 Ability to project a professional image.
 Strong organizational skills.
 Working knowledge of computer and software applications used in job functions.
 Freedom from illegal use of drugs and effects of use of drugs and alcohol in the
workplace.
 Ability to treat others with dignity and respect
Education
Master’s degree in Education
License
New Mexico Administrative License or be able to obtain one
Essential Functions and Responsibilities
The ROH Principal will have frequent prolonged and irregular hours. S/he will occasionally
travel district and state wide. Additional responsibilities include:
Duties and Management
 Monitor instructional and managerial processes to ensure that program activities are
related to program outcomes and use findings to take corrective actions.
 Regularly consult the Governing Council about planning, operation, supervision, and
evaluation of educational program. Include students and community representatives when
appropriate.
 Align the use of time, people, money and materials to the schools’ instructional priorities.
 Assure participation in relevant in-service training sessions, facility meetings and
continuing educational opportunities appropriate to responsibilities.
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Participate in school wide safety program, identifying risks to students’ safety and
reducing errors.
Demonstrates active listening techniques.
Seeks feedback.
Ability to receive and implement constructive criticism.
School or Organization Morale
 Provide instructional resources and materials to support teaching staff in accomplishing
instructional goals.
 Foster collaboration and team building among staff members. Encourage their active
enrollment in decision-making process.
 Provide for two way communications with the Council and Business Manager.
 Communicate and promote expectations for high-level performance to staff and students.
Recognize excellence and achievement.
 Ensure the effective and quick resolution of conflicts.
 Establishes systems to measure effectiveness, efficiency, and service.
School or Organization Improvement
 Build common vision for school improvement with staff. Direct planning activities and
put programs in place to ensure attainment of school’s mission.
 Develop and set annual school performance objectives for each of the ROH’s indicators
using the school’s planning process.
 Develop, maintain, and use information systems and records necessary to show school
progress on performance objectives addressing each ROH’s indicator.
Personnel Management
 Interview, select, and orient new staff. Approve all personnel assigned to school.
 Define expectation for staff performance with regard to instructional strategies,
classroom management, and communication with public.
 Observe employee performance, record observations and conduct evaluation conferences
with staff.
 Work with school level planning and decision-making committees to plan professional
development activities.
 Gains support through effective relationships.
Management of Fiscal, Administrative, Facilities Functions
 Comply with state and federal laws and regulations affecting the schools.
 Develop ROH’s budget based on documented program needs, estimated enrollment,
personnel, and other fiscal needs.
 Keep program within budget limit.
 Creates and maintains reporting mechanisms.
 Maintain fiscal control.
 Accurately report fiscal information.
 Manage use of school facilities.
 Supervise maintenance of facilities to ensure a clean, orderly and safe campus.
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Direct and manage extracurricular and intramural programs. Including management of
multiple activity funds.
Student Management
 Work with faculty and student to develop a student discipline management systems that
results in positive student behavior and enhances the school climate.
 Ensue that school rules are uniformly observed and that student discipline is appropriate
and equitable in accordance with Student Code of Conduct and Student Handbook.
 Conduct conferences about student and school issues with parents, student, and teachers.
 Ability to work in a challenging environment and handle high levels of stress stemming
from a diverse student population.
School or Community Relations
 Demonstrate awareness of school and community needs and initiate activities to meet
those needs.
 Use appropriate and effective techniques to encourage community and parent
involvement.
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Position Title: Academic Counselor
Position Summary
The Academic Counselor will possess the knowledge, skills and attitudes necessary to
implement a developmental and results-based school counseling program that aligns with the
American School Counselor Association (ASCA) National Model. The school counseling
program will be based on equity and focused on the academic, career and personal/social
development of every student.
It is the Academic Counselor’s responsibility to serve as a substitute in the absence of the
Principal.
Qualifications
 The School Counselor must achieve the following outcomes with or without reasonable
accommodation:
 Plans, organizes, implements and evaluates a comprehensive school counseling program
which aligns with the ASCA National Model, New Mexico School Counselor
Competencies and APS School Counseling Resource Guide.
 Serves as a leader in the school and community to promote and support student success.
Maintains professional relationships and works cooperatively with administration,
employees, the community and other professionals.
 Advocates and collaborates with parents, teachers, administrators, community leaders and
other stakeholders to promote and support student success.
 Plans and implements the program with a solid foundation.
 Develops and updates the philosophy and mission statements of the school counseling
program to align with current school improvement and student success initiates at the
school, district and state level.
 Utilizes student standards (ASCA Student Competencies, and state content standards) to
drive the implementation of a comprehensive school counseling program.
 Develops and implements developmentally appropriate school counseling curriculum that
addresses all students’ needs, including closing-the-gap activities.
 Facilitates and develops strategies to implement individual student planning, such as
appraisal, advisement, goal setting, decision making, social skills, transition and postsecondary planning and/or training.
 Has current knowledge of career opportunities, labor market trends and global
economics, and uses various career assessment techniques to assist students in
understanding their abilities and career interests.
 Has current knowledge and can articulate that knowledge to students, family and staff, on
the relationship of academic performance to the world of work, family life and
community service.
 Utilizes methods for helping students monitor and direct their own academic,
personal/social and career development.
 Helps students understand the importance of post-secondary education and/or training.
 9-12th grade school counselors are a part of the Next Step Plan process.
 Ensure that the students’ Next Step Plan is based on a career development process that
includes career awareness, exploration and interest inventories.
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Utilize the Next Step Plan for advising students on taking courses and career planning.
Collaborates with parents/guardians and school personnel to complete and finalize the
Next Step Plan.
Helps students navigate the post-secondary education admission and financial aid process
with administration to create and implement an Administrative/School Counseling
Agreement.
Knowledge, Skills and Abilities
 Effective communication skills, both verbal and written,
 Flexibility, organization, decision making and problem solving skills.
 Inter personal skills with diverse populations in person, on the telephone, and
electronically.
 Ability to meet deadlines, work on multiple projects.
 Knowledge of District policies on child abuse/neglect, intervening with a potential
suicide, bullying, sexual harassment, and any others that directly affect the role of the
school counselor.
 Knowledge of all laws, regulations and guidelines affecting school counselors and
students.
 Ability to maintain positive relationships with students, parents, community members and
staff.
 Knowledge of testing procedures and current state standards.
 Ability to administer all state required exams.
 Ability to work in a challenging environment and handle high levels of stress stemming
from a diverse student population.
Education
Master’s degree in Education & School Counseling or Counseling. Course work in (1) child and
adolescent development, (2) school counseling, and (3) a minimum of a 300 hour school
counseling practicum in a school setting. School counseling skills in a range of diverse needs,
including college/career information and mediation/conflict resolution.
License
Valid New Mexico License in School Counseling
Essential Functions and Responsibilities
 Plans, organizes, implements and evaluates a comprehensive school counseling program
which aligns with the ASCA National Model, New Mexico School Counselor
Competencies and District School Counseling Resource Guide.
 Serves as a leader in the school and community to promote and support student success.
 Maintains professional relationships and works cooperatively with administration,
employees, vocational rehabilitation counselor, the community and other professionals.
 Advocates and collaborates with parents, teachers, administrators, community leaders and
other stakeholders to promote and support student success.
 Plans and implements the program with a solid foundation.
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Develops and updates the philosophy and mission statements of the ROH counseling
program to align with current school improvement and student success initiates at ROH,
district and state level.
Utilizes student standards (ASCA Student competencies, and state content standards to
drive the implementation of a comprehensive school counseling program.
Develops and implements developmentally appropriate school counseling curriculum that
addresses all students’ needs, including closing-the-gap activities.
Facilitates and develops strategies to implement individual student planning, such as
appraisal, advisement, goal setting, decision making, social skills, transition and postsecondary planning and/or training.
Has current knowledge and can articulate that knowledge to students, family and staff, on
the relationship of academic performance to the world of work, family life and
community service.
Utilizes methods for helping students monitor and direct their own academic,
personal/social and career development.
Helps students understand the importance of post-secondary education and/or training.
Maintains professional competence in advising students on post-secondary options and
financial aid.
Has comprehensive knowledge of the similarities and differences between school
counseling and other types of counseling, such as mental health, marriage and family, and
substance abuse counseling within a continuum of care and only practices with their role
as a school counselor.
Maintains an open door policy.
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Position Title: Social Work Clinical Director
Position Summary
The Social Work Clinical Director ensures the smooth administrative functioning and the
emotional, behavioral, and mental well-being of the health and wellness department within the
school. The Clinical/Special Education Director also requires oversight of other social workers,
interns, and staff associated with the department. The Clinical Director’s goal is to ensure that all
social issues and activities are in compliance with the laws of the organization and the laws
governing special education needs.
The Clinical Director will also serve as the Clinical Director and will professionally apply social
work methods and theory to the prevention and treatment of psychosocial dysfunction,
impairment, or disability, including mental, emotional, and behavioral disorders for families,
individuals, and groups within the school.
The Clinical Director is to screen records, conduct interviews and assessments, and arrange for
expediting and coordinating services. Data will be collected and evaluated in order to determine
student’s needs and then establish necessary academic and emotional/behavioral goals necessary
to explore student’s successful school transition. The Clinical Director assesses the needs of
children, and supports the ROH’s instructional program for students in their educational goals.
Communication Skills
 Ability to read, analyze, and interprets general periodicals, professional journals,
technical procedures, or governmental regulations.
 Ability to write reports, correspondence, and procedure manuals consistent with the
duties of this position.
 Ability to effectively present information and respond to questions from administrators,
staff and the general public.
 Ability to receive and implement constructive criticism.
Reasoning Ability
 Ability to solve practical problems and deal with a variety of concrete variables in
situations where only limited standardization exists.
 Ability to interpret a variety of instructions furnished in written, oral, diagram, or
schedule form.
Other Skills and Abilities
 Demonstrates patience, respect, and understanding for students.
 Demonstrates a sense of professional responsibility.
 Excellent oral and written communication skills
 Ability to perform duties in full compliance with district requirements and School Board
policies.
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Education
Master's Degree from a School of Social Work accredited by the Council on Social Work Education (MSW)
Assume responsibility for own personal and professional development and maintenance of state
of the art skills in social work and licensing requirements, and continuing education programs.
License
Licensed by the State of New Mexico (LMSW or higher licensure); with a minimum of LMSW
Licensure and/or Administrative License. (add)
Essential Functions and Responsibilities
 Planning, managing, and providing social work services in the school.
 Developing and implementing intervention and treatment programs that students can
interpret and comply with.
 Communicating with students, assessing issues and identifying academic and mental
health goals.
 Performing continued assessments and developing new goal strategies.
 Operating under all appropriate rules and regulations and maintaining records of the
students.
 Coordinating with other social workers to maintain a well-balanced caseload and to set
up performance-improving strategies
 Document comprehensive psychosocial information clearly and concisely in a timely
manner.
 Participate in Quality Assessment and Performance improvement (QAPI) activities
 Demonstrate ability to be flexible, organized and function under stressful situations.
 Ability to analyze and interpret information to plan appropriate interventions
 Provide direct services to include: assessment, counseling, crisis intervention,
patient/family education, resource/referrals, financial resource identification, transition
planning, and patient/family advocacy.
 Undergo learning activities to increase understanding and job related skills and
knowledge base.
 Participate in the regular, systematic review and evaluation of clinical practice and
incorporate appropriate changes suggested in self and peer evaluation.
 Attend staff meetings, clinical conference, in-service.
 Participate in Quality Assessment and Performance improvement (QAPI) activities.
 Be able to identify the social issues and community needs.
 Developing strategies and budgetary planning for needs of mental health department in
collaboration with School Chief Development Officer and Principal.
 Organizing and coordinating the functions of the department.
 Defining departmental objectives and goals.
 Putting into effect policies, procedures and rules for organizational functioning.
 Forming alliances with state bodies and non-profit organizations for community welfare
 Representing the school in meetings and conferences, when necessary.
 Working in collaboration with school personnel for social programs involved in the
school.
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Supervising and directing social work team members in the preparation of social histories
and provision of social services within the staff’s level of competence.
Providing assistance in developing and social service activities, programs and resources
when appropriate and applicable.
Assessing and planning for the social requirements of individuals, groups, families, and
organizations.
Providing consultation on various social aspects of procedures, policies, and services to
students.
Conduct staff training in the most beneficial practice of clinical social work techniques in
order for staff to conduct the daily mental health class “Think In.”
Participating in general department meetings, treatment team, and case supervision
meetings.
Performs educational assessment of students, including an observation of the student,
review of the student’s educational history, conferences with the student’s teachers, and
an evaluation and analysis of the student’s academic performance and learning
characteristics.
Reports educational assessment findings are meetings as appropriate.
Maintains confidential records on all referred students and student/parent contacts in
accordance with federal and state law, ROH policy and the procedure of the special
education program.
Assesses student readiness for entry in the school program in accordance with policies
established by the New Mexico Public Education Commission.
Provides through and timely reports, data, information as requested.
Serves as a resource and/or consultant to school personnel on the nature, causes, and
solutions to the learning problems of children.
Ability to work in a challenging environment and handle high levels of stress stemming
from a diverse student population.
Miscellaneous Functions
 Maintain confidentiality of records, conditions, and other information relating to students,
employees, and the school.
 Adheres to dress code, appearance is neat and clean.
 Works independently, requiring minimal supervision in performance of duties.
 Maintain a good working relationship both within the department and with other
departments
 Follow and support school philosophy, policies and procedures
 Recognize pertinent and/or potential problems and communicate same to appropriate
personnel.
 Demonstrate appropriate behavior when dealing with conflict.
Continuing Education
Attends in-service and education programs; attends continuing education required for
maintenance of professional licensure.
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Position Title: Business Manager
Position Summary
The primary role and purpose of the business manager is to oversee and maintain the operation
of all financial and business affairs of the charter including accounting, payroll, purchasing, and
risk management and act as the chief financial advisor to the principal and the Governing
Council. Business manager must have an understanding of school accounting principles.
Qualifications
 Applicable knowledge of school finance, budgeting, accounting systems, and economics.
 Effective communication, public and interpersonal skills.
 Knowledge of personal computers and relations software to compile spreadsheets,
perform data analysis, and do word processing.
 Skilled in interpreting policy, procedures, and data.
 Capable of managing budget and personnel.
License
Current certified public accountant certificate
OR
 Bachelor’s, Master’s, or Doctoral Degree in Accounting or Business (earned from a
regionally accredited college/university)
OR
 Bachelor’s, Master’s, or Doctoral Degree in a related field with 24 semester hours in
accounting or business (earned from a regionally accredited college/university)
OR
 Associate’s Degree in Accounting or a related field with 24 semester hours in accounting
or
business (earned from a regionally accredited college/university) and verification of 3 years
of experience as a school business official Associate’s Degree in Accounting or a related field
with 24 semester hours in accounting or business (earned from a regionally accredited
college/university) and verification of 3 years of experience as a school business official
Essential Functions and Responsibilities
Fiscal Management
 Ensure that the principal is advised on the business affairs of the charter school.
 Analyze accounting practices, systems, and controls in all charter departments and
advise on improvements in their structure, implementation, and maintenance.
 Manage a revolving auditing program for all funds and work with the charter’s
independent and internal auditors while conducting audits.
 Maintain accounting systems that comply with laws and regulations.
 Devise period cash flow analysis to determine cash available for investment and payment
of bills.
 Manage charter investment portfolio.
