Granville Original Proposal Redacted

PROPOSAL SUMMARY AND TRANSMITTAL FORM
Pr o po s e d Sch o o l In f or ma ti on
Charter School Name: Granville Academy Charter School
Education Corp. Name: Granville Academy Charter School
Education Corp. Status: New Education Corporation Proposal Type: Standard New School Proposal
School District (or NYC CSD): Mount Vernon
Opening Date: 8/1/2017
Pr o po s e d G ra de s a nd En r ol lm en t Pr o po s e d A ff i li at io ns ( if an y)
Charter Charter Management
Grades Enrollment N/A
Year
Year 1 6 100 CMO Public Contact Info
N/A
Year 2 6, 7 200 (Name, Phone):
Year 3 6, 7, 8 300 Partner Organization: N/A
Year 4 6, 7, 8 300 Partner Public Contact Info
N/A
Year 5 6, 7, 8 300 (Name, Phone):
Le ad Ap p l ic an t C on t act Inf or m at ion

First Lead Applicant Name: Deborah Woods
Applicant is a: Parent Teacher School Administrator District Resident Education Corp./Charter School
Applicant Mailing Address: Mount Vernon, NY 10553
Primary Secondary
N/A Email:
Phone #: Phone #:
Second Lead Applicant Name: N/A

Applicant is a: Parent Teacher School Administrator District Resident Education Corp./Charter School
Applicant Mailing Address:
Primary Secondary
Email:
Phone #: Phone #:
List additional lead applicants in the . Not Applicable
Me di a/ Pu b li c C on t act In fo rm at io n ( re q u ir e d)
Name: Deborah Woods Phone #: 914-297-8660 Email: granvilleacademycharterschool@

gmail.com
SUNY Charter Schools Institute Proposal Transmittal and Summary Form 1

Le ad Ap p l ic an t Si gn at ur e
Signature: Date: January 22, 2016
Authenticated Digital Signatures accepted. If a handwritten signature is used, the Institute must receive the Submit Completed Proposal to:
transmittal form, bearing an original signature, postmarked no later than the proposal submission deadline. Charter Schools Institute, State
By signing this Proposal Transmittal Form, the Lead Applicant certifies that the information contained in this University of New York, 4 1 State St.,
proposal to establish a charter school pursuant to the New York Charter Schools Act (as amended) with the Suite 700, Albany, New York 12207.
State University of New York Board of Trustees is true and accurate to the best of his or her knowledge. Phone: (518) 445-4250
Fax: (518) 320-1572
OFFICIAL USE ONLY: Received By: Date: Email: charters@suny.edu

Pr o gra m De s i gn
MISSION STATEMENT
The mission of Granville Academy Charter School is to prepare scholars in grades 6 - 8 for success in high school
and college in order to lead a life of achievement and contribution.
KEY DESIGN ELEMENTS
Rigorous, College-Preparatory Curriculum: All scholars will study two hours of math and literacy, one hour of
science and one hour of social studies to ensure that they are on the path to being college and career ready.
More time to learn: Granville Academy will serve students Monday, Tuesday, Thursday and Friday from 7:30 AM
to at least 4:30 PM, and until at least 1:15 PM on Wednesdays. The school year will include approximately 188
days of instruction. Within our program, Granville Academy students most in need of extra help benefit from over
70% more instructional time each year than they would receive in a typical district school.
Data-Driven Instruction: Teachers and leaders will collect and analyze data regularly to ensure that every student
is on track to meeting academic benchmarks set by the school and the country.
Structured and Supportive School Culture: All Granville Academy staff and students will live by the LIFE values of
Leadership, Integrity, Focus and Enthusiasm. LIFE values are reinforced through a variety of incentives such as
field trips, dining out and special privileges.
Exemplary Talent: We are committed to attracting, developing and retaining exceptional teachers because we
believe great teachers create great scholars.
Commitment to Serving All Students: Granville Academy will provide an instructional model that supports the
natural lottery, a collaborative team teaching inclusion model for special needs students and admission at all
grade levels.
Commitment to Contribution: In addition to a focus on the fundamentals of reading, writing, and math, Granville
Academy will offer opportunities for students to intera
our scholars to achieve academic results. We want them to change the world.
SCHEDULE
Proposed Number of Proposed Daily Beginning
188 7:30 - 4:30
School Days per Year: and Ending of School Day:
Additional Schedule Information (optional):
N/A
ACADEMIC PROGRAM
Granville Academy will build consistent instructional systems to ensure that all teachers have the tools to increase
scholar achievement. The academic program at GACS is built on the success and best practices of the highest-
performing no-excuses middle schools nationwide. As such, GACS embraces the common elements of no-excuses
high expectations schools. At GACS, a strong curriculum focus on skill mastery is delivered in a manner that
maximizes time on task across an extended school day and school year. Structured, highly organized learning
environments are reinforced by consistent classroom practices that promote continuity and predictability across
all classrooms. Scholars are challenged to do their best academically regardless of language proficiency, special
education status, or the academic level at which they enter the school using the multiple layers of suppor the
school offers -proven curricula that have been
shown to accelerate progress to mastery for low-income scholars, including those with disabilities and English-
language deficits.

Sch oo l M an age me n t
MANAGEMENT STRUCTURE
Granville Academy will be led by a Principal, who will be responsible for day-to-day operations and general
management of the school. The Principal will supervise a team of secondary leaders who are responsible for
specific function areas within the school separated into Academics, Operations and Culture. With the shared
responsibility of different aspects of the school, Granville Academy will be able to have experts supporting
students on a daily basis.
ROLE OF CMO OR PARTNER(S)
None
Fa ci li ty
SCHOOL FACILITY PLANS
We intend to locate Granville Academy Charter School on the South Side of Mount Vernon with a target population
from the same area of the city. However, Mount Vernon is a walking community and we feel that any of the
locations we have identified will be accessible to the targeted community.
Based on our enrollment plan to enroll 100 students during our first year, we would need approximately 5,000
square feet for our initial facility, assuming 800 square feet per classroom. We plan to either secure a temporary
facility that would allow the school to locate for up to two years or secure a full growth facility that will house our
entire 6 8 program. We do not intend to share public space but rather locate in a private facility.
Ot he r

1. Community Need and Proposed School Impact
(a) Community Description and Need
Mount Vernon is a densely populated suburban city covering four square miles
with a high concentration of poverty in what is colloquially known as its south
side. Railroad tracks run through the center of Mount Vernon, and for decades
divided it roughly into rich and poor, white and black, privileged and under-
privileged, with the latter living south of the tracks. We plan on placing the
school facility squarely within the two square miles of the south side, in zip code
10550. This area of the city contains a population that is 86% African-
American or Latino with a recorded unemployment rate of 15%1,
approximately 8% higher than the average national unemployment rate of that
same year.2 Additionally, only 37% of the population in the targeted zip code
has a high school diploma. The demographic data in the New York State
Report Cards also reflects clearly that a concentration of high needs children is
situated in proximity to Mount Vernons south side elementary schools and along
its western corridor. Out of all Mount Vernon City School District students, 73%
are Economically Disadvantaged, 8% are English Language Learners and 18%
are Students with Disabilities.3 The middle schools in Mount Vernon average
slightly higher numbers than the district with 77% of students being Economically
Disadvantaged, 9% being English Language Learners and 21% being Students
with Disabilities. It is this population in Mount Vernon that has been underserved
for far too long and it is this population that we intend to serve with excellence.
Rationale for Selecting Mount Vernon

Mount Vernon City School District (MVCSD) is comprised of 16 traditional public
schools, 11 elementary, 2 middle, and 3 high schools. MVCSD is one of the
lowest performing in the county of Westchester with the 8th lowest graduation
rate out of more than 100 schools. Of all the students in grades 3-8 who took
the 2015 State English Language Arts test and Mathematics test, 86% and
87% respectively, were not proficient with approximately 50% of students
scoring in the Level 1: Far Below category.4 In Mount Vernon, the achievement
gap is exacerbated as students spend more time in the Mount Vernon City
School District. The following table shows the performance data for students
when they were in 3rd grade in the 2008-2009 school year and when that
same cohort was in 8th grade in the 2013-2014 school year. While 3rd graders
in Mount Vernon outperformed the state, by the time they got to 8th grade, they
were 19% below the state average. There was a significant drop in
1 2009- 2013 American Community Survey 5-Year Estimates; www.census.gov

2 2009- 2013 American Community Survey 5-Year Estimates; www.census.gov
3 New York State Education Department Public Access Data Site; Mt. Vernon District Report- Enrollment Data
2014 2015; www.datanysed.gov
4 New York State Education Department Public Access Data Site; Mt Vernon District Performance Reports on
State ELA/Math Exams (2014-2015) www.datanysed.gov
Response 01-1
proficiency scores across the nation with the implementation of Common Core.
Comparatively, however, the decline in scores was greater in Mount Vernon
than in the state by 23%. This data suggests that students in Mount Vernon are
not being prepared for college and career readiness at a competitive rate and
the instructional shifts needed to support success with the Common Core
curriculum are not being executed at a high enough level.
2008-2009 2013-2014
Change
3rd Graders 8th Graders
State
76% 31% -45%
ELA
MV
80% 12% -68%
ELA
In one of the historically lowest performing school districts in New York City,
CSD 5, 15% of students in grades 3-8 scored proficient or advanced in ELA
and 15% scored proficient or advanced in math in 2015. In Mount Vernon, the
data was strikingly similar with 14% scoring proficient or advanced in ELA and
13% in mathematics. A difference between these two districts is that for 31
district public schools, there are 14 public charter schools providing an
alternative to families. With 16 district schools in Mount Vernon and only one
free alternative, the need for excellence and choice is evident.
There are two middle schools in Mount Vernon, Davis and Longfellow, both
performing below average New York State levels. The following graphs show
assessment results for 8th graders at these two middle schools in both ELA and
Math.5
Grade 8 ELA
5
New York State Education Department Public Access Data Site; Mt Vernon District Performance Reports on
State ELA/Math Exams (2014-2015) www.datanysed.gov
Response 01-2
Grade 8 Mathematics
By the time students are tested in the 8th grade, 52% and 76% of students are
Far Below Grade Level in ELA and Mathematics respectively. The one free
alternative for families, Amani Public Charter School, is closing the gap with a
10% and 14% gap in ELA and math between Amani and NYS performance,
but the gap still exists and the waitlist at Amani is more than 80 students.
Looking at the student population, there were 723 students in grades 7 and 8
alone at Davis Middle School in 2014. Granville Academy Charter School
(GACS) will be able to provide students with a smaller, more personal school
experience with projections of 300 students in grades 6 8, 58% less students.
This smaller setting will also create an environment in which students with special
needs can receive the education and support they need and deserve.
The underperformance of high needs students is profound in the traditional

Mount Vernon middle schools. For a special education student or an ELL in
Mount Vernon middle schools, average ELA proficiency rates are just 1% and
5% respectively. Research has shown that almost half of high school drop outs
can be identified by the end of sixth grade based on just four variables: low
attendance, poor behavior, failing math, and failing English grades.6 The
painful reality is that in our traditional middle schools far too many children are
being left behind. Thankfully, parents have become aware of options like
Granville Academy and are eager to sign up.
In addition to the clear need for high quality education for any child that lives in
a district with results similar to Mount Vernon, the founding team has a personal
connection to the city. Five of the founding team members were raised in Mount
Vernon, four of which attended MVCSD public schools from elementary school
through high school. Despite graduating at the top of their high school class,
6
Research by the nonprofit Philadelphia Education Fund in conjunction with Johns Hopkins University was
discussed in the June 6th, 2005 Washington Post http://www.washingtonpost.com/wp-
dyn/content/article/2005/06/06/AR2005060601488_2.html
Response 01-3
each one experienced a similar struggle of unpreparedness when faced with
college courses. The U.S. Department of Education published an article that
stated inadequate preparation is the key factor in lack of college success. For
example, only 34 percent of students needing remedial reading completed a
degree compared with 56 percent for students who did not take any remedial
courses.7 The students that Granville Academy intends to serve will likely have
fixed at-risk factors once matriculating in college and we believe preparation
should not be one of them. While this reality exists for many students across the
country, the founding team has a shared experience with the children of Mount
Vernon and a personal interest in seeing that reality change.
(b) Programmatic Impact
Mount Vernon, while only 4 square miles, has a number of educational facilities
for its students. The table below outlines the intermediate schools available in
the district, charter, and private domains.
School Type Grades Served

in 2015-2016
Pennington District K-8
Elementary
Graham District K-8
Elementary
Davis Middle District 7 -8
School
Longfellow District 78
Middle School
Amani Public Charter 58
Charter School
Our Lady of Private PK - 8
Victory School
Fortress Christian Private K 12
Academy
Emmanuel Private PK - 8
Childrens
Mission School
Westchester Private PK 6
Muslim Center
7 U.S. Department of Education, National Center for Education Statistics, "Beginning Postsecondary Students
(BPS)." Unpublished tabulations.
Response 01-4
Overall, we anticipate having a positive programmatic impact on other public
schools, through the modeling and sharing of effective practices, as well as
providing a strong school choice to families that desire a structured and
intellectually stimulating experience for their child. A strong 6 8 program will
also develop a corps of high school ready freshman for Mount Vernons high
schools, as Granville Academy scholars graduate. With the lead applicant
being an active participant on the MVCSD School Restructuring Committee, the
recommendation is to move Mount Vernon into a district with smaller school
settings, as the enormous middle schools currently are not preparing students for
college and career readiness, evidenced by the data in Section 1.a of this
response. There are 11 elementary schools in MVCSD, two of which
restructured into a K-8 model for the 2014-2015 school year as part of this
plan. Unfortunately, those two restructured schools have an approximately
65% decrease in cohort size in the 7th and 8th grades, leaving 65% of students
in need of a middle school placement. With the other charter schools seats
filled in the 5th grade, that leaves families with a choice between a failing
middle school or a school with tuition. Granville Academys approval would
give these families another high standards option, tuition free.
With respect to non-public schools, Granville Academy is not anticipating to

have an effect on these institutions that presently exist in the City of Mount
Vernon. These are primarily religiously based institutions. Further, we
anticipate that the overwhelming majority of GACS scholars will come from
economically disadvantaged families that would not have the means to pay
private school tuition. The average annual cost of the private options is
$4,330,8 which is 11% of the median household income in Mount Vernon. This is
a hardship we dont believe our target population can take on. We envision
that Granville Academy will appeal to the families of students in the existing
public schools since such a high percentage of these schools are not meeting
state standards.
There is one existing charter school in Mount Vernon, Amani Public Charter
School. The school currently serves students in grades 5 8. Because they
enroll the majority of their students in the 5th grade and have very few seats
available to students entering the 6th grade, we do not anticipate having an
effect on this school, except insofar as we share best practices. We have
already begun collaborating with Amani as it is designed from the same No
Excuses model as Granville Academy. The opportunity will exist for school visits
and culture walkthroughs that will only make both schools stronger for the
students of Mount Vernon.
Granville Academy Charter School would represent a significant educational

benefit to the Mount Vernon City School Districts families, and to the district
8
Determined through phone calls to the private schools
Response 01-5
overall by providing an alternative for students who may be at-risk of
academic failure. As noted in Section 1.a, we will center our enrollment efforts
around schools that reflect a high at-risk population in the 10550 zip code.
We anticipate that Granville Academys high expectations, safe and structured
school environment, and rigorous academic program will have a positive impact
on local schools, both public and private.
To effectively fulfill its mission, GACS will utilize the practices of the highest-
performing urban charter schools. Our team believes that any scholar can
rapidly approach grade-level proficiency when exposed to an academic
environment defined by the following programmatic components, which will
infuse our school:
1. Relentlessly high, consistent academic and behavioral expectations for all
stakeholders, including our scholars, our families, and our staff. Our
expectations will be explicitly taught, meticulously enforced, and consistently
supported by school-wide systems of incentives and consequences.
2. Seamless and detailed operating procedures. Our operating systems will be
wide-reaching and encompass every imaginable aspect of school
operations, and will be implemented with unyielding attention to detail. All
routines will be modeled for, and practiced by, the appropriate constituents
at the beginning of each year, and regularly reinforced thereafter.
3. Rigorous, standards-based curriculum, instruction, and assessments. Our
educational program will be designed to help scholars master core basic
content and skills by the end of 8th grade, while simultaneously preparing
them for the intellectual demands of a college preparatory high school
program.
4. A wide-reaching network of supports designed such that no child is left behind.
Our school will employ an extensive network of whole-school and
individualized supports to catch struggling scholars before they fall behind.
When faced with a scholar who is not finding success in our program, we will
seek to identify the underlying skill deficiency and then provide systematic
supports to address the issue.
5. An obsession with regularly and effectively using data. We will regularly
analyze academic assessment data to understand which concepts scholars
have and have not mastered, using this analysis to build tutoring plans and
to make adjustments to our program. Data detailing scholar performance on
non-academic goals will also permeate the school and drive individual and
school-wide improvements.
6. An atmosphere of enthusiasm and joy. Our program will be designed to
ensure that teaching and learning become exciting and fun.
Response 01-6
(c) Fiscal Impact
It is estimated that the School will have the following financial impact on the Mount Vernon City School Districts estimated
budget taking into account per pupil payments from the district.
Largest Enrollment District: MT VERNON SCHOOL DISTRICT
A B C D E F G H
(BXC) (D+E) (FG)
Other District
Enrollment Revenue (SPED * Total General Fund Projected
(Number Funding, Food Total Funding to Operating Budget for MT Impact (% of
Operational of Per Pupil Per Pupil Service, Grants, Charter School VERNON SCHOOL District's Total
Year Students) Rate Aid Etc.) From District DISTRICT School District Budget)
Year 1 (2017-18) 0.942%
100 17,144 1,714,400 461,695 2,176,095 230,887,373
Year 2 (2018-19) 1.789%

200 17,144 3,428,800 700,890 4,129,690 230,887,373
Year 3 (2019-20) 2.556%

300 17,144 5,143,200 757,584 5,900,784 230,887,373
Year 4 (2020-21) 2.561%

300 17,144 5,143,200 770,834 5,914,034 230,887,373
Year 5 (2021-22) 2.562%

300 17,144 5,143,200 771,584 5,914,784 230,887,373
DESCRIPTION OF SOURCE FOR PRIMARY Mount Vernon City School District website:
DISTRICT'S OPERATING BUDGET: http://mtvernoncsd.ss7.sharpschool.com/cms/one.aspx?portalId=180736&pageId=210154
OTHER NOTES:
Response 01-7
Granville Academy Charter School will not divert significant funding or students from
the Mount Vernon City School District. Currently, MVCSD is losing approximately 55
students between elementary school and middle school, leaving only 45 additional
students that may be diverted from MVCSD. MVCSD has budgeted $230,887,373
for the 2015-2016 year. In operating year 5, we will serve 300 scholars and would
receive a per pupil allocation of approximately $17,144, roughly equal to 2.3% of
the MVCSD budget. Because we anticipate that our scholar population will be
largely from economically-disadvantaged families, and less likely to attend non-public
schools, we anticipate no significant fiscal impact upon them.
Response 01-8
2. Addressing the Need
(a) Mission
Mission: The mission of Granville Academy Charter School is to prepare scholars in

grades 6 8 for success in high school and college in order to lead a life of
achievement and contribution.
(b) Key Design Elements
At the most fundamental level, our educational philosophy is shaped by our belief that,
in the United States today, an individuals enrollment in, success in, and graduation
from college is the surest way that s/he can maximize his/her academic, professional,
and life potential. College provides a platform for deepening academic and personal
experiences, building critical personal and professional relationships, and broadening
perspectives that open up opportunities and enable an array of choices that are
unavailable to students who do not enroll in, succeed in, and graduate from college.
College serves as a stepping stone that can enable a child who has grown up in
poverty to escape its vicious cycle.
While lifetime earnings are but one way to measure the value of a college degree in
the United States, an analysis of such earnings paints a compelling picture of their
critical nature. According to the most recently available census data, Americans who
have earned a Bachelors degree earn approximately $2.1M over their lifetime,
nearly twice as much as Americans who have only earned a high school diploma
($1.2M) or who do not graduate from high school ($1.0M).1
We intend for Granville Academy Charter School (GACS) to move hundreds of

previously underserved scholars onto the college path. We strongly believe that any
scholar can rapidly approach grade-level proficiency in an academic environment
defined by the No Excuses Model. One study conducted in Massachusetts found inner-
city kids attending no excuses charter schools did better than their peers in
traditional schools. The no excuses charters were the only urban charter schools that
effectively boosted test scores.2 One of the leading charter school networks in the
country, North Star, has achieved dynamic results through the use of this model.3
Granville Academy is designed to emulate the best practices of North Star, among
other high-performing charter schools.
1 U.S. Census Bureau; The Big Payoff: Educational Attainment and Synthetic Estimates of Work-Life Earnings;
http://www.census.gov/prod/2002pubs/p23-210.pdf
2 Joshua D. Angrist, Parag A. Pathak, and Christopher R. Walters , Explaining Charter School Effectiveness,
American Economic Journal: Applied Economics 2013, 5(4): 127

3 Uncommon Schools- North Star Results http://northstar.uncommonschools.org/nsa/results
Response 02-1
The No Excuses Model
The Granville Academy model is built on the best practices of high-performing, no
excuses charter networks nationwide, including KIPP, Achievement First, Uncommon
Schools, and YES Prep. These networks have proven for more than 20 years that
demographics do not determine destiny, and that low-income students can be
successful in the college of their choice. Granville Academy is founded on the five
common elements of no excuses schools: 1) Rigorous college-prep academics, 2) More
time to learn, 3) Data-driven decision-making, 4) Safe and supportive school culture, and
5) exemplary talent.
1) Rigorous college-prep academics. GACS will be an academically rigorous, college

preparatory middle school. The GACS curriculum will be based on an accelerated
introduction to the Common Core State Learning Standards, and will utilize a
combination of direct instruction and exploration. It is designed to challenge
scholars to do their best academically regardless of their language proficiency,
special education status, or the academic level at which they enter the school. Our
rigorous core academic program will include the core subjects Math and English
Language Arts and a literacy infused Science and Social Studies program. Please
refer to Response 05- Curriculum and Instruction for a more detailed description of
our curriculum plan.
2) More time to learn. GACS will serve scholars Monday, Tuesday, Thursday and
Friday from 7:30 AM to at least 4:30 PM, and until at least 1:15 PM on
Wednesdays. The school year will include approximately 188 days of instruction,
and scholars in need of additional individual support or required remediation
attend an after-dismissal tutoring block, school on additional Saturdays, and during
some vacations. Within these programs, the GACS scholars most in need of extra
help benefit from over 70% more instructional time each year than they would
receive in a typical district school.
3) Data-driven decision-making. GACS will utilize a sophisticated feedback loop of

frequent data collection and analysis including interim assessments and
comparative academic measures to drive effective instruction at the scholar, class,
teacher, grade, and school levels. GACS assessments will include absolute
measures, value-added measures, and internally-developed, externally-validated
trimester and comprehensive exams.
4) Safe and supportive school culture. GACS school culture will be based on the LIFE
Values which all staff and scholars in Granville Academy will live by: Leadership,
Integrity, Focus and Enthusiasm. Scholars earn or forfeit LIFE Points based on their
adherence to these values and scholars to can buy privileges and benefits such as
end of trimester trips and end of year adventures including College Expeditions.
This manifests itself in clear structured systems for scholars, crisp uniforms, and high
Response 02-2
expectations for rigor and joy. Great behavior and good character will be taught
and practiced as explicitly as math instruction.4
5) Exemplary talent. Without a mission-aligned, philosophically-aligned, smart,

relentless team of teachers and school administrators, nothing else matters.5 Thus,
we are relentless with respect to our human capital approach. We are thinking
very strategically about how to recruit, train, support and grow, evaluate,
compensate, and promote our team members. Granville Academy teachers will be
paid a base salary that exceeds the Mount Vernon City School District scale and
they are eligible for excellent benefits. All staff members will undergo extensive
performance review, receive weekly professional development during the school
year and three weeks of intensive PD in the summer.
Instructional Enhancements to the No Excuses Model
In addition to these common elements of no excuses schools, Granville Academy is

unique in its commitment to two other key academic design elements: 1) special
education and ELL students and 2) community contribution.
A Commitment to Educating All Students in All Subjects

Granville Academy will provide an instructional model that supports the needs of all
scholars that would otherwise be in Mount Vernons traditional public schools. We will
promote a natural lottery, a collaborative team teaching inclusion model for special
needs scholars and admission at all grade levels. Granville academy will actively
seek out scholars with these classifications in order to match the demographics of the
highest needs schools in Mount Vernon. Research on high-performing urban public
schools corroborates the attributes that an urban public middle school must employ to
drive high levels of scholar achievement for all scholars, including scholars with
disabilities and ELLs.6 For example, research has demonstrated again and again that
setting a high bar and calling for the best efforts of students and adults alike, is
essential to producing academic mastery. Additional, targeted research has shaped
the philosophies and practices that we will use to support ELLs7 and scholars with
disabilities.8 This research has informed many design elements of the school.
4 Durlak, Joseph A., et al. "The Impact of Enhancing Students Social and Emotional Learning: A Meta-Analysis of
School-Based Universal Interventions." Child Development 82.1 (2011): 405-432.
5 Hanushek, Eric. "The Economic Value of Higher Teacher Quality." Economics of Education Review 30.3 (2011): 466-
479.
6 See Abigail and Stephan Thernstrom, No Excuses: Closing the Racial Achievement Gap in Learning (2003); Samuel
Casey Carter, No Excuses: Lessons from 21 High-Performing, High-Poverty Schools, The Heritage Foundation (2000);
and David Whitman, Sweating the Small Stuff: Inner-City Schools and the New Paternalism, The Fordham Institute
(2008).
7 See: Thomas, W.P., & Collier, V.P. (2002). A national study of school effectiveness for language minority students'
long-term academic achievement, Santa Cruz, CA: Center for Research on Education, Diversity and Excellence,
University of California-Santa Cruz.
8 See: Count Me In: Special Education in an Era of Standards, Education Week (2004).
Response 02-3
A Commitment to Community Contribution
In addition to a focus on the fundamentals of reading, writing, and math, Granville
Academy will offer opportunities for scholars to interact with the world beyond the
classroom. When building character in scholars, research suggests giving opportunities
for scholars to practice their positive character traits by performing community service.
This reinforces beliefs and values and encourages moral development.9 Its not enough
for our scholars to achieve academic results if they dont have a drive to use their
achievements to change the world. Through a weekly Contribution class, scholars will
be introduced to various needs of the community and will complete a service project
starting in sixth grade. In 8th grade, scholars will need to complete a LIFE project that
will include a community service component.
Lessons from Uncommon Schools. Uncommon Schools is one of the leading charter
school networks in the country. Uncommon reverses the achievement gap with
economically advantaged students in math in every one of its regions. By 6th grade,
75% of its regions outperform the state in reading, and continue to outperform the
state in 7th and 8th grade. Students who remain with Uncommon through high school
dramatically outperform the state on their state assessments as well as close the
achievement gap on the SATs.10 In addition to outstanding results, the network has
derived, codified, and filmed a series of concrete and practical findings about what
enables great instruction. With a member of the Granville Academy founding team
being a school leader at Uncommon Schools and a participant in Uncommons Relay
Graduate School of Educations National Principals Academy Fellowship, GACS is able
to build its model through first-hand experience from a leading network in student
achievement.
(c) 5% Districts
Mount Vernon City School District consists of 8,060 students. There is one charter
school in Mount Vernon that has now reached full growth with a student population of
239 students, making up 3% of the districts student population.
9 Conrad, D. & Hedin, D. (1991). School-based community service: What we know from research and theory. Phi
Delta Kappan, 72(10), 743-749
10 Uncommon Schools Results http://www.uncommonschools.org/results-for-charter-schools
Response 02-4
2. Addressing the Need
(d) Draft Accountability Plan- Accountability Period 2017-2018 TO 2021-2022
Granville Academy Assessment Strategy Narrative
Granville Academy Charter School (GACS) has three paramount goals over its five-
year charter term: academic excellence, mission advancement, and organizational
strength. GACS will be accountable for building an excellent, high-performing school
to families, community members, and SUNY Charter Schools Institute. Granville
Academy will use measurable objectives and frequent interim assessments with clear
standards and public performance targets regularly.
Academic Excellence Goals
Granville Academy plans instruction and assessment around academic standards,

focusing on what scholars should be able to do by the end of a lesson or unit. GACS
faculty work to exceed the standards and performance indicators detailed in the State
of New York Core Curriculum, and in Literacy and Math in the Common Core State
Standards. Keeping this goal in mind enables teachers to be efficient as they move
scholars to mastery of the skills and knowledge scholars need most. The intention is not
merely for GACS to comply with the New York Core Curriculum and the goals in this
Accountability Plan, but for all faculty members and scholars to excel beyond the
benchmarks we herein commit to meet.
Granville Academy will demonstrate, with improvements in scholar achievement

outcomes, what its scholars are learning in preparation for college. GACS will measure
academic progress extensively and with precision using NWEA MAP assessments,
Achievement Network Interim assessments and NY state exams. These assessments are
criterion referenced, norm referenced, and externally validated and make up a robust
assessment sequence. Granville Academys interim and summative assessment systems,
described below, will ensure that standardized assessments are frequent (every six to
ten weeks in the form of interim assessments), relevant (directly linked to classroom
instruction), and standards based (aligned with the Common Core State Standards
where appropriate).
GACS will use the Fountas & Pinnell Benchmark Assessment System to assess scholar
literacy achievement and progress in reading. The administration of the Benchmark
Assessment System, in addition to the coding, scoring, and interpretation of scholar
responses, are standardized procedures, which provide a reliable and valid measure
of scholar performance and achievement. The Fountas & Pinnell Benchmark Assessment
System are scientifically researched and aligned to state standards and to the internal
benchmark levels that will be used at Granville Academy.
GACS will meet or exceed Adequate Yearly Progress (AYP) guidelines established
Response 02d-1
under the No Child Left Behind Act (NCLB) for all sub-group populations
disaggregated by race, income, special education status, and English proficiency.
Moreover, GACS will ensure a participation rate of more than 96% for all of our
NCLB testing with the ultimate goal of 100% grade level proficiency in literacy and
math as stipulated under NCLB. In order to prepare all scholars for success on the
exams established by the New York State Board of Regents by the end of the
eleventh grade, the Granville Academy curriculum presents the New York State
Common Core Learning Standards on an accelerated schedule using more than 75%
additional learning time than traditional schools. The design of the GACS academic
program and accountability plan is to prepare all GACS scholars to be on track to
receive an Advanced Regents Diploma in a high school of their choice and to proceed
to post-secondary success.
Granville Academy will employ a robust assessment system that does not rely on any
one measure in isolation; instead, we will rely on four types of measures in concert:
1. Absolute criterion-referenced assessment (New York State assessments);