 Supervise monthly bank settlement preparations for the operating, special revenue, debt
service, construction, tax, cafeteria, and athletic accounts.
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Audit statements of vendor and payroll clearing accounts.
Compile and enter all budget adjustments, additions, and deletions.
Assess and authorize all purchase orders and check requests and manage budget by
certifying availability of funds.
Help with drafting of budget and assessing the long- and short-range objectives for the
business operations of the charter.
Oversee needs evaluation for the enhancement of the charter business operations.
Collaborate with charter personnel to project student enrollments, staff needs, building
and facilities needs, energy needs, capital equipment needs and other cost items for the
charter and individual school improvement.
Monitor the business office budget and see that programs are cost effective and funds are
managed effectively.
Act as charter leader to achieve cost-effective practices throughout the school.
Confirm that business operations support the charter mission.
Ensure that the principal is advised on the business affairs of the charter school.
Analyze accounting practices, systems, and controls in all charter departments and advise
on improvements in their structure, implementation, and maintenance.
Manage a revolving auditing program for all funds and work with the charter’s
independent and internal auditors while conducting audits.
Maintain accounting systems that comply with laws and regulations.
Devise monthly bank settlement preparations for the operating, special revenue, debt
service, construction, tax, cafeteria, and athletic accounts.
Audit statements of vendor and payroll clearing accounts.
Compile and enter all budget adjustments, additions, and deletions.
Assess and authorize all purchase orders and check requests and manage budget by
certifying availability of funds.
Help with drafting of budget and assessing the long-and short-range objectives for the
business operations of the charter.
Oversee needs evaluation for the enhancement of the charter business operations.
Collaborate with the charter personnel to project student enrollments, staff needs,
building and facilities needs, energy needs, capital equipment needs and other cost items
for the charter and individual school improvement.
Monitor the business office budget and see that programs area cost effective and funds
are managed effectively.
Act as charter leader to achieve cost-effective practices throughout the school.
Documentation and Law
 Ensure policies established by federal and state law that apply to charter schools and local
board policy in area of business operations is being followed.
 Manage all hardcopy and computerized reports, records, and other documents required.
 Compile and review monthly financial statements and budget reports.
 Draft comprehensive annual financial report.
 Compile semi-annual financial reports for submission.
 Draft quarterly and final reports for all federal funds.
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Inventory
 Ensure accurate computerized inventory records of all of the charter’s assets.
 Maintain and direct sales of surplus salvage equipment for disposal.
 Oversee maintenance of replacement cost-asset inventory for insurance purposes.
 Receive and register bids, calculate results and draft written recommendations.
 Oversee the drafting f bids and bid specifications.
Personnel Management
 Compile, check and revise business department job descriptions.
 Devise training options and/or improvement plans to maintain superior business
operations.
 Oversee personnel and make accurate recommendations in regards to assignments,
retention, discipline, and dismissal.
Community Affairs
 Show knowledge of charter and community needs and implement programs to meet those
needs.
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Position Title: Teacher
Position Summary
The primary role and purpose of a teacher is to provide students with appropriate educational
activities and experiences that will enable them to fulfill their potential for intellectual,
emotional, physical and social growth. Teachers will help students develop the skills necessary
to be productive members of society.
Qualifications
 Understanding of subjects assigned.
 Working knowledge of curriculum and instruction.
 Capable of instructing students and managing their behavior.
 Exceptional organizational, communication and interpersonal skills.
Licenses New Mexico Teaching License with an endorsement in content area.
Essential Functions and Responsibilities
Instructional Strategies
 Design, write and use lesson plans that conform to the charters curriculum. Ensure
written plans are available for review.
 Ensure lesson plans show modifications for differences in student learning styles.
 Teach instructional subjects according to guidelines established by New Mexico
Department of Education, charter polices and administrative regulations.
 Implement appropriate instructional and learning strategies, activities, materials and
equipment to ensure comprehension of learning styles and student needs.
 Design instructional activities by using data from student learning style assessments.
 Collaborate with special education teacher on student Individual Educational Plan to
ensure all modifications are met.
 Collaborate with staff to determine charter requirement for the instructional goals,
objective and methods.
 Produce and oversee educational assistant and volunteer assignments.
Growth and Development
 Help students’ asses and enhance their study methods and habits.
 Produce formal and informal testing to evaluate student success.
 Coordinate and manage extracurricular duties as assigned
 Sponsor outside activities approved by the charter principal.
 Serve as an example for students.
 Support charter school mission.
Classroom Management and Organization
 Prepare classroom to enhance learning and to aid in physical, social and emotional
development of students.
 Control student behavior in agreement with the student handbook.
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

Ensure necessary and reasonable measures are taken to protect students, equipment,
materials and facilities.
Provide input on book, equipment and material selection.
Communication
 Establish communication rapport with parents, students, social worker, vocational
rehabilitation counselor, and principal.
 Create and maintain a professional relationship with colleagues, students, parents and
community members.
 Present information accurately through clear communication skills.
Professional
 Enrich job skills through professional development activities, workshops and in-services.
Other
 Keep up to date on and abide by state and charter regulations and policies for classroom
teachers.
 Gather, manage and file all reports, records and other documents required.
 Be active in faculty meeting and assist in staff committees as necessary.
Job Related Conditions
 Maintain control in stressful situations
 Extended hours may be required.
 Exposed to hostile environment.
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Position Title: Special Education Teacher
Position Summary
The primary role and responsibility is to provide services to special education students with
appropriate learning activities and experiences that will enable them to fulfill their potential for
intellectual, emotional, physical and social growth. The special education teacher will develop
student ability level instructional materials through modified curriculum and prepared lesson
plans. The special education teacher will conduct work in self contained, team, departmental or
itinerant capacity as necessary.
Qualifications
 Complete knowledge of special needs of students in assigned area.
 Complete knowledge of Individual Education Plan process and Individual Education
Education
Minimum of Bachelors degree in Education or related area
Licenses
New Mexico teaching license with endorsement in Special Education
Essential Functions and Responsibilities
 Consults with the appropriate school personnel directly responsible for the
implementation of the IEP for special needs students.
 Acts as a liaison with the classroom teacher(s) for the purpose of ensuring the
implementation of the established IEP of an assigned student.
 Actively participates in the deliberations and classification of special needs students and
assists in the planning of Individual Educational Programs (IEP).
 Coordinates, develops, monitors and evaluates the effectiveness of the IEP.
 Identification of all types of exceptional students within the school system.
 Provides through and timely reports, data, information as requested.
 Ability to work in a challenging environment and handle high levels of stress stemming
from a diverse student population.
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Position Title: Physical Education Instructor
Position Summary
Physical Education Teachers instruct school-age students on healthy living, exercise and
physical fitness. They organize and supervise athletic activity during class and instruct students
on proper exercise routines and technique. Nearly all schools from first grade through the end
of high school employ Physical Education Teachers.
Qualifications
 Have excellent verbal communication skills
 Good at motivating people
 Ability to remain patient
 Possess extensive knowledge of physical fitness, sports and exercise
Education
Bachelor Degree in Education
Licenses
Valid New Mexico teaching license with endorsement in Physical Education
Essential Functions and Responsibilities
 Coaching
 Physical therapy
 Personal training
 Professional athletics
 Nutrition
 Biology
 Exercise planning
 Psychology
 Sports medicine
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Position Title: Educational Assistant
Position Summary
The primary role and responsibility is to assist certified staff in providing delivery of the
instructional program.
Qualifications
 Must have a total of 15 or more college credits
 Effective communication skills, both verbal and written.
 Flexibility, organization, decision-making and problem solving skills.
 Interpersonal skills with diverse populations’ in-person and on the telephone.
 Ability to meet deadlines and work on multiple projects.
Education
High School Diploma or equivalent
Licenses
Educational Assistant Paraprofessionals through the Public Education Department
Essential Functions and Responsibilities
 Works with individuals and small groups in the classroom to reinforce material
introduced by the teacher.
 Serves as a model in developing students’ language and behavior.
 Collects, prepares and arranges resource material for use by certified personnel.
 Operates support equipment and monitors testing or make-up work by students.
 Maintains classroom records, prepares reports as requested by the classroom teacher or
principal, scores tests, processes books, manages supplies and classroom equipment as
needed.
 Monitors student activities in classrooms, school grounds, hallways, lunchrooms, field
trips, etc.
 Provides support for non-instructional classroom duties such as monitoring, restrooms,
clothing areas, etc.
 Complies with state-approved Code of Ethics of the Education Profession and upholds
and enforces rules, administrative directives and regulations, school board policies, and
local, state and federal regulations.
 Articulates and facilitates the implementation of the mission and values of The ROH
Charter School.
 Safeguards confidentiality of privileged information.
 Prepares and maintains accurate and complete records and reports as required by law,
state directives, District policy and administrative regulations.
 Shares the responsibility for the supervision and care of District inventory, proper and
safe use of facilities, equipment and supplies, and reports safety hazards promptly.
 Maintains professional relationships and works cooperatively with employees, the
community and other professionals.
 Maintains professional competence through individual and staff training, in-service
educational activities and self-selected professional growth activities.
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
Attends and/or conducts staff meetings and participates on committees within area of
responsibility.
Performs other tasks related to area of responsibilities as requested or assigned by an
immediate supervisor.
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Position Title: Probation Officer
Position Summary
Juvenile probation officers primary objective is to assist problem adolescents to become active,
healthy participants in society through counseling, motivating, assisting with help from
additional programs, rehabilitation, substance abuse counseling, and monitoring of activities. As
a juvenile probation officer you will be expected to take notes and keep well documented case
files, assess the progress of the individual, and make recommendations when necessary for
additional treatment programs. The position is also referred to as a correctional treatment
specialist, juvenile counselor, or juvenile caseworker.
Qualifications
 Previous experience working with youth
 Bilingual or additional languages spoken a plus
 Must pass criminal background check; no felonies
Education
Bachelor's degree in criminal justice, corrections, or related field
Essential Functions and Responsibilities
 Perform social investigations and evaluations of juvenile offenders
 Conduct interviews with relatives, employers, and members of other social programs
 Prepare written assessments with recommendations to court
 Acts as advisor, supervisor, and counselor in accordance with court directives
 Refers juvenile to additional social programs or assistance as needed
 Must appear and testify in court hearings
 Meet with juvenile offender on a regular basis at corrections office or offsite as needed
 Must be able to provide crisis intervention in high risk situations
 Ability to communicate effectively with youth as well as with a judge, attorneys, court
personnel, and families.
Position Title: Vocational Rehabilitation Counselor
Position Summary
The Vocational Rehabilitation Counselor focus specifically on career counseling and career
development employment preparation, achieving independence, and integration in the workplace
community of a student with special education students within the ROH. The counselor also
provides transition services and develops individualize education plan (IEP) to ensure
appropriate transition planning and coordinates community vocational services.
Education
Master’s Degree in Rehabilitation Counseling (earned from a regionally accredited
college/university) OR 15 semester hours of credit in rehabilitation counseling in the areas of
vocational/transition assessment, medical aspects of disability, psychosocial and/or psychocultural aspects of disability, case management in rehabilitation counseling, issues and practices
in rehabilitation counseling, or placement aspects of rehabilitation counseling
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License State of New Mexico Level I, II or III Rehabilitation Counselor License
Essential Functions and Responsibilities
 Provide leadership in curricular changes to facilitate school to career transitions.
 Serve as inter agency liaison between school, community agencies and employers.
 Provide career counseling services to special education students.
 Provide technical assistance to special education teachers in developing and
implementing transition plans.
 Coordinate program development which support transition planning and provide a
continuum of career development activities.
 Assist with course selection and registration for students to assist in meeting transition
plans.
 Provide career and post secondary planning information and assistance to parents of
special education students.
 Collaborate with general education staff involved in school to career transitions
programs.
 Collaborate with special education director to ensure implementation of transition plans.
 Maintain current labor market information, post secondary information and provide
materials to assist in identification of students’ preferences and skills.
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Position Title: Information Technology Specialist
Position Summary
To diagnose, repair, maintain and install software and hardware upgrades to school computers,
networks and related peripherals and provide technical support, consultation, recommendations
and training to faculty and staff to facilitate academic success.
Qualifications
Education: Requires a High School Diploma. Knowledge of computer networks, communication
software, and cross-platform hardware requirements. Two years of experience in a computer
related field with software configuration experience. Certification in software development,
operating systems and hardware maintenance is desirable.
Essential Functions and Responsibilities
 Effective communication skills, both verbal and written,
 Flexibility, organization, decision-making and problem solving skills.
 Interpersonal skills with diverse population’s in-person and on the telephone.
 Ability to meet deadlines and work on multiple projects.
 Knowledge of word processing, database and spreadsheet software.
 Certification in software development, operating systems and hardware maintenance
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Position Title: Administrative Secretary Level III
Position Summary
The primary role and purpose of the administrative assistant is to organize and maintain the
normal work activities of the office of administration. S/he will provide clerical duties to
the principal and other charter staff. Attend to visitors and deal with inquiries on the
phone and face to face. Supply information regarding the organization to the general
public, clients, customers, and assist the principal with the school lottery process.
Qualifications
 Exceptional keyboarding, word processing and file maintenance skills
 Strong communication and interpersonal skills
 Basic math skills
 Knowledge of personal computer and software in order to compile spreadsheets and
databases and word processing
 Verbal and written communication skills
 Professional personal presentation
 Customer service orientation
 Information management
 Organizing and planning
 Attention to detail
 Initiative
 Reliability
 Stress tolerance
 Knowledge of administrative and clerical procedures
 Knowledge of computers and relevant software applications
 Knowledge of customer service principles and practices
Education
A high school diploma or equivalent
Essential Functions and Responsibilities
 Answer telephone, screen and direct calls
 Take and relay messages
 Provide information to callers
 Greet persons entering organization
 Direct persons to correct destination
 Deal with queries from the public and customers
 Ensures knowledge of staff movements in and out of organization
 General administrative and clerical support
 Prepare letters and documents
 Receive and sort mail and deliveries
 Schedule appointments
 Maintain appointment diary either manually or electronically
 Organize meetings
 Tidy and maintain the reception area
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
Compile, maintain, and file all physical and computerized reports, records, and other
documents required including accurate and timely reports of maximum attendance to
requisition textbook.
Records and Correspondence
 Draft correspondence, forms, reports, etc. for the principal and other departments and
staff members using a personal computer
 Prepare data as needed when completing state and local reports
 Organize and manage hard copies and computerized departmental files
 Manage student records as needed
Other




Answering incoming calls, take accurate messages and transfer to appropriate staff
Oversee appointment schedules and make travel arrangements for department staff
Receive, sort and deliver mail and other documents to department staff
Insure confidentiality of information
Job Related Conditions
 Maintain control in stressful situations
 Manage time with frequent interruptions
 Extended computer time
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Position Title: Community Support Specialist
Position Summary
The job of Community Support Liaison was established for the purpose/s of providing support to
the instructional program with specific responsibilities for supporting work experience
opportunities for at-risk/special education students by maintaining liaisons with community
businesses and organizations; recruiting presenters; developing pre-employment and
employment skills; providing information and/or direction to students; and promoting programs
with staff and parents.
Qualifications
 SKILLS are required to perform multiple tasks with a potential need to upgrade skills in
order to meet changing job conditions.
 Specific skill-based competencies required to satisfactorily perform the functions of the
job include: applying and interpreting assessment instruments; operating standard office
equipment including using pertinent software applications; and preparing and
maintaining accurate records.