2. Value-added and norm- referenced assessment (including the MAP and Fountas & Pinnell
Benchmark Assessment System);
3. Comparative assessment (using district and similar school comparison points for
reference on statewide and national assessments as well as a peer group of
Achievement Network schools), and;
4. Internally developed/internally validated measures (such as weekly quizzes, biweekly
tests, and interim assessments that are aligned to Common Core standards and NY
state assessments).
Each measure is essential to the effectiveness of our overall system to help determine
scholar curricular mastery, areas for extra support, progress of cohorts over time, and
effectiveness of individual teachers.
Absolute Measures:
Absolute measures are those that are based on a specific set of pre-determined
content knowledge and skills. These measures are also called criterion-referenced,
standards-based because they measure against criteria rather than other scholars over
time. Their goal is to measure academic proficiency against a standard of knowledge
and skill that does not change. Proficiency on these exams is an indicator of a scholars
likely ability to pass the NY State exams and to succeed in college.
Examples of this type of test are the New York State Regents exams, F&P, and
Achievement Network Interim Assessments.
Value-Added (Growth) Outcome Measures:
Value-added scores will measure both the progress of individual scholars over time as
well as cohorts of the same scholars over time. Because these measures compare
Response 02d-2
scholars to themselves, the results account for demographic factors that may influence
initial performance.
We will measure added value on a nationally-normed test such as the MAP. This will
allow us to compare our scholar performance to similar age scholars across the nation.
Where appropriate, progress of scholars will be expressed in Normal Curve
Equivalent (NCE) scores and converted into percentile rank for dissemination. The
increase in percentile rank will demonstrate progress being made by GACS scholars
compared to that expected of the national sample. Although rapid value-added
improvement alone is not enough to ensure proficiency on the Regents or other criterion
referenced exams, it does demonstrate above average progress towards that goal
over time.
Value-added measurements will also be conducted for our criterion-referenced tests

like the state exams. These results will be expressed in scale scores, which represent a
specific level of skill and knowledge. Scholars will be expected to demonstrate an
improvement on their scale score in each successive grade.
Comparative Outcome Measures:
In addition to examining academic goals in terms of absolute scholar achievement and

the value that GACS has added to cohorts and individual scholars, we also compare
our performance to scholars in Mount Vernon City School District, demographically
similar schools, charter schools, and the state. One benefit of this comparative measure
is to erase the myth that scholars in Mount Vernon cannot compete academically with
those in the rest of Westchester County, New York State, the nation, or the world.
Internally Developed and Internally Validated Measures:
In addition to the external standardized assessments that are an essential part of

preparing our scholars to enter in college, we believe that other indicators and
assessments are also essential to track to ensure that we are preparing scholars to
succeed in high school and college. Granville Academy does not believe it is valuable
to teach-to the-test but rather that it is important to prepare every scholar to
succeed on any form of assessment, be it designed by the school or standardized.
The curriculum team at Granville Academy will design and administer interim
assessments based on state standards that have been planned backwards from the
point of college preparation.
Response 02d-3
ACADEMIC GOALS
GOAL I: ENGLISH LANGUAGE ARTS
Goal: Granville Academy Charter School (GACS) scholars will demonstrate

proficiency in English Language Arts.
Absolute Measures
1. Each year, 75% of all tested scholars who are enrolled in at least their second
year will perform at or above Level 3 on the New York State English Language
Arts exam.
2. Each year, the schools aggregate Performance Index (PI) on the state English
Language Arts exam will meet that years Annual Measurable Objective (AMO) set
forth in the states NCLB accountability system.
Comparative Measures
3. Each year, the percent of all tested scholars who are enrolled in at least their
second year and performing at or above Level 3 on the state English Language
Arts exam will be greater than that of scholars in the same tested grades in Mount
Vernon City School District (MVCSD).
4. Each year, the school will exceed its predicted level of performance on the state
English Language Arts exam by at least a small Effect Size (performing higher than
expected to a small degree) according to a regression analysis controlling for
scholars eligible for free lunch among all public schools in New York State.
5. At least 75% of scholars in grades 7 and 8 who have attended Granville Academy
for two years or more will perform above the 50% Normal Curve Equivalent (NCE)
on an ELA exam such as the MAP assessment.
Growth Measures
6. Each year, all grade-level cohorts of scholars will reduce by one-half the gap
between the percent at or above Level 3 on the previous years state English
Language Arts exam and 75% at or above Level 3 on the current years state
English language arts exam. If a grade-level cohort exceeds 75% at or above
Level 3 in the previous year, the cohort is expected to show a positive gain in the
current year.
Response 02d-4
7. At least 75% of scholars who enroll in grades 6 8 at the beginning of an
academic year will make at least two levels of growth on the Fountas and Pinnell
Reading Assessment.
GOAL II: MATHEMATICS
Goal: GACS scholars will demonstrate proficiency in Mathematics.
Absolute Measures
year will perform at or above Level 3 on the New York State mathematics exam.
2. Each year, the schools aggregate Performance Index (PI) on the state mathematics
exam will meet that years Annual Measurable Objective (AMO) set forth in the
states NCLB accountability system.
Comparative Measures
second year and performing at or above Level 3 on the state mathematics exam
will be greater than that of scholars in the same tested grades in MVCSD.
4. Each year, the school will exceed its predicted level of performance on the state
mathematics exam by at least a small Effect Size (performing higher than expected
to a small degree) according to a regression analysis controlling for scholars
eligible for free lunch among all public schools in New York State.
5. At least 75% of scholars who have attended Granville Academy for two years or
more will perform above the 50% Normal Curve Equivalent (national percentile
rank) on a nationally normed math exam such as the MAP assessment.
Growth Measures
6. Each year, all grade-level cohorts of scholars will reduce by one-half the gap
between the percent at or above Level 3 on the previous years state mathematics
exam and 75% at or above Level 3 on the current years state mathematics exam.
If a grade-level cohort exceeds 75% at or above Level 3 in the previous year, the
cohort is expected to show a positive gain in the current year.
7. Each year, on a nationally norm-referenced mathematics assessment such as the

MAP, all grade-level cohorts of scholars will reduce by one-third the gap between
their average NCE in the previous year and an NCE of 50 in the current year. If a
grade-level cohort exceeds an NCE of 50 in the previous year, the cohort is
expected to show a positive gain in the current year.
Response 02d-5
GOAL III: SCIENCE
Goal: GACS scholars will demonstrate proficiency in Science.
Absolute Measure
year will perform at or above Level 3 on the New York State science exam.
Comparative Measure
second year and performing at or above Level 3 on a state science exam will
be greater than that of scholars in the same tested grades in MVCSD.
GOAL V: NCLB
Goal: GACS will make Adequate Yearly Progress.
Absolute Measure
1. Under the states NCLB accountability system, the schools Accountability Status
will be Good Standing each year.
Comparative Measure
2. In each middle school grade, the percentage of Granville Academy scholars

with disabilities scoring proficient or better on the ELA and Math sections of the
NYS ELA and Math Exams will exceed the MVCSD average.
3. Each year, the percent of all tested scholars with disabilities who are enrolled in
at least their second year and scoring proficient or better on the New York
State ELA and Math exams will be greater than that of the scholars in the same
tested grades in MVCSD.
Response 02d-6
Summary of Granville Academy Required Outcome Measures
Required Outcome Measures
Absolute Comparative Growth
75 percent Performance Percent School Each grade-
proficient or Index (PI) meets proficient exceeds its level cohort
above on state Annual greater predicted reduces by
exams Measurable than that level of half the gap
GOAL
Objective (AMO) of local performanc between
school e compared previous
district to similar years
demographi percent at
c schools Levels 3 & 4
and 75
percent
English
Language
Arts
Mathematic

s
Science
School is deemed in Good

NCLB Standing under states NCLB
accountability system
GOAL VI: Granville Academy MISSION ADVANCEMENT
Goal: GACS will sustain high achievement over time.
1. 80% of scholars will demonstrate proficiency on the LIFE rubric evaluating the
values of Leadership, Integrity, Focus and Enthusiasm.
2. 100% of graduating 8th graders from Granville Academy will have a completed
five year plan with at least two college applications completed.
GOAL VII: Granville Academy ORGANIZATIONAL STRENGTH
Goal: GACS will demonstrate proficiency in managing public financial resources.
1. Each year, the school will generally and substantially comply with all applicable
federal and state laws, rules and regulations, and the provisions of its by-laws,
Provisional Charter (certificate of incorporation) and Charter Agreement.
Response 02d-7
2. Each year, the school will have in place and maintain effective systems, policies,
procedures and other controls for ensuring that legal and charter requirements are
met.
3. Each year, the school will maintain a relationship with independent legal counsel
that reviews relevant policies, documents, and incidents and makes
recommendations as needed, and in proportion to the legal expertise on the board
of trustees, if any.
4. Each year, the school will take corrective action, if needed, in a timely manner to
address any internal control or compliance deficiencies identified by its external
auditor, SED or SUNY Charter Schools Institute.
GOAL VIII: Granville Academy ADMINISTRATIVE STRENGTH
Goal: GACS will demonstrate proficiency in managing teachers and administrative

staff.
1. Each year, the school will keep negative staff attrition, defined as staff taking a
substantially similar position within the city of Mount Vernon, to 25% or less.
2. Each year, the school will hire and oversee a qualified school leader to oversee the
day-to-day operations of the school.
3. Each year, the school will maintain daily staff attendance of 95% or better.
GOAL IX: Granville Academy PUBLIC VIABILITY, SUPPORT, AND SATISFACTION
Goal: GACS will demonstrate proficiency in satisfying families, teachers, and

community supporters.
1. Each year, the school will receive an overall average score of 8 or above from
parents on the GACS Learning Environment Survey in the areas of Academic
Expectations, Communication, Engagement, Safety and Respect
2. Each year, the school will maintain a negative scholar attrition rate, defined as
scholars attending non-selective schools in Mount Vernon, of less than 10%.
3. Each year, the school will maintain an average daily scholar attendance of 95% or
greater.
Response 02d-8
The chart below represents a selection of the academic metrics used to measure progress
against our accountability goals. Assessments scheduled by specific grade level appear in
the following pages.
Administered
Academic Outcome Grades
or Validated Description & Rationale
Metrics Data Used
By
Achievement Common Core Standards-
Network Common Core Every 6-8 aligned interim assessments to
Interim aligned, weeks enable GACS to consistently
6-8
Assessments independently throughout the identify and close gaps in
and Tools validated school year scholar learning in Math,
Reading and Writing.
Average scale
Provide absolute measure of
score &
New York State content and comparison with
New York Percent of
Education different schools as well as
State Exams scholars 6-8
Department & longitudinal scholar & cohort
proficient in
Regents progress using scale scores in
spring of next
ELA, Math and Science
year
National normed and validated
tests allow us to measure value
September
added over time and to
and June
MAP NWEA MAP compare scholars to their
scores 7-8
Assessment national and charter peers.
compared to
Because it is computer adaptive,
national peers
MAP provides precise
diagnostics.
Fountas & Scores taken Used for all scholars to
Pinnell every six to determine reading growth and
Fountas & 6-8
Reading ten weeks on absolute performance as well as
Pinnell
Leveling an A-Z scale. a Zone of Proximal
Assessment Development for reading.
Used for any scholars who have
New York New York State
End of year IEPs recommending Alternate
State Alternate Education 6-8
scores Assessments to assess progress
Assessment Department
towards Standards & IEP goals.
The LAB-R test identifies scholars
Language
New York State Scholars who are entitled to our
Assessment
Education eligible for 6-8 Structured English Immersion
Battery
Department ELL services program for English Language
Revised
Learners.
NYSESLAT/ New York State End of year 6-8 Used for all scholars who have
Response 02d-9
ACCESS exam Education scores been designated ELL to
Department determine progress and exit
criteria.
Outcome data
on percent
mastery of Scholars take a computer based
Accelerated
each book quiz after each book read that
Reader
Renaissance read, total assesses comprehension, and
Programs 6-8
Learning, Inc. number of calibrates reading challenges,
STAR Reading
books while tracking reading mastery
assessment
mastered, and and growth.
total words
read
Academic Assessment Sequence:
New York State Assessments
Grade 6 Grade 7 Grade 8

Math New York State New York State New York State
Mathematics Mathematics Mathematics
Exam Exam Exam
English New York State New York State New York State
Language Language Arts Language Arts Language Arts
Arts Exam Exam Exam
Science New York State

Living
Environment
Regents Exam
GACS will utilize resources included in the Scott Foresman Science Program and the
Core Knowledge curriculum to create appropriate assessments designed to gauge
scholar mastery of the GACS science and social studies standards. These assessments,
because of their intentional use of commercial curricula, are included here as
nationally-normed assessments. These assessments and the corresponding grades in
which they will be administered are summarized in the chart below on the next page.
Response 02d-10
Nationally-normed Assessments:
Grade 6 to Grade 8
Math English Science Social Studies
Language Arts
MAP (starting in Fountas & Pinnell Core Knowledge Core Knowledge
7th grade)
MAP (starting in Scott Foresman Scott Foresman
7th grade)
Finally, Granville Academy believes it is important to collect and analyze scholar

performance data by administering a number of internally created and comparative
assessments. While these assessments will not be used primarily for external reporting
purposes, they provide teachers and instructional leaders with critical real-time data
necessary to identify the specific skills with which individual scholars are struggling and
to plan daily intervention and remediation.
Internally Created Assessments
Grade 6 to Grade 8
Math English Language Arts Science Social Studies
Achievement Achievement Network GACS Interim GACS Interim
Network Interim Assessments Assessments Assessments
Interim (administered every 6-8 (administered every (administered every
Assessments weeks) 6-8 weeks) 6-8 weeks)
(administered
every 6-8 GACS Interim Teacher created Teacher created
weeks) Assessments assessments weekly assessments weekly
including quizzes, including quizzes,
GACS Interim Leveled Writing tests and exit tests and exit
Assessments Rubric Administered tickets. tickets.
Monthly
Teacher
created Leveled Participation and
assessments Oral Presentation Rubric
weekly
including Teacher created
quizzes, tests assessments weekly
and exit including quizzes, tests
tickets. and exit tickets.
Response 02d-11
Mission Advancement
To prepare our scholars for success in scholarship and contribution, Granville Academy
must ensure scholars are unfailingly at school (95% attendance target), in class (99%
time-on-task target), and behaving according to our core LIFE values ($80 weekly LIFE
points target). Additionally, all Granville Academy scholars should visit at least three
college campuses throughout their time at GACS.
Organizational Strength
Financial Viability: Our budget model and financial plan ensure that our core
educational program will operate primarily with public funds.
Administrative Viability: We intend to maintain a staff of experienced educational
professionals who stay with Granville Academy for an average of three years or
more.
Public Viability: We will maintain a waiting list of at least 15% of our available
seats each year; have a mobility rate that is 10% less than the district; garner an 80%
satisfaction rate from families; and ensure that 80% of our community partners and
visitors are satisfied with the quality of our academic programs.
Response 02d-12
3. Proposal History Including Community Outreach
(a) Applicant Information
Applicant/Media Contact: Deborah Woods

Contact information: (914) 297-8660; granvilleacademycharterschool@gmail.com
Resident Info: Address- Mount Vernon, NY 10553
Deborah Woods is currently a Dean of Curriculum and Instruction and an
Instructional Fellow at Brooklyn East Collegiate Charter School of Uncommon
Schools. She was born and raised in Mount Vernon and attended public school
there through high school before matriculating to the University of Pennsylvania.
She has spent the last ten years in education as a teacher and then administrator
both in a district school and at two different networks of charter schools. Her
connection to Mount Vernon as home and her experience in education have put her
in a position to affect change within a city in much need.
Ms. Woods has an extensive career as a teacher and administrator in New York,
particularly in no excuses charter schools. Prior to her current role with Uncommon
Schools, she was a founding leader at Harlem Prep Middle School, where she held
the role of Principal Intern. Through her leadership contributions, Harlem Prep
scholars performed at or above the other schools in the Democracy Prep network
and surpassed the traditional public schools of its district. Ms. Woods has a MA in
Teaching of Mathematics, 7 - 12 from Pace University and is currently working
towards a MS in Educational Leadership at RELAY Graduate School of Education.
During her four years as an instructional coach at Democracy Prep Public Schools
and Uncommon Schools, Ms. Woods developed original math courses for grades 6
- 8. In order to do so, Ms. Woods designed thousands of pages of dynamic
curricular products, wrote scholar-centered lessons, coached instructors to teach
those lessons and controlled the quality of instruction through close supervision and
review. As a teacher, Ms. Woods scholars outperformed NYS scholars in every
category. Before moving into school leadership, 93% of Ms. Woods scholars
scored proficient or advanced on the NYS Math Exam. As a school leader, scholars
at both networks dramatically closed the gap between economically
disadvantaged scholars and white scholars. For example, in 2015 16% of 6th
graders in CSD 13 scored proficient or advanced while 50% of white students in
NYS scored proficient or advanced on the NYS Math Exam. At the school Ms.
Response 03-1
Woods is responsible for, 45% of 6th graders scored proficient or advanced on
that same exam, which was a 10% increase from the year before.1
While this data is promising, Ms. Woods was not satisfied with the results, because
there was still a gap. During this year Ms. Woods has instituted the Weekly Data
Meeting Protocol with the teachers she supervises and has built in time for strategic
re-teach days after interim assessments. The topics of these re-teaches are driven
by a deep analysis of the data and scholar work. Additionally, she has launched
an I-Ready intervention during Enrichment for scholars that scored a 1 on the State
Exam last year. While the program is just beginning, Ms. Woods is confident that
the individualized support will lead to stronger results for the scholars that are
struggling the most.
Ms. Woods is the school leader of Granville Academy Charter School (GACS) and
its faculty and staff. She will use her experience as a teacher and administrator to
maximize the effectiveness of the school in fulfilling its mission of preparing scholars
in grades 6 8 for success in high school and college in order to lead a life of
achievement and contribution.
(b) Founders
The majority of the founding team members were initially recruited and seated by
Deborah Woods. At the start of this proposal process, Ms. Woods reached out to
individuals that she had connected with during different points in her life that she
believed had a commitment to the serving the children and families of Mount
Vernon. After her initial outreach, she was referred to two other members that
became a clear fit for the founding team. The following process was used for the
development of this proposal:
Organization Development
The idea for the proposal has been a pursuit for Deborah Woods since she began
teaching in a no excuses charter school and saw the impact the school model had
on student achievement. After gaining more teaching experience, Ms. Woods
moved into school leadership in order to continuing growing into the leader
Granville Academy would need. After working at two different school networks in
leadership roles, Ms. Woods decided it was time to move forward with the
proposal. Ms. Woods began seeking out other founding members who a) had a
passion for bringing a high-quality charter middle school to Mount Vernon and b)
had skills that would be needed for a successful proposal. Ms. Woods accelerated
and led the process of building the school model. The school model is based on the
no excuses models she has seen in action at Democracy Prep Public Schools and
1 New York State Education Department Public Access Data Site; www.datanysed.gov
Response 03-2
Uncommon Schools with minor adjustments based on research, observation and
results. One such adjustment is the inclusion of a part-time ELL teacher in the
staffing model which neither network uses. Another adjustment is having 30 minutes
built into the school day for differentiated math instruction through education
software. Students in Mount Vernon and performing far below grade level in both
ELA and math and while Guided Reading is in place for remediation, Ms. Woods
believed a similar time allocation was needed for math as well. The design of the
school was primarily shaped by Ms. Woods, but it involved meetings with the
founding team. During those meetings, founding members had the opportunity to
make suggestions, provide feedback, and recommend changes that they thought
would improve the Granville Academy school model. Additionally, founding team
members set up other meetings with external parties that could help make
Granville Academy a reality. Finally, the community outreach process included
conversations with stakeholders in many fields who provided valuable input.
During the founding teams meetings, community input that was received was
reviewed and adjustments were made to the school model as needed.
Budget Development
The founding member, Wesley Alston, who is now the Treasurer of the Board of
Trustees took the lead on developing the budget. Mr. Alston and Ms. Woods had
an initial meeting to discuss key program elements and staffing that would drive
the budget. From there, he drafted a preliminary budget based on a budget
model from Democracy Prep Harlem. Having worked with Democracy Prep Public
Schools for five years, Ms. Woods believes it is possible to provide a high-quality
education to students using public funds, as this is a staple of the DPPS model. The
one exception that DPPS and GACS make are raising funds to pay rent for a
private facility, a cost district schools dont generally experience. Between March
and December of 2015, Mr. Alton and Ms. Woods met several time, revising the
initial budget draft. As Ms. Woods solidified the vision for the academic program
and staffing at GACS, she updated Mr. Alton with those requests and then in turn
determined if it was feasible. By the finalization of the budget, Ms. Woods and
Mr. Alton were able to prioritize the needs of the target population with
appropriate staffing in a fiscally sound manner, with minimal fundraising.
Application Development
The requirements of the Request for Proposal were divided among the founding
team given their area of expertise. As each member completed an assigned
section, it was shared with the other members for review. As people gave
feedback and/or asked questions, each section was refined before coming to the
final product that has been submitted.
The only founder that is not a proposed board member is the applicant Deborah
Woods. Please see attached resume in R-03f Founder Credentials for further
background information.
Response 03-3
Founding Team Members (other than board members)
RELEVANT EXPERIENCE/SKILLS
AND ROLE IN FOUNDING PROPOSED ROLE(S) IN
NAME GROUP SCHOOL (IF ANY)
1.Deborah Woods Intermediate teacher, Principal Principal
Intern, Instructional Fellow and
Dean of Curriculum and Instruction
with Uncommon Schools.
Role: Applicant
Response 03-4
PROPOSED BOARD MEMBERS
POSITION ON
THE BOARD EXPERTISE
(OFFICER OR AND/OR ROLE
CONSTITUENT COMMITTEE AT SCHOOL EX-
REPRESENTATI AFFILIATIONS (PARENT, STAFF, OFFI
TRUSTEE NAME VE) (IF ANY) ETC.) VOTING CIO
1.Catrina Shivers Secretary Executive; Management,
Leadership,
Finance; Community, Family
Yes
Relations,
Academic
Organizational
Accountability
Development
2.Wesley Alston Treasurer Executive; Management,

Leadership,
Finance; Community, Public
Relations,
Facilities
Organizational
Yes
Development,
Accounting,
Financial
Management,
Fundraising
3.Cedric Lawrence Executive; Community

Relations, Public
Finance; Relations, Yes
Assessment
4.Nancilee Holland Chair Executive; Real Estate,
Finance; Facilities,
Facilities Management
Organizational
Development
Response 03-5
5. Janice Henry Member Academic Curriculum
Accountability Development,
School
administration,
Teacher Yes
Development,
Data-driven
instruction
6. Deborah Woods Member Executive; Curriculum

Development,
Academic
School
Accountability
Administration,
Teacher
Ex-
Development, No
Officio
Data-driven
instruction,
Leadership,
Community,
Public Relations
7.
8.
9.
10.
(c) Community Outreach
The founders of Granville Academy Charter School have already done considerable
community outreach, soliciting and considering input and feedback received from a
range of stakeholders. We intend to continue these efforts, in order to develop
trusting and mutually supportive relationships with families, agencies and
organizations. We have begun to utilize social media in a variety of ways to inform
the community and solicit input. This includes an active website2, with the community
survey available online3, a Facebook page4 and a Twitter5 account, flyers and fact
2 www.granvilleacadcs.wix.com/granvilleacademy
3 http://granvilleacadcs.wix.com/granvilleacademy#!survey/cee5
Response 03-6
sheets that are being widely distributed. In addition to our own Facebook page,
information has been posted on a Mount Vernon invite only community page, The
Mount Vernon, NY Facebook Experiment: Goal/100,000 Strong, a group with over
4,900 members from Mount Vernon. All of these forms of communication include the
mission, location, proposed grades and enrollment, approximate start date, target
population, description of the academic program and the manner in which members of
the public can submit comments.
Over five church communities have been contacted along with the five main after-
school programs for Mount Vernon. Information sessions have been held at First
Presbyterian Church of Mount Vernon, Doles Community Center, and Macedonia
Baptist Church. Outreach is ongoing to community-based organizations and programs
that serve our targeted population of students and families. Some of these
organizations include Freedom Schools, Mount Vernon Department of Recreation, City
Youth Bureau and Community Service Associates. Through our outreach weve been
introduced to an organization called Mocha Moms- Westchester Chapter, a support
group for mothers of color, and have been collaborating with them on information
sessions, survey distribution and other outreach and data gathering. Weve gotten
feedback on our school model and proposal from many women in the organization.
Granville Academy founders have also spent considerable time near the three main
shopping areas for Mount Vernon residents and the five after-school programs around
the city. The founders have also attended two community fairs, distributing flyers,
speaking to students and families and collecting petition signatures. The founders have
also met with several elected officials and are in the process of scheduling more
follow-up meetings. Some of these members include City Councilwoman Roberta
Apuzzo, Mayor Richard Thomas, and City Comptroller Maureen Walker.
As of January 22, 2015, 223 individuals have signed a petition of support for a new
charter middle school in Mount Vernon. During our outreach, parents have clearly
stated that a lack of quality middle schools in Mount Vernon is a great concern for
their families. The founding team meets regularly and a standing agenda item is
reviewing feedback received through all of the above means of community input. A
common trend that arose was parents desire to send their students to a school where
parents play a key role. We designed specific structures for parents to learn about
their childrens academic progress, contribute their own expertise to our enrichment
program, and participate in a Family Leadership Council. Another piece of common
feedback was a concern with the half-day dismissal once a week. As a result, we are
looking into providing bus service on at least that day to families that need another
transportation option. While the majority of our data has come through petitions and
qualitative feedback during information sessions, we have gotten some responses from
4www.facebook.com/granvilleacadcs
5 www.twitter.com/granvilleacadcs
Response 03-7
various community members to our online survey. Of the responses received, 93%
said, Yes, there is a need for a new, high quality public middle school in Mount
Vernon. For every respondent that answered yes to this statement, 100%
categorized each proposed element of Granville Academy as Important or Very
Important, signifying alignment between community needs and the GACS model. The
founding team believes this is the beginning of the process, not the end, and will
continue to remain open to feedback and suggestions, so long as they dont detract
from the Key Design Elements of the school.
Once a charter is granted, Granville Academy will submit a press release to Mount
Vernon newspapers and advertise to families for open house information and how to
apply for the lottery. Granville Academy will also send copies of its enrollment
application to every fifth grade student in the Mount Vernon City School District,
conduct extensive outreach to elementary school guidance counselors and PTAs, and
more generally do everything it can to make its application accessible and to
facilitate the application process. While stakeholders will not govern or manage the
school, we will value and encourage their input and volunteer service in numerous
ways during open houses and community events.
Family Involvement
It is a core belief at Granville Academy that families are entrusting us with their childs
future and that we must do everything in our power to live up to the high expectations
parents have for their childs safety, intellectual engagement, academic rigor, and
college preparation. We believe that family participation will be one of the most
important means to achieve high standards of academic and civic success. While
parents and guardians, to whom we refer collectively as families, will not govern or
manage the school, we will value and encourage their input and volunteer service in
numerous ways through the Family Leadership Council (FLC). The FLC will address
issues that are important to parents and families, leverage volunteer power and work
to maintain open communication
Event/Source Feedback Impact on Proposal

Date
Community Input Direct quote: It is highly In additional to the daily support
Survey important that emotional of the LIFE Coach, Social worker
needs are met in this and teachers, the founding team
5/8/15 population. Many kids who made two adjustments to the school
deserve the best education design based on this feedback
in our community have (which was received in other
experienced mild to severe formats as well)
trauma. Whether it is in the
home or school (bullying). 1. Build character education time
Response 03-8
into the school day. On
Wednesdays scholars will
participate in a character ed
class where they will discuss
topics like bullying.
2. Add an additional LIFE Coach
into the staffing model once
full grown to ensure the
appropriate supports are in
place for students that struggle
with meeting behavioral
expectations, often due to the
factors outlined in the
feedback.
Information Session After watching a video of In addition to the ICT classroom

sample instruction, a parent where instruction would not move
5/30/15 was concerned that it was as quickly, a formal RTI program
moving too quickly and was built into the model. This did
struggling students would not exist in the original model as it
get lost. is not being practiced regularly at
the schools the model was built on.
Information Session When discussing potential In drafting the proposal, the
Enrichments, foreign founding team has incorporated
5/30/15 language was not listed as foreign language into the listing of
a possibility. prossible Enrichments and as the
Principal begins hiring, it will be a
priority Enrichment position to fill.
Information Session 1pm dismissal would be After reviewing other school
challenging for parents designs and speaking with multiple
6/15/15 operations personnel, we decided
this was not something that needed
to impact the proposal. We will
certainly work with families that
have this concern but didnt feel it
required a programmatic shift.
Church Meet and Paraphrased quote: The This is a critical component of the
Greet middle schools in Mount GACS model. Having a strong
Vernon are out of control. I student culture is the bedrock for
7/12/15 want my child to go academic excellence, thus no
someplace where they can changes to the proposal needed to
be safe while they learn. be made.
Information Session How will you make sure The proposed founder believes
parents are involved in the whole-heartedly in the importance
10/6/15 life of the school? (this of parent involvement and while
Response 03-9
sentiment was expressed in Ms. Woods has every intention of
almost every large group making it a priority, there was not
meeting with community a formal plan in place. As a result
members) the founding team developed the
Family Leadership Council (FLC)
which will be spear-headed by the
Social Worker. This will be an
opportunity for families to play an
active role in the school, offer
suggestions and ideas and provide
feedback on the program.
Other questions/concerns that were received were already addressed in the proposal,
further supporting the need for a school program like GACSs
(d) Letters of Justification for Previously Denied Applications

This proposal has not previously been withdrawn or rejected.
Neither the applicant or founding team has previously applied for a charter
from a charter entity other than the SUNY Trustees.
Response 03-10
3. Proposed History Including Community Outreach
(d) Letters of Justification for Previously Denied Applications

This proposal has not previously been withdrawn or rejected.
Neither the applicant or founding team has previously applied for a charter
from a charter entity other than the SUNY Trustees.
Response 03e-1
4. Enrollment
CHARTER ENROLLMENT BY GRADE

GRADES LEVEL 2017-18 2018-19 2019-20 2020-21 2021-22
Kindergarten Elementary School
- - - - -
1st Grade Elementary School
- - - - -
2nd Grade Elementary School
- - - - -
3rd Grade Elementary School
- - - - -
4th Grade Elementary School
- - - - -
Select grade 5 level
5th Grade from dropdown list
- - - - -

6th Grade Middle School
100 100 100 100 100
- 100 100 100 100
- - 100 100 100
9th Grade High School
- - - - -
- - - - -
- - - - -
- - - - -
TOTAL
100 200 300 300 300
Granville Academy Charter School (GACS) will serve grades 6 to 8 when fully grown
with an enrollment of 100 scholars in each grade. This model will allow GACS to enroll
scholars at the point of academic decline within MVCSD as data shows there is a
dramatic drop in state test scores when scholars begin middle school in Mount Vernon.
Currently a majority of elementary schools end in sixth grade, but the school
restructuring currently happening in MVCSD is re-configuring schools to PK/K 5 and
6 8. It was with this in mind that the founding team ultimately decided to begin
enrollment at 6th grade. Enrolling at the 6th grade also allows us to prepare scholars
for advanced courses that will be offered to them in the different high schools in the
Response 04-1
city. The cohort size will be 100 scholars, with 25 scholars in each cohort, in order to
preserve a small school environment. Scholars may be older or younger than the
range indicated if they were accelerated or retained in another school prior to
arriving at GACS or if they are accelerated or retained while attending GACS.
The small school model will emphasize specific and diverse needs of scholars. The
model will provide a more targeted education to scholars compared to the average
cohort size of 590 in the other Mount Vernon middle schools. The Granville Academy
co-teaching inclusion model will further benefit scholars with special needs by offering
more attention to individual scholars; teachers and staff have a greater ability to
impact the growth of scholar learning and retain scholars within the program. We are
currently planning on 25 scholars per class but if our enrollment includes a higher
population of Scholars with Disabilities or English Language Learners than anticipated,
we will adjust class size as needed.
Granville Academy growth over timeadding one grade level each year until the
school reaches grade 8is intended to maintain growth and quality of instruction and
operation. GACS is committed to providing high quality public school seats to as many
scholars as possible. Accordingly, our mission and philosophy dictate that we both
replace scholars who withdraw from the school community and enroll scholars at grade
levels aside from each schools natural entry point. GACS is a school of choice, and
GACS parents may withdraw their scholar at any point. GACS will provide an Intent to
Withdraw letter to parents who wish to withdraw to sign. This letter will ask for the
address of the scholars new school and new home address, if applicable. This enables
GACS to provide the scholar records the new school will require.
If any parent chooses to withdraw a scholar prior to the next school year, that seat will
be backfilled according to the waitlist established after the annual lottery. If a scholar
withdraws after October 1, however, GACS will be unlikely to backfill the vacant seat
until the following school year.
Currently, MVCSD is at the start of restructuring its high school program. The district
plan calls for the development of three high schools as schools of excellence,
incorporating the arts, science and technology. One high school would become a
performing arts high school, while another would focus its programs on career and
technical education, and the International Baccalaureate program. The third school will
serve as a STEAM school. If the restructuring plan creates high quality high school
options for the families of Mount Vernon, GACS does not intend to expand. If in four
years the results are similar to current results (55% of scholars graduating and 7% of
scholars graduating at College and Career Readiness Levels), GACS would consider
growth into a high school for the families of Mount Vernon.
Response 04-2
1. Curriculum and Instructional Design
a. Curriculum Selection and Processes
Overwhelmingly, incoming scholars from Mount Vernon City School District (MVCSD)
are at high risk for academic failure. A majority of scholars are lagging significantly
behind grade level in core subjects and in need of dramatic interventions to approach
proficiency in Reading and Math. Notwithstanding these challenges, schools similar to
Granville Academy Charter School (GACS) serving a comparative demographic have
demonstrated instructional effectiveness and produced breakthrough academic results.
GACS models its instructional program off of these schools such as North Star
Academy Charter School of Newark,1 Excel Academy Charter Schools of Boston,2
Achievement Prep Academy Charter School of Washington, D.C.3 and Endeavor
College Prep.4
From the moment our scholars enter our doors, they will be groomed for success in
college. GACS seeks to ensure all scholars understand that they are on this path once
they begin their educational careers, and that this path leads to and through college.
Research shows that success in college yields an overall better life, and we believe that
accomplishment is necessary to help our scholars fulfill their maximum potential.
Scholars will begin to learn and experience what it means to be a contribution, taking
part in the community and helping to make changes that will improve the world around
them.
Granville Academy will build consistent instructional systems to ensure that all teachers
have the tools to increase scholar achievement. The academic program at GACS is
built on the success and best practices of the highest-performing no-excuses middle
schools nationwide. As such, GACS embraces the common elements of no-excuses high
expectations schools. At GACS, a strong curriculum focus on skill mastery is delivered in
a manner that maximizes time on task across an extended school day and school year.
Structured, highly organized learning environments are reinforced by consistent
classroom practices that promote continuity and predictability across all classrooms.
Our curriculum is based on an accelerated introduction to the Common Core Learning
Standards adopted by New York State. Scholars are challenged to do their best
academically regardless of language proficiency, special education status, or the
academic level at which they enter the school. Granville Academys academic
program will be rooted in research-proven curricula that have been shown to
accelerate progress to mastery for low-income scholars, including those with disabilities
and English-language deficits.
The GACS staff uses Wiggins and McTighes Understanding by Design model to
develop the curriculum framework. Wiggins and McTighe state that curriculum
1 North Star Academy Results http://northstar.uncommonschools.org/nsa/results

2 Excel Academy Charter Schools Impact http://www.excelacademy.org/impact/
3 Achievement Prep Results http://achievementprep.org/results/
4 Endeavor College Prep Results and Accomplishments http://achievementprep.org/results/
Response 05-1
selection and development begins with identifying what scholars should know,
understand, and be able to do with content, course, and grade level targets.5
Through a careful examination of and alignment to the NYS CCLS and State
Frameworks, GACS establishes school-wide and grade level goals. Next, we create
the final exams to be planned backwards from. The next step in the process is to
develop a comprehensive assessment program to measure and monitor achievement
and progress towards goals. Finally, the instructional activities are developed to
facilitate scholars achievement and surpassing of standards and targets. Curriculum
development must include alignment to the schools mission, vision, and instructional
philosophies. Internally created scholar-centered lessons and instructional units are
developed following the backwards design process with consideration to year-end
goals. As instructional units are implemented, teachers utilize frequent assessments and
analyses thereof to monitor scholar progress, common planning periods to complete the
Lesson Plan Protocol and to collaboratively plan and adjust daily lessons, and
cumulative summations for strategies to improve curriculum effectiveness.
English Language Arts
Literacy is the key academic skill on which all future skill and knowledge acquisition is
based. Low-income children hear two-thirds fewer words in the home each hour than
children of more affluent families. Practices of the highest performing schools, which
closely reflect the findings of the National Reading Panel,6 include: dedicating
significant time to teaching reading and writing, explicitly teaching phonics (to small
groups as needed) and comprehension strategies; and fostering fluency through
extensive practice reading and writing and by inculcating a deep love of reading.
These practices are reflected in the Granville Academy academic program with 2.5
hours of each day dedicated to literacy instruction and monthly reading incentives that
contribute to a culture of reading. While some schools have two separate ELA courses-
Reading and Writing- the founding team decided the demands of the Common Core
State Standards require scholars to be writing about the literature they are reading on
a regular basis. Having one ELA class, designed as a literature-based curriculum, will
allow scholars to build up their knowledge through non-fiction text analysis, apply that
knowledge to a novel study, and synthesize that knowledge into written analysis. A
literature-based curriculum is also intended to have positive effects on Granville
Academys ELL population. A study was done in New York City with scholars who
spoke limited English- 92% were from non-English speaking families, 96% of the
families were below the poverty line and 80% of the children had spoken no English
until they entered school. After two years of being taught through a literature-based
program, 60% of scholars were on or above grade level in reading.7
5
Wiggins, G. & McTighe, J. (2005). Understanding by Design (expanded 2nd edition). Alexandria, VA: ASCD.
6
National Reading Panel; An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its
Implications for Reading Instruction; Eunice Kennedy Shriver National Institute of Child Health and Human Development
7 A Professor Returns to the Classroom: Implementing Whole Language. Unpublished manuscript by Ray Reutzel and
Parker Fawson Brigham Young University Provo Utah 1988.
Response 05-2
Granville Academy lesson plans will be driven by regular use of data generated
through aggressive monitoring, exit tickets, bi-weekly quizzes, unit assessments and
interim assessments. During class, ELA teachers will use a blend of direct instruction,
guided practice, and independent practice. In particular, ELA instruction incorporates
review and generation of exemplars and models, Socratic questioning, scholar-led
discussions, and reading and writing small group work. ELA classes benefit from the
support of the COR team, who help teachers to differentiate lessons to meet the needs
of all learners.
The ELA curriculum is designed to improve scholars ability to effectively read and
interpret texts that span a range of Lexile levels and genres and improve scholars
ability to effectively express those interpretations. In accordance with the Common
Core State Standards, the content is a mix of fiction and literary texts as well as
nonfiction and informational texts. Specific Common Core standards domains that are
addressed and instructional opportunities for addressing those domains include:
Standards Domain Instructional Opportunity

Reading Key ideas and details Close reading and annotation
Craft and structure Content comprehension and
Integration of knowledge understanding
and ideas Background knowledge and
Range of reading and context
level of text complexity Literary analysis
Information interpretation and
inference
Reader response and discussion
Vocabulary (drawing meaning
from context and putting meaning
in context)
Writing Text types and purposes The writing process (brainstorming,
Production and distribution outlining, drafting editing, revising)
of writing Foundational and contextual
Research to build and grammar
present knowledge The research process (searching,
Range of writing sourcing, citation)
Responding to literature Personal and creative writing
(narrative structure/format, literary
elements/devices)
Vocabulary (power words for and
from writing)
Response 05-3
Below is a weekly grid of how the GACS curriculum provides a diversity of instructional
methods to achieve sustained and substantial growth in literacy skills. We believe that
a teacher-designed curriculum, centered around a novel of study that incorporates all
of these elements will allow teachers to adapt instruction and lesson structure based on
the data that is being received.
Monday Tuesday Wednesday Thursday Friday
Writing DN:
RETEACH: Passage Practice,
DN Quiz: Mini 1) CR burst
Respond to st. writing w/review
Practice passage 2-6 (meaning or analysis)
from last week - ID Vocabulary in (35-40 minutes)
Do-Now MC questions (+ up 2) Prompt
the weeks monitoring Context* or LLPs provide 3-4
(20 min.) to 5 on VIC) - 20 breakdown or
focus (e.g. zoom in, Grammar (15 min) Key ideas/Vic
mins (incl time to outlining
arguments) questions; paired
monitor/respond) 3) Analyzing a model
(30 mins) passage 1x/month
(15-20 mins)
RETEACH 80%
should be writing
based, though may
Oral Drill Vocabulary/ Literary Terms/Novel include short practice Vocabulary/
Cut for time
(5 min.) Grammar Schema passage work or skill Grammar
remediation
especially via a mini-
lesson (40 mins)
Genre or Process
Grammar / Writing
Writing (usu. CCSS-
Heart of the *focus is more on Lit Circles (novel or
aligned paired with
Lesson grammar in first half info text)
informational schema Optional Mini-lesson
(HOTL) #1 of year (60 min.)
building passages) before Close
(25 min)
(55 mins) Reading
(15 min)
Close Reading or
cold reading
N/A- 1 hour class
Close (1.25 hours)
Reading
for OR
Meaning
(can be Short Story Study or
to Genre or Literary comparative
Lit Circles preview Process practice
HOTL #2 Lit Circles (50 min.)
(60 min.) close Writing
read or (40 mins)
build
schema)
info.
text
(40 min)
1. Chapter
Questions 4. Vocabulary/G 6. Genre-unit 8. Independent 10. Chapter
HW 2. Vocabulary/ rammar writing Reading questions
Grammar 5. Independent 7. Chapter 9. Genre-unit 11. Reading skills/
3. Short reteach Reading questions writing vocabulary
HW
Response 05-4
Novels will be the anchor text for each unit, organized around a central understanding
about content and framed by a focusing question. Each unit will culminate in a writing
assignment addressing the focus question. According to Transformational Literacy, a
book by Ron Berger and the Expeditionary Learning team, an anchor text is the
centerpiece of students reading, a central text that is rich, complex, and engaging,
that all students read and analyze to build knowledge and literacy skills. It is the sun
that all other informational articles, poems, charts, or videos of a unit circle around.
The additional non-fiction texts all help scholars to arrive at the central understanding
and answer the focusing question. Using a novel as the anchor text helps scholars
engage deeply with the central idea, while the additional readings on the same topic
help them systematically build the background knowledge they need to be able to
write and reason effectively. As the Granville Academy Instructional Leadership Team
develops the scope and sequence for ELA at each grade level, they will turn to many
of the resources that promote this model such as EngageNY, Achieve The Core and the
Vermont Writing Collaborative. These all provide resources for units that are
backwards designed from a central understanding, with focusing questions and
culminating prompts. While the ILT will develop central understandings that promote
the LIFE values and the mission of achievement and contribution, these resources are
strong guides for that process.
In addition to using a novel to develop a central understanding, novels will also be

used for close reading lessons to deepen scholars ability to analyze literature. While
planning for close reading lessons, teachers will select a few turning points throughout
the novel where the theme is addressed. Choosing a few key points in the novel for
close reading will set scholars up for success on their culminating writing task as they
have already thought deeply about important evidence and begun to develop a
perspective on the focusing question. The annotations, notes and short written
responses from these close reading experiences will serve as the raw materials for
their final writing piece.
Below is a lesson plan template that incorporates the elements of the GACS ELA
curriculum.
UNIT TOPIC and Destination Assessment:

Where you are headed: project,
assessment, weekly assessment, etc.
Teachers Reflection and General Comments
on
Curriculum and Scholars:
Which scholars are struggling most in
your class? Why?
What interventions are you going to try
with them this week?
What support do you need in order to
help these scholars be successful?
Response 05-5
Daily Objectives:
Mastery objectives: Specific, measurable,
rigorous
Key Concepts/ Enduring Understandings
What content will scholars need to know in
order to get to mastery?
Do Now:
Words of Inspiration
Oral Drill
Do Now Review
Genre Writing (Compare and Contrasting

Essay)
Control, Partner, Independent
CCSS Standard
Set the Stage
State the bottom line:
Our purpose today is to identify and
unpack figurative language and she how it
contributes to the authors message.
Define any key terms scholars will need for
the analysis.
Ask 3-5 recall questions on the schema for
the text.
Control the Game

The teacher begins to read the text aloud,
modeling fluency. T may also call on strong
readers to model, varying the length of time
each reads.
Throughout the CtG segment, the Teacher

pauses to ask scholars questions, using
Everybody Writes and Turn & Talks when
appropriate.
Questions include:
Authors craft questions
Text-dependent questions
Skill- or strategy-related questions
Response 05-6
Plot/Schema-based questions
Most questions should align to the final writing

task for the CPI
Partner Reading
Scholars read in S-W partnerships to answer
text-dependent questions.
Independent Reading
Independent Writing
HW Assignment
Necessary Materials
Anticipated Challenges?
Results from this Model

This curriculum structure has proven successful at charter schools across New York State
and the country.
Uncommon Schools has transformed their approach to literacy instruction with the
introduction of the Common Core. They have nearly closed the gap between its
students and white students in grades 3 8 and completely close the gap by 8th
grade. In 2014, 46%of Uncommon NYC 8th graders scored Proficient or Advanced
on the NYS ELA exam, while 44% of NYS white students, 34% of NYS students and
29% of NYC students scored Proficient or Advanced in the same year.8 The
network has refined its curriculum each year to reach a similar model to the one
described above.
Democracy Prep has adopted many of the instructional practices from Uncommon
Schools and has achieved similar results. In 2015, Democracy Prep Charter School
had 10% more students than the state score Proficient or Advanced on the ELA
State Exam.9 Similar results were achieved at the other middle schools of the
network.
Unlike the Democracy Prep model, Excel Academy Charter Schools of Boston
integrate reading and writing instruction into one class. While visiting this school,
the lead applicant witnessed the power of having these skills developed in the
same class by the same ELA teacher. Excels results surpass other students in all
categories. In 2014, 100% of Excels 8th graders scored Proficient or Advanced on
the 2014 Massachusetts Comprehensive Assessment System (MCAS) ELA exam.10
8
Uncommon Schools Results; http://www.uncommonschools.org/results-for-charter-schools
9
NYS data site; Democracy Prep Charter School Assessment Data, 2014- 2015,
http://data.nysed.gov/assessment38.php?instid=800000059313&subject=ELA&year=2015&grades%5B%5D=8&pr
of24=0
10
Excel Academy Charter School Impact, http://www.excelacademy.org/impact/
Response 05-7
Granville Academy will use the Heinemanns Fountas & Pinnell Benchmark Assessment
System to assess scholar literacy achievement and progress in reading. The
administration of the Benchmark Assessment System, in addition to the coding, scoring,
and interpretation of scholar responses, are standardized procedures, which provide a
reliable and valid measure of scholar performance and achievement. The Fountas &
Pinnell Benchmark Assessment System is scientifically researched and aligned to
Common Core State Standards and to the internal benchmark levels that will be used
at GACS.
Despite using a curricular design framed by research and prior success at other
schools, GACS is prepared to offer a variety of interventions through its Response to
Intervention program to support struggling scholars. Below is a sample of interventions
that may be used.
Tier 1: Accommodations made to in-class instructional materials and supports. This

can include but is not limited to Listen to audio recordings instead of reading text,
have a designated reader, be given an outline of a lesson, use visual presentations
of verbal material such as word webs and visual organizers, use a spelling
dictionary or electronic spell-checker, use a word processor to type notes or give
responses in class, use a timer to help with time management, mark texts with a
highlighter, previewing text prior to class, creating a visual word wall that includes
pictures that support understanding, reading and writing conferences, sentence
starters/banks, scaffolding questions with visual supplements, providing annotated
packets.
Tier 2: Out of class interventions designed to support scholars literacy development

in order for them to access the general education curriculum. These interventions
can include but are not limited to: tutoring during Enrichment, small group phonics
instruction during non-core class time using the Wilson Reading System, I-Ready
online lessons, using Light Sail in place of Independent Reading books, and
Saturday School.
Tier 3: Once scholars are in need of a Tier 3 intervention in literacy, modifications

to the curriculum may be made. These modifications can include but are not limited
to: Reduced/shortened written assignments, projects substituted for written work,
reduced/shortened reading assignments, alternative novel study, simplify complex
text by rewording (break a complex sentence into several short sentences).
GACS is committed to ensuring all scholars that are struggling with content, regardless
of classification receive the support they need. Please see Response 07- Specific
Populations for a more detailed explanation of interventions for struggling scholars.
Response 05-8
Love of Reading
In addition to the instructional methods and interventions used to promote academic
success for our scholars, GACS will be intentional and deliberate about developing
and promoting a love of reading across our school. Research says time spent reading
for pleasure has been shown to be a key factor in middle/secondary age cognitive
development. Its also been linked to stronger reading and writing abilities as well as
a better understanding of other cultures.11 A primary piece in building this culture is
the use of Accelerated Reader (AR) to track scholar words read with their independent
reading books. There will be monthly challenges associated with number of words
read and scholars that win the challenges will receive various prizes. Scholars will also
receive bookmarks, pins and t-shirts when they hit certain milestones in their word
count. These members of Reading Royalty will be celebrated at Town Hall each
month. The goal of these challenges and incentives is to get scholars reading books of
their choice on their level, eager to finish and ready to start a new one each time.
There will be in classroom libraries for each grade level, run by the ELA teachers for
that grade. This ensures that scholars are getting advice on books from the people in
the school that know them best as readers- theyre reading teachers. GACS will also
incorporate its mission of contribution through reading by hosting a read-a-thon and
doing a Scholastic Book Fair, donating proceeds to a local charity. Reading goals,
incentives, recognition and celebration will be present through the walls and halls of
Granville Academy in the hopes of transferring the love of reading from faculty into
the scholars.
Mathematics:
In math, Granville Academy will use a systematic approach to math fluency and
computational skills coupled with a teacher-created curriculum that develops higher-
level problem-solving skills. The curriculum is designed to help scholars recognize that
they need basic factual knowledge and automaticity with procedural computation,
coupled with a deep conceptual understanding of mathematics, in order to solve
complex mathematical application problems. Fluency topics will follow the Common
Core State Standard guidelines for required fluency within a given grade while
standards that require more problem solving will focus on developing deep conceptual
understanding. Additionally, the math lessons will follow a structured lesson plan
designed for maximum success. The first 25 minutes of class and all homework
assignments will include spiral review, an instructional strategy adopted from North
Star Elementary schools. There will also be a daily section for fluency review and
problem solving. Concepts will be introduced in a set sequence, emphasizing both step-
by-step approaches and explanations for all mathematical processes. The Standards
for Mathematical Practice will be evident in varied forms each day in every math
classroom. Many of the math strategies presented by Susan OConnel in Putting the
11 Clark, C. and Rumbold, K.; Reading for Pleasure: A Research Overview; National Literacy Trust; 2006
Response 05-9
Practices Into Action: Implementing the Common Core Standards for Mathematical
Practice, K 8, will be woven into daily lesson plans.
The math program at Granville Academy will use a combination of the Gradual
Release of Responsibility Model and Guided Discovery Problems in order to solidify
scholars fluency and computation while deepening scholars ability to think critically
and develop conceptual understandings about mathematics. Within the education
world, Gradual Release and Discovery are often viewed as instructional adversaries,
but we believe incorporating each strategically will achieve the greatest scholar
achievement.
Gradual Release of Responsibility Model

The gradual release of responsibility model of instruction requires that the teacher shift
from assuming all the responsibility for performing a task to a situation in which the
scholars assume all of the responsibility.12 In a GACS math classroom, this gradual
release often occurs within one lesson and begins the cycle again with the next days
objective. The gradual release of responsibility emphasizes instruction that
mentors scholars into becoming capable thinkers and learners when handling the tasks
with which they have not yet developed expertise.13
As delineated in the visual representation above (Fisher & Frey, 2008), there are four
interactive (or interrelated) components of a gradual release of responsibility model:
12
Duke, N. K. and P. D. Pearson, Effective Practices for Developing Reading Comprehension, in A. E. Farstup & S.
J. Samuels (eds.), What Research has to Say About Reading Instruction, International Reading Association, Newark,
Delaware, 2002, pp. 205-242
13
Buehl, D, Scaffolding, Reading Room, 2005, (November 11, 2006).
Response 05-10
1. Focus Lessons. This component allows the teacher to model his or her thinking and
understanding of the content for scholars. Usually brief in nature, focus lessons
establish the purpose or intended learning outcome and clue scholars into the
standards they are learning. In addition to the purpose and the teacher model, the
focus lesson provides teachers an opportunity to build and/or activate background
knowledge. In a math classroom, an example of this would be demonstrating how
to complete a table of equivalent ratios using multiplication.
2. Guided Instruction. During guided instruction, teachers prompt, question, facilitate,

or lead scholars through tasks that increase their understanding of the content.
Guided instruction provides teachers an opportunity to address needs identified on
formative assessments and directly instruct scholars in specific skills or strategies.
Scholars would be faced with a similar problem to the original in the Focus Lesson,
with a slight difference- the scale factor is a fraction for example. Through
questions and prompts, scholars complete the ratio table.
3. Collaborative Learning. To consolidate their understanding of the content, scholars

need opportunities to problem solve, discuss, negotiate, and think with their peers.
Collaborative learning opportunities, such as workstations ensure that scholars
practice and apply their learning while interacting with their peers. This phase is
critical as scholars must use language if they are to learn it. The key to
collaborative learning, or productive group work as it is sometimes called, lies in
the nature of the task. Ideally each collaborative learning task will have a group
function combined with a way to ensure individual accountability such that the
teacher knows what each scholar did while at the workstation.
4. Independent work. As the goal of all of our instruction, independent learning

provides scholars practice with applying information in new ways. In doing so,
scholars synthesize information, transform ideas, and solidify their understanding.
Importantly, the gradual release of responsibility model is not linear. Scholars move
back and forth between each of the components as they master skills, strategies, and
standards.
Guided Discovery Problems
Guided-discovery problems will often be incorporated at the start of a new unit or

lesson topic and will take place before any direct instruction occurs. Because guided-
discovery problems are more time-consuming and foster deep learning, they are best
used to teach course material that is especially important, conceptually difficult, or
counterintuitive.
In order to succeed, a guided-discovery problem must be adequately scaffolded so

that scholars remain within their "zone of proximal development," the zone between
Response 05-11
what they can do on their own and what they can't do, even with help.14 This
scaffolding will be incorporated into:
1. the written materials that the scholars receive,