 KNOWLEDGE is required to perform basic math, including calculations using fractions,
percents, and/or ratios; read a variety of manuals, write documents following prescribed
formats, and/or present information to others; and analyze situations to define issues and
draw conclusions. Specific knowledge-based competencies required to satisfactorily
perform the functions of the job include: safe practices in work sites and other activities;
correct English usage, grammar, spelling, punctuation and vocabulary; record keeping
techniques; modern office practices and procedures; and pertinent federal/state labor
laws and/or program requirements.
 ABILITY is required to schedule a number of activities, meetings, and/or events; gather,
collate, and/or classify data; and use job related equipment. Flexibility is required to
independently work with others in a wide variety of circumstances; work with data
utilizing defined and similar processes.
 Ability is also required to work with a diversity of individuals and/or groups; work with
a variety of data; and utilize job-related equipment. Problem solving is required to
identify issues and create action plans. Problem solving with data requires independent
interpretation of guidelines; and problem solving with equipment is limited. Specific
ability-based competencies required to satisfactorily perform the functions of the job
include: communicating with diverse groups; maintaining confidentiality; working as
part of a team; and meeting deadlines and schedules.
 Responsibilities include: working under limited supervision following standardized
practices and/or methods; leading, guiding, and/or coordinating others; and operating
within a defined budget. Utilization of resources from other work units is often required
to perform the job's functions. There is a continual opportunity to impact the
organization’s services.
Education
High School diploma or equivalent.
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License:
Education Assistant Paraprofessional through the Public Education Department
Continuing Educ. / Training
Criminal Justice Fingerprint/Background Clearance
Essential Functions and Responsibilities
 Assists vocational coordinator, teachers and related staff for the purpose of supporting
lesson plans and/or developing students' vocational skills.
 Collects proper documentation for the purpose of meeting the required items for program
participation and/or parent/guardian approval.
 Coordinates employer and school partners for the purpose of meeting the work education
objectives.
 Counsels students in job search skills for the purpose of informing them of employment
and career options. Maintains a variety of confidential and non-confidential manual and
electronic lists and records for the purpose of documenting activities and/or providing
reliable information.
 Monitors student performance in a variety of work sites according to program guidelines
(e.g. visits job sites, obtains employer evaluations, serves as a liaison between employer
& student, etc.) for the purpose of identifying areas requiring additional training on
techniques and methods for maintaining solid work habits.
 Monitors student's job locations for the purpose of ensuring compliance with pertinent
child labor laws, insurance guidelines, and safety.
 Participates in a variety of meetings, workshops and committees (e.g. community
sponsored events, award ceremonies, career events, etc.) for the purpose of conveying
and/or gathering information required to perform functions and remaining knowledgeable
of program guidelines.
 Prepares a variety of documents, reports and written materials (e.g. reports, instructions,
memos, etc.) for the purpose of communicating information to parents and staff,
providing written support, developing recommendations and/or conveying information.
 Responds to inquiries from a variety of internal and external sources for the purpose of
providing information and/or direction as may be required.
 Trains representatives of participating organizations for the purpose of complying with
program guidelines.
 Assists youth in preparing for testing, interviews, and obtaining proper documentation to
meet program objectives.
 Tutors students in vocational skills (e.g. work requirements, interviewing skills, self
determination, etc.) for the purpose of enhancing their readiness for employment.


Make the connections and that young adults need for successful employment, post
secondary education and training, home, and community participation
The usual and customary methods of performing the job's functions require the following
physical demands: some lifting, carrying, pushing, and/or pulling; some stooping,
kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the
job requires 40% sitting, 20% walking, and 40% standing. The job is performed under
some temperature extremes and in a generally hazard environment.
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Other Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective
functioning of the work unit.
Provide a staffing plan for each year of the first charter term, including the proposed pupilteacher ratio to support the educational plan.
ROH
YEAR 1
YEAR 2
YEAR 3
YEAR 4
YEAR 5
9-12
250
9-12
250
9-12
250
9-12
250
9-12
250
Principal
1
1
1
1
1
Business Manager
1
1
1
1
1
Academic Counselor
1
1
1
1
1
Full Time Teachers
18
18
18
18
18
Educational Assistants
3
3
3
3
3
IT Coordinator
1
1
1
1
1
Administrative Secretary
1
1
1
1
1
Clinical Chief Development Officer
1
1
1
1
1
Probation Officer
1
1
1
1
1
Vocational Rehabilitation Counselor
1
1
1
1
1
Community Support Liaison
2
3
3
3
3
Grade Level Served
Expected Enrollment
E. EMPLOYEE RELATIONS
Provide an explanation of the relationship that will exist between the proposed charter school
and its employees.
ROH strives to create a relationship with employees that will embrace the mission of the school
while fostering a healthy educational environment for ROH staff. Pursuant to the New Mexico
School Personnel Act, ROH commits to establishing a relationship with its employees that is
founded on mutual respect; and in compliance with all legal requirements toward ROH’s
educational goals.
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All ROH faculty and staff are expected to adhere to principles in matters of personal conduct,
and to exhibit a high degree of personal integrity at all times. This not only involves respect for
the rights and feelings of others, but also demands that staff refrain from any behavior that might
be construed as harmful or that might be viewed unfavorably by current or potential students,
parents/guardians, or the public.
Provide a description of the school’s personnel policies and procedures that comply with all
applicable federal statutes and regulations including the school personnel act.
ROH’s employee handbook will govern conduct, expectations, and related concerns that may
include conflicts that will be handled in a timely and equitable fashion. Personnel will adhere to
all of the school’s policies and procedures outlined in the employee handbook, as well as to
operate pursuant to the provisions of the School Personnel Act, 22-10A-1 NMSA 1978.
In accordance with the 1999 Charter Schools Act, ROH will hire all employees of the school
directly subject to compliance with Federal and State rules and regulations. ROH will uphold the
law in the following hiring practices:
1. Title VII of the Civil Rights Act of 1964. Prohibits discrimination on the basis of race,
color, religion, national origin, and sex. It also prohibits sex discrimination on the basis of
pregnancy and sexual harassment.
2. The Equal Pay Act of 1963. Prohibits employers from paying different wages to men and
women who perform essentially the same work under similar working conditions.
3. The Civil Rights Act of 1966. Prohibits discrimination based on race or ethnic origin.
4. The Immigration Reform and Control Act of 1986. Prohibits discrimination on the basis
of national origin or citizenship of persons who are authorized to work in the United
States.
5. The Americans with Disabilities Act. Prohibits discrimination against persons with
disabilities.
6. The Bankruptcy Act. Prohibits discrimination against anyone who has declared
bankruptcy.
7. Equal Employment Opportunity Act. Prohibits discrimination against minorities based on
poor credit ratings.
8. The Age Discrimination in Employment Act (ADEA). Prohibits discrimination against
individuals who are age 40 or above.
The Principal and/or his/her designee shall ensure that these policies are implemented throughout
ROH. Any infractions of policies shall be reported immediately to the Principal and/or, his/her
designee. All staff will be required to read and sign that they have received a copy of the
handbook and that they understand its content.
The ROH Governing Council will adopt its own written policies and procedures in compliance
with Federal and State laws regarding the recruitment, promotion, discipline and termination of
personnel, methods for evaluation performance, and a plan for resolving employee related issues.
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Provide proposed salary schedules that comply with the minimum salary requirements as
identified in the School Personnel Act for all employees.
The ROH will make use of the following minimum salary schedules.
These salary schedules are subject to available funding and final approval of the Governing
Council and Principal. As needed, this schedule may be modified to be competitive with local
school districts.
ADMINISTRATIVE SALARY SCHEDULE
Position
Annual Salary
Chief Development Officer
79,000
Principal
Business Manager
75,000
60 ,000
Clinical/Special Education Director
Academic Counselor
66,000
40,000
MINIMUM SALARY SCHEDULE FOR TEACHERS
Years
Level I BA
Level II BA BA + 15
MA +
1
30,000
3
31,000
40,000
40,500
41,000
5
40,500
41,000
41,500
7
41,000
41,500
42,000
9
41,500
42,000
42,500
50,000
11
42,000
42,500
43,000
50,500
13
42,500
43,000
43,500
51,000
15
43,000
43,500
44,000
51,500
17
43,500
44,000
44,500
52,000
19
44,000
44,500
45,000
52,000
21
44,500
45,000
45,500
53,500
23
45,000
45,500
46,000
53,000
25
45,500
46,000
46,000
54,000
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Page 107
Describe the evaluation process for staff that will include evaluation of teachers by a licensed
school administrator.
Performance evaluations are a management tool designed to determine the effectiveness of
teaching, staff interactions, and community collaborations and to help the employee strengthen
their overall performance. The Principal will be responsible for the supervision and evaluation of
all faculty and staff in accordance with State regulations. Evaluations will be conducted in both
an informal and formal process. Teachers and staff will be evaluated based upon their ability to
further the mission of ROH by working collaboratively with all school staff, parents, and
community.
Informal evaluation of teachers will be ongoing and will consist of class room drop-in
observations, observation of teacher to student and/or parent interactions. Other informal
evaluations will be assessed based upon interactions with teachers, co-workers, and community
partners.
Formal evaluations will include end of quarter student to teacher evaluation and Professional
Development Plans (PDP) observations. ROH requires that PDP’s align with the mission of
ROH and New Mexico Teaching Standards. The Principal will meet with all staff members soon
after employment to discuss school goals and staff goals. The Principal will do observations of
staff on a quarterly basis. After observation, staff members will meet with the Principal to
discuss the progress toward goals set in their PDP’s. Employees who do not conform to the
standards of ROH may be placed on a Performance Improvement Plan.
Teachers will be required to submit lesson plans one week in advance. Lesson plans will also be
utilized as an annual evaluation tool.
Evaluation of the Principal will be the responsibility of ROH’s Governing Council to determine
the Principal’s effectiveness and efficiency of his/her leadership. The details of the formal
responsibilities and job description will be provided to teachers in the ROH employee handbook
consistent with the applicable laws and ROH’s policies and procedures.
Explain the school’s staff-discipline process that provides for due process.
Initial conflict between employees will first be directed to the Principal. The Principal of ROH
will actively utilize mediation principles to support positive communication and encourage
healthy communication strategies to resolve conflict.
If the conflict between employees is not resolved, the employee has the right to speak to the
Governing Council. A resolution may be in collaboration between the Principal and Governing
Council. However, the Council also reserves the right to make a decision based upon the
information submitted by the employee and the Principal without a hearing. Throughout the
grievance process, all documentation related to the grievance/appeal will be forwarded to
appropriate individuals. Any decision/resolutions made will be put in writing and made a part of
the employee’s personnel file.
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However, if the conflict persists, the Principal and Governing Council will refer to the New
Mexico standards found in the New Mexico School Personnel Act and in accordance with
NMSA 2009 §22-10A-24 in order to make a final decision.
F. STUDENT ENROLLMENT PROCEDURES AND DISCIPLINE POLICY
Describe the school’s admission policies and procedures, including an explanation of the
timeline for admission
ROH does not discriminate on the basis of race, ethnic or national origin, citizenship, religion,
gender, and/or disabilities. Students who have obtained high school eligibility and wish to enroll
in ROH must first submit a letter of intent during the enrollment period. This letter outlines the
necessary documents needed for enrollment and the letter is an indicator of student/parent
interest in attending ROH. Letter of intent will be found on the ROH website and may be
submitted electronically, mailed in, or faxed. This letter will begin the student’s enrollment, and
a lottery number will be assigned in the event that interest exceeds the enrollment capacity. The
enrollment period begins March through May. The months of June and July will allow for
students and parent/guardians to be notified and to have all necessary documents in order to
begin the enrollment/assessment process at ROH.
As per NMSA Section 22-8B-4.1 NMSA 1978 enrollment and the lottery will be governed
by the following rules:
 A start-up school may either enroll students on a first-come, first-served basis or through
a lottery selection process if the total number of applicants exceeds the number of spaces
available at the start-up school.
Subsequent enrollment practice shall give enrollment preference to:
 Students who have been admitted to the charter school through an appropriate admission
process and remain in attendance through subsequent grades; and
 Siblings of students already admitted to or attending the same charter school.
ROH will employ various means of advertisement for student recruitment. The School’s
recruitment will be directed by the Chief Development Officer. Targeted efforts are comprised
of the following: direct contact with Juvenile Justice Department, Children, Youth and Family
Department, community based organizations, word of mouth, billboards, newspapers, radio and
TV ads, web page, and a brochure sent to the homes of potential students. All announcements
will be done in both English and Spanish. The application deadline will be communicated in
these documents.
Describe the schools lottery process
Each interested applicant letter will be assigned a number starting with the current year and
another sequential number. All applicants will be drawn randomly by a bingo type process at an
open public meeting to be held in June. The drawing will continue until all available spots are
filled. Should there be more applicants than spaces, the remaining applicants will be placed on a
waiting list and when a vacancy is available they will be called in the order they are placed on
the list.
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Applications will be taken from March through May for the September enrollment. Recruitment
will begin January and the lottery will be held in June. If there are spaces available after the
application period, the lottery will not be necessary. Students already enrolled and their siblings
will have first priority. Children of school employees must go through the lottery process. After
the lottery, any students not selected will be placed on a waiting list. The School will comply
with 22-8B-4.1 NMSA 1978 (start up schools, existing charter school thereafter).
Students must enroll within two weeks of lottery selection. If they do not enroll, students will be
called from the waiting list.
ROH will comply with all federal and state laws and regulations regarding student admission
(NMSA 1978, Section 22-8 B4 A).
Upon enrollment, students will take academic placement, mental health, and vocational
assessments. These will be required in order to evaluate the students’ mental health needs and to
place them into the appropriate classes. An orientation will be held to go over the student
handbook and expectations. Additionally, an individual meeting will be held with the student’s
mentor teacher in order to discuss student’s mental health, vocational and academic goals.
Provide a brief description of the proposed student discipline policy that complied with the
Student Rights and Responsibilities set forth in the Public Education Department rules and
regulations at 6.11.2. NMAC. (Note: Include the proposed student discipline procedures in the
appendices.)
ROH’s believes that it is crucial for the School to provide a safe environment which is conducive
to learning and in which students can grow and develop academically, mentally and socially.
ROH will maintain an environment which is free of harassment, bullying, violence, abuse, and
discrimination. Establishing and maintaining school safety will be accomplished by a shared
sense of ownership by students, administration, faculty, staff, parents, and community partners.
The ROH’s Code of Conduct emphasizes a respect for self and others. Student expectations and
consequences for infractions are clearly explained in Student Handbook (Appendix 118). The
Student Handbook will be introduced to each student during orientation at the beginning of the
school year and students will be asked to sign a copy of an Acknowledgement and
Understanding form.
Discipline of students who qualify under IDEA will be addressed in accordance with applicable
federal and state law and regulations. The discipline procedures for these students follow the
requirements of 20 USC 1415(k) (1) and (7), CFR 300.530, and 300.531 NMSA.
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G. FACILITIES
If the school site has not been selected/secured:
The school site has not been selected or secured yet. However the Governing Council members
are actively engaged in finding a suitable site for the school in the greater Albuquerque area. The
Governing Council of the school estimates that space required for the first year of operation will
be approximately 20,600 square feet based on 6.27.30 NMAC (New Mexico Public School
Adequacy Standards) and using 250 students as a starting number and in time increasing to 300
students. Final layout and size of the facility will be done in consultation with a professional
architect to insure compliance with NMAC 6 27 30 and all other codes or requirements.