2. the interactions between the instructor and the scholars, and
3. the interactions among the scholars.
There are a variety of methods for providing the necessary scaffolding, including
teacher-scholar conversations in which the teacher does not directly answer scholar
questions but, instead, asks the scholars a series of questions that steer scholars in the
right direction. These questions may invite scholars to explain what they already
understand, clarify those explanations, provide the evidence and reasoning underlying
their assertions, or see the holes in their arguments.15
As GACS teachers develop their lesson plans that involve Guided-Discovery Problems,
there are eight critical steps that Gerver and Sgroi (2003) describe as necessary in
developing successful guided-discovery problems.16 These steps are:
1. Selecting the content: Choose content that is new but derivable using skills and
knowledge that the scholars already possess. For example, in the below
problem scholars draw on their knowledge of arrays as they figure that
multiplication is repeated addition. Well call this the candy problem.
Mr. Bell and Ms. Jones brought candy to school as a treat

for the high paycheck earners. Mr. Bell brought four bags of
candy. Each bag had 7 pieces of candy inside. Ms. Jones
brought three bags of candy. Each bag had 8 pieces of
candy inside. Isaiah is trying to determine who brought more
candy to school, Mr. Bell or Ms. Jones. In the space below,
help Isaiah determine the answer in TWO different ways.
2. Stating the aim: Clearly state the objectives of the lesson without spoiling the
"Aha!" component.
3. Identifying the prerequisites: Identify the knowledge and skills that scholars will
need in order to successfully complete the problem. Then test to make sure the
scholars have them. In the candy problem, scholars need to be able to use
repeated addition to find a sum, which will become a product by the end of the
problem. In prior class sessions, scholars learn and repeatedly practice this skill.
14Cindy E. Hmelo-Silver, Ravit Golan Duncan, and Clark A. Chinn; Scaffolding and Achievement in Problem-Based
and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006); EDUCATIONAL PSYCHOLOGIST, 42 (2),
99-107
15 Hogan, K., and Pressley, M. (1997). Scaffolding scholar learning: Instructional approaches and issues. Cambridge,
MA: Brookline Books.
16
The Science Education and Research Center at Carelton College; How to Use Guided Discovery Problems;
http://serc.carleton.edu/sp/library/guided_discovery/how.html
Response 05-12
4. Setting up a graphic organizer: As a teacher designs the lesson, it is very
helpful to make a schematic outline that reveals the flow and logic of the lesson.
At GACS, this will be more in the form of the lesson plan template. Structure the
activity so that scholars build an understanding of each underlying concept
individually before putting all of the concepts together into a comprehensive model.
As much as possible, the lesson should include one or more hands-on activities,
models and/or diagrams.
5. Writing the lesson: At the beginning of the lesson triggers scholars' curiosity by
making the problem puzzle-like, a mystery to be solved. A real-life scenario can
also heighten engagement by showing scholars the relevance of the material to
be learned. This is The Frame part of the lesson. Often the problem itself is
designed to hook scholars in, as they curiously want to discover which teacher
brought more candy to school.
The heart of a guided-discovery problem is the leading questions that the

scholars answer along the way. Here is where proper scaffolding is crucial.
When well-written, these questions trigger the "Aha!" moments that make
guided-discovery problems so exciting and effective. Writing these questions is
a delicate balancing act of providing just enough help. If the teacher gives too
little help, the scholars feel overwhelmed and give up in frustration. If the
teacher gives too much help, we rob the scholars of the thrill of discovery. The
best response is to frequently ask scholars to justify their answers, revealing their
reasoning.
6. Using a naive proofreader: Before springing a brand-new guided-discovery
problem on scholars, have a colleague work through the activity and uncover
any pitfalls such as unclear directions, missing steps, hidden assumptions, or
errors. At GACS, this will happen during the Lesson Plan Protocol once a week.
7. Writing a follow-up activity to check for accountability: A guided-discovery
problem is an essential part of the course curriculum. The follow-up activity can
be an exam or exit ticket; it could be another guided-discovery problem that
builds on the first, or an application problem in which scholars apply what they
learned to a new situation.
8. Field testing and revising: Inevitably, a guided-discovery problem will not be
perfect the first time. As soon as possible after the lesson, the best practice is to
write down what worked, what didn't, and what you would do differently next
time. This step is crucial to GACS staff. As the school continues to grow and
reflect, the refinement of each lesson for the following year will ensure that our
curriculum gets stronger every year.
Facilitating Guided-Discovery Problems
Research suggests that when assigning guided-discovery problems, devoting significant
class time for scholars to work on them is essential. Its for this reason that these
problems are built in at critical points in a unit of study. Through the facilitation of
Response 05-13
guided-discovery problems teachers ask students to explain their thinking rather than
immediately providing a hint. During this process teachers give scholars just enough
help (by asking leading questions, providing a piece of information or explaining a
concept) to get them unstuck. Once they're on the right track and making progress
again, the teacher should joyfully affirm that progress and then move on.
Guided-discovery problems allow scholars to use their problem-solving skills to

develop an understanding before receiving explicit instruction on that topic. Once
scholars have begun to formulate a Key Understanding, the teacher then moves
scholars into applying that understanding to a new problem. This may be in the form of
group work, guided practice, or a second at-bat with a similar problem independently.
The GACS model infuses these two instructional techniques into its units as each of them
affords a different learning opportunity for scholars. As the lesson plan templates
below demonstrate, there are many similarities between the two with the greatest
difference being the opening problem. In Gradual Release the opening problem is a
demonstration and in Guided-Discovery, the opening problem is scholar driven
problem-solving.
Balancing Gradual Release with Guided-Discovery
Below are examples from the 6th grade curriculum of objectives that would most
benefit from either a Gradual Release model or a Guided-Discovery problem.
Gradual Release Guided Discovery
SWBAT divide whole SWBAT describe the

numbers by decimals relationship between
multiplication and division
SWBAT convert between
mixed numbers and improper SWBAT use rounding and
fractions estimation in word problems
SWBAT divide fractions using SWBAT model dividing

the algorithm fractions
Because these instructional approaches are different, there will be two different
lesson plan templates that will be used for planning all the elements of a successful
lesson.
Response 05-14
Gradual Release Lesson Plan
Overview
Unit:
Day/Title:
CCSS:
Scholar
Takeaway:
Prepare
Objective:
Exit Ticket:
Previous Learning:
Relevant Math
Knowledge/Structures:
Key Vocabulary:
Materials:
IA Alignment:
Calculators:
Homework:
Introduction to New Material

Activate
Foundational
Knowledge:
Model and Log
It
Challenge/
Bright Line:
Independent Practice
Frame
Aggressively TW set the environment (30 sec):
Monitor:
TW aggressively monitor through a procedural Lap (1-2
min):
TW aggressively monitor through a conceptual lap (4-6

min):
After procedural lap, start collecting data on clipboard
by tracking:
o On-track (correct) and off-track (incorrect) scholars
o Strategy usage (e.g., direct modeling or equation)
Response 05-15
Anticipated Errors Number of Scholars
Making the Error
Error 1:
Error 2:
Error 3:
Error 4:
Class Specific Error:

[Insert teacher prompts]
[Insert teacher prompts]
If 20% or more of scholars have the same error trend, show

call error trend next to an exemplar.
Turn and talk: What do you think about these two
answers?
Poll the room: Who agrees with Scholar A? Who
agrees with Scholar B?
Initiate the habits of discussion around the two work
samples.
End goal of the discourse:
o Scholars identify the exemplar response and
explain the mistake.
o Teacher confirms.
What did we need to do to solve this problem
correctly?
Record conjectures and provide evidence.
Final CFU: Have scholars return to their work to test the
new conjecture in a different problem or complete the
original task.
Exit Ticket (7 minutes)

Closing
Exit Ticket
Response 05-16
Guided-Discovery Problem Lesson Plan
Overview
Unit:
Day/Title:
CCS:
STAMP:
Prepare
Objective:
Exit Ticket:
Previous
Learning:
Relevant
Math
Knowledg
e/
Structures:
Key
Vocabular
y:
Materials:
IA
Alignment:
Calculators
:
Homework
:
Launch (2 minutes)
Activate
Foundation
al
Knowledge:
Challenge:
ID the Task
and Name
the
Parameters:
Bright Line:
Monitor
Aggressive TW set the environment (30 sec):
ly Monitor: Set timer, play classical music, get clipboard and pen in hand
Scan the room to ensure scholars are on task
Response 05-17
TW aggressively monitor through a conceptual lap (3 min):
Start with the faster mathematicians, then monitor slower problem-
solvers
Start collecting data on clipboard by tracking:
o On-track (correct) and off-track (incorrect) scholars
o Strategy usage (e.g., direct modeling or equation)
Show Call Preparations:

Anticipated Errors Number of Scholars Making
the Error
Error 1:
Error 2:
Error 3:
Class-Specific Errors:
Key prompts
Driving Towards the Stamp

Set the Stage
Show Call TW show call two strategies to drive towards the stamp:
Strategies 1
and 2: Strategy Discussion
Prompt for
Comparison
and
Conjecture:
Test the
Conjecture:
Stamp the
Understandin
g:
Frame:
Key
Questions:
Aggressivel
y Monitor:
Response 05-18
Exit Ticket
Closing
Exit Ticket
Differentiation
Math classes at GACS are 120 minutes with the first 90 minutes used to execute one of
the lesson structures above. The last thirty minutes of math class is dedicated to
differentiated work for all scholars through an online program like I-Ready. Through
this program, scholars take a diagnostic and then are assigned individualized lessons
based on their performance needs. For scholars that are struggling, they would likely
be working on content below their grade level in an effort to close understanding gaps
in earlier years standards. For scholars that are performing on or above grade level,
they would likely be working on higher order thinking tasks that require an application
of previously mastered skills. While the founding team hasnt finalized that I-Ready
will be the program for this time, I-Ready has proven successful at both closing gaps
and predicting state test performance. In a recent independent study conducted by
the Educational Research Institute of America, I-Ready was found to have strong
correlations to the 2013 New York State Assessment (correlations ranged from .77-.85
across grades and subjects).17 Having a strong predicator for student progress
towards the NYS Exam will give teachers further guidance in topics that require whole
class remediation or re-teach, extended spiral or small group Saturday sessions. This
level of differentiation built into the school day ensures that all scholars receive an
opportunity every day to work at their level on the skills that are essential for them as
learners.
Below is a sample of interventions that may be used for scholars that are struggling
outside of the designed instructional program.
Tier 1: Accommodations made to in-class instructional materials and supports. This

can include but is not limited to: List the steps/procedures for multi-step problems
and algorithms, post clearly numbered steps, and/or give scholars a desk-copy
model of steps needed to solve problems, keep sample math problems on the
board, and have scholars write them in a notebook for reference, use individual
dry-erase boards, have scholars compute one step of a problem at a time, and ask
them to hold up their boards upon your signal after each step, ask for choral
responses in instruction, fill in the blank note taking template, visual models of
equations, graph paper to assist in organizing or lining up math problems, use of
calculator when skill is conceptual, provide manipulatives.
Tier 2: Out of class interventions designed to support scholars math development in
order for them to access the general education curriculum. These interventions can
include but are not limited to: tutoring during Enrichment using research supported
17
Curriculum Associates New York; http://www.curriculumassociates.com/products/iready/i-ready-predicts.aspx
Response 05-19
intervention program like Hot Math Tutoring18, small group fluency instruction
during non-core class, small group intervention involving systematic and explicit
instruction and scholar think-alouds,19 I-Ready online lessons, , and Saturday School.
Tier 3: Once scholars are in need of a Tier 3 intervention in mathematics, modifications

to the curriculum may be made. These modifications can include but are not limited to:
Reduced/shortened assignments, first steps of a problem completed, modified scope
and sequence focusing on core skills of the grade.
Please see Response 07- Specific Populations for a more detailed explanation of
interventions for struggling scholars.
Additional Scholarly Papers.

Granville Academys ELA curriculum is influenced by seminal academic studies and
texts. For example, the schools pedagogical approach is in line with the NRCELAs
Guidelines for Teaching Middle and High School Scholars to Read and Write Well.
Specifically, GACS teachers will explicitly teach reading strategies that scholars can
apply independently and use partner work as a key strategy during guided practice.
Ruth Schoenbachs Reading for Understanding underpins Granville Academys
foundational metacognitive reading unit, which all scholars will complete at the
beginning of the year in order to form a foundation of basic annotation, main idea
identification, and question generation strategies. Granville Academys mathematics
approach is influenced by NCTM principles for mathematical teaching and learning.20
Additionally, Granville Academy math practices are aligned with multiple findings
from mathematics research.21 For example, GACS teachers will integrate basic math
skills and problem solving, emphasize teaching for meaning, and ensure that scholars
work together to build their understandings of math concepts.
Social Studies and Science
In social studies and science we will rely on a content-rich curriculum of basic subject-
area and cultural knowledge, the Core Knowledge Sequence. Low-income children,
often not as fully exposed as their more affluent peers to a breadth and depth of
topics, can enter school at a disadvantage: their weak knowledge of the general
topics addressed in school leaves them less prepared to assimilate new information.
The idea behind the Core Knowledge Sequence is simple and powerful: knowledge
18 Hanover Research; Best Practices in Math Intervention; 2014
https://www.mbaea.org/documents/filelibrary/numeracy/Best_Practices_in_Math_Intervention_53D80FEED7650.pd
f
19 Effective Strategies for Teaching Scholars with Difficulties in Mathematics. The National Council of Teachers of
Mathematics, 2007.
http://www.nctm.org/uploadedFiles/Research_News_and_Advocacy/Research/Clips_and_Briefs/Research_brief_
02_-_Effective_Strategies.pdf
20 http://standards.nctm.org/document/chapter2/index.htm
21 See: Grouws, D.A., & Cebulla, K. J. (2000). Improving scholar achievement in mathematics, Part I and II, Columbus,
OH: ERIC Clearing House for Science, Mathematics, and Environmental Education.
Response 05-20
builds on knowledge. For the sake of academic excellence, greater fairness, and
higher literacy, Core Knowledge provides a core curriculum that is coherent,
cumulative, and content-specific in order to help children establish strong foundations
of knowledge, grade by grade. If all of our children are to be fully educated and
participate equally in civic life, then we must provide each of them with the shared
body of knowledge that makes literacy and communication possible. This concept,
central to the Core Knowledge Foundations goal of excellence and equity in
education, takes shape in the Sequencea pioneering attempt to outline the specific
core of shared knowledge that all children should learn in American schools. A
content-rich curriculum such as this provides the basic knowledge that makes low-
income scholars more effective learners later in their academic careers.
Children create understanding by building on what they already know. They learn
best when they are offered an engaging, challenging, and content-rich curriculum that
builds and grows from year to year. As the heart of a schools curriculum,
the Sequence provides a solid foundation for literacy and learning that promotes
academic excellence for all learners, while remaining flexible enough to meet state
and local standards. The Sequence is not a list of facts, events, and dates to be
memorized. It is a guide to content from grade to grade, designed to encourage
steady academic growth and progress as children construct their knowledge and
develop literacy and critical thinking skills year after year.
The result of a lengthy process of research and consensus-building by the Core

Knowledge Foundation, the Sequence has become distinguished by its breadth and
specificity. While most state or district standards and curricula provide general
guidelines concerning skills scholars should obtain and master, they typically offer little
help in deciding specific content. The specific content in the Sequence provides a solid
foundation on which to build skills instruction. Moreover, because the Sequence builds
knowledge systematically year by year, it helps prevent repetition and gaps in
instruction that can result from vague curricular guidelines (for example, repeated units
on Pioneer Days or Saving the Rain Forest; or inadequate attention to the Bill of
Rights, or to the geography of Africa; etc.).
With an intentional focus on specific content, the Core Knowledge Sequence is unique
among educational programs for its presentation of a coherent and cumulative
progression of knowledge and skills. The augmenting acquisition of specific content
ensures a solid foundation of vocabulary and background knowledge to facilitate
learning and comprehension.
Guiding Principles of the Core Knowledge Sequence:
Coherent, Cumulative and Content-Specific Guidance Is Necessary
A coherent, cumulative, and content-specific grade by grade outline of topics helps

ensure academic excellence, greater equity, and increased literacy. Children enter
Response 05-21
each new grade ready to learnwith a strong foundation of relevant background
knowledge. The intentional sequencing of topics also helps prevent repetitions and
gaps that so often characterize current education.
Reading Is a Two-Lock Box Process
In addition to decoding skills, the ability to understand what is read requires language,
vocabulary, and background knowledge that provide a foundation for understanding
unstated elements of a text. The ability to read and write is highly correlated with
scholars oral language proficiency, and the ability to understand a text read aloud is
a prerequisite for making sense of the same text in printed form. The failure to focus
on the development of oral language is a serious oversight. The rich outline of content
topics in the Sequence must be accompanied by frequent opportunities that involve
children in both listening and speaking. While developing the scope and sequence for
the social studies and science curriculum, building in these opportunities for both
listening and speaking will be a priority through structured debates, presentations and
project demonstrations.
Assessment and Instruction Are Intertwined
Effective teachers use assessment to inform the planning of lessons and experiences in
their classrooms. Evaluation of each scholar's progress takes place in an ongoing
fashion and is often conducted within the context of daily lessons. The specificity and
grade by grade nature of the Sequence allow teachers to fine tune their planning to
meet scholars' individual needs.
In addition to the guidelines provided by the Sequence, the CCSS for literacy in history
and science will be an integral piece of the scope and sequences. The Core
Knowledge Sequence outlines the CCSS alignment between the Sequence and the
standards that will be used to further develop the scope and sequences for social
studies and science.
Granville Academy realizes that all scholars, regardless of whether they are classified
as at-risk scholars, learn at varying rates. Schools that expect all scholars to meet high
standards must be prepared to support scholars regardless of the pace at or style
in which they learn until they reach mastery. At GACS, this learning support comes
through multiple means:
Clear, engaging, high-quality lessons in the classroom with low scholar-to-teacher

ratios (not including support from the Coaches of Results (COR) Team);
The increased learning time that we provide relative to schools in the surrounding
district schools;
Pull-out and push-in instruction by COR Team Teachers and related services such
as counseling, speech, and occupational and physical therapy for scholars who
require it; and
Response 05-22
Mandatory after-school and Saturday program tutoring for scholars who require
additional individual and small-group attention, as determined by assessment data
regardless of Special Education or English Language Learner classification.
All of these strategies and supports ensure that scholars with disabilities, scholars with
limited English language proficiency, and scholars at-risk of academic failure who may
not have an official classification are given the remediation and intervention they need
to meet the high standards that we set at Granville Academy.
Electives
Electives Structure: Granville Academys Electives courses are trimester-length classes

that meet four times per week and are graded on a pass or fail basis. A specific
course can be offered every trimester or just for one quarter. These courses are
developed and facilitated by one or more of the following:
GACS Faculty, Staff, and School Leaders: Faculty and staff are contracted to teach
one or more trimesters of Electives courses at the point of hire. School leaders also
volunteer to teach Elective classes as their schedule allows.
Qualified GACS Parent Volunteers: GACS reaches out to parents to solicit and
gauge parental interest in teaching one or more Electives courses. In order to
qualify, parents must have prior education experience and complete a rigorous
vetting process. Furthermore, all parent volunteers are partnered with and co-teach
with a GACS faculty or staff member to ensure that their course concept is
implemented successfully.
Qualified Community Instructors: GACS reaches out to the larger community to
solicit and gauge community interest in teaching one or more Electives courses. In
order to qualify, community members must have prior education experience and
complete a rigorous vetting process. Furthermore, all community instructors are
partnered with and co-teach with a GACS faculty or staff member to ensure that
their course concept is implemented successfully.
Qualified Teaching Artists: GACS seeks out teaching artists that work with
reputable nonprofit organizations or other education providers to further diversify
course offerings. Each organization/provider and individual artist is closely and
carefully vetted prior to selection.
Museums, Libraries, Hospitals, Gardens, Zoos, Colleges, Universities, Etc.:
Westchester contains a vast array of rich resources and venerable institutions.
GACS intends to call on these institutions in order to offer scholars unprecedented
learning experiences. All internal and external Electives teaching candidates are
fully vetted and interviewed. Moreover, they must design and submit a syllabus
and curriculum map for review prior to the approval of the class. GACS provides
models and templates to help guide candidates in transforming their idea into valid
curricula. As more of these partnerships come online, the number of GACS teachers
creating and implementing Elective classes will be reduced to a manageable and
sustainable number without eliminating it as an opportunity for contribution and
growth.
Response 05-23
The process of selecting and developing the pre-opening curriculum is initially led by
the Principal, but is further revised and refined by the Instructional Leadership Team
(ILT) once all school leaders have been hired during the planning year. The pre-
opening curriculum is designed to directly respond to both the Common Core State
Standards and all other New York State Standards. In conjunction with selecting
curricular support materials and the identification of vendor partners, the ILT is tasked
with developing guiding documents that give all stakeholders (school leaders, teachers,
parents, scholars, etc.) a shared understanding and baseline of what must be learned
and when. These documents include adjustments for gifted and talented scholars
capable of moving at a faster pace and for struggling scholars of any kind that
require additional remediation. GACSs faculty knows what to teach and when to
teach it because each teacher and relevant staff member receives a scope and
sequence, curriculum map, and pacing guide for each content area. The ILT works in a
collaborative manner to develop these initial guiding documents, which are provided
to teachers prior to the start of the school year. When appropriate, resources from
curriculum vendor partners such as Achievement Network are used to inform and
influence these documents. If possible and available, vendor partners provide such
guiding documents directly, which are then incorporated or included in the schools final
curriculum.
Scope and Sequences: Granville Academy develops and disseminates scope and
sequences that provide an outline of skills and information to be taught in each
course on each grade level. These documents are intended to define the range of
topics to be covered as well as the order in which they will be addressed.
Curriculum Maps: Granville Academy develops and disseminates curriculum maps

that serve to delineate the philosophy, goals, objectives, learning experiences,
instructional resources, and assessments that comprise specific aspects of the schools
educational program. Essentially, these maps articulate what scholars should know
and be able to do and supports teachers in knowing how to achieve these goals. A
curriculum map is a working document that illustrates exactly what is taking place in
classrooms. Maps reveal what is being taught over the course of a year, within a
unit of study, and even down to a specific lesson. Often, a map for a lesson will
include essential questions, the content that will be covered, skills scholars will
demonstrate if they understand the content, assessments, and activities.
Pacing Guides: Granville Academy develops and disseminates pacing guides that
display a detailed schedule of how to align concepts, topics, and skills related to a
particular curriculum. Each pacing guide acts as a planning tool that helps teachers
anticipate and properly regulate the rate at which scholars learn so that all topics
are taught at the appropriate developmental level and prior to the administration
of any related assessment. Using these documents teachers are expected to create
unit and lesson plans using common school templates and archive them on a network
drive so all staff can access them. This provides teachers working with the same
Response 05-24
scholars a resource with which to coordinate instruction, especially the COR team,
who push in to support scholars in general education classrooms and play a much
larger role in inclusion classrooms. Teachers all receive training in the development
of unit and lesson plans, and team meetings are used to share and improve them. If
chosen curriculum supports supplies lesson and unit plans, teachers are expected to
further differentiate and enhance those plans with customizations and supplements.
Response 05-25
Task Start Date Completion Date Responsibility
Review CCSS and Current February 2017 Principal
other NYS Learning
Standards
Research Commercial Current February 2017 Principal
Programs to
supplement the Core
Knowledge Sequence
Research commercial Current February 2017 Principal
intervention
programs
Negotiate February 2017 March 2017 Principal
agreements with
commercial vendors
Identify outside March 2017 June 2017 Principal
Elective teachers
Create end of year February 2017 April 2017 Principal
assessments
Create unit and March 2017 June 2017 Principal and DCI
lesson plan templates
Create scope and February 2017 June 2017 Principal and DCI
sequences, curriculum
maps and pacing
guides
Create lessons for April 2017 July 2017 Principal and DCI
first unit
Create resource April 2017 August 2017 Principal and DCI
library for teachers
Collect/Create Current June 2017 Principal
exemplars
Create scope and July 2017 August 2017 Principal, LIFE Coach
sequence and first and Social Worker
month of lessons for
Character Education
and Contribution
classes
Plan summer May 2017 July 2017 Principal and DCI
orientation
Conduct summer August 2017 August 2017 Principal, DCI and
orientation Operations
Manager
Response 05-26
Granville Academys curricular choices are designed to help the school address the
needs of all scholars regardless of ability level or prior preparation. As a result, a
priority has been placed on differentiated content that can give every scholar the skill
and knowledge remediation, preparation, and acceleration most appropriate for him
or her through a teacher-created curriculum. While each GACS scope and sequence,
curriculum map, and pacing guide provides direction and clarity, they are also
intended to be malleable, living documents that evolve and change over time in order
to better address scholars needs and mandated standards. These documents are
initially developed by the Principal and other school leaders, but live on with consistent
and ongoing input and influence from the faculty that utilize them. This feedback
process is formalized during teacher team meetings as well as department meetings
starting in year 2. This collaborative structure ensures that GACSs curriculum
alignment is consistent and fully vetted. Each trimester, teacher teams and department
teams give opinions and make suggestions as to how to continually refine these
curriculum guiding documents based on their experience in the classroom and the
information they are gleaning from scholar assessment data. In all cases, any
refinements will be guided by the State standards and the Common Core Standards.
Final adjustments will be made in June and July for the following school year, utilizing
all the input from the year.
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(b) Assessment System
Granville Academy will use six-week interim assessment cycles to assess scholar
mastery of standards-based knowledge and skills. Following each assessment, teachers
analyze scholar performance data, identify which standards are causing the most
difficulty, and create six-week re-teach plans to address these deficiencies in
conjunction with the preexisting scope and sequence for that time period. All scope and
sequences will be designed with 3 re-teach days built in after each interim assessment
cycle. Additionally, teachers use interim assessment data to create tutoring groups that
address scholar learning deficiencies and to help determine which scholars receive
push-in instruction from instructional support personnel during class periods.
All scholar grades are based on data at Granville Academy. Scholars are often given
grades in terms of a 1-4 scale to determine where on the spectrum of proficiency they
sit in terms of performance in any given subject area. Scholars receive grades for
homework, class work, exit tickets, published writing pieces, quizzes, tests, interim
assessments, etc. Scholars reading levels are translated into a proficiency level in
order to monitor their performance against standard grade level benchmarks, as well.
Scholars also get grades for LIFE values on their report cards. These grades are given
in terms of Excellent, Good, Needs Improvement, and Unsatisfactory, and they align to
scholar behavior as per the tracking system that will be in place. Exemplar grading
weights and guidelines are outlined in a supplemental document attached to the end
of this document.
Homework is assigned in all subjects, every day, in every grade. Additionally,

homework is given over the weekend and during breaks from school. Homework is
checked and recorded every day. Scholars that do not complete their homework will
serve lunch detention that day, making up the missed assignment(s) for that day.
GACS will operate with a comprehensive data-driven approach. Attendance, weekly

academic performance, and LIFE value standings will be shared with families via a
weekly progress report. All academic data is accessible to families and is used by
teachers to strategically plan in order to ensure scholars make their individualized
growth goals.
All of our assessment data will be analyzed using sophisticated statistical methods
including multivariate regression analysis, scatter plot analysis, and test item analysis.
Teachers will be trained in these techniques during August professional development
sessions and then meet each Wednesday afternoon to review specific assessment data
in faculty working groups. In addition to helping understand the needs of individual
scholars, the results of our internal and external assessments will help us to develop
and modify our curriculum and our instructional methods. Baseline data prior to
scholars entrance to GACS will help determine the materials that need to be taught to
incoming scholars.
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Assessment Overview
Name of Subject(s) Description Grade
Assessme Assessed Levels
nt
F&P Reading The Fountas & Pinnell Benchmark Assessment System 6-8
(BAS) seamlessly and gracefully links assessment to
instruction along The Continuum of Literacy
Learning. This comprehensive system for one-on-one
assessment reliably and systematically matches
scholars' instructional and independent reading
abilities to the Foutnas & Pinnell A-Z Text Level
Gradient.
ANETs Reading, Every six to eight weeks, school administers two 6-8
Math ANet assessmentsone in English Language Arts
and one in Mathematics. Each assessment takes
place during one regular classroom period and
tests recently taught material.
LAB-R Listening, The LAB-R is given to all eligible scholars (when 6-8
Speaking, their HLIS form indicates that their home language ELLs only
Reading, is not English) to check their level of English ability
Writing and determine if they are eligible for ESL services.
Bi-Monthly Writing On a bi-monthly basis, scholars will be provided 6-8
Writing with writing prompts and use specified rubrics to
Prompts diagnose scholar writing strengths and deficiencies.
Trimester Reading, Every twelve weeks, these internally developed 6-8
Exams Writing, assessments are designed to test scholars growth in
Math, the content taught up to that point in the year.
Science, They mirror the state test in format and are aligned
Social to CCSS.
Studies
NYS ELA Reading, State ELA Tests contain multiple-choice questions 6-8
Writing based on brief reading passages and performance
assessment items. They measures scholars'
attainment of skills such as understanding story
events, drawing conclusions, making predictions,
identifying the main idea, using vocabulary
strategies, identifying supporting details,
identifying point of view, evaluating ideas,
understanding features that distinguish genres, and
using figurative language to interpret text.
NYS Math Mathematics State Math tests contain multiple choice questions 6-8
and performance assessment items. The multiple-
choice component has approximately 60 questions
with 160 minutes for administration over two days.
The performance assessment components contain
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approximately 10 questions with 70 minutes for
administration.
NYS Living Science This Regents Exam is comprised of multiple choice 8
Environme and open-ended questions. The exam is timed and
nt Regents presented in several sections. The material covered
is based on the New York State Learning
Standards for Living Environment
MAP Reading, MAP is a diagnostic and computerized adaptive 7-8
Language, assessment in reading and mathematics, specifically
Math tailored to measure scholar performance against
national benchmarks.
NYSESLAT Listening, The New York State English as a Second Language 6-8
Speaking, Achievement Test (NYSESLAT) is administered every ELLs only
Reading, year in April and May to measure ELL scholars'
Writing growth in acquiring English. Every ELL scholar in
New York State must take the test.
When implementing exams, they are never a one-time, high-stakes test. Rather,
assessment data is always used to determine how teachers can best meet the needs of
their scholars as quickly as possible. For example, if data show that a group of sixth
grade scholars across different classrooms are having difficulty dividing fractions,
teachers may use interim assessment data to pull these scholars for extra practice
during lunch, may invite them as a group to intensive after school or Saturday tutoring,
or may create targeted interventions and work with parents to reinforce these skills at
home.
Granville Academy is organized around achievement and data-driven decisions.