Describe a reasonable plan to identify and secure an adequate facility.
The school’s initial educational program requires 20 classrooms, 2 labs chemistry/physics/
biology, a computer lab, teacher’s resource area/lounge, nurse’s office, administrative offices,
reception area, conference room, cafeteria/multipurpose hall. As resources and financing allows
a gymnasium/athletic facility/aquatic facility, and additional vocational areas and tooling will be
added. Upon approval of the charter, a professional architect will be hired to design the layout
and propose a phasing sequence of the facility. The Public School Facility Authority will be
consulted in this process, as needed.
ROH understands that the School is required to meet educational adequacy standards pursuant to
22-8B-4.2 NMSA 1978. The Governing Council is looking for a site that will meet the
regulatory guidelines, provide a safe and quality learning environment, and meet budget
requirements. However, if it is not possible to meet all of these standards simultaneously when a
site is selected, the PSFA, pursuant to NMAC 6 27 30 22, will be consulted, as appropriate, in
order to insure compliance to all applicable codes and regulations to become operational in a
timely manner. The Governing Council will work with an architect and PSFA to implement
necessary improvements. The facility will meet educational occupancy requirements before it
admits students.
ROH plans to secure a school site as soon as possible upon charter approval. When the space is
acquired, the Governing Council will work with the School’s architect to insure that the facilities
will meet the applicable code requirements for a public school. The school will then present the
plans to PSFA for approval.
Upon approval of plans, the School will enter into a contract with the building owner and
contractors and a tentative timeline will be created. The Governing Council recognizes that the
school opening may be dictated by permitting/approving/licensing agencies and will work
closely with these agencies to facilitate the permitting process and develop a realistic timeline.
ROH recognizes the need to comply with requirements of 22-8B-4.2 NMSA 1978 and all
applicable laws, including local health and safety ordinances, and the Statewide Adequacy
Standards for public schools. The PSFA, Bernalillo County, and City of Albuquerque will be
consulted to ensure that the site identified is appropriate for a school building before entering
into a binding agreement. The founders also understand that an appropriate educational
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occupancy certificate must be obtained before beginning operations. They further acknowledge
that the site also must comply with 22-8B-12B NMSA 1978. The School will demonstrate that
the facility meets the requirements of 22-8B-4.2 NMSA 1978 in accordance with applicable rules
of PEC.
A facility that will adequately support the implementation of the ROHs educational plan is one
which considers the following:
 A prime location based on the demographics most appropriate for ROH.
 A location in which not only has a facility with an open floor plan and on a property with
plenty of space for expansion.
 An existing structure that can accommodate the minimum square footage of 20 square
feet per student.
 Adaptability and flexibility of spaces.
 Implementation of security.
Classrooms will be grouped and circulation of the school will be based on function and security.
Students need to feel safe in their environment but also comfortable in order to study at their
greatest potential. The school facilities should allow for students
The plan to identify and secure an adequate facility begins with a search for an existing building
with an open floor plan large enough to be fit the square foot minimums as developed on the
chart above. An adequate facility would:
Provide the proposed capital outlay needs for the facility, including projected requests for
capital outlay assistance for the school.
No access to funding for a facility has yet been granted because the School’s charter has not been
approved. Specific facility commitments will be considered once the Charter Application is
approved. The school intends to apply for lease reimbursement payments in compliance with the
Public School Facility Authorities procedures. The governing council will consider either a long
term lease arrangement or outright purchase of a property.
Possible future projected capital outlay needs may include:
 Various facility improvements, expanding capacity to 300 students.
 Gymnasium/Sports Fields/Aquatic Facility/Improved Athletic Facilities
 Vocational shops/tooling
 Grounds improvements
 Street front improvements
 Greenhouse
Measures to promote community involvement in the ROHs vision for an adequate facility
 Have products donated
 Have services donated
 Companies can become sponsors by providing their products for the facility.
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Some projected capital outlay needs include:
 New facility
 Dormitories
 Gymnasium
 Sports fields
 Vocational shops
 Grounds improvements
 Street front improvements
 Greenhouse
H. OTHER STUDENT SERVICES
Describe the school’s plans for meeting the transportation needs of its students and plans for
contracting services for transportation, if applicable
ROH does not plan to provide transportation for its students. It will be the parents’ and/or the
students’ responsibility to ensure transportation to and from school for their son and/or daughter.
Describe the school’s plans for meeting the food services needs of its students and plans for
contracting services for food services, if applicable
ROH will offer hot lunches to students via a contract arrangement with a food-service provider.
The School also intends to enter into the USDA National School Lunch and Breakfast Program.
All food services will meet or exceed State and National standards for health, nutrition, safety,
and food service. Breakfast will be provided if an agreement is reached with the food service
provider.
Describe the school’s plans for providing student access to other services, including but not
limited to counseling and health services and plans for contracting services, if applicable
ROH will provide its students access to counseling services via in-house social workers. ROH
plans to provide health services via a contract with a certified registered nurse. Other contract
service providers will be Speech & Language Pathologists, Occupational Therapists, and
Physical Therapists. Background checks will be performed for any contract service sought from
outside sources.
VIII. REQUIREMENTS
A. LEGAL LIABILITY AND INSURANCE COVERAGE
Provide a statement that the charter school will participate in coverage by the public school
insurance authority and will comply with all applicable rules of that authority
ROH will participate in applicable coverage’s by the Public School Insurance Authority and will
comply with rules of that authority. ROH will retain liability, property, workers compensation
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and any other insurance required by the New Mexico Public School Authority unless it is
specifically released from this obligation by the NMPSIA board, pursuant to NMSA 1978 §2229-9A. In addition, ROH will provide Workman’s Compensation Insurance and will adhere to
all statutory requirements. As per the NM Charter Schools Act, ROH agrees that the Public
Education Commission and the Public Education Department are not liable under the 1999
Charter Schools Act for any and all acts or omissions made by ROH or its Governing Council.
B. WAIVERS
List the specific waivers that will be requested from the department’s requirements, rules, and
provisions of the Public School Code pertaining to individual class load, teaching load, length of
the school day, staffing patterns, subject areas, purchase of instructional material, evaluation
standards for school personnel, school principal duties, driver education, and graduation
requirements
Evaluation of School Personnel 22-10-6
The Governing Council shall approve the content of the evaluation for the school principal.
School principal duties NMSA 1978 §22-10A-18
The school requests a waiver from the traditional duties assigned to a public school principal.
The school principal will not report to the local superintendent of schools, nor the Charter
Schools Division or the Public Education Commission. She will act as liaison between the
authorizer and the charter school.
Purchase of instructional materials NMAC 6.75.2.1-12
The school requests a waiver to purchase instructional materials that will align with the
curriculum, as well as materials that may later be identified by the professional staff hired by the
school.
Length of school day NMAC 6.30.2.10H
The school requests a waiver for a longer school day because extra time will be needed to
accommodate our unique program.
General use classroom NMAC 6.27.30.13
The school requests a waiver because the location has yet to be determined. However,
classrooms will be sure to accommodate educational needs. Flexibility and adaptability will be
needed in designing the learning space.
Specialty classroom NMAC 6.27.30.14
The school requests a waiver because the location has yet to be determined. However,
classrooms will be sure to accommodate educational needs. Flexibility and adaptability will be
needed in designing the learning space.
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Physical education NMAC 6.27.30.15
The school requests a waiver because the location has yet to be determined. However,
classrooms will be sure to accommodate educational needs. Flexibility and adaptability will be
needed in designing the learning space.
Libraries/Media centers NMAC 6.27.30.16
The school requests a waiver because the location has yet to be determined. However,
classrooms will be sure to accommodate educational needs. Flexibility and adaptability will be
needed in designing the learning space.
Food service NMAC 6.27.30.17
The school requests a waiver because the location has yet to be determined. Due to the unknown
condition of the site, flexibility to lay out the food service area may be required.
Other facility areas NMAC 6.27.30.18
The school requests a waiver because the location has yet to be determined. Due to the unknown
condition of the site, flexibility may be required.
General storage NMAC 6.27.30.19
The school requests a waiver because the location has yet to be determined. Due to the unknown
condition of the site, flexibility and adaptability may be required.
Maintenance/janitorial NMAC 6.27.30.20
The school requests a waiver because the location has yet to be determined. Due to the unknown
condition of the site, flexibility may be required.
Site (staff and student parking) NMAC 6.27.30.10
The school requests a waiver because the location has yet to be determined. Due to the unknown
condition of the parking lot, a waiver may be required for the number of parking lots.
Staffing patterns NMAC 22-10A-20
The school may require a waiver because extra resources may be needed to provide its students a
rigorous and challenging program.
Subject Areas NMAC 22-8B-5
The School may require a waiver in the number of classes in order to offer its students a well
rounded program which will provide unique educational experiences.
ROH will operate in compliance with all applicable federal, state and local laws, rules and
regulations, unless specifically waived. Waivers from specific state law may be requested, now
and at later date, by submitting such a request, in writing, to the Public Education Department.
NMSA 1978 §22-8B-5(2006) provides that the Department will waive requirements or rules and
provisions of the Public School Code pertaining to individual class load, teaching load, length of
the school day, staffing patterns, subject areas, purchase of instruction materials, evaluation
standards for school personnel, school principal duties and drivers education. Pursuant to this
provision, ROH is identifying the automatic waivers it intends to implement and how it will
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address the waiver from the Public School Code. The Governing Council reserves the right to
request other waivers from PED codes and regulations during the length of its charter. The
Governing Council will formally approve a request for additional waivers from time to time, and
forward such request to the PED and the charter authorizer.
IX. APPENDICES
Section Titles
Page Number(s)
A. SCHOOL’S PROPOSED PERSONNEL POLICIES
116-142
B. SCHOOL’S PROPOSED STUDENT DISCIPLINE
PROCEDURES
143-150
C. COMPLETED FORM 910B5
151-165
D. COMPLETED 5-YEAR BUDGET PLAN
166-167
E. BIBLIOGRAPHY (if applicable)
168-169
F. ACRONYM LIST (if applicable)
170
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A. Ray of Hope School’s Proposed Personnel Policies
TABLE OF CONTENTS
CODE OF CONDUCT
EEO/Sexual Harassment Policy…………………………………………………… 1
Sexual Harassment Misconduct with Students………………………………….. 2
Prohibited Contact with Students…………………………………………………. 2
Harassment……………………………………………..………………………… 2
Search and Seizure………………………………………………………………… 3
Disciplinary Action ………………………………………………………………. 3
Administrative Leave Pending Possible Disciplinary Action …………………… 3
Problem/Conflict Solving………………………………..………………………… 3
Complaint Process…………………………………………………………………. 3
Violation Procedure………………………………………………………………. 3
Anti-Violence…………………………………………………………………...… 4
Weapons……………………………………………………………………….….. 4
EMPLOYMENT
Employee Background Check……………………………………………………... 4
Immigration Law Compliance……………………………………………………... 4
Employee Status…………………………………………………………………… 4
Personnel File ……………………………………………………………………... 5
Licensure…………………………………………………………………………… 5
Performance Reviews……………………………………………………………… 5
Teaching Notes…………………………………………………………………….. 6
Performance of Duty………………………………………………………………. 6
Private Activities during Work Hours……………………………………………. 6
Professional Development (In-Service).………………………..………………… 6
Outside Employment……………………………………………………………… 7
Tutoring or Advising for Pay……………………………………………………… 7
Participation in Political Activities………………………………………………… 7
Confidentiality of Student Records………………………….……………………. 7
Dress Code – Appearance & Conduct…………………………………………….. 7
Insubordination……………………………………………………………………. 8
Submission of Information………………………………………………………… 8
Drugs, Alcohol, Tobacco………………………………………………………….. 8
Conflicts of Interest……………………………………………………………….. 8
SALARY & COMPENSATION
Salary Schedule…………………………………………………………….……… 8
Hourly Rate………………………………………………………………………… 8
Working Hours…………………………………………………………………….. 9
Time Sheets…………………………………………………………………........... 9
Mandatory Deductions…………………………………………………………….. 9
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Direct Deposit ……………………………………………………………………... 10
Time off……………………………………………………………………………. 10
Overtime…………………………………………………………………………… 10
Compensatory Time-Off………………………………………………….……….. 10
EMPLOYEE BENEFITS
Insurance…………………………………………………………………………… 10
Group Insurance……………………………………………………………………. 10
Pre-Tax Insurance Premium Plan…………………………………….……………. 11
Unemployment Compensation…………………………………………………….. 11
New Mexico Retirement Plan…………………………………………………….. 12
Worker’s Compensation…………………………………………………………... 12
Social Security…………………………………………………………………….. 12
Safety/Reporting of Injury………………………………………………………… 12
Remaining on School Premises…………………………………………………… 12
Personal Property…………………………………………………………………. 12
Removal of School Property……………………………………………………… 12
Parking……………………………………………………………………………. 13
Employee Loans/Advances……………………………………………………….. 13
TRAVEL AND EXPENSES
Travel Expense Reports…………………………………………………………… 13
Business Travel…………………………………………………………………… 13
LEAVE
Discretionary Leave………………………………………………………………. 14
Sick Leave………………………………………………………………………... 14
Vacation ………………………………………………………………………….. 14
Personal Time…………………………………………………………………….. 15
Bereavement leave………………………………………………………………… 15
Court Leave…………………………………………………………………….…. 15
Time off for Voting………………………………………………………………. 15
Other Unpaid Leaves of Absence………………………………………………… 15
Definition of Serious Health Condition………………………………………….. 15
Family Medical Leave Act (FMLA)……………………………………………… 16
Eligibility………………………………………………………………………….. 16
Employee Responsibility………………………………………………….……… 16
ROH’s Responsibility……………………………..………………………………. 17
Benefits and Protections………………………………………………………..….. 17
Medical Leave, not Eligible for FMLA……………………………………………. 17
Use of Leave……………………………………………………………………….. 17
Military Leave………………………………………………………………….…. 18
Military Family Leave Entitlements………………………………………………. 19
SAFETY
Safety Reporting of Injury……….……………………………………………….. 20
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Remaining on School Premises………………………………………………...…
Personal Property………………………………………………………………….
Removal of School Property………………………………………………………
Parking…………………………………………………………………………….
Visitors…………………………………………………………………………….
Inclement Weather…………………………………………………………………
20
20
20
20
20
20
GENERAL
Computer/Internet Use…………………………………………………………..…
Communications System………………………………………………………......
Telephone Calls………………………………………………………………..…..
Copier, Fax & Postage Meter…………………………………………………..….
Contract Agreement between Employee and ROH…………………………….…
20
21
21
21
21
FORMS
The following forms can be retrieved from the Administrative Secretary
Direct Deposit
Staff Absence/Leave Form
Travel Expense
Per Diem
Computer Network/Internet Access
Worker’s Compensation
First Report of Injury
FMLA
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Ray of Hope
Proposed Personnel Policies
Ray of Hope employees shall exhibit behavior, attitudes and character within and outside the
working environment that exhibits leadership, selflessness, comportment, integrity, impartiality,
fairness, and honesty in matters affecting work and the status of their profession.
Any act of omission, without reasonable excuse, by an employee that amounts to failure to
perform in a proper manner any official duty assigned to him or her or that contravenes any rules
of regulations or enactment relating to the Service of Education or that is otherwise prejudicial to
the efficient conduct of the Service of Education into disrepute shall constitute a misconduct.