GACS leaders and faculty engage in frequent data analysis to inform meaningful,
effective instruction. Eliminating the achievement gap informs all decisions. The GACS
assessment system will enable the faculty to track scholar progress with considerable
frequency. Teachers will strategically use this data to inform the process of designing
curriculum, lessons, and pacing with the benefit of a clear understanding of current
scholar mastery. This assessment system will also enable GACS to identify scholars who
may need extra help to reach mastery, including those with unidentified disabilities
and English-language deficits. Prior to, throughout, and at the end of each year, GACS
will administer a consistent battery of assessments (outlined in the Accountability Plan)
in order to measure progress and the efficacy of our curriculum and instruction. Faculty
will use data to design refinements and changes where needed.
Prior to the beginning of the school year, GACS will assess incoming scholars with age-
appropriate, standardized assessment tools such as the The Fountas & Pinnell
Benchmark Assessment System. At six week intervals, GACS will administer interim
assessments in the format and covering the standards of the NY State assessments. As
detailed in the Accountability Plan, an exacting and frequent interim-assessment
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system has several key advantages. It provides scholars with valuable practice and
experience taking tests in a non-high stakes environment. Information, fed back to
teachers quickly, permits them to self-assess their instructional effectiveness and
determine what must be re-taught and how they might alter approaches and improve
the efficacy of instruction. The information also enables school leaders to closely
monitor scholar progress and support teachers with targeted feedback, professional
development, and other resources. In sum, GACS drives improvements in achievement
by training faculty to become increasingly proficient at using data to identify how well
scholars are learning, so that results are used to inform practice and time allocation in
a frequent, strategic manner.
GACS plans to partner with Achievement Network (ANet) for interim assessments, as
they have a proven record of supporting scholar achievement through thorough data
analysis and professional development. Over the last two years, schools that
partnered with ANet achieved, on average, 10 percentage point gains in scholar
proficiency in ELA and math. On average, these schools improved in both ELA and
math at more than twice the rate of comparable schools in their home state. These
results have proven to be repeatable across charter, district, low-, middle-, and high-
performing schools.22 In addition to gains in proficiency after one year, ANet has seen
sustained results over time. ANets 2005 founding corps of seven low-income Boston
schools has virtually closed the achievement gap with non-low-income schools in
Massachusetts. Six of those schools continue to work with ANet to expand on their
exceptional results.
ANets Philosophy: We believe that setting the conditions for student success begins
with the practice of teachers and school leaders. Armed with the ability to use data
well, teachers and school leaders can set consistently high expectations for students,
individualize learning for both adults and students, and better manage performance.
Third-party studies confirm that ANets tools and services are having a positive impact
on teachers, leaders, and school structures. ANet has partnered with Harvard
Universitys Center for Education Policy Research (CEPR) to conduct an i3-funded
randomized control trial of their work with schools. Early results show schools using
ANet are putting in place practices that enable them to use data and plan from
standards. Over the course of the 2012-13 school year, 96% of schools made
progress toward their long-term practice goals.
The ANet Philosophy is directly aligned to that of Granville Academy- effective use of
data will close gaps more rapidly for scholars and in order to use data effectively,
instructional staff need to be trained. This is why there is at least 1 full or half day of
PD dedicated to data analysis after each interim assessment cycle.
The Principal, DCIs and Special Education Coordinator will work together to ensure
that data is properly warehoused, validated and applied to decision making. Below is
22 Achievement Network Impact; http://www.achievementnetwork.org/impact/
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a table delineating responsibilities amongst school leaders and those that report to
them as to the data they are tasked with collecting, analyzing and utilizing:
School Leader Faculty or Staff Data Responsibility Data Source

Principal All All All
Directors of Math, Science, Social Scholars NYS Exams
Curriculum Studies and ELA formative and ANet Interim
teachers summative Assessments
assessment from School created
classes and on trimester exams
standardized Bi-weekly class
tests. quizzes
Scholars grades
in core classes.
Teacher
observation,
supervision and
evaluation in
core classes
Special Education COR teachers Classified NYS Exam
Coordinator scholars NYSESLAT
formative and NYS Alternative
summative Assessment
assessment from ANet Interim
classes and on Assessments
standardized School created
tests. trimester exams
Classified Bi-weekly class
scholars grades quizzes
in core classes.
Teacher
observation,
supervision and
evaluation in
push-in and pull-
out services
Granville Academy will use scholar information systems such as Kickboard, Jupiter and
GradeCam to manage all attendance and academic data. GACS will use these tools for
school culture, classroom management, grading, and formative and summative assessment
data analysis. The Principal will compose comprehensive reports of current data for
review by the Board. The Operations Manager will be primarily responsible for
maintenance of records and compliance reporting. Granville Academy will also collect
and maintain accurate enrollment data, recording this information on a daily basis and
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providing copies to appropriate authorities upon request. Residency information will be
verified and included in such data in accordance with the applicable requirements.
(c)- Instructional Methods
Instructional Methods and Philosophy: Demographics Do Not Determine Destiny

To build a culture and instructional program that rivals the best schools in the country,
we believe it is essential to instill rigorous academic expectations and firm behavioral
standards. Only the best will be acceptable from our scholars, teachers, and
leaders. We communicate this in five essential ways:
1) Rigorous academics with frequent evaluation;

2) Exemplary teaching;
3) More time to learn engaging curriculum;
4) A respectful school culture with a disciplined environment; and
5) A relentless use of data to drive instructional decisions
(1) Rigorous Academics with Frequent Evaluation

Granville Academy is committed to demonstrating objectively that scholars are
learning a rigorous curriculum and preparing for success in college and societal
contribution. In order to accomplish this goal, we will measure academic progress
extensively and precisely using a wide variety of ongoing assessment tools. In addition
to city, state, and privately developed assessments, we will ensure that pre-test and
post-test assessments developed by the school are frequent, relevant, and aligned with
state standards. GACS will use carefully designed lesson plan templates that are
customized for each subject taught. All plans are designed based on measurable
objectives, which are aligned to Common Core State Standards. Additionally, teachers
script out their lessons, planning not only the questions they will ask but also the
answers they expect from scholars. Moreover, teachers thoughtfully consider any
content misconceptions scholars may hold in advance, allowing them to plan
strategically for how they can break down content and clear up any misconceptions.
(2) Exemplary Teaching

Granville Academy teachers must do whatever it takes for our scholars to succeed in
college. This ambitious goal can only be attained through exemplary teaching by
every member of the faculty. The leadership team will also model best practices and
stay connected with the classroom through weekly visits to every classroom. Teachers
at GACS will be treated as professionals, provided with all necessary technology
(computer, phone, voicemail, email, etc.), appropriate classroom supplies, a personal
professional development budget, and essential support at all times. Teachers will
receive a minimum of two hours of preparation time daily, with the exception of
Wednesday, dedicated exclusively to grading and lesson planning. Teachers have a
preparation block each week at the same time as their subject-area colleagues to
ensure the opportunity to collaborate. Most importantly, our teachers will work closely
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with colleagues who get great results and are committed to the same mission. One of
the most frustrating experiences for a teacher is to work hard to establish norms in a
classroom only to have them undermined in a room down the hall. At GACS, there will
be consistent instructional practices in every classroom. While there is not one correct
way to teach content, scholars must have consistent routines, blackboard configuration,
grading practices, and behavioral expectations in every class. For example, Granville
Academy scholars will enter classrooms by lining up outside the room silently and
receiving a firm handshake from the teacher. Scholars will enter and begin a silent Do
Now assignment at their desks. After five minutes, scholars will rise and greet their
teacher with a chant, song, or other warm-up activity designed by teachers and
practiced in Advisory. Following the Do Now, scholars will look at the common board
configuration, review the lessons aim, agenda, homework, and begin a period of
direct instruction of new material or guided-discovery problem solving before
breaking into teacher-designed activities in groups, pairs, or as individual practice.
Each class ends with a review of the objective and an Exit Ticket that emphasizes
comprehension of the classs specific and measurable objectives with at least three
questions that evaluate scholar mastery. Exit Ticket data is gathered regularly and
evaluated by teachers to identify individual and group deficiencies.
Classrooms at Granville Academy will be bright, exciting, lively places that reinforce
the mission and values of the school. In each classroom, the mission and motto will be
clearly displayed. Around the whiteboard will be the LIFE values, Mission, college
graduation year, and STAR posture expectations. Our classrooms will be named after
colleges and universities and decorated in the style and colors of our teachers
alma maters. Thus, Room 101 might be known as Williams College, decorated in
purple and yellow, with Williams memorabilia, banners, campus maps, pictures o f
Ephelia, the purple cow mascot, and photos and quotes from notable Williams
graduates.
(3) More Time to Learn Engaging Curriculum

Granville Academy scholars will attend school Monday, Tuesday, Thursday and Friday
from 7:45 am to 4:30 p.m., until at least 1:15 p.m. on Wednesdays. The school year is
a minimum of 185 days, and scholars in need of additional individual support or
required remediation will attend school on additional Saturdays and during some
vacations. Scholars who have not yet mastered the grades content expectations can
attend a Summer Academy for a total of up to 33 additional Opportunity Days
throughout the year. There will be no wasted time in classrooms, hallways, or
assemblies because teachers use routines and common expectations to minimize
disruptions.
(4) Respectful School Culture with a Disciplined Environment

Granville Academy is founded on the belief that a safe, structured, and supportive
school community is essential to ensure dramatic academic gains for all scholars. We
adhere to a broken windows approach to school discipline and a tipping point
approach to school culture. We will focus relentlessly on appropriate consequences for
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small issues in order to ensure that more significant negative behaviors are unlikely to
occur.
(5) A Relentless Use of Data to Drive Instructional Decisions

Granville Academy utilizes a sophisticated feedback loop of frequent data collection
and analysis. Data is gathered through multiple forms throughout the day, week,
month, trimester and year. We believe that assessments are tools that serve two
purposes:
i. To demonstrate where we want scholars mastery to be at pre-determined
points in the year.
ii. To determine progress along the way.
Through backwards planning and regular assessment and reflection, GACS teachers
are able to maximize each lesson and strategically address individual scholar needs
on a continuous basis.
Instructional Technique/Taxonomy/Teach Like a Champion

Teach Like A Champion 2.0: 62 Techniques That Put Scholars on the Path to College and
Practice Perfect: 42 Rules for Getting Better at Getting Better by Doug Lemov inform
Granville Academys approach to instilling the taxonomy of teaching practices and
techniques that are critical to classroom effectiveness through intensive and regular
practice sessions. These sessions are built around watching, discussing, and considering
the relevance of actual examples of instructional techniques, most of which are codified
in Lemovs Teach Like A Champion 2.0. These sessions develop a shared professional
vocabulary for GACS staff, and focus on specific, concrete, observable techniques that
exceptional teachers in high-poverty settings use to dramatically improve scholar
achievement. GACS faculty members will analyze the actions, words, and methods that
make master teachers effective at a technique, and will discuss how to use the
technique in their own classroom. Teaching techniques such as Right is Right, Circle
Back, and Every Minute Matters can be learned and practiced by teachers
strategically and purposefully to improve classroom management and scholar learning.
A significant portion of the cultural success at GACS will be identifying predictable
stumbling blocks that impede the development of scholars who are ready to learn. The
taxonomy sessions will help Granville Academy build a backbone of classroom culture
and instructional effectiveness and will help ensure that classroom management
techniques are used consistently across classrooms and grades in order to maximize
effectiveness. These techniques do not come naturally to many teachers and thus need
to be learned. Deliberately engineered and designed practice can revolutionize our
most important endeavors. The clear set of rules presented in Practice Perfect will
make us better in virtually every performance of life. The how-to rules of practice
cover such topics as rethinking practice, modeling excellent practice, using feedback,
creating a culture of practice, making new skills stick, and hiring for practice.
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(d)- Course Overview
Granville Academys instruction will be based on the fundamentals of literacy and

mathematics education outlined by the Common Core State Standards (CCSS).
Instruction is focused on developing critical-thinking skills and the ability to closely and
attentively read texts in a way that will help them understand and enjoy complex
works of literature. The Standards for Mathematical Practice (SMP) encourage a
balance of procedure and conceptual understanding that leads to greater critical-
thinking about the world around them. Through effective execution of the CCSS,
scholars will learn to use cogent reasoning, evidence collection and justification skills
that are essential for success in college, career, and life.
Literacy Program Grades 6 8

ELA Class (9 hours per week): Granville Academy will use an adapted Balanced
Literacy Approach in our reading classes. All reading classes will be 120 minutes in
length that will be split into skills portion of the block where scholars will be taught
skills addressed in the objectives that will be derived from the NYS Common Core
Standards and a novel study. During the skills portion of class, scholars will have direct
vocabulary and grammar instruction, in addition to building schema for the novel study
through non-fiction text analysis. During the novel study, teachers will push scholars to
effectively demonstrate comprehension of the books that are read through a response
to literature cycle called Read, Write, Discuss, Revise, through literature circles and
through close reading.
Guided Reading (2 hours per week): Scholars read an authentic text at designated
grade level benchmarks throughout the year in small groups. Teachers ask questions
during this time and function solely as facilitators in order to encourage scholars to
have a literature conversation amongst themselves, particularly using Habits of
Discussion. Further, non-fiction texts will frequently be embedded into instruction in
order to build world knowledge and to solidify comprehension skills. F&P data is used
to drive this instruction.
Book Club (2 hours per week): This is an alternative to Guided Reading for scholars
that are on or above grade level proficiency for literacy. Scholars will independently
read a shared book for the first three days of the week with a different annotation
focus each day. On the fourth day of the week, scholars will engage in a discussion
using teacher created discussion prompts. This is an opportunity for scholars to engage
in deep, analytical discussion with peers performing at a similar level to them.
Social Studies
Grade 6: Global Literacy (5 hours per week): Scholars will study history daily from
the standards derived and created internally. This class (which has a heavy emphasis
on integrating literacy skills) will emphasize the study of ancient cultures (Ancient
Greece, Ancient China, Ancient Rome, Ancient Egypt, and Ancient West African
cultures) as outlined in the Core Knowledge Sequence.
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Grades 7 and 8: U.S. History (5 hours per week): The scholars will take a two-part
United States History Course that will prepare all scholars for high school history and
prepare accelerated scholars for the U.S. History Regents Exam. There will be a
heavy emphasis on historical writing and analysis with CCSS embedded throughout the
curriculum.
Science
Grades 6 and 7: Science (5 hours per week): Every scholar will study science daily
from the standards derived and created internally using the Core Knowledge
Sequence. Scholars will be expected to demonstrate mastery of the major branches
(Life, Biology, Astronomy, Physical, Health) of Science in order pass the Science courses
in our middle school. Scholars are expected to pass our internal assessments in order
to get full credit for passing our Science courses.
Grade 8: Living Environment (5 hours per week)- In order to set scholars up for the
greatest opportunity for high school and college success, all of our scholars will take
Living Environment in preparation for the Living Environment Regents Exams. Scholars
that score an 80 or higher will be recommended for an advanced science course
during their freshman year of high school.
Math
Grades 6 8: Math (9 hours per week): Scholars will have 90 minutes of teacher led
math instruction each day. The standards used for teaching this course are derived
from the New York State Common Core Standards. Each class will start with a
cumulative review of previous material and then move into either direct instruction or a
guided-discovery problem. This will be followed by Guided Practice and then
Independent Practice. The last thirty minutes of the 120 minute block will be
technology based in which scholars will be working on computers or tablets on skills
that are necessary for them to master given their current performance level. An online
program such as I-Ready or MobyMax will be used for this time. Grade 8 scholars
who demonstrate exemplary progress will earn the right to take the grade 9 Algebra
regents at the end of their grade 8 year.
Elective
Enrichment Courses (4 hours per week): The last hour of the day will be dedicated to
Enrichment. During this time, family volunteers will be selected and/or community
members will be hired to teach a wide range of courses that scholars will have the
opportunity to sign up for. Courses could include percussion, foreign language, fun fit
sports, theater, etc. There will be three Enrichment cycles for the year and scholars will
be placed in a physical enrichment for at least one cycle.
Other
Granville Academy did not develop course descriptions for the Character Education
course and the Contribution course, which are both offered for 20 minutes once a
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week. These courses will be developed by the LIFE Coach and Social Worker in
conjunction with the Principal upon hiring. Additional feedback and input will be
solicited from all major stakeholder groups. This curriculum will consist of proprietary
content developed by Granville Academys school leaders and social services staff as
well as social-emotional education curriculum that the social services team identifies for
use.
(e) Promotion and Graduation Policy
Granville Academy has high standards for promotion. It is not automatically assumed
that a scholar will pass from one grade to the next: the scholar must earn promotion by
demonstrating mastery of the essential knowledge and skills. To be considered for
promotion, scholars must score a minimum of seventy percent in each class and on each
comprehensive exam. Scholars must also pass all NYS mandated exams. In grade 8,
scholars must complete a graduation portfolio including a five year plan and at least
two completed college applications. Scholars who fail three or fewer combined
comprehensive exams and classes may be eligible to attend Summer Academy in
order to earn promotion to the next grade. If a scholar fails more than three classes
and exams combined, he or she will not be promoted and, accordingly, will not be
eligible for Summer Academy.
Promotion decisions will be based on a scholars grades, standardized test scores

(when available), attendance, homework completion record, adherence to LIFE values,
and other measures including teacher observations. Lastly, a scholar may be retained
if he or she misses more than 15 days in a school year, has significant behavior
problems that result in significant amounts of missed instructional time, or if the scholar
has persistent trouble completing assignments.
Each year in January, Granville Academy will communicate to families which scholars
promotions are in doubt at that time in the year. Promotion in Doubt identification is
based on reading level, math performance, attendance, behavior, and could also
include performance in science and social studies as well. Scholars and their families
meet with the teachers after being identified, and teachers provide customized action
plans in relation to each scholars area of need. Action plans outline work to be done
at home, as well as additional support that will be put into place during the school
day. From the moment of identification until the end of the year, teachers communicate
on a biweekly basis with families to discuss the growth and/or challenges of each
scholar. The ongoing dialogue serves as a means to prepare the families and the
scholar for the decision that is made by years end.
Scholars who do not meet the criteria for promotion may be retained. GACS will run a
Summer Academy program during the month of July. Scholars who are over the
absence limit for the school year or who are not meeting grade level benchmarks in
ELA or math may attend. Summer Academy will focus on reading comprehension and
direct math instruction, aligned and customized to the needs of the children that
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comprise the class. Class size is smaller in the summer, and scholars are reassessed at
the end of the summer to determine whether or not they have made enough gains to
be promoted. English Language Learners will have multiple learning supports and
scholars with IEPs will have all accommodations and modifications of curriculum as
indicated in their plans to ensure both groups ability to meet our high expectations of
all scholars.
Retention Policy: In keeping with Granville Academys mission to provide an

appropriately challenging academic experience, scholars will be retained only when
school leaders have determined that a scholars academic deficiencies are severe
enough reasonably to conclude that academic material at the next grade level would
be both inaccessible and detrimental to that scholars continued academic growth.
Every scholar at GACS will complete a series of diagnostic assessments as part of a

larger scholar-family orientation. This assessment data will give teachers and school
leaders a clear snapshot of each scholars needs, allowing for the creation of small
instructional groups, modified learning schedules and important decisions regarding
retention and promotion.
Retention decisions are never made in isolation, or based on a single piece of data or
set of test results. In addition to assessment data, promotional decisions will also take
into account other factors including age, physical and emotional maturity, attendance,
LIFE rubric scores, and classroom grades. If a scholar is not on track to be prepared
socially, emotionally and/or academically for the next grade, the parents and scholar
are given notice monthly from March-June along with mechanisms for remediation,
acceleration, and support. At the end of June if a scholar is still not mastering the
grade level expectations, he or she will be retained in their grade and provided
family and scholar counseling to help explain and adjust to the news.
Finally, Granville Academy recognizes here that retention decisions can be emotionally
difficult for families and scholars. GACS takes seriously the importance of consistent
communication to families of scholars who are considered promotion-in-doubt
throughout the school year. Parents will be engaged in these discussions through
weekly progress reports, at report card nights, and they will receive standard
notification of their scholars performance following the administration of our Interim
Assessments. No parent will be surprised at the end of the year to discover that their
scholar has been identified for Summer Academy or possible retention.
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Granville Academy Grade Level Standards
ELA Math
Sixth Grade Minimum Standard: A Net Average:
F&P Level: T >70%
A Net Average: >70% Math State Test:
ELA State Test: >2 >2
Seventh Grade Minimum Standard: A Net Average:

F&P Level: X >70%
MAP: >40 NPR MAP: >40 NPR
Eighth Grade Minimum Standard: A Net Average:

F&P Level: Z >70%
MAP: >40 NPR MAP: >40 NPR
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Response 05-41
1. Curriculum and Instruction Design
(f) Programmatic Audit
The purpose of our programmatic audits will be to determine the effectiveness of
Granville Academy Charter School (GACS) from both an academic and non-academic
lens, in order to ensure there is continual improvement towards fulfilling the mission.
There will be formal and informal audits as well as external and internal audits each
designed to asses different aspects of Granville Academys success.
External Audits
Accountability Plan Progress Report (SUNY) and Annual Report (NYSED): Each year,
Granville Academy will submit an Accountability Plan Progress Report to its authorizer
(SUNY) and an Annual Report to the state (NYSED). These reports outline our progress
towards our academic and non-academic goals set forth in our accountability plan.
They also report our performance with respect to the renewal benchmarks and the
NYSEDs Charter Schools Performance Framework. The leadership team of Granville
Academy will compile these reports, concurrently assessing programmatic
performance. Based on the assessment, the leadership team and the Board will
develop action plans to address any areas of growth. This may result in adjustments to
curriculum, staffing, fiscal management or governance. Our annual report will also
include results from an independent financial audit completed by a third party firm.
Through these reports, our authorizer will be able to measure our progress towards
achieving our goals.
SUNY Site Visits: As our authorizer, SUNY will conduct periodic site visits to ensure that
we are making adequate gains and maintaining fidelity to our charter and mission.
These observations are delivered to the Board in the form of Site Visit or Renewal Visit
reports.
Board Training Assessments: Other opportunities for audits performed by external

partners include potential board training assessments and strategic planning initiatives
whereby the Board evaluates its own performance. Board assessments and strategic
planning may be conducted by a third party, which would result in a written document.
Internal Audits
School Culture Audit: Throughout the course of the school year, the staff, leadership
team, and Board will use data to develop, improve, and revise curriculum and
instructional practices. The Audit team will use a rubric (attached to the end of this
response) measuring school culture in the areas of School-wide Systems, Teacher
Proficiencies and Classroom Systems. A completed rubric with areas of strength and
areas of growth will be presented to the faculty and the Board. Based on the
outcome, staff will make adjustments to systems and instructional practices as needed.
Response 05f-1
Data Driven Instruction Audit: At the beginning of the school year, the end of the school
year and twice throughout the year the leadership team will conduct a Data Driven
Instruction Audit in which leaders will evaluate the use of daily, weekly, and quarterly
data to drive instruction. A completed rubric with areas of strength and areas of
growth will be presented to the faculty and the Board. Based on the outcome,
professional development will focus on the areas of improvement from this audit and
will then be re-evaluated after six weeks.
Scholar Performance Audit: After each round of Interim Assessments, the Secondary
Leadership Team will compile school-wide data to report to the Board and analyze its
implications towards curriculum, instruction, and personnel decisions. Based on scholars
performance towards school-wide goals, the Board and leadership team may also
implement short-term adjustments. At the conclusion of the school year, Granville
Academy faculty will construct plans for improvements to be made the following year.
This may result in modifications to curriculum and instructional systems over the summer.
While analyzing scholar performance, data will be separated into categories of
scholars, such as scholars with IEPs or ELLs, in order to evaluate the effectiveness of
school-wide programs designed to support a specific group of scholars. Adjustments to
those programs will be made as needed and implemented the following year as well.
Staff Evaluation: Throughout the year, the leadership team will provide ongoing
feedback and support each staff member through observation and feedback. After
each trimester, teachers will go through a formal evaluation process in which they
receive feedback on their current performance and set goals for the following months.
A common evaluation rubric will be used for all teachers (Please see Response 08-
Instructional Leadership for the rubric). Additionally, the Board will conduct a similar
evaluation of the principal, providing feedback and setting goals for the remainder of
the year and/or the following school year.
Monthly School Performance Updates: The leadership team and Finance Committee of
the Board will monitor fiscal soundness each month and report to the Board at the
monthly Board Meeting. At the end of the school year, they will perform an internal
financial audit and plan for the following school year. In addition to monthly updates
on fiscal soundness, the leadership team will also update the board on progress
toward academic goals on a monthly basis. Prior to each meeting, the leadership
team will construct a data dashboard, displaying school culture data, academic
performance data and other non-instruction data points. These could include average
daily attendance rates; scholar performance on interim assessments, revenue versus
expense reports, disciplinary statistics (suspensions, expulsions); results from scholar,
staff, and parent surveys; staffing figures; external and community relations. The
leadership team and Board will use this data to make decisions that include allocations
of resources and staff, and programmatic decisions regarding curriculum and
personnel modifications. As each school year ends, the Board will collaborate with the
leadership team on strategic planning to determine the schools progress towards
goals and future plans to fulfill its mission.
Response 05f-2
SCHOOL CULTURE RUBRIC
School: Date:
SCHOOL- Advanced Proficient Working Towards Needs Improvement