ROH must conduct an investigation when a licensed employee is being discharged or terminated,
or otherwise leaves employment, after an allegation of unethical misconduct is made against that
person. The school must complete the investigation within 30 days of the licensed employee’s
departure and, if there is a finding of wrong doing, a report will be made to the PED.
ROH is required to report to the PED any known conviction or felony or misdemeanor involving
moral turpitude of a licensed school employee that results in any type of action against the
licensed school employee.
Teachers shall serve as role models to students, who also have a dress code, and must show a
high degree of decency in speech, mannerism, discipline, dressing and general performance of
their roles. Teachers shall in particular dress to portray the dignity of the profession. Details of
expectations are further delineated on page 7.
CODE OF CONDUCT AND ROH EXPECTATIONS
The intent of having the code of conduct in place is to promote a sense of safety, security, and
community among students, parents, teachers, and staff of the School. It is also our goal to
develop social, civic, and leadership skills in all students and to foster a healthy, educational
environment in which all members of the community are treated with respect. ROH will
reinforce these characteristics through instruction and activities that will encourage this
development. To this end, behaviors that are disruptive or disrespectful towards others and
school property will not be tolerated and consequences will be appropriate to the infraction.
Respect for diversity will be strongly enforced. Discriminatory and/or harassment behavior
related to race, nationality, religion, gender, ethnicity, disability will not be tolerated. ALL
inappropriate behavior is not acceptable. However, each incident will be handled appropriately
with each student’s best interest in mind. Behaviors that may affect another student’s educational
performance or colleagues working environment and creates an intimidating, hostile or offensive
environment will not be tolerated.
EEO/SEXUAL HARASSSMENT POLICY
No teacher shall directly or indirectly do anything that may constitute sexual harassment of a
student and/or another employee. Unlawful harassment includes verbal and/or physical conduct
which has the purpose of effect of interfering with an individual’s work performance or creating
an intimidating, hostile, or offensive work environment.
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No employee shall encourage the seduction of a student for immoral purposes and shall be guilty
of professional misconduct. Information submitted in the course of an investigation by a law
enforcement agency or by child protective services regarding school related criminal activity will
be dealt with immediately.
SEXUAL MISCONDUCT WITH STUDENTS
Unprofessional conduct includes the commission by an education practitioner of any sexually
exploitive act with or to a student including, but not limited to, the following:
 Any sexual advance, verbal or physical;
 Sexual intercourse as defined in RCW 9A.44.010;
 Indecent exposure as defined in RCW 9A.88.010;
 Sexual contact, i.e., the intentional touching of the sexual or other intimate parts of a
student except to the extent necessary and appropriate to attend to the hygienic or health
needs of the student;
 No teacher shall publicly or in secret willfully commit any acts of indecency towards any
student.
PROHIBITED CONTACT WITH STUDENT
Employees are prohibited from contacting students for other reasons other than school issues.
Inappropriate behavior such as contacting student at home, via telephone, e-mails, texting,
instant messaging, or in-person meetings will be cause for immediate disciplinary action which
may include law enforcement authorities. Inappropriate Teacher-student relationships are
PROHIBITED.
HARASSMENT
 Written Forms - cartoons, e-mails, texting, posters, drawing, or photographs,
 Verbal Conduct - epithets, derogatory comments, slurs, jokes,
 Physical Conduct – assault, blocking an individual’s movements, pushing, touching
aggressively, unwelcome touch, grabbing, fondling, kissing, massaging and brushing up
against another’s body.
 A teacher shall not threaten any pupil/student with harm with intent to put that person in
fear of harm.
 No teacher shall assault any pupil/student.
The above behaviors are not acceptable and are against the law and may be punishable by the
law. Any violation of ethical professional conduct will be reported to the PED and appropriate
measures will be taken. “Gross Misconduct” is defined as wanton or willful disregard of the
school’s interest, a deliberate violation of the school rules, a disregard of the standards of
behavior, a violation against the Law, may lead to termination or other appropriate disciplinary
action. A finding of “Gross Misconduct” may affect the right to continued benefits.
ALL employees are required to report unethical misconduct to the Principal and/or Designee.
The PED secretary can suspend, revoke, or refuse the license of a person who fails to report as
required.
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SEARCH/SEIZURE
If there is reasonable suspicion that an employee has engaged in prohibited conduct, ROH
reserves the right to conduct, without notice, searches and inspections of employees, employees’
belongings located on school property or employer-provided materials/equipment.
DISCIPINARY ACTION
Teachers and/or staff that have cause for disciplinary action(s) will first be given a verbal
reprimand. Second offense will result in a written warning. The letter will be added to the
employee’s personnel file. Third offense will result in an employee suspension for one to three
days without pay, depending on the infraction. The Principal will advise the Governing Council
of the employee infraction and Fourth offense will result in termination.
ADMINISTRATIVE LEAVE PENDING POSSIBLE DISCIPLINARY ACTION
ROH will investigate any incident of employee misconduct or alleged misconduct occurring at or
involving the School. An employee accused of misconduct may be placed on paid
administrative leave pending the school’s investigation, if the circumstances warrant. If you are
suspected of violating the School’s policies, procedures, or work rules, you may be placed on
administrative leave, with or without pay, pending an investigation of the situation. Time
designated as administrative leave with pay will not be charged to the employee’s paid leave.
PROBLEM/CONFLICT RESOLUTION
Employees who disagree or are dissatisfied with ROH policies or practice should discuss the
matter with the principal and/or designee. This discussion should be held within 3-5 days of the
incident, or on a timely basis. Mediation is a recommendation for students and may be
recommended to employee(s), if appropriate. Discussions held in a timely manner will enhance
the resolution of the concern.
COMPLAINT PROCESS
If the complainant does not feel that the conflict and/or problem is resolved, please refer to
Appendix A for Complaint Procedures.
VIOLATION PROCEDURE
If you believe there has been a violation of the EEO policy or harassment(s), please report the
violation to the Principal and/or Designee. The matter will promptly be investigated and
appropriate corrective action will take place. Your advisement will be kept confidential, unless
otherwise notified.
ROH prohibits retaliation against an employee for notification of a violation. If you perceive
retaliation of your notification or your participation in the investigation and if school
administration determines that an employee’s behavior is in violation of this policy, appropriate
disciplinary action will be taken against the offending employee, up to and including discharge
or termination of employment.
ANTI-VIOLENCE
ROH strives to maintain a healthy, safe work environment for all staff by maintaining an
environment free from intimidation, threats, or violent acts. This includes, but is not limited to,
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intimidating, threatening, or hostile behaviors, physical/verbal abuse, vandalism, arson, sabotage,
use of weapons, carrying weapons onto school premises, stalking or any other act which in the
School’s opinion is inappropriate workplace behavior. In addition, bizarre or offensive
comments regarding violent events and/or behavior will not be tolerated.
WEAPONS
Carrying a weapon such as a gun or firearm (regardless of whether the person is licensed to do
so) is prohibited by law around School property. Exceptions to this policy are police officers.
Carrying a knife of any kind that could be conceived as a threat is also prohibited. Another
exception to a weapon, not a gun or firearm, is Security guards or other persons who have been
given written consent by the School to carry a weapon on the property or in their vehicle.
EMPLOYMENT
EMPLOYEE BACKGROUND CHECK
Employee Background Check: ROH will conduct background checks of all employees,
prospective employees, contractor employees, and volunteers who have unsupervised access to
students. Background checks are based on fingerprint identification.
Any background check fees are the responsibility of the applicant. All offers of employment,
contract employees, or volunteer positions are contingent upon a satisfactory background check.
A background check may include prior employment verification, professional reference checks,
education confirmation, criminal background and/or driving record history.
IMMIGRATION LAW COMPLIANCE
All offers of employment are contingent upon verification of your right to work in the United
States.
EMPLOYEE STATUS
At the time employee is hired or transfers to a new position, employee is classified as a regular
full-time, regular part-time, short-term, or contract employee. In addition, employee may be
classified as an exempt or non-exempt in accordance with the Fair Labor Standards Act and
applicable state law.
ROH classifies employees as follows:
Full-time Employee Normally scheduled to work at least 30 or more hours per week.
Part-time Employee Normally scheduled to work less than 30 hours per week.
Contract Employee
Defined in contract
An Exempt employee is not eligible for overtime pay. The following employees are considered
exempt: Principal, Clinical/Special Education Director, teachers and other certified staff whose
duties and responsibilities exempt them from statutory overtime pay provisions.
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A Non-Exempt employee is eligible for overtime pay. Non-exempt employees are eligible for
paid overtime at one and one-half times their regular rate of pay for all hours worked in excess of
40 hours per workweek.
Please direct questions regarding employment classification to the Administrative Office. Any
overtime hours must be scheduled and approved by the Principal or Designee in advance.
PERSONNEL FILE
ROH shall maintain a personnel file for each employee. All files are confidential and may only
be accessed/reviewed by the Principal or by the employee upon advance request. Personnel
files/records are maintained in accordance with New Mexico record retention requirements.
LICENSURE
It is the employee’s responsibility to obtain and maintain the appropriate licensure for their
individual position. A copy of employee license will be kept in employee file. Failure to do so
may result in dismissal/termination. It will be required that all Licensed Staff must post their
license in a visible location within their work space.
ATTENDANCE AND PUNCTUALITY
Regular attendance and punctuality are critical to teacher success and the success of the School.
Your attendance and punctuality are considered, along with your work performance, in decisions
regarding renewal of your employment contract.
If you are going to be late or absent, please let your supervisor know as soon as possible before
the start of your day. If your supervisor is not available, contact the administration office.
Leaving messages with colleagues or on a voice mail is not acceptable.
Unless under extreme circumstances, failure to call in when absent for three consecutive days
will be considered job abandonment and you may be subject to discharge/termination.
PERFORMANCE REVIEWS
ROH follows the New Mexico School Personnel Act for all Certified Employees. The School
performs a formal written review for all employees once every 12 months. There will be
informal reviews each quarter. A review may also be conducted in the event of a change in duties
and responsibilities. Your review provides an opportunity for collaborative, two-way
communication between you and your supervisor. This is a good time to discuss your interests
and future goals. Your supervisor may recommend further training or additional opportunities
for you and answer any questions you may have about the performance review process.
A teacher whose work performance is proven through staff appraisal to be below the set standard
shall be warned and given all the necessary encouragement and training by indicating to him/her
the improvement he/she is required to make within a reasonable time frame.
After two warnings of proven poor performance without improvement the teacher shall be cause
for disciplinary action.
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Teaching Notes
 A teacher shall prepare relevant and adequate teaching notes for his/her work one-week
in advance to the principal.
 A teacher shall mark and evaluate all written/practical exercises promptly and carefully.
Performance of Duty
 A teacher shall not fail to carry out his/her work in accordance with his/her profession,
trade or occupation or in a manner determined by ROH.
 Any teacher who is found to have forged or falsified any document or impersonated any
other person with the intent of misleading the ROH and/or the general public shall be
cause for disciplinary action.
 Any negligence on the part of a teacher, which causes unacceptable loss, damage or
injury, shall be a breach of contract of service.
Private Activities during Business Hours
 No teacher shall engage in private and personal conversations during the class period
when he/she is expected to teach or to supervise the student.
 No teacher shall trade or transact any private financial business on the school premises
during school hours.
 No teacher shall perform unofficial duties or activities during school hours without
permission from the Principal.
 Teachers shall take part in approved extra-curricular activities of the school.
PROFESSIONAL DEVELOPEMENT (IN-SERVICE)
Attendance is MANDATORY. Unforeseen circumstances such as illness or an emergency are
acceptable absences. In-Service days are built into the school week in order to promote a strong,
healthy school environment. In-Service trainings, also known as professional development will
provide teachers with the necessary skills to work with the “at-risk” student. ROH exists
because of the heavy emphasis in a mental health paradigm. This cognitive shift must permeate
the school culture from the top down. Therefore, attendance is essential in understanding and
implementing this philosophy. Failure to attend in-service days may result in disciplinary action
and may lead up to a teacher’s discharge/termination.
OUTSIDE EMPLOYMENT
An employee may seek outside employment when the employee’s service is not required at
ROH. An employee’s outside job must not compete, conflict, or compromise employees job or
job performance at ROH. All employee’s wishing to seek a part-time job, must first discuss this
with the Principal to determine if there will be any conflicts.
Employees are cautioned to carefully consider the demands that another job outside of ROH may
create before talking with the Principal. Outside employment will not be considered an excuse
for poor job performance, absenteeism, tardiness, leaving early, arriving late, refusal to travel,
refusal to work overtime or different hours.
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TUTORING OR ADVISING FOR PAY
With the exclusion of school personnel receiving stipends for extra or co-curricular activities,
school personnel are not permitted to receive pay for tutoring or advising students.
PARTICIPATION IN POLITICAL ACTIVITIES
Employees seeking to run for a political office are prohibited from conducting campaign
activities during regular working hours. Teachers shall not use their positions to spread their
political position, religious or other ideologies among students.
CONFIDENTIALY OF STUDENT RECORDS
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C.§1232g;34CFR Part 99) is a
Federal law that protects the privacy of student education records. FERPA gives parents certain
rights with respect to their children’s education and this right is transferred to the student when
s/he reaches age 18.
Parents or eligible students have the right to request that a school correct records which they
believe may be incorrect, inaccurate, or misleading. The parent or eligible student must make
this request in writing and clearly identify the part of the records that they want changed. If a
parent or eligible student requests copies, the school will make copies, however, there may be a
fee associated with the copying.
Details of this law can be requested from the Principal.
The records shall never be taken outside of the school building.
DRESS CODE-APPEARANCE & CONDUCT
Teachers shall serve as role models to students, who also have a dress code, and must show a
high degree of decency in speech, mannerism, discipline, dressing and general performance of
their roles. Teachers shall in particular dress to portray the dignity of the profession. Therefore,
the following will be expected:
A teacher shall not wear clothing that may elicit inappropriate comments from students such as:
 No low cut shirts that show cleavage,
 Showing a tattoo on the lower back,
 Sleeve tattoos must be covered while at work,
 Excessively tight or revealing clothing including tight jeans, short skirts.
 Sheer shirts, off the shoulder shirts, spaghetti straps,
 Muscle shirts,
 Altered clothing: ripped or frayed clothing.
 Gauges that is bigger than a 2.
Fridays can be casual, casual dress is defined as jeans, t-shirt, polo shirt, blouse.
Monday through Thursday shall be business casual, no jeans.
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INSUBORDINATION
No teacher shall in the course of his/her duties disobey, disregard or willfully default in carrying
out any lawful instructions, reasonable orders or directives given by any person or body having
authority to give such lawful instructions, reasonable orders or directives. If teacher/employee
does disregard this policy it will be cause for disciplinary action.
SUBMISSION OF INFORMATION
It is an obligation to submit reports, data, or information when requested in a timely manner.
DRUGS, ALCOHOL & TOBACCO
No teacher shall use illegal drugs, alcohol or use tobacco or tobacco products during class or on
School premises. Any incapability of a teacher on duty brought about by the use of the above is
serious misconduct and will face discipline proceedings. The exception to this policy is the use
of prescribed medication issued by a Physician and that does not impair the employee’s work
performance.
CONFLICTS OF INTEREST
Employees are prohibited from using confidential information acquired by virtue of their
employment with the School for their individual or another’s private gain. Employees are
prohibited from requesting, receiving or accepting a gift or a loan for themselves or another that
may influence them or appear to influence them in the discharge of their duties as employees.