WIDE
SYSTEMS
Breakfast o Breakfast and any morning o Breakfast and any morning o Breakfast and any morning o Breakfast and any morning
materials are ready on time materials are ready on time materials are not ready on time materials are not ready on time
o Teacher monitors are on time o Teacher monitors are on time o Teacher monitors are late and/or o Teacher monitors are late and
and are actively monitoring and are actively monitoring not actively monitoring are not actively monitoring
o Room is silent or meets volume o Room is silent or meets volume o Frequent reminders must be o Frequent reminders must be
expectations expectations made to keep the room silent made to keep the room silent
o 95% of students are on task o 90% of students are on task o 80% of students are on task o Less than 80% of students are on
eating, reading or engaged in eating, reading or engaged in eating, reading or engaged in task eating, reading or engaged in
morning work without morning work without morning work without morning work without
reminders reminders reminders reminders
o 100% of students are seated or o 90% of students are seated or o A significant number of students o A significant number of students
moving with permission moving with permission are moving without permission are moving without permission
o 90% of students have arrived 5 o 85% of students have arrived 5 o 80% of students have arrived 5 o Less than 80% of students have
minutes prior to official start of minutes prior to official start of minutes prior to official start of arrived 5 minutes prior to official
school school school start of school
o Transition from breakfast is o Transition from breakfast is o Transition from breakfast is o Transition from breakfast is
silent and quick quiet and quick inefficient inefficient requiring correction
o HW collection system (if o HW collection system (if o HW collection system (if from teachers and school leaders
applicable) runs seamlessly and applicable) runs seamlessly and applicable) requires management o HW collection system (if
requires no management from requires no management from from school leaders applicable) is not in place
school leaders school leaders o Some students clean up in eating o Breakfast space is left messy
o Systems guarantee that students o Systems guarantee that students area, but breakfast space is left o Transition from breakfast
leave eating area clean leave eating area clean somewhat messy requires significant direction,
o Transition from breakfast o Transition from breakfast o Transition from breakfast results in confusion and has
requires minimal direction and requires minimal direction and requires significant direction and negative impact on overall
contributes positively to the has neutral impact to overall has negative impact on overall school culture
overall school culture school culture school culture
Response 05f-3
WIDE
SYSTEMS
Community o Seating is organized such that all o Seating is organized such that o Seating is somewhat unorganized o Seating is poorly organized,
students can see and actively almost all students can see and such that some students are limiting students ability to see
Circle participate in activities actively participate in circle unable to see and participate in and participate in circle activities
o All topics address core values, activities circle activities o Topics are not connected to core
(if applicable) college, or community needs o Almost all topics address core o Topics may not be connected to values, college, or community
o All students are silent and values, college, or community core values, college, or needs
tracking the speaker needs. community needs o Side conversations disrupt the
o Students are engaged and o 95% of students are silent and o There are some side flow of Circle
participate enthusiastically tracking the speaker conversations and not all o Students do not participate
o Leader encourages student o Students are engaged and students are tracking the speaker o Leader does not encourage
participation through relevant participate o Students participate begrudgingly student participation with
questions and/or student o Leader encourages student o Leader does not encourage questions or student
presentation participation through relevant student participation with presentation.
o Leader provides opportunity for questions and/or student questions or student presentation o Other adults do not participate.
teachers to present or give input presentation o Leader infrequently opens the o Transitions within Circle are
o All transitions within Circle are o Leader provides opportunity for floor for other adult voices almost always noisy and take too
silent, smooth, and efficient teachers to present or give input o Transitions within Circle can be long
o Leader always models taxonomy o Transitions within Circle are noisy or take too long o Leader does not model
techniques (cold call, CFU, mostly silent, smooth, and o Leader occasionally models taxonomy techniques (cold call,
positive framing) efficient taxonomy techniques (cold call, CFU, positive framing)
o Leader consistently models CFU, positive framing)
taxonomy techniques (cold call,
CFU, positive framing)
Response 05f-4
WIDE
SYSTEMS
Friday o Seating is organized such that all o Seating is organized such that o Seating is somewhat unorganized o Seating is poorly organized,
students can see and actively almost all students can see and such that some students are limiting students ability to see
Afternoon participate in activities actively participate in activities unable to see and participate in and participate in activities
Community o All topics support school culture o Almost all topics support school activities o Topics are misaligned to school
Meeting vision and goals, including a culture vision and goals, o Topics have a neutral impact on culture vision and goals
sense of pride in the school including a sense of pride in the school culture vision and goals o J-Factor and student engagement
community school community o Systems and structures are generally missing from
o Systems and structures o Systems and structures generally inconsistently yield J-Factor/ Community Meeting
consistently yield high levels of J- yield high levels of J-Factor/ engagement o Structures are not in place to
Factor and student engagement engagement o Structures are not consistently promote student leadership
o Structures always allow for o Structures generally allow for used to promote student o Transitions within Community
student leadership student leadership leadership Meeting almost always take too
o All transitions within o Most transitions within o Transitions can take too long or long or distract from the days
Community Meeting are Community Meeting are efficient distract from the days activities activities
efficient, yielding almost no o When leader calls for silence, o When leader calls for silence, less o When leader calls for silence,
down time between activities 90% of students quickly meet than 80% of students meet students consistently continue
o When leader calls for silence, all expectation expectation talking and require multiple
students quickly meet o All staff members are present o Most staff members are present, corrections
expectation. and sitting with students and but some are standing to the side o Staff members are frequently
o All staff members are present, most are actively engaged instead of alongside students and missing or disengaged
sitting with students and actively o Leader exhibits a proficient level are not fully engaged o Leader exhibits poor planning
engaged of planning, including activity o Leader exhibits insufficient that negatively impacts overall
o Leader exhibits a strong level of design that promotes high planning, yielding activities that success of Community Meeting
planning, including activity participation ratio and modeling do not yield high participation
design that promotes high What To Do directions and ratio and/or insufficient
participation ratio and modeling 100% modeling What To Do directions
What To Do directions and and 100%
100%
Response 05f-5
WIDE
SYSTEMS
Leader Tone o Leaders are always upbeat, o Leaders are most often upbeat, o Leaders seem overwhelmed or o Leaders seem overwhelmed,
motivational, and inspiring motivational, and inspiring with aloof and only make occasional aloof, and does not make
o Positive Framing: leaders narrate occasional moments of attempts at being motivated and occasional attempts at being
the positive student behaviors ineffective tone, language or inspiring motivated and inspiring
(rather than calling out the delivery o Leaders narrate negative rather o Leaders are mostly negative in
negative) and use praise, o Positive Framing: leaders almost than positive behaviors their interactions with students
challenge and aspiration to always narrate the positive o Leaders are inconsistent with and teachers
motivate the students student behaviors (only rarely recognizing details and/or o Leaders do not recognize details
o Leaders are attentive to every calling out the negative) and use addressing those quickly and/or do not address those
detail in school and address praise, challenge and aspiration o Acts of student misbehavior quickly
those that are out of place to motivate the students occur within the presence of the o Acts of student misbehavior
immediately o Leaders are attentive to most principal occur within the presence of the
o Leaders carry themselves with details in school and address principal
confidence and authority so that those that are out of place
students are keenly aware of quickly
their presence o Leaders carry themselves with
confidence and authority so that
students are aware of their
presence
Response 05f-6
WIDE
SYSTEMS
Lunch o Lunch lines are highly organized o Lunch lines are organized with o Lunch lines are disorganized, o Lines are disorganized, making
and calm minimal disruptions making lunch tracking and lunch tracking and serving
o Teacher monitor completes o Teacher monitor completes serving efficiency difficult difficult
lunch tracking system lunch tracking system o Teacher monitors sometimes o Teacher monitor do not
o Students are seated during lunch o Students are seated during lunch complete lunch tracking system complete lunch tracking system
in assigned seats in assigned seats o Less than 90% of students are o Less than 80% of students are
o No student movement without o Students are engaged in polite seated during lunch in assigned seated during lunch in assigned
permission conversation at a reasonable tone seats seats.
o Students are engaged in polite o No movement without o There is an excess of student o There is an excess of student
conversation at a reasonable tone permission movement during lunch movement during lunch
o All teachers on duty engage o Most teachers on duty engage o Some teachers do not maintain o Teachers consistently do not
positively with students 1:1 and positively with students 1:1 and strong radar of their assigned maintain strong radar of their
in groups while maintaining in groups and all maintain part of the room and sometimes assigned part of the room and
strong radar of their assigned strong radar of their assigned fail to effectively address fail to effectively address
part of the room and, when part of the room and, when misbehaviors misbehaviors
necessary, effectively address necessary, effectively address o Teachers and leaders have to o Students do not clean up on their
misbehaviors misbehaviors give frequent reminders for own
o Transition to clean up and o Transition to clean up and clean-up o Students need frequent
dismissal occur with little to no dismissal occur with little to no o Students need frequent reminders to be silent during
teacher intervention teacher intervention reminders to be silent during clean-up/dismissal
o Students wipe tables, clean up o Students wipe tables, clean up clean-up/dismissal o Students do not respond to the
the floor the floor o Student conversation is either hand clap/raise with silence and
o Student leaders monitor that o Student leaders and teachers loud or happens at inappropriate tracking
clean-up is complete monitor that clean-up is times o After dismissal the cafeteria
o Dismissal is complete within 5 complete o After dismissal the cafeteria requires cleaning
min. o Dismissal is complete within 5 requires cleaning o Tone of lunch is loud or students
o Teachers are on time for lunch min. o Dismissal is complete within 10 are engaged in inappropriate
transition o Teachers are on time for lunch minutes. discussions
o Dismissal is silent and efficient, transition o Teachers arrive late for lunch o Teachers arrive late for lunch
with little teacher redirection o Dismissal is silent transition transition
o Overall, lunch positively o Overall, lunch positively o Dismissal is quiet, but not silent o Dismissal is loud
reinforces school culture. reinforces school culture
Response 05f-7
WIDE
SYSTEMS
Dismissal o Systems for getting students o Systems for getting students o Systems for getting students o Systems for getting students
from PM Advisory to any 4-5 from PM Advisory to any 4-5 from PM Advisory to any 4-5 from PM Advisory to any 4-5
pm destinations (i.e.detention, pm destinations (i.e.detention, pm destinations (i.e.detention, pm destinations (i.e.detention,
clubs, tutoring) and/or dismissal clubs, tutoring) and/or dismissal clubs, tutoring) and/or dismissal clubs, tutoring) and/or dismissal
consistently support an efficient support an efficient transition yield inefficiencies, sometimes are not used
transition with 100% of students with 100% of students well leaving some students o Students have significant side
well supervised by adults at all supervised by adults at all times unsupervised by adults conversations in the hallway
times o Students are silent in the hallway o Students have some side during the dismissal transition
o Students are silent in the hallway during the dismissal transition conversations in the hallway o There are frequently many
during the entire dismissal with very few exceptions, and are during the dismissal transition students in hallways after
transition. immediately responsive to and are not always immediately dismissal
o There are no students in hallways teacher redirections in those responsive to teacher o There is an unprofessional and
after dismissal cases redirections in those cases noisy atmosphere outside of
o At least one staff member is o There are no students in hallways o There are sometimes students in school after dismissal,
present outside the building after dismissal hallways after dismissal unsupervised by staff
before dismissal transition begins o At least one staff member is o Theres inconsistently a staff
and creates a pleasant but not present outside the building member outside the building
silent environment for 15 before dismissal transition begins before dismissal transition,
minutes after dismissal and creates a pleasant but not causing a loose environment
o Students outside are not running silent environment for 15 o Some students outside are
or touching one another and minutes after dismissal running or touching one another
rarely require correction, but o Students outside are not running o Students do not respond
respond immediately to or touching one another and immediately to hand clap or
correction or other instruction rarely require correction, but other instruction the first time
when given respond immediately to they are given
o Atmosphere in front of building correction or other instruction o Atmosphere outside is somewhat
after school is highly when given noisy
professional and in line with the o Atmosphere in front of building
school culture during the day after school is professional
Response 05f-8
WIDE
SYSTEMS
Advisory o Morning and afternoon advisory o Morning and afternoon advisory o Morning and afternoon advisory o Morning and afternoon advisory
times balance times generally balance times attempt to balance times do not effectively balance
culture/relationship building and culture/relationship building and culture/relationship building and culture/relationship building and
organization/ operational tasks organization/ operational tasks organization/ operational tasks, organization/ operational tasks
o Systems and structures o Systems and structures yield time but are sometimes heavier on o Systems and structures do not
consistently yield time to guide to guide discussion around one over the other yield time to guide effective
discussion around college and college and advisory pride o Systems and structures discussion around college and
advisory pride o Systems and structures yield sometimes yield time to guide advisory pride
o Systems and structures effective cultural and academic discussion around college and o Systems and structures do not
consistently yield effective goal setting with students, as well advisory pride, with varying yield time for effective cultural
cultural and academic goal as celebration of individual and quality and academic goal setting with
setting with students, as well as group successes o Systems and structures students
celebration of individual and o A consistent, efficient structure sometimes yield effective cultural o Structures do not yield a calm
group successes is in place that ensures a calm and academic goal setting with and systematic start and end to
o A consistent, efficient structure and systematic start and end to students, with varying quality the school day
is in place that ensures a calm the school day o Structures inconsistently yield a o Routines and tone are misaligned
and systematic start and end to o Routines and tone are aligned to calm and systematic start and to the tone of the rest of the
the school day the tone of the rest of the school end to the school day school day and negatively impact
o Routines and tone are aligned to day and are aligned to overall o Routines and tone are somewhat overall school culture
the tone of the rest of the school culture, including being aligned to the tone of the rest of o Advisors do not maintain a safe
day and have a positive support consistent across all advisories in the school day and/or are space to store backpacks, jackets
overall culture, including being each GLT inconsistent across all advisories and cell phones
consistent across all advisories in o Advisors maintain a safe space to in each GLT o Ops and leadership
each GLT store backpacks, jackets and cell o Advisors struggle to consistently announcements are not shared
o Advisors maintain a safe space to phones maintain a safe space to store effectively through verbal
store backpacks, jackets and cell o Ops and leadership backpacks, jackets and cell reminders and passing out family
phones announcements are shared phones flyers
o Ops and leadership consistently and effectively o Ops and leadership
announcements are shared through verbal reminders and announcements are
consistently and effectively passing out family flyers inconsistently shared effectively
through verbal reminders and through verbal reminders and
passing out family flyers passing out family flyers
Response 05f-9
WIDE
SYSTEMS
Student o Teachers give positive points for o Teachers give positive points for o Teachers give positive points o Teachers give positive points
appropriate reasons, at appropriate reasons, at indiscriminately or as a tool for indiscriminately or as a tool for
Discipline appropriate times appropriate times bribing students into compliance bribing students into compliance
System o Deductions taken away o Deductions are taken away o Deductions are taken away or teachers do not give positive
(Paycheck/ appropriately (not extremely) and appropriately (not extremely; not inappropriately or dollar points, using the system solely as
consistently beyond -5) and consistently amounts are extreme a punitive measure
o Positive and negative points are o Positive and negative points are o Teachers rely solely on the o Deductions are taken away
PRIDE recorded quickly and easily. recorded quickly and easily. school-wide system for inappropriately or dollar
/Deduction/ o Student dollar amounts/point o Student dollar management amounts are extreme
totals are posted weekly amounts/paycheck detention are o Positive and negative points are o Teachers rely solely on the
Merit/Etc.)
o A system of tracking posted weekly recorded. school-wide system for
points/paycheck from week to o A system of tracking o Frequent errors in management
week is in place points/paycheck from week to paycheck/point deductions o Positive and negative points are
o Student behavior data is made week is in place occur not recorded consistently.
available to teachers o A system of incentives and o Student dollar o Frequent errors in
o A system of incentives and rewards has been established for amounts/paycheck detention are paycheck/point deductions
rewards has been established for high paycheck/point earners posted on an inconsistent basis occur
high paycheck earners that is o Use of the school-wide system is o No system of tracking o Student dollar amounts/points/
consistently implemented 90% consistent from class to paycheck/point amounts has detention are not posted
o Use of the school-wide system is class and teacher to teacher been implemented o No system of tracking
consistent from class to class and o No system for paycheck/point paycheck/point amounts has
teacher to teacher rewards and incentives has been been implemented
implemented o Use of the school-wide system is
o Use of the school-wide system is very inconsistent from class to
inconsistent from class to class class and teacher to teacher
and teacher to teacher
Dress Code o 100% Shirts tucked in o 95% Shirts tucked in o 90% Shirts tucked in o Less than 90% Shirts tucked in
o 100% uniform belts, shoes, o 95% uniform belts, shoes, pants, o 90% uniform belts, shoes, pants, o Less than 90% uniform belts,
pants, dresses dresses dresses shoes, pants, dresses
o 100% Student jewelry tucked in; o 95% Student jewelry tucked in; o 90% Student jewelry tucked in; o Less than 90% Student jewelry
no bracelets or distracting no bracelets or distracting no bracelets or distracting tucked in; no bracelets or
jewelry jewelry jewelry distracting jewelry
o 100% No extras (coats, non- o 95% No extras (coats, non- o 90% No extras (coats, non- o Less than 90% No extras (coats,
uniform sweaters, etc.) uniform sweaters, etc.) uniform sweaters, etc.) non-uniform sweaters, etc.)
o Uniform discrepancies are o Uniform discrepancies are o Uniform discrepancies are o Uniform discrepancies are not
identified and acted upon identified and acted upon identified and not acted upon identified
Response 05f-10
WIDE
SYSTEMS
Common o Bulletin boards are attractive and o Bulletin boards are filled and o Bulletin boards are inconsistently o Bulletin boards are inconsistently
promote student learning and the promote student learning and the used to promote student used to promote student
Spaces schools mission schools mission learning/mission learning/mission
o Bulletin boards are updated o Mostly Clutter-free: almost all o Somewhat cluttered: some bags, o Somewhat cluttered: some bags,
(student work is no more 3 4 bags, coats and other objects coats and other objects do not coats and other objects do not
weeks old) have a designated place have a designated place have a designated place
o Clutter-free: bags, coats and
other objects have a designated
place
TEACHER Advanced Proficient Working Towards Needs Improvement

PROFICIENCI
ES
Student Joy & o Students seem to be joyful and o Most students seem to be joyful o While many students seem o Students generally seem
excited to be in school and excited to be in school joyful, there are notable instances disinterested in school
Engagement o 90-100% of students are engaged o 80-90% of students are engaged of student arguments and/or o Less than 70% of students are
in classroom activities (pencil to in classroom activities. lack of joy engaged in classroom activities.
paper). o Older students internalize and o 70-80% of students are engaged o The older students have not
o Older students internalize and model behavioral expectations in classroom activities. internalized behavioral
model behavioral expectations with minimal teacher o The older students have not expectations and are more
without teacher supervision. supervision. internalized behavioral resistant to those expectations
o 100% of students exhibit o 90% of students exhibit expectations and are resistant to than younger students
professional posture professional posture those expectations. o Less than 70% of students
(STARS/SLANT if applicable) (STARS/SLANT if applicable) o 70% of students exhibit exhibit professional posture
professional posture (STARS/SLANT if applicable)
(STARS/SLANT if applicable)
Response 05f-11
PROFICIENCI
ES
Strong Voice o Economy of language: minimal o Economy of language: minimal o More language is used than o Teachers are so verbose that
language is used to build student language is used to build student needed to build student students do not understand
compliance compliance compliance compliance requested
o Dont talk over students: adults o Teachers/leaders rarely allow o Teachers/leaders sometimes o Student side conversations often
never talk over student chitchat student side conversations while allow student side conversations occur while teacher is talking
o Do not engage: adults never talking while talking o Teachers/leaders often engage
engage student o Teachers/leaders rarely engage o Teachers/leaders sometimes student excuses/distractions
excuses/distractions during student excuses/distractions engage student during correction of student
correction of student during correction of student excuses/distractions during misbehavior
misbehavior misbehavior correction of student o Non-verbal authority: adults
o Non-verbal authority: adults o Non-verbal authority: adults misbehavior rarely use square up/stand still
always use square up/stand still almost always use square o Non-verbal authority: adults and proximity to maintain
and proximity to maintain up/stand still and proximity to sometimes use square up/stand student compliance
student compliance maintain student compliance still and proximity to maintain o Quiet power: teacher rarely
o Quiet power: teacher always o Quiet power: teacher almost student compliance speaks slowly and quietly to
speaks slowly and quietly to always speaks slowly and quietly o Quiet power: teacher sometimes develop compliance
develop compliance to develop compliance speaks slowly and quietly to
develop compliance
What to Do o Directions are specific, concrete, o Directions are specific, concrete, o Directions sometimes lack being o Directions are vague and difficult
sequential, observable steps; sequential, observable steps; specific, concrete, sequential to follow/understand
steps are small enough that every sometimes more specific steps and/or observable o Teacher often narrates what not
student easily complies need to be offered if a few o More specific directions are not to do
o Narrate compliance instead of students do not comply on first offered is students do not
telling what not to do attempt comply
o Narrate compliance and instead o Teacher sometimes narrates
of telling what not to do what not to do
100% o Least invasive interventions o Least invasive interventions o Teacher mostly uses invasive o Teacher uses all invasive
(mostly non-verbals, group (some verbal and some non- interventions (verbal reminders interventions (verbal reminders
reminders, positive framing) verbal redirects) and redirects; too much teacher and redirects; too much teacher
o Less than 10% of class time is o 20% of class time spent talk) talk; rhetorical questions)
spent redirecting students redirecting students o 40% of class time spent o 60% of class time spent
o 100% of hands raised during o 90% of hands raised during redirecting students redirecting students
review of material review of material o 80% of hands raised during o Less than 80% of hands raised
o Expectations for group work o Expectations for group work review of material during review of material
o 100% of students are able to o 90% of students are able to o Expectations for group work o Expectations for group work
answer upon being cold-called answer upon being cold-called o 80% of students are able to o Less than 80% of students are
answer upon being cold-called able to answer upon being cold-
called
Response 05f-12
PROFICIENCI
ES
Positive o 90-100% of teachers are upbeat, o 75-90% of teachers are upbeat, o 60-75% of teachers are upbeat, o Most teachers are uninspiring
positive, motivated, and inspiring positive, motivated, and inspiring positive, motivated, and inspiring and/or negative in the classroom
Framing and in the classroom in the classroom in the classroom o The general tone of classroom is
Teacher Tone o The general tone of classroom is o The general tone of the o The general tone of the inefficient and/or negative
efficient, respectful and positive. classroom is efficient, respectful classroom is inconsistent in o Does not use positive framing,
o Frequently narrates positive and positive efficiency, respectfulness, and and does not work to motivate
student behaviors (rather than o Narrates positive student positivity students
calling out the negative) and uses behaviors (rather than calling out o Narrates negative student
praise, challenge and talking the negative) and uses praise, behaviors as often as positive, or
aspiration to motivate the challenge and talking aspiration teacher inconsistently uses
students to motivate the students positive framing
Student o 100% of students respond to o 90% of students respond to o There is frequently wait time o Students frequently do not
correction immediately and correction immediately and before the action is corrected respond to correction
Response to silently silently o Students sometimes respond o Students frequently are openly
Correction o 100% of teachers tone in o 90% of teachers tone in negatively (rolls eyes, sucks teeth, defiant after being corrected (i.e.
delivering corrections is positive delivering corrections is positive sigh), but corrects action talking back)
and respectful and respectful o Student action has to be o Students often only respond
o After getting a correction, o After getting a correction, corrected multiple times within a after the threat of a serious
behavior does not reoccur within behavior rarely reoccurs within period consequence
the same class period the same class period
Do it Again o Student group actions are done o When student group actions are o When student group actions are o Teacher does not ask student to
uniformly every time done incorrectly (walking in done incorrectly (walking in repeat incorrect group actions
o There is no evident need for hallway, taking out materials, hallway, taking out materials), regularly
Do It Again; it clearly has been etc,), teacher has class repeat teacher has class repeat actions o When repeated, student behavior
done before actions 100% of the time 75%+ of the time still is noncompliant
o Actions are repeated until 100% o Actions are repeated until 90%
of the students are compliant of the students are compliant
Tracking o 100% tracking of teachers o 100% tracking of teachers o 90% tracking of teachers o Less than 90% tracking of
o 90% tracking of peers o 80% tracking of peers o 70% tracking of peers teachers
o Less than 70% tracking of peers
Response 05f-13
Response 05f-14
CLASSROOM Advanced Proficient Working Towards Needs Improvement
SYSTEMS
Entry to Class o 90 100% of students enter the o 80% - 90% of students enter the o 70% - 80% of students enter the o Less than 70% of students enter
classroom in less than one classroom in less than one classroom in less than one the classroom in less than one
minute minute minute minute
o 100% of teachers greet 100% of o 90% of teachers greet 100% of o 70% - 80% of teachers greet o Teachers rarely greet students
their students with a handshake their students with a handshake 100% of their students with a o Less than 70% of students enter
and greeting or other threshold and greeting handshake and greeting the classroom and follow set
routine o 90% of teachers ensure that o 80% of teachers ensure that directions or classroom routines
o All teachers ensure that 100% of 100% of students give eye 100% of students give eye o Less than 70% of teachers are
students give eye contact and contact and return the greeting. contact and return the greeting. standing at the door waiting to
return the greeting. Students Students that do not comply are Students that do not comply are receive students for their next
that do not comply are asked to asked to re-greet asked to re-greet class
re-greet o 90% of students enter the o 80% of students enter the o Less than 80% of classes start on
o 100% of students enter the classroom and follow set classroom and follow set time or within 2 minutes of
classroom and follow set directions or classroom routines directions or classroom routines receiving class
directions or classroom routines o 90% of teachers are standing at o 80% of teachers are standing at o Less than 70% of teachers notice
o 100% of teachers are standing at the door waiting to receive the door waiting to receive 100% of student compliance
the door waiting to receive students for their next class students for their next class issues (i.e. uniform issues,
students for their next class o 90% of classes start on time or o 80% of classes start on time or manners, etc.)
o 100% of classes start on time or within 2 minutes of receiving within 2 minutes of receiving
within 2 minutes of receiving class class
class o 80% of teachers notice 100% of o 70% of teachers notice 100% of
o 90% of teachers notice 100% of student compliance issues (i.e. student compliance issues (i.e.
student compliance issues (i.e. uniform issues, manners, etc.) uniform issues, manners, etc.)
uniform issues, manners, etc.)
Distributing/ o 90 100% of teachers display o 80% 90% of teachers display o 70% - 80% of teachers display o Less than 70% of teachers
evidence of a system for evidence of a system for evidence of a system for display evidence of a system for
Collecting distributing/collecting work that distributing/collecting work that distributing/collecting work that distributing/collecting work that
Work & is efficient, and routinized is efficient, and routinized is efficient, and routinized is efficient, and routinized
Lesson o 90% - 100% of students are o 80% - 90% of students are silent o 70% - 80% of students are silent o Less than 70% of students are
silent or engaged in an activity or engaged in an activity while or engaged in an activity while silent or engaged in an activity
materials while work is being collected or work is being collected or work is being collected or while work is being collected or
distributed distributed distributed distributed
Response 05f-15
SYSTEMS
Transition o Efficient, time-saving (30 sec) o Efficient, time-saving ( up to 1 o Inefficient, more than one o Inefficient, more than one
routine min) routine minute minute
between o Silent or the talking is directly o Silent or the talking is directly o Off task talking, too noisy o Off task talking, too noisy
activities connected to the content connected to the content o Teacher has to repeat directions. o Teacher has to repeat directions.
o Teacher initiated using economy o Teacher facilitated o After the transition students are o After the transition students are
of language (Teacher says o After the transition students are off task off task
transition and students move) waiting for directions. o Physical setting is not adjusted o Physical setting is not adjusted
o Immediately after the transition o Students know how to adjust the o Not a clearly established routine, o Not a clearly established routine,
students begin task. physical setting teacher has to redo the transition teacher has to redo the transition
o Students know how to adjust the o Evidence of a routine
physical setting
o Evidence of a routine
Exit from o Class ends on time with o Class ends on time o Class ends in a rushed or hurried o Class ends late or in a rushed or
sufficient time to line up o Teacher uses a consistent system way or goes over time hurried way
Class students to have students line up that is o Teacher lines up students in a o No evidence of a systematic
o Teacher uses a consistent system organized, quick and efficient disorganized way, or does not dismissal process is evident
to have students line up that is o Students are silent in line check to see that all students are o Students are openly talking in
organized, quick, and efficient o Teacher leads students to the ready to be lined up line
o Teacher ensures that the next class o Students are talking in line o Teacher does not lead students
students are silent before leaving o During transition the students o Teacher does not lead students to the next class
for the next class may need reminders to stay silent all the way to the next class o Students are loud and
o Teacher leads students to the in line o During the transition students disorganized during the
next class are not silent transition.
o During the transition the
students remain silent without
teacher reminder
Transitions o Hallways are silent o 90% of the students are silent o 75% of the students are silent o Below 75% of the students are
o 100% of students make o 90% of students make transition o 75% of students make transition silent
between transition to class within the to class within the given amount to class within the given amount o Students are running or
classes given amount of time of time of time roughhousing on the way to
o All students are walking urgently o Most students are walking o Students are inconsistently class.
to class urgently to class walking to class. o Students are purposely walking
slowly to class
Response 05f-16
SYSTEMS
Student o 100% of students use the school- o 100% of students use the school- o 90% of students use the school- o Students inconsistently use
mandated organization system mandated organization system mandated organization system school-mandated organization
Materials (i.e. trapfolio) (i.e. trapfolio) (i.e. trapfolio) system (i.e. trapfolio)
o 100% of students set up their o 90% of students set up their o 80% of students set up their o Student stations frequently are
stations in each class according stations in each class according stations in each class according not set up their stations
to shared grade-level systems (i.e. to shared grade-level systems (i.e. to shared grade-level systems (i.e. according to shared grade-level
only materials needed out on only materials needed out on only materials needed out on systems and/or are often messy
desk) desk) desk) and disorganized, with
o 100% of student desks/spaces o 90% of student desks/spaces are o 80% of student desks/spaces are belongings in aisles.
are tidy and organized, without tidy and organized, without tidy and organized, without o Most students significantly
belongings in aisles. belongings in aisles. belongings in aisles. struggle with filing papers,
o 90% of papers are filed in o 80% of papers are filed in o Less than 80% of student papers causing significant
appropriate place in appropriate place in are filed disorganization.
binder/notebook/trapfolio binder/notebook/trapfolio and o There are a significant amount of o Students consistently struggle to
(there are no loose papers in there are rarely loose papers in papers in the front or back readily produce materials to use
binders or backpacks) binders or backpacks pockets of the binders as resources
o 100% of students can readily o 90% of students can readily o 80% of students can readily o Student materials do not reflect
produce materials to use as produce materials to use as produce materials to use as the grade level teams shared
resources resources resources organizational system
o 100% of student materials reflect o 90% of student materials reflect o 80% of student materials reflect o Teachers do not regularly
the grade level teams shared the grade level teams shared the grade level teams shared monitor student materials
organizational system organizational system organizational system
o Teachers monitor student o Teachers monitor student o Teachers do not regularly
materials twice per quarter materials once per quarter monitor student materials
Response 05f-17
SYSTEMS
Assignment o 100% of students use an o 90% of students use an o 80% of students use an o Less than 80% of students use an
assignment pad/Homework assignment pad/homework chart assignment pad/homework chart assignment pad/homework
Pads/HW chart to capture all homework to capture all homework to capture all homework charts to capture all homework
assignments assignments assignments o Homework assignments are not
o All homework assignments are o All homework assignments are o Homework assignments posted as part of the daily agenda
posted as part of the daily agenda posted as part of daily agenda inconsistently posted as part of o Teacher does not allot time to
o Teacher always allots ample time o Teacher allots ample time to daily agenda have students write down
have students write down have students write down o Teacher infrequently allots ample assignments
homework assignments homework assignments 90% of time to have students write down o Teacher does not preview
o Teacher takes time to explain the time homework assignments homework assignment
directions on all non-routine o Teacher takes time to explain all o Teacher does not preview o Less than 90% of students have
homework assignments non-routine homework homework assignments a designated homework folder or
o 100% of students have a assignments o Less than 90% of students have notebook for each subject to
designated folder or notebook o 90% of all students have a a designated homework folder or keep all homework assignments
for each subject to keep all designated folder or notebook notebook for each subject to o Homework folder are sloppy and
homework assignments for each subject to keep all keep all homework assignments cluttered with student work or
o Homework folders are used homework assignments o Homework folders are sloppy papers or students do not have
exclusively for homework and o Homework folders are used and cluttered with student work agendas
are free of clutter and older exclusively for homework and or papers
papers are free of clutter and older
papers
Response 05f-18
SYSTEMS
Classroom Attractiveness-100% of classrooms Attractive90% of classrooms are: Attractiveness70% of AttractivenessMost classrooms:

are: classrooms:
Environment
o Mostly Clutter-Free: general o Cluttered: disorganized and little
o Clutter-Free: clean with effective cleanliness and storage for o Mostly Clutter-Free: general storage for materials/supplies.
storage for materials, supplies, materials, supplies, etc. cleanliness and storage for o Desk configuration doesnt make
etc. o Desk configuration makes sense materials, supplies, etc. sense
o Desk configuration makes sense and is not too tight/loose o Desk configuration makes sense o Teacher desk area is generally
and is not too tight/loose o Teacher desk and surrounding and is not too tight/loose unorganized
o Teacher desk and surrounding area are generally clean and o Teacher desk and surrounding WallsMost classroom walls do
area are clean and well-organized organized area are generally clean and not have:
o Classroom libraries (when o Classroom libraries (when organized
applicable) are well organized applicable) are organized o Classroom libraries (when o Posted agenda, objectives & HW
and appealing to student readers Walls90% of classroom walls applicable) are organized o Signage supports learning
Walls100% of classroom walls have: Walls70% of classroom walls objectives
have:
have: o High quality student work posted
o Posted agenda, objectives & HW o Instructional signage
o Posted agenda, objectives & HW
o Signage supports learning o Signage supports learning o Posted agenda, objectives & HW Other SystemsMost classes
objectives objectives o Signage supports learning have:
o High quality student work o High quality student work objectives
posted posted o High quality student work o No systems for student work,
o Instructional signage o Instructional signage posted extra assignment copies, etc.
Other Systems100% of classes Other Systems90% of classes o Instructional signage
have: have: Other Systems70% of classes
have:
o Clear, effective systems for o Clear systems for student work,
student work, extra assignment extra assignment copies, and o Clear systems for student work,
copies, and plan for purged work plan for purged work extra assignment copies, and
plan for purged work
Response 05f-19
Date of Walkthrough: _________________________
- In a one-hour walkthrough, see at least 10 classrooms (5 min visits with 1 min to debrief each)
- Participants each score each teacher on each of the 9 rubric rows weve been sweating during the launch
o Needs Improvement = 1
o Working Towards = 2
o Proficient = 3
o Advanced = 4
- In hallway, share ratings and decide on one final rating of teacher in each category
- At end, calculate each teachers average score and also the schools average in each category
- Action plan on both the teacher and school levels for next areas of focus
Teacher Discipline Student Joy Strong WTD 100% Positive Student Do It Tracking Average
System & Voice Framing Response to Again Score
Engagement Correction
SCHOOL
AVERAGE
Response 05f-20
2. Calendar and Schedules
(a) School Calendar
Granville Academy Charter School (GACS) organizes the school year so scholars can
have over 185 days of instruction each year. We propose to begin the school year on
Monday, August 28, 2017. Our last day of school would be Friday, June 22, 2018,
allowing for188 days of instruction. We believe more instructional time leads to higher
academic achievement for scholars.
With top talent as a high priority, GACS will offer four weeks, or 180 hours, of
professional development for teachers over the summer. During the school year,
instructors receive three hours of professional development every Wednesday and two
full days when scholars do not attend school and three half-days for data analysis. In
total, teachers receive approximately 310 hours of professional development.
In addition to the supports of more time and better talent built into our school
calendar, Granville Academy will host 20 days of summer school and 10 days of
Saturday school throughout the school year. If scholars are at risk for falling behind or
not meeting academic expectations, GACS will work with families to discuss
supplementary programming opportunities. GACS will offer two family conferences
for all scholars during the year, after each Trimester ends.
The amount of instructional time GACS scholars receive far surpasses the requirements
by law. In 6th grade, scholars are required to receive at least 180 days of instruction
for at least 5 hours in that day, totaling 900 hours for the year. Granville Academy
scholars will receive 1,524 hours of instruction, a 70% increase in instructional hours.
Additionally, this calculation does not include the time staff and scholars will put in
after school and on Saturdays in order to raise scholar achievement.
Response06-1
2017-18 Granville Academy Calendar
August '17 September '17 October '17 November '17
S M T W Th F S S M T W Th F S S M T W Th F S S M T W Th F S
1 2 3 4 5 1 2 1 2 3 4 5 6 7 1 2 3 4
6 7 8 9 10 11 12 3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 6 7 8 9 10 11
13 14 15 16 17 18 19 10 11 12 13 14 15 16 11 16 17 18 19 20 21 12 13 14 15 16 17 18
20 21 22 23 24 25 26 17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 25
27 28 29 30 31 24 25 26 27 28 29 30 29 30 31 26 27 28 29 30
5 School Days 19 School Days 21 School Days 18 School Days
December '17 January '18 February '18 March '18

S M T W Th F S S M T W Th F S S M T W Th F S S M T W Th F S
1 2 1 2 3 4 5 6 1 2 3 1 2 3
3 4 5 6 7 8 9 7 8 9 10 11 12 13 4 5 6 7 8 9 10 4 5 6 7 8 9 10
10 11 12 13 14 15 16 14 15 16 17 18 19 20 11 12 13 14 15 16 17 11 12 13 14 15 16 17
17 18 19 20 21 22 23 21 22 23 24 25 26 27 18 19 20 21 22 23 24 18 19 20 21 22 23 24
24 25 26 27 28 29 30 28 29 30 31 25 26 27 28 25 26 27 28 29 30 31
31 16 School Days 20 School Days 14 School Days 21 School Days
April '18 May '18 June '18 KEY

S M T W Th F S S M T W Th F S S M T W Th F S Staff PD Day, No School for Students Mont
1 2 3 4 5 6 7 1 2 3 4 5 1 2 Interim Assessments
8 9 10 11 12 13 14 6 7 8 9 10 11 12 3 4 5 6 7 8 9 Holidays
11 16 17 18 19 20 21 13 14 15 16 17 18 19 10 11 12 13 14 15 16 Data or Collaborative Scoring Half-Days
Data or Collaborative Scoring Full-Days
22 23 24 25 26 27 28 20 21 22 23 24 25 26 17 18 19 20 21 22 23
State Testing Days
29 30 27 28 29 30 31 24 25 26 27 28 29 30
20 School Days 18 School Days 16 School Days
Report Card Confrences, 1:15 Dismissal
Contribution Days, 1:15 Dismissal
Half-Day, 11:45 Dismissal
Response06-2
Aug 1 1st day of Aug PD Feb 2 Data Analysis Full Day # Instructional Days
First day of Prep Academy Feb 19 - 23 February Break, No School Month Trimester Month
Aug 21
Feb 27- 28 Trimester 2 Exams Aug 5 Feb 14 1 65
Sept 19 Mar 21 2 52
Sept 4 Labor Day, No school
Oct 21 April 20 3 73
Sept 5 First full day of school Mar 1-2 Trimester 2 Exams
Nov 18 May 18
Mar 2 End ofTrimester 2
Dec 16 June 16
Oct 9 Columbus Day, No School Mar 9 Data Analysis Half Day
Jan 20 Total 188
Report Card Conference #2, 1:15
Oct 25 - 26 ANET #1 Mar 13 Dismissal
# Instructional Hours
Mar 23 Contribution Day #2 Month Trimester
Nov 3 Data Analysis Full Day Mar 30 Good Friday, No School Aug 29 Feb 116 1 512
Nov 22-24 Thanksgiving Break, No School Sept 158 Mar 165 2 403
Nov 28-30 Trimester Exams April 1 Application Deadline Oct 176 April 167 3 609
April 10 - 12 Projected NYS ELA Exam Nov 149 May 146
Dec 1 Trimester Exams April 13 Lottery Dec 123 June 131
Dec 1 End of Trimester 1 April 24 - 26 Projected NYS Math Exam Jan 164 Total 1524
Dec 8 Data Analysis Half Day April 30 Spring Break, No School

Report Card Conference #1, 1:15
Dec 12 Dismissal
Dec 22 Contribution Day #1 May 1-4 Spring Break, No School
Dec 25 - 29 Winter Break, No School May 9 - 10 ANET #3
May 16 Data Analysis, Half-Day
Jan 1 Winter Break, No School May 25 Holiday Half Day
Jan 2 Staff PD Day May 28 Memorial Day, No School
Martin Luther King, Jr. Day, No
Jan 15 School
Jan 23-24 ANET #2 June 6-8 Timester 3 Exams
June 14-15 End oF Year Trip
June 18 Contribution Day #3
June 22 Last Day of School, 11:45 Dismissal
Response06-3
(b) Sample Scholar Schedule
Granville Academy will begin instruction at 7:45 a.m. with a soft start arrival time of
7:30 a.m., during which scholars may eat breakfast and complete Brain Breakfast
packets. The core academic day will end at 3:20 p.m., followed by pack up and
Enrichment until 4:30 p.m. On Monday, Tuesday, Thursday and Friday dismissal will
be at 4:30 p.m. On Wednesdays, scholars will be dismissed at 1:15 p.m. to allow for
professional development for teachers. Scholars will receive 6.5 hours of core
academic instruction daily. Morning Snack and Lunch are the only non-instructional
times during the school day, which cover 45 minutes. On Wednesdays scholars receive
4 hours of instruction with 60 minutes for lunch and recess. At GACS teachers will
rotate and scholars will stay in the classroom in order to maximize instructional time.
This is why the time frames for each class are back to back without a transition built in.
The table below demonstrates the instructional minutes GACS scholars receive in each
course per week.
Course Minutes per Minutes Minutes per Total

Full day per week Half Day Minutes per
from Full week
Day
ELA 120 480 50 530
Guided 30 120 0 120
Reading/Book
Club
Math 120 480 50 530
Science 60 240 50 290
Social Studies 60 240 50 290
Enrichment 60 240 0 240
Character 0 0 40 40
Development
Total 390 1,800 240 2,040
Response06-4
Below is a sample daily schedule for Monday, Tuesday, Thursday, Friday (Full Days)
and Wednesday (Half Day). Staff and scholars will follow the same schedule each
day and the half day schedule will remain the same each week.
Full Day Half Day
7:45-7:59 A.M. Advisory 7:45-7:59 AM Advisory
8:00 10:00 Character

8:00 8:20
(two 60 minute ELA Education
blocks)
8:20 9:10
Snack/Morning (50 minute ELA
10:00 10:15
Motivation blocks)
10:15 12:15 9:10 10:00 Math

(two 60 minute Math
blocks) 10:0010:50 Science
12:1512:45 Lunch History

10:5011:40
12:501:20 Guided Reading
1:20 2:20 History 11:40 12:00 Contribution
2:20 3:20 Science 12:00 12:15 P.M. Advisory
3:20 3:30 P.M. Advisory 12:1512:45 Lunch
3:30 4:30 Enrichment 12:45 1:15 Recess
4:30 Dismissal 1:15 Dismissal
Response06-5
(c) Sample Teacher Schedule
Granville Academy believes that teachers are the most valuable resource for scholar
achievement and we aim to use every minute of time strategically. The teachers day
runs from 7:15 5:15 on full days and 7:15 4:30 on half days. During a full day,
every teacher will have 4 hours of teaching time, 2 hours of preparation time and
approximately 2.5 hours on non-core academic course work such as facilitating a
Guided Reading group, monitoring lunch, or running morning and afternoon advisory.
Teachers will also tutor and participate in Weekly Data Meetings with their content
teams at least one day after school. On Wednesdays, teachers will participate in 2.5
hours of professional development, which will range in topic and structure. This time
ensures that all teachers have sufficient time for training, data analysis, grade and
department meetings, and collaboration on a weekly basis.
Teachers will also have the opportunity to tutor on Saturdays when they see fit. Below
are sample schedules for ELA Teacher A and ELA Teacher B. The Teacher B schedule is
identical to Teacher A and is provided in order to demonstrate the available time for
collaboration. The green highlighted section is a common planning period when the
Lesson Plan Protocol would be used.
Response06-6
ELA Teacher A
Time Monday Tuesday Thursday Friday Time Wednesday

7:15 Morning Morning Morning Morning 7:15 Morning
7:30 Huddle Huddle Huddle Huddle 7:30 Huddle
Arrival Arrival Arrival Arrival 7:30- Arrival
7:30-7:45
Breakfast Breakfast Breakfast Breakfast 7:45 Breakfast
Morning Morning Morning Morning 7:45- Morning
7:45-8:00
Advisory Advisory Advisory Advisory 8:00 Advisory
8:00 8:00- Character
ELA 1 ELA 1 ELA 1 ELA 1
9:00 8:20 Education
9:00 - 8:20-
ELA 1 ELA 1 ELA 1 ELA 1 ELA 1
10:00 9:10
10:00 9:10
Snack Snack Snack Snack ELA 2
10:15 10:00
10:15 Lesson Plan 10: 00
Prep Prep Prep Prep
11:15 Protocol 10:50
11:15 10:50-
Prep Prep Prep Prep Prep
12:15 11:40
12:15 11:40-
Lunch Lunch Lunch Lunch Contribution
12:45 12:00
Guided Guided Guided Guided
12: 50 12:00- P.M.
Reading/ Reading/ Reading/ Reading/
1:20 12:15 Advisory
Book Club Book Club Book Club Book Club
12:15 -
1:20 -2:20 ELA 2 ELA 2 ELA 2 ELA 2 Lunch
12:45
12:45
2:20-3:20 ELA 2 ELA 2 ELA 2 ELA 2 Recess
1:15
P.M. P.M. P.M. P.M. 1:15
3:20-3:30 Dismissal
Advisory Advisory Advisory Advisory 1:25
3:30 1:25
Enrichment Enrichment Enrichment Town Hall Prep
4:30 2:00
2:00 Professional
4:30- 4:40 Dismissal Dismissal Dismissal Dismissal
4:30 Development
Weekly
4:45 Teacher Teacher
Tutoring Data
5:15 Tasks Tasks
Meeting
Response06-7
ELA Teacher B
Time Monday Tuesday Thursday Friday Time Wednesday

7:15 Morning Morning Morning Morning 7:15 Morning
7:30 Huddle Huddle Huddle Huddle 7:30 Huddle
Arrival Arrival Arrival Arrival 7:30- Arrival
7:30-7:45
Breakfast Breakfast Breakfast Breakfast 7:45 Breakfast
Morning Morning Morning Morning 7:45- Morning
7:45-8:00
Advisory Advisory Advisory Advisory 8:00 Advisory
8:00 ELA 3 ELA 3 ELA 3 8:00- Character
ELA 3
9:00 8:20 Education
9:00 - ELA 3 ELA 3 ELA 3 ELA 3 8:20-
ELA 1
10:00 9:10
10:00 9:10
Snack Snack Snack Snack ELA 2
10:15 10:00
10:15 Lesson Plan 10: 00
Prep Prep Prep Prep
11:15 Protocol 10:50
11:15 10:50-
Prep Prep Prep Prep Prep
12:15 11:40
12:15 11:40-
Lunch Lunch Lunch Lunch Contribution
12:45 12:00
Guided Guided Guided Guided
12: 50 12:00-
Reading/ Reading/ Reading/ Reading/ P.M. Advisory
1:20 12:15
Book Club Book Club Book Club Book Club
ELA 4 ELA 4 ELA 4 12:15 -
1:20 -2:20 ELA 4 Lunch
12:45
ELA 4 ELA 4 ELA 4 12:45
2:20-3:20 ELA 4 Recess
1:15
P.M. P.M. P.M. P.M. 1:15
3:20-3:30 Dismissal
Advisory Advisory Advisory Advisory 1:25
3:30 1:25
Enrichment Enrichment Enrichment Town Hall Prep
4:30 2:00
2:00 Professional
4:30- 4:40 Dismissal Dismissal Dismissal Dismissal
4:30 Development
Weekly
4:45 Teacher Teacher
Tutoring Data
5:15 Tasks Tasks
Meeting
Response06-8
3. Specific Populations
(a)Struggling Students
Granville Academy Charter School (GACS) believes that every classroom needs to be
an environment which is responsive to the educational needs of all children, and
accommodates their needs to the maximum extent appropriate. Further, we believe
that a continuum of services must be available through the school so that all scholars
can participate fully in the educational goals and mission of Granville Academy.
Based on publicly available scholar achievement data for Mount Vernon City School
District (MVCSD) (please see Response 01 Community Need for a more detailed
explanation of district scholar performance), GACS anticipates and expects the vast
majority (if not all) of its incoming scholars to be struggling in one or more academic
areas or with one or more academic skills. All scholars are expected to need
foundational skills and knowledge with which to access and master grade level content
and accelerate their learning to prepare them for post-secondary success. Therefore,
GACS has built remediation and amelioration into every level and subject area and
GACSs instructional model requires and promotes scaffolding and differentiated
instruction across all classrooms. Due to the amount of ground the average MVCSD
scholar has to make up in order to gain parity with their more affluent peers around
New York State, GACS believes that all of its scholars (including its general education
and gifted and talented populations) can benefit from building foundational skills in
addition to negotiating content and work at or above grade level. For this reason,
GACS is adopting a Response to Intervention (RTI) system to ensure all scholars are
prepared for success in high school and college by the time they graduate from GACS.
Every GACS scholar benefits from school-wide support programs. A scholar will be
considered struggling for 1 of 3 reasons.
i. A scholars F&P level is 2 or more levels behind where it should be during
that point in the school year.
ii. A scholar is failing two or more core academic classes.
iii. A scholars HW average is below 70%
GACSs RTI program will be used to monitor and support scholars progress for all
scholars with an emphasis on those that are struggling.
Response to Intervention (RTI)

In order to help scholars realize their full potential, GACS utilizes a variety of
strategies, programs, and resources that are aligned with the schools Response to
Intervention (RTI) system. These interventions come in two forms: academic and
behavioral, which are each organized into three tiers of intervention:
Tier 1 Ongoing and Embedded Intervention for All Scholars: Tier 1 interventions
are provided to all scholars during their time at GACS Academy. These
interventions are embedded in the general education program and embed
remediation of foundational English and math skills via a two period structure for
Response 07-1
each. For scholars to succeed in an environment with high expectations, teachers
must be highly skilled at differentiating instruction. One example of differentiation
that benefits all scholars is the use of the last 30 minutes of math class as an
opportunity for every scholar to practice math that has been specifically assigned
to them through educational technology software like I-Ready or MobyMax. This
will allow teachers to meet scholars at their individual point of need. Target: 60%
of scholars or more.
Tier 2 Supplementary and Targeted Intervention for Some Scholars: Tier 2

interventions are reserved for scholars for whom Tier 1 interventions, i.e., the
general curriculum and instruction, are insufficient and who continue to struggle with
elements of the core curriculum, requiring supplemental instruction and support.
Scholars that are identified as struggling will receive one or more of the following
Tier 2 interventions- For scholars behind in their reading level, they will be placed
in a differentiated Guided Reading group with either a COR teacher or an ELA
teacher. They will also be required to complete 30 minutes of reading for
homework with a completed reading log using an independent reading book that is
on their level. For scholars that are failing two or more core academic classes, they
will be placed in after-school tutoring for the classes with which they are failing.
Additionally, if a scholar is identified as Promotion-in-Doubt in January, they will
have an individualized action plan that will involve teacher, scholar and family
actions. If a scholars HW average is below 70%, they will be placed in HW
Center during the last hour of the day until the average increases. During this time
scholars will receive support on their homework from one of their teachers and/or
use technology software like Hot Math to support their skills development. Once
the average goes above a 70%, they will be placed back in an elected Enrichment
class. Target: 30% of scholars or less.
Tier 3 Intensive and Comprehensive Intervention for Individual Scholars: Tier 3

interventions are reserved for scholars who do not progress in Tier 2 interventions
and struggle across the core curriculum, requiring intensive, comprehensive support.
Tier 3 interventions will often involve more time for scholars in small group
instruction using targeted strategies depending on their needs. These strategies
may result in modifying curriculum to the least extent possible in order to develop
foundation skills needed to eventually access the general education curriculum
successfully. Target: 10% of scholars or less.
RTI is an evidence-based system that relies on cycles of intervention and progress

monitoring to apply and refine effective strategies to meet scholars needs. These
efforts are overseen by members of the instructional leadership team, particularly the
Special Education Coordinator who conducts bi-weekly RTI meetings with grade level
teams that include both subject area teachers as well as COR team teachers. The
academic data available for RTI includes classwork, homework, exit tickets, weekly
quizzes, education software exams, essays, unit tests, interim assessment data, F&P
assessment data, and NYS exams. Please see Response 05 Curriculum and
Response 07-2
Instruction for a full description of the assessments and curricular components used to
monitor progress. In addition to academic data, RTI also considers behavioral data,
which include attendance, punctuality, discipline and enthusiasm.
RTI Process:
Each grade level RTI team is tasked with deciding how best to address and respond to
gaps in scholar learning and achievement. These decisions are driven by the available
data and are collaborative in nature. RTI meetings include the following components:
1. Identification: Using the results from the assessments described above as well as
teacher, other staff member and/or parent observations and input, the team will
identify scholars who are not on track to perform at grade level (Please see
Response 05- Curriculum and Instruction for grade level standards). Furthermore,
RTI employs an open referral process, meaning that any stakeholder, including
parents, can request the team consider a scholars needs. Please see a sample
referral form attached to the end of this response.
2. Strategy Development: The team will collaboratively consider a scholars areas of

difficulty and reach consensus on a set of specific strategies to be employed to
address them. This will include a concrete timeframe in which to implement the
strategies with enough time to determine whether they are having the desired
effect. The team may select strategies in any of the three tiers. For example, they
may have teachers adopt specific differentiation strategies in the general
education classroom (Tier 1), have the COR teacher push in to a class to provide
some alternative instruction (Tier 2) or pull the scholar for intensive tutoring using a
supplemental intervention program such as Wilson Reading System. These decisions
are based on professional judgment about what will most rapidly bring a scholar
up to grade level.
3. Progress Monitoring: For all scholars in the RTI process, clear benchmarks and goals
will be established to determine whether strategies are working as intended. For
Tier I interim assessments will be used, but teachers may also use other forms of
formative and summative assessment to evaluate scholar growth towards grade
level proficiency. For Tier II and III teachers will use the intervention programs
assessments or specialized assessments to monitor progress and these will be
administered more frequently than Tier I assessments. The team will regularly
review the progress of all scholars based on the established timelines. All data will
be archived for future reference should a scholar be referred to the RTI process
again.
4. Alternative Strategies: For scholars whose needs are not met by the proposed
strategies in the established timeframe, the team will propose either extending the
timeframe with the same strategies or choosing alternative strategies that may be
more effective. The team will also explore whether the implementation of the
previous strategies was sufficient, if training or additional resources might be
Response 07-3
required, and any other obstacles to improvement. Alternative strategies may
remain in the same tier or advance one or more tiers.
RTI Strategies:
The table below enumerates a number of available academic strategies for different
types of scholars in each tier, though this list is not exhaustive.
Tier 1 Tier 2 Tier 2