SALARY AND COMPENSATION
SALARY SCHEDULE
Teacher’s salaries will be commensurate with education and job experience. Any educational
credits over a BA or MA will be considered after a review of an official transcript by
Administration. Credits must meet the needs of ROH in order to be considered for a change in
salary level placement. Teachers may claim eligibility for educational training salary increments
by submitting a letter to the Principal followed by an official transcript.
HOURLY RATE
Employees who work a partial pay period will be paid their regular hourly rate for hours worked
during that pay period. This will be calculated by taking the employee’s annual salary and
dividing it by 2080 hours. During partial pay periods, employees (exempt and non-exempt) will
complete a timesheet.
The salary of an employee who is re-employed will be in the range to which re-employment is
made.
When the Board changes the salary range of a class upward, the salary of the employees in the
class will be increased to the new salary range.
WORKING HOURS
ROH will begin its school year in September, the day after the Labor Day holiday. The school is
open Monday through Thursday from 7:30 a.m. to 4:30 p.m. Professional Development will be
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conducted on Fridays and the office will be closed from 9:00-3:00; however, messages will be
returned in a timely manner.
Working Hours
 A teacher shall report for duty regularly and punctually as determined by ROH.
 Time for reporting for duty and closing shall be determined by ROH.
 A teacher may be required to work beyond the required time in certain circumstances to
be determined by the Principal..
 A record of attendance shall be kept and shall be the responsibility of the head of the
Principal to see to it that this is done.
Performance of Duty
 A teacher shall not fail to carry out his/her work in accordance with his/her profession,
trade or occupation or in a manner determined by the employer.
 A teacher whose work performance is proven through staff appraisal to be below the set
standard shall be warned and given all the necessary encouragement by indicating to
him/her the improvement he/she is required to make within a reasonable time frame.
 After two warnings of proven poor performance without improvement the teacher shall
be sanctioned.
 Any negligence on the part of a teacher, which causes unacceptable loss, damage or
injury, shall be a breach of contract of service.
TIME SHEETS
All non-exempt employees must complete a ROH timesheet that serves as the basis for
calculating pay and tracking employee use of vacation/discretionary time off. See your
supervisor for instructions on completing your time sheets.
Time sheets must be signed by the supervisor and turned into the administrative office on a
weekly basis. Timesheets that are not turned in by the due dates may result in a delay of
payment for those hours until the next pay period.
Exempt staff members do not fill out a timesheet.
MANDATORY DEDUCTIONS
ROH is required by law to make certain deductions from your paycheck. Among these are
federal, state, and local income taxes. Employee contribution to Social Security, Medicare, New
Mexico Retirement and Retiree Healthcare are also deducted. These items are itemized on the
paycheck. The deductions depend upon earnings and information that employee supplies on the
W-4 form.
Other mandatory deductions may be a court ordered garnishment, which will also be reflected on
the check stub. A garnishment can require ROH to withhold a certain amount/percentage of the
employees pay. Garnishment actions are conducted in compliance with appropriate federal and
state laws.
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DIRECT DEPOSIT
Direct deposit is preferred for all employees. This process will alleviate problems of getting
your check due to being on vacation, a school break, leave, or inclement weather. Forms can be
requested from the Business Office Manager.
TIME OFF
If an employee plans on using vacation hours or discretionary time must request a
Leave/Absence form from the Business Manager. Leave slips must be signed by your supervisor
and turned in to the Business Manager at least 10 days in advance of requested leave. Failure to
do so may result in denial of the request.
OVERTIME
Occasionally, an employee may be required to work overtime. Administration or supervisor will
give as much notice as practicable.
For non-exempt employees, hours worked in excess of forty (40) hours per workweek are paid at
one and one-half (1 ½) times the employee’s regular hourly rate.
COMPENSATORY TIME OFF
Non-exempt employees have the option of receiving compensatory time off (“comp time”)
instead of overtime pay for overtime hours worked. The use of accrued “comp time” must be
approved and scheduled through the Principal. If the Principal approves the comp time, the
employee must take the comp time within twenty (20) working days, or it will automatically be
paid as overtime.
EMPLOYEE BENEFITS
INSURANCE
ROH offers a comprehensive benefits group program for all eligible employees commensurate
with regulations for public schools. ROH periodically reviews its benefits program and may
make modifications, as appropriate. ROH reserves the right to amend, add to or terminate these
plans at any time. However, all employees will be advised of these changes before they become
effective. This right of amendment/termination shall apply equally to all participants, including
retirees.
GROUP INSURANCE
Group insurance is eligible for all ROH employees, and their eligible dependents from the New
Mexico Public Schools Insurance Authority (“NMPSIA”) group insurance coverage. Costs for
group health, dental, vision, and long-term disability are shared by the School and employees,
part-time employees will be pro-rated.
Pre-Tax Insurance Premium Plan (PIPP)
Employees who enroll for this coverage may elect to pay their health, dental, and vision
premiums on a pre-tax basis through PIPP. If participation is waived, the next opportunity to
enroll is during a Switch Enrollment held annually in October for coverage effective December 1
Late enrollments are not allowed under IRS regulations.
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Employees may not drop coverage at any time other than at the Switch Enrollment, Open
Enrollment, or if there has been a family status change such as a marriage, divorce, birth or
adoption, death of a dependent (spouse or child) change in spouse’s employment (new job or loss
of a job), and change in employment status (part-time from full-time, leave of absence) that
impacts your benefits eligibility.
How Enrollment Completed
Each new or eligible employee receives an insurance enrollment packet containing an enrollment
packet. To enroll eligible dependents, verification is required: a marriage certificate and birth
certificates for children, legal guardianship or a copy of legal adoption papers. Failure to provide
all supporting documentation during the initial eligibility period will prevent enrollment of the
affected dependent until the next following switch enrollment period.
When Coverage is Effective
Completed applications must be received by the Business Manager within 30 days of eligibility
date. Coverage is effective on the first day of the month coincident with or next following pay
period. Coverage cannot be backdated.
Eligibility commences on the first day of the month coincident with or next following date of
hire. (Date of hire is the first day of regular employment at 30 or more hours per weeks for
which the employee is compensated).

Enrollment must be completed within 30 calendar days from the hire date. Newly
acquired dependents, including newborn children, spouses must be enrolled within 30
calendar days of becoming eligible. Forms can be retrieved from the Business Manager’s
office.
When Does Coverage End?
Coverage ends on the last day of the month in which an enrolled employee and/’or dependent
ceases to work over 30 hours or ceases payment of insurance premiums.
What If I Miss the 30-Calendar Day Enrollment Window?
An employee must wait for the next Switch or Open enrollment period, unless there has been a
change in employee’s family status.
UNEMPLOYMENT COMPENSATION
Employees may be eligible for Unemployment Compensation upon termination of employment.
Eligibility for Unemployment Compensation is determined by the Division of Unemployment
Insurance of the State Department of Labor.
NEW MEXICO RETIREMENT PLAN
All employees who work more than 25 percent of the time (.25 FTE) are mandated by the New
Mexico Educational Retirement Act to participate in the retirement plan operated by the
Education Retirement Board in Santa Fe. Participation in the Plan begins on the first day of the
month following your date of hire. ROH and the employee are required by State law to
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contribute to this retirement plan. Details of the Retirement plan can be found on the ERB
website at www.era.state.nm.us
WORKER’S COMPENSATION
ROH carriers insurance to cover the cost of an injury or illness that is work-related. Benefits
help pay for your medical treatment and may include part of your income you may lose due to
the illness/injury. The employees claim for Worker’s Compensation Benefits Form must be
completed in all cases. Federal Law requires records of all illnesses and accidents that occur
during the workday. The New Mexico State of Workers’ Compensation Act also requires that
you report any workplace illness or injury, no matter how slight. If you fail to report an injury,
you may jeopardize your right to collect workers’ compensation benefits as well as health
benefits.
SOCIAL SECURITY
In accordance with all applicable federal law, all employees are required to participate and
contribute to Social Security. The School also makes a mandatory matching contribution on
behalf of employees. Contribution levels are established by law, and are subject to change. If
you have any questions regarding social security, you may contact the local Social Security
office.
GENERAL INFORMATION
SAFETY/REPORTING OF INJURY
Employees injured on the job must report this injury to your supervisor, Principal and/or the
Principal Designee within 24 hours of the injury. Employee must complete a First Report of
Injury Form, regardless of medical attention or not.
REMAINING ON SCHOOL PREMISES
Employees may enter or remain on the School’s premises outside of the normal working hours,
however, this time must be authorized and employee name must be placed on a list.
PERSONAL PROPERTY
Employees are expected to exercise reasonable care for their own protection and for that of their
personal property while on School premises. ROH assumes no responsibility for loss, damage,
or theft of personal property.
REMOVAL OF SCHOOL PROPERTY
Employees who want to take School property or equipment off School premises must have their
supervisor’s written authorization and must sign a receipt for the equipment.
Removing
property or equipment without authorization will result in discipline. Employees are responsible
for the proper care and return of all School property and equipment assigned to them.
PARKING
Employees are encouraged to lock their cars at all times when left in the parking lot. The School
assumes no responsibility for any damage to, or theft of, any vehicle or personal property left in
the vehicle while on the parking lot.
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EMPLOYEE LOANS/ADVANCES
ROH does not permit pay advances or personal loans.
TRAVEL EXPENSE REPORTS
Form can be requested from the Business Office Manager. All reports must show proof of
purchase with a receipt. Expense reports without proper documentation are not accepted as
complete. Expense reports must be turned in on a monthly basis, by the last day of the month.
Any reimbursements turned in after 60 days of the occurrence will not be paid.
BUSINESS TRAVEL
Employees who must travel on behalf of school business will be reimbursed for reasonable travel
expenses, and for lodging and meals at the applicable per diem rate. Alcoholic beverages are not
reimbursable. The U.S. General Services Administration (GSA) and/or the State of New Mexico
normal rates and charges for a particular geographic area prevail when auditing travel vouchers.
Employees are reimbursed for the coach fare when travel is by common carrier.
Employees using their personal car for business purposes will be reimbursed at the Internal
Review Service’s allowable rate per mile. Tolls and parking fees are also reimbursable.
Employees are responsible for moving violations incurred. Parking violations are also the
responsibility of the employee.
If employee is involved in an automobile accident while on school business, immediately report
the accident to your supervisor. Vehicles owned, leased or rented by ROH may not be used for
personal reasons or purposes without an advance approved form from Administration.
Employees whose travel plans have been approved are responsible for making their own travel
arrangements. Employees utilizing flight travel must keep all boarding passes for documentation
and as additional receipt of travel.
Employees should contact the Principal/Business Manager for guidance and assistance on
procedures related to travel arrangements, expense reports, reimbursement for specific expenses,
or any other business travel issues.
ALL business travel must be approved in advance by the Principal.
LEAVE OF ABSENCE
DISCRETIONARY LEAVE
Discretionary leave is leave that is accrued over and above summer vacation, holidays, and
breaks. All certified staff will accrue 5 discretionary days starting at the beginning of the school
year. Discretionary time for eligible employees hired after August 1 will be prorated.
Discretionary leave may not be used in conjunction with or adjacent to school breaks or holidays.
If an employee leaves before the end of the school year, discretionary leave will be reviewed and
the accrual will be calculated at a monthly rate of 0.42 days a month. If the employee needs to
use more than the 5 days, it must be approved by the Principal or Designee. If there is a negative
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in the use of discretionary time, the difference will be deducted from the final paycheck of the
year or if the employee terminates.
Part-time employees are also eligible for accrual benefits on a pro-rated basis.
SICK LEAVE
Principal, Clinical/Special Education Director, office staff will accrue 10 days of sick leave
starting at the beginning of each school year.
Teachers will accrue 5 days of sick leave starting at the beginning of each school year. For sick
leave that exceeds 3 or more days may require a doctor’s certification. Should the need for more
than 5 or more days, it must be approved and any negative sick time will be deducted from
following paycheck.
All staff hired after a certain date (see Business Manager for this information) will be prorated.
VACATION
Principal will accrue 2 weeks’ vacation at the beginning of each school year. Vacation time
must used in the current school year with the approval of the Governing Council.
Clinical Director will accrue 2 weeks’ vacation at the beginning of each school year. Vacation
time must used in the current school year with the approval of the Principal.
Teachers have the summer and break, and periods off; they do not accrue or receive vacation
pay.
Office staff will accrue 2 weeks of vacation at the beginning of each school year. Vacation time
must used in the current school year with the approval of the Principal.
Social Workers/Licensed Academic Counselor will accrue 2 weeks’ vacation at the beginning of
each school year. Vacation time must used in the current school year with the approval of the
Principal.
Upon termination or discharge, vacation time will be calculated at a monthly rate dependent on
the employee’s position to determine if an employee has used more than the monthly accrual. If
an employee has used more, the difference will be deducted from their final check. If an
employee has vacation time available at the time of termination/discharge, vacation time will be
paid out.
PERSONAL LEAVE
ROH does not offer personal time off. Any requested personal time will be charged to the
employee’s discretionary or vacation/sick leave.
BEREAVEMENT LEAVE
Upon the death of a member of your immediate family (includes mother, father, mother-in-law,
father-in-law, spouse, child, stepchild, brother, sister, step-parent, and grandparents). All
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employees are eligible to receive up to three (3) days of bereavement leave with pay per
occurrence. This leave may also be utilized in the event of an employee’s or spouse’s
miscarriage.
COURT LEAVE
Except as a plaintiff or defendant, court leaves with pay will be provided where an employee is
required by a lawful subpoena to testify in a court, an administrative proceeding, or jury duty. A
copy of the subpoena or summons must be attached to the Request for Leave Form.
When excused from jury duty, employee is to return to work. Any money received for jury duty
must be remitted to the business manager except that paid for mileage or subsistence. Court
leave with pay will be granted to employees whose absence is due to an action against the
Governing Council on account of physical injuries suffered by the employee while on duty, but
not for absence resulting from the employee bringing action against the Governing Council.
TIME OFF FOR VOTING
ROH encourages employees who are eligible to vote to vote and allows employees whose work
day begins less than two (2) hours after the polls open and ends less than three hours before the
polls close to take up to two (2) during the employee’s work day to do so. This request must be
made to the Principal at least one week prior to voting day this needs to be done in order to
ensure coverage is adequate.
OTHER UNPAID LEAVES OF ABSENCE
Other unpaid leaves of absence may be considered by the Principal on a case-by-case basis
DEFINITION OF A SERIOUS HEALTH CONDITION
A serious health condition is an illness, injury, impairment, or physical or mental health
condition that involves either an overnight stay in a medical care facility, or continuing treatment
by a health care provider for a condition that either prevents the employee from performing the
functions of the employee’s job, or prevents a qualified family member from participating in
school or other daily activities.
Subject to certain conditions, the continuing treatment requirement may be met by a period of
incapacity or more than 3 consecutive full calendar days combined with at least two visits to a
health care provider or one visit and a regimen of continuing treatment, or incapacity due to
pregnancy, or incapacity due to a chronic condition. Other conditions may meet the definition of
continuing treatment and this will be discussed on a case by case basis.
FAMILY MEDICAL LEAVE ACT (FMLA)
ROH provides up to 12 weeks of unpaid, job protected leave to eligible employees for the
following reasons:
 Incapacity due to pregnancy, prenatal medical care or child birth
 Care for employee’s child after birth or placement into foster care or adoption.
 To care for the employee’s spouse, child, parent(s), parent-in-law(s), who may have a
serious health condition
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
Employee having a serious health condition that makes employee unable to perform
his/her job.
ELIGIBILITY
Employees are eligible if they have worked for ROH for at least 12 months, and for 1,250 hours
over the previous 12 months.
EMPLOYEE RESPONSIBILITIES
Employee must provide 30 days advance notice of the need to take FMLA leave, if possible.
When 30 days is not possible, the employee must provide notice as soon as practicable and
generally must comply with ROH’s normal call-in procedures.
Employee must provide sufficient information to ROH in order to determine if the leave may
qualify for FMLA protection and the anticipated timing and duration of the leave. Sufficient
information may include that the employee is unable to perform job functions; the family
member is unable to perform daily activities, the need for hospitalization or continuing treatment
by a health care provider, or circumstance supporting the need for military family leave
Employees also must inform ROH if the requested leave is for which FMLA leave was
previously taken or certified.
Employee also may be required to provide a certification and periodic recertification supporting
the need for leave. ROH may require a second and third medical opinion at ROH’s expense.
Documentation confirming family relationship, adoption, or foster care may be required. If
notification and appropriate certification are not provided within 15 calendar days from written
requires from the School, approval for leave may be denied. Continued absence after denial of
leave may result in disciplinary action in accordance with ROH’s attendance guidelines.
Employees on leave must contact ROH Administration at least two days before their first day of
return.
ROH’S RESPONSIBILITY
ROH will inform employee requesting the leave whether they are eligible under FMLA. If they
are, the notice will specify any additional information required as well as the employees’ rights
and responsibilities. If they are not eligible, ROH will provide the reason for the ineligibility.
BENEFITS AND PROTECTIONS
During FMLA leave, ROH maintains the employee’s health coverage under any group health
plan on the same terms as if the employee had continued to work. Employees must continue to
pay their portion of any insurance premium while on leave. If the employee is able, but does not
return to work after the expiration of the leave, the employee will be required to reimburse
payment of insurance premiums during that leave. Upon return from FMLA leave, most
employees are restored to their original or equivalent positions with equivalent pay, benefits, and
other employment terms. Certain highly compensated employees (key employees) may have
limited reinstatement rights.
Use of FMLA leave cannot result in the loss of any employment benefit that accrued prior to the
start of an employee’s leave. As with other types of unpaid leave, paid leave will not accrue
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during the unpaid leave. Holidays, funeral leave, or employer’s jury duty pay are not granted on
unpaid leave.
MEDICAL LEAVE, NOT ELIGIBLE FOR FMLA
Employees are requested to notify management as soon as possible of the need for medical leave.
ROH may or may not approve unpaid medical leave of absence for an employee who is not
eligible for FMLA. Employee must be full-time and provide adequate medical certification of
need and duration of leave. Generally, leave of absences may not exceed six weeks. All vacation
or discretionary time as well as sick leave must be used prior to being placed on leave. An
employee ready to return to work must present a doctor’s statement indicating ability to return to
work. Employees who fail to return at the expiration of their authorized leave may be
terminated. ROH may reinstate an employee ready to return from a medical leave of absence
when in the opinion of Administration it is practical to do so. ROH does not guarantee
reinstatement of an employee to his/her former job. When the employee is available to return to
work, the employee is free to apply for any vacancy available and may be considered along with
other applicants.
USE OF LEAVE
An employee does not need to use this leave entitlement all at once. Leave can be taken
intermittently or on a reduced leave schedule, when medically necessary. Employee’s must
make reasonable efforts to schedule leave for planned medical treatment so as not to unduly
disrupt School operations. Leave due to qualifying exigencies may also be taken on an
intermittent basis.
Employees taking intermittent or reduced schedule leave based on planned medical treatment
and those taking intermittent or reduced schedule family leave with ROH, may be required to
temporarily transfer to another job with equivalent pay and benefits that better accommodates the
type of leave.
ROH requires employees to use accrued discretionary, vacation, and sick leave while taking
FMLA LEAVE. Once an employee is out of paid leave, the remainder of leave is unpaid.
Worker’s compensation runs concurrently with FMLA.
FMLA makes it unlawful for ROH to:
 Interfere with, restrain, or deny the exercise of any right provided under FMLA,
 Discharge or discriminate against any person for opposing any practice made unlawful by
FMLA or for involvement in any proceeding under or relating to FMLA.
An employee may file a complaint with the U.S. Department of Labor or may bring a private
lawsuit against ROH alleging FMLA violations. FMLA does not affect any federal or state law
prohibiting discrimination, or supersede any state or local law or collective bargaining agreement
which provides greater family or medical leave rights.
MILITARY LEAVE
ROH will abide by all the provisions of the Uniformed Services Employment and ReEmployment Rights Act (USERRA) and will grant military leave to all eligible full-time and
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part0time employees who are absent from work because they are serving in the United States
uniformed services. Employees who perform duty, voluntarily or involuntarily in the Army,
Navy, Marine Corps, Air Force, Coast Guard, as well as the reserve components of each of these
services, Army National Guard, Air Force National Guard, Commissioned Corps of the Public
Health Service, and any other category of persons designated by President in time of war or
emergency will be eligible for re-employment after completing duty, provided they:
 Provide written or verbal notice of their orders to supervisor as soon as received (unless
precluded by military necessity or otherwise impossible/unreasonable
 Satisfactorily complete duty of five (5) years or less;
 Begin duty directly from employment with ROH; and
 Apply for and are available for re-employment as follows:
 Less than 31 days service; by the beginning of the first regularly scheduled work period
after the end of the calendar day of duty, plus time required to return home safely and an
eight hour rest period. If this is impossible or unreasonable through no fault of the
employee, then as soon as possible.
 31-180 days; no later than 14 days after completion of duty. If this is impossible or
unreasonable through no fault of the employee, then as soon as possible.
 181 days or more; no later than 90 days after completion of duty.
 Service connected injury/illness; reporting or application deadlines are extended for up to
two (2) years for persons who are hospitalized or recovering.
Performing duty, voluntarily or involuntarily, includes; active duty, active duty for training, and
initial active duty for training; inactive duty training; full-time National Guard duty; absence
from work for an examination to determine a person’s fitness for any of the above types of duty;
funeral honors duty performed by National Guard or reserve members; and Duty performed by
intermittent disaster response personnel for the Public Health Service, and approved training to
prepare for such service. Employees who serve in “uniformed services” will be paid for up to 15
days per fiscal year; for active duty, active duty training, and inactive duty training. Employees
may apply accrued sick leave days and any unused earned vacation time to the leave if they
wish; however, they are not obliged to do so. Employees on military leave shall be granted any
improvement in salary or other terms and conditions of employment which would have accrued
to them had they remained in active service with “ROH, provided such employees seek
reinstatement with ROH within thirty (30) days following discharge from the military service.
Military leave shall be granted to full-time and part-time employees for a period of up to four
years plus a one-year voluntary extension of active duty (five years total) if this is at the request
and for the convenience of the United States government.
An employee’s salary will not continue during a military leave unless required by law.
However, employees may request to use any vacation or personal leave time accrued during
military leave. Benefit coverage will continue for 31 days as long as employees pay their normal
portion of the cost of benefits. For leaves lasting longer than 31 days, employees will be eligible
to continue health benefits under COBRA and will be required to pay 102 percent of the total
cost of their health benefits if they wish to continue benefits.
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Employees who fail to report to work within the prescribed time after completion of military
service will be considered to have voluntarily terminated their employment. Upon return
military leave, employees will be permitted to make additional contributions to the retirement
plan. Employees may initiate these additional payments as of their re-employment date and
continue them for the period of time permitted by law.
MILITARY FAMILY LEAVE ENTITLEMENTS
Eligible employees with a spouse, son, daughter, or parent on active duty or called to active duty
status in the National Guard or Reserves in support of a contingency operation may use their 12
week FMLA leave entitlement to address certain qualifying exigencies. Qualifying exigencies
may include attending certain military events, arranging for alternative childcare, addressing
certain financial and legal arrangements, attending certain counseling sessions, and attending
post-deployment reintegration briefings.
Eligible employees may also take up to 26 weeks of leave to care for a “covered service
member” during a single 12 month period. A covered service member is a current member of
the Armed Forces, including a member of the National Guard or Reserves, who has a serious
injury or illness incurred in the line of duty on active duty. The injury or illness must make the
service member medically unfit to perform his or her duties for which the service member is
undergoing medical treatment, recuperation, or therapy; or is in outpatient status; or is on the
temporary disability retired list.
SAFETY
In order to maintain a safe and healthy environment, it is ROH’s policy that we comply with all
applicable federal, state, and local health and safety regulations. Therefore, the reporting of any
observed safety/health issue is expected. Violations of ROH’s rules, regulations or procedures
may result in disciplinary action, up to and including termination.
SAFETY/REPORTING OF INJURY
Employees injured on the job must report this injury to your supervisor, Principal and/or the
Principal Designee within 24 hours of the injury. Employee must complete a First Report of
Injury Form, regardless of medical attention or not.
REMAINING ON SCHOOL PREMISES
Employees may enter or remain on the School’s premises outside of the normal working hours,
however, this time must be authorized and employee name must be placed on a list.
PERSONAL PROPERTY
Employees are expected to exercise reasonable care for their own protection and for that of their
personal property while on School premises. ROH assumes no responsibility for loss, damage,
or theft of personal property.
REMOVAL OF SCHOOL PROPERTY
Employees who want to take School property or equipment off School premises must have their
supervisor’s written authorization and must sign a receipt for the equipment. Removing property
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or equipment without authorization will result in discipline. Employees are responsible for the
proper care and return of all School property and equipment assigned to them.
PARKING
Employees are encouraged to lock their cars at all times when left in the parking lot. The School
assumes no responsibility for any damage to, or theft of, any vehicle or personal property left in
the vehicle while on the parking lot.
VISITORS
All visitors must go through the main office when entering the building.
INCLEMENT WEATHER
In the event of inclement weather, the decision to close or delay the start of school will be the
decision of the Principal. The School will generally be closed or delayed if the Albuquerque
Public Schools are close or delayed.. If the school is open and you do not report to work, you
will be charged with discretionary leave or leave without pay, if discretionary time is not
available.
GENERAL
Computer/Internet Use
Employees’ access to the Internet should be School related; however, the use of the Internet may
be used on employees own time, such as lunch. Appropriate use is expected. Inappropriate use
may be cause for disciplinary action.
Personal or loaded software may contain viruses and may cause damage to the school system and
databases; therefore, loading this type of software is prohibited. A discussion with the School’s
Technology Technician should occur first and must be cleared with them before installing any
software.
COMMUNICATION SYSTEMS
The school utilizes systems where employees receive and send messages through e-mail and
voice mail. Although employees are able to use access codes, management maintains the ability
to access, therefore, do not assume that such messages are confidential. In keeping with this
intention, the School’s communication systems are intended solely for business use.
Excessive use of the telephone system, either the School’s or your personal cell phone, for
personal calls during business hours is strongly discouraged. Please minimize personal calls and
keep them brief during business hours.
Copier, Fax & Postage Meter
The use of these machines is for the School’s purpose and its use for personal business is
discouraged. However, there are exceptions and you may discuss your need with your
supervisor.
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CONTRACT AGREEMENT BETWEEN EMPLOYEE AND RAY OF HOPE
As an employee at Ray of Hope, I understand the above rules and guidelines and agree to comply
by them while I am employed by ROH. I understand that if I fail to follow these rules, there may
be consequences that may affect my employment with ROH.
___________________________________
Employee -Print Name
___________________________________
Signature
________________
Date
____________________________________
Witness – Print Name
____________________________________
Signature
Ray of Hope Charter School
__________________
Date
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APPENDIX A
COMPLAINT PROCESS
Level I Complaint
Any complaint by staff, students and/or parents/guardians is forwarded to the Principal for
action. The procedure described in Level II.B Must be used to file a complaint. The Principal
will investigate, and may solely render a decision. If the Principal is the subject of the
complaint, the employee must file a Level II.B Complaint with the Ray of Hope Governing
Council.
Level II Complaint
Three of the four members of the Governing Council, also known as the Ray of Hope Complaint
Tribunal (RHCT) will hear the complaint. RHCT may also delegate this investigation to a third
party that is knowledgeable in Human Resource matters, also known as Designee, if necessary.
After a thorough and timely investigation which may include a review of additional documents,
interviewing of personnel, deciding whether a new investigation is necessary, etc. the RHCT or
the Designee may make recommendations to the Governing Council and to the Principal.
TIMELINE
All Complaints must be filed within 90 days of any wrong doing. An investigation, by the
Principal, will generally be completed within twenty (20) school days, except in extenuating
circumstances. Should that be the case, employee will be notified of extension.
Should RHCT handle the complaint, it too will be handled within twenty (20) school days,
except in extenuating circumstances. Should that be the case, employee will be notified of
extension.
APPEALS
Appeals must be submitted within 10 school days after receiving the Principal’s decision, and
must be submitted to the Ray of Hope Tribunal Council within 10 school days after receiving the
Principal’s decision.
DECISION
At the conclusion of a completed internal investigation conducted by either the RHCT or its
Designee, recommendations with supporting evidence will be provided to the Governing Council
Principal and Chief Development Officer. This conclusion of this investigation will cite evidence
that supports the allegations and the procedural directive(s), school policy(s), Employee
Handbook, Student Handbook that were violated, if any.
When the investigation of a Level II complaint or review of an appeal is concluded by the
RHCT, the complainant and respondent will have ten (10) working days from the date of the
notification letter to submit an appeal, in writing, to the Chairperson of the Governing Council.
The Chairperson will have fifteen (15) working days from the date of the receipt of the appeal to
inform the complainant and respondent of a decision, in writing. Based upon all of the evidence
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and information gathered by the investigation process and recommendations made, the
Governing Council Chairperson may reverse, modify, or affirm the findings. The Chairperson
may also return the matter to RHCT for additional investigation. The Chairperson’s decision is
final.
The RHCT will respect the privacy of the complainant, the respondent and witnesses, as much as
possible, consistent with legal obligations. No individual can be retaliated against or coerced for
being a witness, providing information related to the investigation or participating in any manner
in the resolution or in the process leading to the resolution of a complaint. Retaliation against
any student or employee seeking assistance, filing a complaint is reason for a subsequent
retaliation complaint. Retaliatory conduce may also be referred to the RHCT for appropriate
action in the same manner as described above.
COMPLAINT PROCEDURES
PROCESS:
Who may file:
A student, parent/guardian(s), on behalf of his/her student, or employee
How to file:
Complaint form must be completed, dated, signed, and submitted to the
Ray of Hope Complaint Tribunal.
Address to send:
To be determined
PROCEDURES FOR FILING COMPLAINT






All complaints must be in writing, signed and dated.
Complaint must have: Name (must be legible), current address, daytime telephone
number.
Complaint should explain the basis of your allegations and provide specific details of
what
occurred and why you believe the conduct about which you’re filing this
complaint is in violation of school policy.
The complaint must include times, dates, location of the alleged acts of wrong doing.
It must also provide the names of witnesses or individuals who allegedly committed the
wrong doing. Include location and job positions.
Provide any documentation that may support your allegation.
Once you have filled out your complaint form with the above information and have sent it to the
proper authority, you will be contacted by the Ray of Hope Complaint Tribunal to schedule an
appointment to discuss your complaint.
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2012-2013
WWW.rayofhope.com (web site to be developed)
Ray of Hope
Proposed Student Discipline Procedures
MISSION STATEMENT
Ray of Hope is a credit-based high school in the Albuquerque area which provides a safe
environment in which to educate at-risk youth ages 14-22, who are unable to integrate into a
traditional public school setting by providing an awareness of respect for self and community, to
enhance students quality of life and to transition into the general public to become productive
members of society.
VISION STATEMENT
Students at Ray of Hope will become confident and competent individuals believing that they
have and will make a difference in their community while pursuing dreams that they didn’t know
they could dream.
CORE VALUES
We at Ray of Hope believe and recognize that all youth possess intelligence, goals, dreams,
desires, and abilities that may used to solve problems, and may need direction, guidance and
support to overcome those barriers that make up the problems in order to solve them.
CODE OF CONDUCT AND SCHOOL EXPECTATIONS
ROH intends to promote and create an environment where students can feel safe, stable, secure,
and healthy. The development of strong, respectful, caring, productive students is our goal.
Therefore, ROH will reinforce these characteristics through instruction and activities that will
encourage this development. Obstacles that block this environment and efforts will be dealt with
in a swift and appropriate manner.
Behaviors that may affect another student’s educational performance and creates an intimidating,
hostile or offensive environment will not be tolerated.
We believe that by providing strong mental health support and excellent teaching practices,
students will have the necessary components to reach their greatest potential. ROH’s goal is to
strengthen a positive perception of education by providing mental health services and an
academic and vocational/career curriculum that will address the needs of all young adults.
Students who experience hardships such as lack of credits, foster care transitions, homelessness,
legal issues and/or gang affiliation will find ROH to be an understanding and encouraging place
while maintaining strong social, familial, and academic boundaries.
Respect for diversity will be strongly enforced. Discriminatory and/or harassment behavior
related to race, nationality, religion, gender, ethnicity, disability will not be tolerated. ALL
inappropriate behavior is not acceptable. However, each incident will be handled appropriately
with each student’s best interest in mind.
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PICTURES
Students will be notified when pictures will be taken for graduation pictures. All other students
will also be notified of dates and times. If a student’s picture is used for promotional school
purposes, a release of information will be acquired from student and/or parent/guardians.
GRADUATION ACADEMIC REQUIREMENTS:
To earn a diploma from ROH, students must meet the State of New Mexico credit requirements.
 A student at ROH will need 32 credits to graduate.
 You must also have taken and passed State Competency Exams; and
 Complete an education portfolio.
DRESS CODE
Student dress and grooming reflect the following:
1. How a student feels about themselves,
2. School attitude, and
3. Respect for others
Therefore, ROH has a dress code that includes a modified uniform in order to divert problems
with gang activity and/or conflict with inappropriate dress such as extreme sagging and/or
showing too much cleavage or short skirts, shorts, etc.
A casual day may be designated and when it is, clothing and accessories will be closely
monitored. Student will be sent home and/or parent/guardian will be called to bring a uniform
for student to dress change into.
Unacceptable clothing and accessories includes, but is not limited to:
 Excessively tight or revealing clothing including short shorts, short skirts (both are
considered short if the individual bends over and a part of the buttocks shows).
 Sheer shirts or bare midriff, off the shoulder shirts, spaghetti straps, tube tops, halter tops
or muscle shirts. Altered clothing: ripped or frayed clothing, etc.
 No low cut shirts that show cleavage.
 No sagging or bagging pants or wearing pants below the waist, including “low rise,” that
allows underwear or skin to show.
 No spiked jewelry, chains, gauges that are bigger than 2, belts with no more than a 2”
excess.
 No gang attire, including memory shirts.
 No pajamas, house slippers, trench coats.
 No hats associated with gangs and no hat use in classrooms.
STUDENT ID
A student ID will be required to be worn at school, at all times.
AFFECTIONATE BEHAVIOR
Also known as Public Display of Affection (PDA)
Prolonged embraces and/or kissing in halls are considered inappropriate, distracting, and
disruptive behavior. Students are also not allowed in parked cars during school hours.
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DISCIPLINE POLICY
ROH promotes an environment that is conducive to learning. This can only be accomplished
when students are free from violence, intimidation, harassment, aggressive abusive behavior and
unlawful harassment. The following behaviors will be dealt with through a Behavior
Intervention Plan. The Plan will have the TARGETED BEHAVIOR (Problem Behavior),with
steps on how to correct the behavior known as INTERVENTION STRATEGIES, then with
REWARDS/MOTIVATORS which are important to know because the goal is to see the
DESIRED BEHAVIOR REPLACED TO A MORE POSITIVE ONE. CONSEQUENCES
WILL BE IMPLEMENTED IF the desired behavior is not clearly showing itself. The good
news regarding this process is that the student, staff, and parent will be involved to provide the
guidance and support needed to change the problem behavior.
Behaviors that are construed inappropriate by ROH policy and/or staff members may be subject
to a natural consequence. The following behaviors are not appropriate in the ROH school
environment:
POSSIBLE OUTCOMES FOR DISRUPTIVE BEHAVIORS MAY BE (anyone or more):
In-school community service and/or in-school suspensions, legal citation and/ or arrest,
referral to mediation, referral to community service, long-term suspension, hearings
expulsion, restitution, lunch detention and/or after school detention. Gang activity
suspensions and/or verification will be recorded and reported to the Albuquerque Police
Department (APD) gang unit.
HARASSMENT/INTIMIDATING
Behaving in a way that is intended to annoy, alarm, or terrorize another person, and can include,
but is not limited to unwanted touching, sexual comments, name calling, spreading rumors,
verbal or physical conduct based upon a student’s actual or perceived race, ethnicity, national
origin, gender, religion, disability, age or sexual orientation.
1st Infraction - Referral to mediation.
2nd Infraction - Parent/Guardian, Teacher, Social Work Director to discuss a BIP
3rd Infraction - Develop a plan for restitution for pain and suffering that is caused to
student.
BULLYING
Any repeated and pervasive written, verbal or electronic expression, physical or gesture.
Bullying is an aggressive behavior that involves an imbalance of real or perceived, physical or
psychological threat. Typically the behavior is repeated over time and includes the use of hurtful
words and/or acts.
1st Infraction -Referral to mediation.
2nd Infraction - Parent/Guardian, Teacher, Social Work Director to discuss a BIP
3rd Infraction -Develop a plan for restitution for pain and suffering that is caused to
student.
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DRUGS
ROH is a drug-free environment. Students caught with contraband will be subjected to an inschool drug program, violation of probation (Law will take precedence). Subject to daily,
random searches, parent involvement.
TOBACCO USE
All School facilities and grounds are smoke/tobacco free.
FIGHTING AND/OR VIOLENT BEHAVIOR
A. Group or Gang-Related
NO GANG ACTIVITY WILL BE TOLERATED
This means no identifying colors, symbols, or signs. No wearing or drawing of insignia. Tattoos
must be covered while on school property and for any school activities. No Initiation/hazing of
students will be tolerated.
B. Directed at Staff – To be determined by Administration.
GAMBLING
Confiscation of items. Refer to “Possible Outcomes” for consequence.
PROFANITY AND/OR VERBAL ABUSE
Directed at another student and/or staff member – Reference “Possible Outcomes”
VANDALISM/THEFT/GRAFFITT
Reference “Possible Outcomes”
PERSONAL ELECTRONIC DEVICES/CELL PHONES
ALL electronic items are discouraged from being used during school hours. Cell phones will be
checked in daily with the probation officer and a claim ticket will be given to each student so that
at the end of your school day the student can pick it up. Cell phones have become a distraction
in the educational environment; therefore, if it is found on the student, it will be confiscated,
turned into the Principal’s office, and can be picked up at the end of the day from the Principals
office. There will be no power struggles between staff and student. If the parents and/or
guardians need to get a hold of the student during an emergency or to give information to student
the administration office can be called.
In case of threat to school, protocol is established to be sure that student’s are safe and that
parents/ guardians are notified.
CHEATING AND/OR PLAGIARIZING
A zero will be given for work on which cheating and/or plagiarizing was found.
WEAPONS
Instruments that may be considered a weapon or may be used as a weapon such as guns, knives,
clubs, explosive, firecrackers, look-alikes, etc. the result will vary, see “Possible Outcomes.”
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TECHNOLOGY CRIMES
Hacking, forging, inappropriate use of cell phones and video cameras. See “Possible Outcomes”
for disciplinary action.
DITCHING CLASS
The Community Liaison and/or School Probation Officer (SPO), will make a home the first time
a student misses class. If student is on probation, SPO will contact student’s Juvenile Probation/
Parole Officer and report student is missing from school. JPPO and SPO will discuss options.
UNEXCUSED ABSENCES
The Community Liaison and/or School Probation Officer (SPO) will make a home visit when
any class is missed. If student and parent/guardians are not at home, a letter will be sent to the
home to notify of the absence and the visit. If student is on probation, SPO will contact student’s
Juvenile Probation/Parole Officer and report student is missing from school and may make a
recommendation that student be incarcerated for the weekend. If there is continued absences,
SPO may recommend to the JPPO that parent be made a petition to the court which means that
the parent may be fined and/or also incarcerated if student is not attending school.
If a student is not on Probation/Parole and continues to miss school, and home visits are not
productive, a certified letter will be mailed. If again there is no response, student and/or
guardians will be advised, by letter, of disenrollment.
ROH FACILITIES
TEXTBOOKS
Textbooks are on loan to students. Respect for school property is encouraged and expected.
CAFETERIA
Breakfast and Lunch will be served. Times will be posted and students will be advised. Free and
reduced rate programs are available to eligible students. Forms will be available for parents to
fill out and submit to the cafeteria manager.
LIBRARY/MEDIA CENTER
A student ID will be required to check out a book. A student may use the library during class if
s/he has a pass. Computer use requires an ID.
COMPUTER AND INTERNET USE
Appropriate computer use is expected.
 Profane language or obscene messages are not acceptable.
 Refrain from having food, drinks around any computer.
 Leave computers unchanged. Do not change or rearrange the desktops, screen savers,
program configurations or security settings.
Internet Access
 Personal or school information such as phone numbers, addresses, credit card numbers, email addresses, etc. should not be given out.
 Chat rooms and sending/receiving e-mail are prohibited.
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

Downloading inappropriate material is from the internet. If a student accidentally opens
an inappropriate site, it must be reported to the computer teacher as soon as possible.
Use of internet must support academic purposes. However, a teacher may give
permission to an alternate use and student must show teacher signature proof of this
change.
School Server Guidelines
 Network administrators may review student communication to maintain system integrity.
 Student photos and/or video may be used for school assignments and presentations and
will be used only on school campus.
PARKING PERMITS
Students that have 15 credits or more and with a GPA of 2.5 may have the privilege of driving to
school. They must show a valid driver’s license, a current car insurance card, and a current State
of New Mexico registration. All documents will be photocopied and placed into student file. A
parking permit will then be given to student and must be displayed in car. Parking at school is a
privilege and permits may be revoked, if necessary.
If a car is illegally parked, or parked without a permit, it may be booted and/or towed. Fines will
be paid by car owner.
Students are NOT ALLOWED to be in cars during class time and school hours.
VISITORS
For the safety and minimizing interruptions of ROH staff and students, all visitors and/or guests
must report to the main office. A visitor’s badge will be issued and must be worn at all times
when on campus.
ROH PROGRAMS
ADVISORY
Advisories will take place with teacher and student at the end of every quarter and parents will
be notified of progress. Parents will be included every other quarter to review the past two
quarters of student progression and portfolio work.
STUDENT SUCCCESS NOTEBOOK
This notebook will be a working document that will be developed at the student’s first day of
class and will be reviewed daily by student and advisor. This notebook will hold the student’s
mental health and academic goals they wish to achieve.
GRADUATE
Each graduate will present a Portfolio that is a part of his or her graduation requirement. This
portfolio is a culmination of the student’s academic career showing academic and personal
growth. The portfolio has two components,
1. Student documents that student is most proud of due to challenges and/or
2. Accomplishments.
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3. An oral presentation.
Staff will grade the Portfolio. The Oral presentation will be graded by Parents/Guardians, A
community partner and the student advisor.
ROH RECORDS
FAMILY EDUCATIONAL RIGHTS AND PRIVARY ACT (FERPA)
The Family Educational Rights and Privacy Act specify rights related to educational records.
This act gives the parent of record or legal guardian the right to:
 Inspect and review the records of their student
 Make copies of these records
 Receive a list of individuals having access to the records,
 Ask for an explanation of any item in the records,
 Ask for an amendment to any report on the grounds that it is inaccurate, misleading or
violates the student’s rights,
 A hearing on the issue if the school refuses to make the amendment.
TRANSCRIPTS
Transcripts will be provided periodically in the course of the student’s education. Advisor/
Mentor will be responsible for this distribution during advisory meetings with student’s/
parents/guardians.
ROH SERVICES
COUNSELING
Social Workers will be actively involved in the curriculum of the school; however, they will also
be available for counseling services.
MEDICATION POLICY
Student’s who take medication at school need to have a physician’s order for their medication to
be on file in the Health Room. This policy applies whether the student carriers the medication, is
self-ministered by the student while supervised by the health assistant or administered by the
health assistant. Medication forms may be picked up at anytime from the Health Room. The
medication that is considered a controlled substance such as (Ritalin, Dexedrine, Tylenol with
codeine, etc) will not be allowed to be carried by the student on campus.
Students who take over the counter medications while at school such as (Tylenol, allergy
medications) must have a Parent Authorization Form on file in the Health Room. The
medication must be in its original container. The student may carry one dose at a time necessary
for that school day. If the medication is taken for more than 5 consecutive days, a physicians’
written authorization is required. Medication must have SECTION 504 these are Federal Laws
that prohibit discrimination against persons with disability in any program receiving federal
financial assistance. The laws define a person with a disability as anyone who:
 Has a mental or physical impairment that substantially limits one or more major life
activity;
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
Has a record of such impairment, or is regarded as having such impairment.
In order to fulfill its obligation under Section 504 and ADA, ROH recognizes a responsibility to
avoid discrimination against any person with a disability, therefore, it we will be responsible to
identify and evaluate a student if it is determined that they are eligible under Section 504, to
afford access to appropriate educational services.
STUDENT AND PARENT/GUARDIAN
As a student at Ray of Hope, I understand the above rules and guidelines and agree to comply by
them while I attend this school. I understand that if I fail to follow these rules, there will be a
consequence.
____________________________
Student Signature
________________
Date
_______
Credits
_______________
Student ID
As the parent of this student, I have read and agree that my child must adhere to the rules and
guidelines to the school and will be held accountable if s/he violates them in any way. I
understand that my child is responsible for their behavior and will support the school in
recommendations made if my child violates the rules and/or guidelines of the school.
_______________________________ ______________
Parent/Guardian Signature
Date
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Acronyms
ROH Ray of Hope
Toastmasters, Future Farmers of America (FFA)
Distributive Education Clubs of America (DECA)
Math, Engineering, Science Achievement (MESA)
Understanding by Design (UbD)
Public School Facilities Authority (PSFA)
New Mexico Public Authority (NMPSIA)
General Accepted Accounting Principle (GAAP)
General Education Diploma (GED)
Ray of Hope Complaint Tribunal (RHCT)
Definition
Think-In: A period held every day in order to prepare students for learning.
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