650 minutes of ELA After-school tutoring After-school tutoring
instruction per week Lunch time tutoring Small group
410 minutes of HW Center remediation pullout-
general math Differentiated phonics, math facts,
instruction each Guided Reading etc.
week group Long-term small
120 minutes of Short-term small group pull-out
differentiated math group pullout (possibly with
instruction each temporary modified
week curriculum)
Behavioral RTI:
All staff will be trained in elements of the school culture that impact scholar behavior,
including expectations, classroom management, discipline and restorative justice. The
LIFE Coach and Social Worker will take the lead on providing professional
development to support teachers in developing their understanding of their role in
creating a successful learning environment. The LIFE Coach and Social Worker take an
active role in crafting and designing the Character Education class, which provides
opportunities for Tier I interventions by helping scholars develop the personal and
interpersonal traits needed to be successful scholars in middle school, high school, and
beyond. Moreover, they plan regular scholar assemblies and parent workshops
related to psycho-social emotional issues. More intensive Tier II and III behavioral
interventions may include behavior contracts, counseling, mentoring, and mediation.
Research Base:
Research has identified key components to effective interventions that support the
design of RTI. These include direct and explicit instruction, intensive instruction, small
group instruction, opportunities for practice, feedback, and error correction, and
formative assessment.1 Though there is no set scholar to staff ratios for each tier,
research indicates that Tier II small group instruction generally includes up to six
scholars per group2 whereas Tier III intervention typically utilizes individualized
1Pierangelo, R. & Giuliani, G.;Teaching in a special education classroom: A step-by-step guide for educators.
Thousand Oaks: Corwin Press. (2008) and Griffiths, A-J., Parson, L.B., Burns, M.K., VanDerHeyden, A., & Tilly, W.D.;
Response to Intervention: Research for Practice; Alexandria, VA: National Association of State Directors of Special
Education (NASDSE); (2007)
2 Haager, D., Klingner, J. K., & Vaughn, S. (2007). Evidence-based reading practices for response to intervention.
Baltimore: Brookes
Response 07-4
intervention. Finally, there is no clear consensus on duration of interventions, but
research supports 8 to 12 weeks for each round of intervention. The National Center
on Response to Intervention (NCRTI) staff conducted a multi-year descriptive
investigation designed to identify and describe current RTI practices in middle schools,
which informs the design of GACSs RTI system. Tier I was characterized as solid core
instructional program that meets the needs of most scholars; in other words, primary
level prevention should include both whole- and small-group instruction as well as
differentiated instruction that is based on scholar needs.3 Strategies include
differentiated instruction, small group instruction, peer tutoring, and extended learning
time, all of which are components of GACSs program. Tier II and III interventions
should be research-based programs designed for small group or individual instruction.
This is the paramount factor when making the final decision on support curriculum and
education software for differentiation.
The aforementioned RTI program serves the entire scholar population but others
require a teacher or Child Study Team (CST) referral. (Please see Section B of this
response for more detail on this process)
(b) Special Education
General Education Classroom Referral Process

Granville Academy will create the Child Study Team (CST), a small team of licensed
special and general education teachers, to respond to the specific learning needs of
all scholars in the general education classroom, provide continuous support, and, when
appropriate, evaluate scholars for special education services. The CST is engaged
after initial academic or behavioral concerns for a scholar result in a series of
unsuccessful Tier II interventions. At that point the teacher completes a CST referral
form and the scholars parents are informed. The CST meets to evaluate the scholars
classroom performance, strengths and challenges, and prescribes an intervention to
address the scholars obstacle(s) to academic success. Through this process, the CST
creates a comprehensive plan that includes strategies and structures for teachers and
school staff to employ. Over the next 3-5 weeks, members of the CST periodically
observe the implementation of the plan and reconvene to evaluate its effectiveness.
The CST uses observation and assessment data to decide which strategies and
interventions to continue, modify, and discontinue. The plan and all adjustments to it are
documented. If the adjusted plan is effective, the CST continues its ongoing monitoring,
evaluation and adjustments. If the plan is not effective, the CST will consider referring
the scholar for a special education evaluation or to an outside resource for more
specialized evaluation. Neuropsychological evaluations of scholars will be conducted
by highly qualified clinicians and Granville Academy will investigate the appropriate
agency to provide services.
3 National Center on Response to Intervention. 2010. Essential Components of RTIA Closer Look at Response to
Intervention. Washington, DC: Office of Special Education Programs, National Center on Response to Intervention, US
Department of Education.
Response 07-5
Special Education Processes and Procedures
Granville Academy will serve all scholars regardless of ability. GACS will comply with
all state and federal statutes, including Title II of the ADA, the IDEA, and Section 504.
GACS will provide a program that will serve scholars with disabilities based on their
individualized education program (IEP), as developed by the Committee on Special
Education (CSE) of the Mount Vernon City School District. While recognizing that
enrollment is dependent on a random lottery, it is the schools intention to provide an
integrated co-teaching (ICT) special education class for each grade level in addition to
special education teacher support services (SETSS). As GACS is built on the concept of
inclusion for all scholars, all scholars will have access to the same curriculum and
materials. The flexibility that is inherent in charter schools, the laser focus on data and
the collaborative nature of the school culture enable GACS to offer a special
education program that exceeds the statutory requirements of a least restrictive
environment and to provide an educational experience where special education
scholars can truly thrive. GACS will deploy a collaborative team-teaching model for
ELA and Math. We believe that scholars with disabilities benefit from additional adult
support, and that there are extreme benefits of two teachers collaborating to plan
and deliver high quality instruction, especially when structures and supports are in
place to ensure each scholars needs are being met. Some of these structures include a
hard deadline in which the general education teacher provides the special education
teacher with materials that need to be modified for each scholar with an IEP, or a
built-in time for co-teachers to meet to discuss achievement data of scholars with
disabilities. In the planning stages, teachers draw strategies based on best-practices
from schools that serve scholars with disabilities, and honed by classroom teachers.
Additionally, each teacher will be responsible for implementing the IEPs of all scholars
in their classes, and seeking support in implementation when necessary. Further, the
special education teacher travels with the scholars as they move from class to class. This
technique extends the opportunities for scholars to make connections with an adult and
for a small educational environment within the school. There will be time during
scheduled enrichment and advisory times for scholars requiring even more support. The
faculty will receive specific training and professional development regarding special
education scholars. The school will employ a Special Education Coordinator to provide
on-going training, within the schools embedded professional development model,
covering the referral process to the districts CSE, implementation of the scholars IEPs,
evaluation of scholars progress toward meeting IEP goals and objectives, reporting
requirements to parents and the CSE and the importance of confidentiality.
Staffing and Professional Development:

Granville Academy will hire experienced and certified special education staff to meet
the needs of all scholars with disabilities:
Special Education Coordinator: Beginning in Year 2 of operation, the special

education department will be led by the Special Education Coordinator, who will
be certified in special education. This person will be the primary liaison with the
CSE and manage all special education evaluations and services. He or she will also
Response 07-6
coordinate with external service providers and partner organizations to provide
scholars and families with wraparound services. In addition to administrative duties,
including professional development, staff supervision and evaluation, and IEP
development and reviews, the Special Education Coordinator may also provide
special education services. In Year 1, this charge will be led by the COR teacher
and the Director of Curriculum and Instruction.
Coach of Results (COR) Teachers: Certified in special education, these teachers

will provide push-in and pullout services, team teach with general education
teachers in integrated co-teaching (ICT) classes, and teach SETSS groups. To ensure
adequate staffing for this model, there will be one COR teacher in Year 1 with two
more in year 3.
Social Worker: The Social Worker will ensure that all scholars receive mandated
counseling and emotional supports. The social worker will also support scholars in
their general education setting through classroom observation, BIP implementation
and teacher feedback.
Child Study Team (CST):

The Child Study Team will review all referrals and make recommendations for scholar
evaluations and modifications to IEPs. The CST will be comprised of:
Principal
Special Education Coordinator
General Education Teachers
COR teachers
Services:
At the front line of services are GACSs Integrated Co-teaching (ICT) classes. GACS
will serve all scholars within an inclusion program to the greatest extent possible.
Within the inclusive classroom, general education and special education teachers or
aides will strive to deliver instruction together in order to maximize the talents of both
educators and to present co-teachers as having equal knowledge and authority.
These classrooms include a balance of scholars with and without disabilities and have
two teachers, a general education teacher and a special education teacher. No more
than 40% of scholars will have disabilities. Teachers will be expected to use a variety
of co-teaching techniques, including team teaching, parallel teaching, lead and assist,
and station teaching. Co-teachers will have clearly defined roles and responsibilities
that dictate how often they meet to collaborate, when materials will be created or
modified, to what extent they co-plan, and how to best divide the instruction within a
lesson. Primarily, the general education teacher is responsible for delivering high
quality standards-based content, and collaborating with the special educator to ensure
that the instruction is appropriately differentiated. The special educator will be
responsible for making changes to the lesson plan and any classroom materials that
are used for each scholar on his or her caseload in order to implement the IEPs and
ensure that the learning needs of each scholar are being met. Both teachers will be
Response 07-7
trained by the Principal in effective co-teaching strategies, and provided with ongoing
feedback and support to improve practice and ensure that scholars with disabilities
make progress. In addition to ICT classes, Granville Academy will provide a range of
services designed to meet the needs of most scholars with disabilities:
Special Education Teacher Support Services (SETSS): COR teachers will provide
push-in and pull-out support to scholars based on IEP requirements. COR teachers
will coordinate their work with general education teachers through common
planning time meetings, shared unit and lesson plans, and regular assessment and
progress reporting. To the extent possible, pull-out services will not be provided
during the same subject in order to truly supplement general education instruction.
Counseling: Granville Academy will employ a Social Worker to provide
counseling services to its scholars.
Speech and Occupational/Physical Therapy: The school will contract for speech
and OT/PT services as indicated by scholars IEPs.
Related Service Authorization: The school will coordinate with the CSE to help
parents obtain Related Service Authorization (RSA) so they can have a choice in
providers outside of those provided or contracted by the school.
Identifying Scholars with Disabilities, IEP Development and Implementation:

Upon enrollment, families will complete questionnaires to identify if their child has
received special education services or has been diagnosed as having a disability.
Once scholars are enrolled in the school, the Special Education Coordinator will
communicate with families whose scholars are already receiving special education
services. The staff will implement existing IEPs and provide an appropriate education
in the LRE. In the event that a scholar with an IEP is not making effective progress, the
special educator will convene the team and, if appropriate and only with parent
consent, the team will make changes to the IEP.
For all scholars, academic progress will be monitored regularly. Scholars who are
suspected of having a disability and who are not making effective progress after RTI
interventions will be referred to the CST referral process, as described above. If, after
the CST process, progress is still not being made, the CST will recommend an
evaluation to identify a possible disability. Granville Academy, with parental consent,
will obtain an evaluation by an appropriately licensed professional. When an
evaluation indicates evidence of a disability and that special education services are
appropriate, an IEP team consisting of the parents, Special Education Coordinator, a
general education teacher, and the scholar (if age appropriate) will develop an IEP
for the scholar and agreed upon special education services will be provided. All IEPs
will be evaluated annually and revised as needed by the IEP team. All scholars
receiving special education services will be reevaluated at least once every two years.
Instructional Methods:
Granville Academy employs instructional methods that will, to the greatest extent
possible, provide special needs scholars with access to the general curriculum. General
Response 07-8
education and special education teachers will collaborate to support scholars to help
them meet IEP goals and make academic progress. Instructional methods are
developed and revised for scholars through ongoing teacher communication and are
dependent on each scholars specific disability. Methods include, but are not limited
to, the following for each disability.*
Specific Disability Instructional Methods

Intellectual Impairment Break difficult content into smaller, more manageable
chunks
Group scholars heterogeneously with general
education scholars
Provide additional support through co-teaching
Modify content by reducing the number of tasks
required
Communication Provide assistive technology and graphic organizer to
Impairment allow scholar to hear a text orally while identifying
main idea
Scaffold skills from simple to rigorous
Neurological Impairment Scaffold skills from simple to rigorous
Provide, clear, broken down instructions
Provide access to grade level standards
Health Impairment Create incentive plans based on scholar interests
For ADHD, methods may include: provide clear limits,
ensure opportunities for movement/breaks (if needed),
provide preferential seating, develop behavior plan
(if needed)
Emotional Impairment Create incentive plans based on scholar interest
Provide frequent breaks or check-ins
Provide opportunities for leadership
Autism Differentiated reinforcement
Picture Exchange Communication Systems
Reinforce sensory and whole learning through small
group practice and repetition
Developmental Delay Provide direct instruction including step-by-step
directions
Provide manipulatives are accessible and used to
demonstrate concepts
Provide graphic organizers for ELA
Sensory Impairment Provide assistive technology for a blind scholar to
download a text and hear it orally in order to identify
important details
Response 07-9
Physical Impairment Provide full access to all instructional materials,
activities, and field trips
Modify building facilities to accommodate scholars
needs
Specific Learning Depends on specific learning disability, but may include:
Disability Provide teacher-prepared outlines, notes and graphic
(disorder in one or more organizers
of the basic Provide opportunity to hear content-area texts read
psychological processes aloud or on audiotape
involved in understanding Provide extra processing time and/or extra time on
or in using language, task with frequent teacher check-ins
spoken or written, that
may manifest itself in an Give directions in short, concrete steps both orally and
visually;
imperfect ability to listen,
think, speak, read, write, Give shortened assignments, when appropriate
spell, or to do
mathematical
calculations)
*Attached to the end of this response- Student Learning Profiles and possible supports
Accommodations and Modifications:

Granville Academy believes all scholars should have access to the general education
curriculum and as such, advocates for more accommodations than modifications.
Scholars will receive all modifications mandated by an IEP and as many
accommodations as necessary for academic success. The Special Education
Coordinator will work with teachers to ensure that all appropriate accommodations
and modifications are made for scholars with disabilities. Potential accommodations
and modifications include:
Large size text
Audio of text or test questions
Directions that are simplified or clarified
Teach or test scholars in a small group setting
Extra time for assignments or assessments
Test individual scholar separately, provided that a test examiner directly
supervises the scholar
Test over more than one day for a test or test part to be administered in a
single sitting
Supervised breaks within a section of the test
Administration of the test at the most beneficial time of day to the scholar
Visual magnifying equipment
Audio amplification equipment
Noise buffers (e.g., individual carrel or study enclosure)
Special lighting or acoustics
Response 07-10
Special or adaptive furniture
Scholar dictates answers orally
Resources: As stated above, scholars with disabilities will have access to the same
curriculum and instructional program as other scholars. In addition, the school plans to
use supplemental programs to meet the needs of all scholars, including intervention
programs such as Study Island, I-Ready, MobyMax, Hot Math, Accelerated Reader,
Lighthouse and the Wilson Reading System.
Evaluation of Special Education Program:

Granville Academy will formally evaluate the effectiveness of its special education
programming every spring. During this time, Granville Academys Principal and team
of special educators will review scholar performance in the schools special education
program, including individual scholar progress towards yearly IEP goals, Progress
Reports, Report Cards, Monitor Reports from special education teachers, and the NYS
Test once results are available. The results of this analysis will inform our practice, and
revisions, including professional development, will be made to better ensure that
scholars are making better progress towards IEP goals and are making academic
progress.
(c) English Language Learners
ELL Processes and Procedures:

Granville Academy will serve all scholars regardless of English language proficiency.
GACS will identify, educate, and serve its scholars (and their families) who lack English
proficiency using program models that are scientifically-based and known to be
effective, and are in line with federal and state regulations regarding the education of
public school ELLs.
Identifying ELLs:
Upon enrollment into the school, all scholars will receive a home-language survey to
identify languages spoken at home. If a language other than English is identified, a
teacher at the school will administer the LAB-R assessment, review scholar records,
interview parents and the scholar, and make a recommendation for whether the
scholar is an ELL or not. During this identification process, GACS seeks to afford every
opportunity to help scholars understand the schools policies and become active
members of the school community. Translators will be employed to support these
efforts. GACS recognizes that parents have a right to decline ELL services for their
child, and will follow all appropriate regulations when this scenario occurs. GACS will
report data, annually, to the state.
Serving ELLs:
Granville Academy will use a research-based Sheltered Content Instruction program
model to support the majority of its ELLs. This program model has two important
components:
Response 07-11
1. Inclusion Model for ELL Instruction. The inclusion model for English Language
Learners is based on the belief that the acquisition of verbal skills is enhanced
through immersion. All faculty members will receive training on ELL teaching
strategies during summer orientation and throughout the year. While ELL scholars
will participate in the general education ELA class, a Wilsons Just Words
intervention will be available to scholars. This intervention will occur four times per
week during the Guided Reading block with the ELL teacher. Given the relatively
low percentage of ELLs in MVCSD, we dont plan to hire a full-time ELL teacher as
we believe much of the remediation struggling scholars will receive will have similar
positive effects on our ELL population. If our enrollment data is drastically different
than anticipated, we are prepared to adjust staffing as needed. We strongly
believe the structured academic program at GACS will provide scholars with the
foundation they need to attain the achievement goals we have set for all scholars
at GACS. Given the demographics of Mount Vernon, we will make a concerted
effort to employ, at minimum, one staff member in the building who is fluent in
Portuguese and/or Spanish.
2. Progress Monitoring of ELLs. On an annual basis, ELLs will be assessed and, as

appropriate, determined to be proficient in English. Specifically, during the month
of March, each ELL will be re-assessed in the areas of listening, speaking, reading,
and writing in English by trained personnel. During this process, the following data
will be considered: LAB-R testing results; a scholars performance in classes, ESL
Progress Reports, school-based assessments, and statewide testing results on the
NYS Test and NYSESLAT. GACS will schedule meetings with parents to discuss
findings and recommendations.
When a scholar appears to be proficient in English, the school will follow the process of
reclassifying a scholar from an ELL to a Former ELL status. The major criterion for
determining whether a scholar may be reclassified as a Former ELL is his/her readiness
to do ordinary classroom work in English without reliance on a specifically-designed
program for learning English. Granville Academy will monitor the progress of its
scholars after they have been reclassified from ELL status to Former ELL status
throughout their time at GACS. It is Granville Academys intention to maintain an ELL
scholar population in line with the district average during the course of its operation.
Evaluation of ELL Program:

Granville Academy will formally evaluate the effectiveness of its ELL programming
every spring. During this time, GACSs Principal and DCIs will review scholar
performance in the schools ELL program including ELL Progress Reports, Report Cards,
LAB-R assessments, local assessments of literacy, and statewide assessments including
the NYS Tests and NYSESLAT. The results of this analysis will inform our practice, and
revisions, including Professional Development, will be made to better ensure that
scholars are making progress to learn English and academic subject matters
successfully.
Response 07-12
(d) Gifted and Advanced Scholars
Granville Academy believes that all scholars should have the opportunity to be
challenged academically, regardless of academic abilities. GACS also believes that
scholars often excel in one area, despite a deficiency in another. Because of this, we
will not have a separate gifted and advanced program, but will offer advanced
options for scholars that excel in their core classes. Additionally, the expectation will
be that teachers use both homogenous and heterogeneous groupings for various
learning activities throughout a unit of study.
Identification:
Granville Academy will use scholar performance as a qualifier for the advanced
curriculum options that will be offered. These performance measures include, but are
not limited to, Trimester Exams, Interim Assessments, NYS Tests, and overall coursework
grades. If a scholar is identified as academically prepared he/she will be invited to
take part in any of the applicable services.
Services:
8th Grade Algebra course: In 8th grade, High School Algebra will be offered to
any scholars demonstrating excellence in 7th grade mathematics. These scholars
will have the opportunity to take the Algebra Regents and enter high school with a
high school credit and move into Geometry in 9th grade. This will then set scholars
up to take A.P. classes later in their high school careers.
8th Grade U.S. History: All scholars will take US History in 8th grade, but a selected
group of scholars will be prepared for the US History Regents, through after-school
and Saturday sessions. Scholars would need to demonstrate excellent historical
analysis through writing to be admitted to this program and could enter high school
with a high school credit and preparation for the AP US History later in their high
school careers.
Book Club: Throughout their time at Granville Academy, scholars that are on or
above the appropriate reading level for their grade will participate in Book Clubs,
while struggling scholars are in Guided Reading. This is an opportunity for scholars
to be pushed by their peers and Book Club facilitator on a piece of rigorous
literature.
Math Differentiation: As described previously in this response, the last 30 minutes of
math class will be a time when scholars are using technology to work on content
that is appropriate for their level. For scholars that are exceling in the general
curriculum, this is a time in which they will work through challenging problem-solving
tasks that require application of multiple mathematical skills across domains.
Evaluation:
As with all scholars, Granville Academy will employ thorough data analysis after both
internal and external assessments. Regardless if a scholar is below, on or above
grade level, Granville Academy expects all scholars to show academic growth over
time and will use these assessments to measure if our strongest scholars are growing at
Response 07-13
an appropriate rate, given their starting point. The use of a nationally normed
assessment like MAP will also be a strong tool in identifying how our strongest scholars
compare to other scholars across the nation, regardless of socio-economic background
and school district. Based on our analysis of these various assessments, the Principal
and teacher leaders will make adjustments to our program in order to ensure that all
of our scholars are growing throughout their time at Granville Academy.
Response 07-14
Granville Academy Charter School Response to Intervention Referral Form
Scholar Name:
Grade:
Date:
Completed By:
Relationship to Scholar:
Please complete the information below. All of this information is CONFIDENTIAL. This will
become part of the scholars record.
Please indicate your reason(s) for referral by marking the area of concern with
an X:
Academic Concerns:
READING
Decoding Fluency Comprehension Analysis POV
MATH
Number Sense Computation Word Problems Explanation of Work
COMMUNICATION ABILITIES
Listening Comprehension Oral Expression Written Expression
Emotional/Behavioral Concerns:
LEARNING BEHAVIORS
Attention/Focus Task Organization Study Skills Motivation
Completion
SOCIAL BEHAVIORS
Following Rules Peer and Adult Relationships Emotional Well-Being
Response 07-15
OTHER:
1. List and detail any interventions you have tried with this scholar. Indicate which, if any,
have been successful.
2. Describe parent/guardians response to scholars problematic behavior.
3. List any testing data or info available.
4. List current grades if available.
5. How is the scholars attendance?
6. Has the scholar ever been retained? If yes, in which grade?
7. Has the scholar been suspended this year? If yes, how many days?
Response 07-16
8. Are there any known health issues?
Note: Please prepare a scholar folder with graded work samples and any other information
pertinent to the scholars academic and behavioral performance. Bring this to the meeting
with the COR team.
Response 07-17
Student Learning Profiles
1. English Language Learners
I understand in my own language, but not in English
Language Students struggle with This looks or sounds like Classroom supports include Possible
Proficiency Accommodations/Modifications:
Speech Responding in Speaking with less Ask open-ended questions; model, -Audio books to listen to while reading
Emergence complete sentences hesitation and increased expand, restate, and enrich student -Re-read written work aloud
Answering higher comprehension language -Word bank of required terms
order thinking skills Uses speech that sounds Have students describe personal -Just practicing conversation
questions telegraphic: I go home experiences, objects, etc -Grammar re-teach interventions with
Using correct now. Use characters, puppets, and felt- complete sentences
grammar Experimenting with boards to tell stories or aid in doing role -Visual Aids
vocabulary plays -Graphic organizers
-Sentence frames/starters
Explains, describes, Provide content-area texts, trade books, -Guided reading
compares, and retells in newspapers, or magazines to promote -Personal writing (also to share
responses to literature conceptual development culture/details)
-Orallyscribe
-Tier 2/3 pre defined vocabulary
-summaries of text beforehand in
students native language
-Preview key vocab in students native
language
-Use of media (colloquial)
-Partner work
-High Expectations
-Translated materials for parents/home
Response 07-18
Intermediate Responding with full Uses more extensive Guide use of reference materials for
Fluency sentences and vocabulary research
correct grammar Engages in discourse Facilitate more advanced literature
Providing responses Communicates thoughts studies
with tier 3 effectively Provide a variety of realistic writing
vocabulary Reads a wider range of experiences
Participating in narrative genre and content Provide opportunities to create oral and
conversation with with comprehension written narratives
friends outside their Write using standard forms Encourage drama, art, music, and other
immediate peer and depth of topics and forms of creative expression to
group purposes represent meaning and increase
students sense of aesthetics
Response 07-19
2. Dyslexia (Specific Learning Disorder)
I understand the meaning of the words, but cannot unlock the code of language
DSM V Students struggle with This looks or sounds like Classroom supports include Possible
Definition Accommodations/Modifications:
Deficits that Reading (decoding) Guesses at words Waive spelling -Preview the text (give them time to
affect Spelling (encoding) Distracts from, evades, requirements when possible preview the text and read it out loud)
academic Writing or read aloud quietly Allow use of a spell check -Audio of recording
achievement in Has strong with a word processor -visuals
Fluency
areas such as comprehension skills Provide picture -check-ins
reading, Learning letters/sounds -Flash cards
writing or (phonemic awareness) Over-relies on context to representations
-Cheat sheet for prefixes and
mathematical Directionality (left vs. derive meaning Read directions, instructions, suffixes/roots
reasoning. right) Often presents as gifted texts, questions, or answer -Phonics support in and out of class
with right hemisphere choices aloud for the -color shaded paper
tasks, such as: student -dyslexia font
o 3-D visual- Differentiate texts, provide -academic questioning that engages the
spatial skills; high interest and ability right hemisphere
o Music; level books -summary/preview of the chapters, content
o Art; Provide vocabulary for a day, schedule ahead of time
o Creativity; studying strategies and -paragraph frames, sentence starter banks
Athleticism; awareness of words to -small chunks of test, broken up
o Interpersonal study for quizzes
relations; and
o Global thinking
Response 07-20
3. Attention Deficit Hyperactivity Disorders (ADHD)
I understand, but I cant stop moving
DSM V Students struggle with This looks or sounds Classroom supports include Possible
Definition like Accommodations/Modifications:
A pattern of Taking turns in Is energetic; Offer the student breaks to move Any tactile aid
behavior in games and constantly fidgeting Offer consistent rewards and consequences Velcro underneath the desk
multiple conversations Has an internal sense Provide a structured and consistent schedule Lesson broken down with
settings Controlling temper of restlessness
characterized Incorporate the student as a prop or actor in movement breaks
outbursts Often acts without the lesson Tracker/BEast break down
by symptoms Perceiving spatial- thinking (impulsive
such as failure Offer physical outlets, such as a ball to squeeze Small goals to complete work
orientation (i.e. with actions and or tapping his/her knees If possible let students stand
to pay close having a sense of words)
attention to Provide multiple modalities during learning, at their desks
their body in space) Calls out / talks out especially repeating back and kinesthetic Calling on them first
details,
of turn Use the student as messenger and giving
difficulty IP conferencing
organizing Thinks out of the classroom jobs
box Proximity monitoring
tasks and Breaks outside classroom
activities,
Appropriate individual
fidgeting,
celebration for successes
excessive
talking, and Advisory/lunch job
inability to Movement in the lesson
stay seated. Calling students to work on
the board
Rubber seats
Silent clicker ring
Strategic seating
Practice taking turns
Specific role in group work
Participation
Engaging lessons
Morning stretching
Response 07-21
Emotional Disability (Disruptive Mood Dysregulation Disorder or Oppositional Defiant Disorder)
I understand you, but I dont have the skills to manage my emotions
DSM V Students struggle with This looks or sounds like Classroom supports include Possible
Definitions Accommodations/
Modifications:
Disruptive Learning, which Pervasive mood of unhappiness or Offer checklists, graphic organizers, -Relationship
Mood cannot be depression prompts, and performance feedback to building with the
Dysregulation explained by Develops physical symptoms or fears support concentration, memory, student (not only
Disorder: intellectual, sensory, associated with personal or school organization and task initiation academics)
Children up to or health factors problems Predict, modify, or avoid situations in which -Least invasive and
age 18 who Building or Views school as a source of confusion or the student may encounter problems consistent
exhibit maintaining angst Break long presentations into shorter -Give jobs
persistent appropriate -Group and
Misses school due to emotional or segments or assignments into smaller ones
irritability and interpersonal individual
frequent psychosomatic issues Use interesting visual and auditory cues to counseling
relationships with Uneven achievement; impaired by entice student to attend to tasks
episodes of peers and adults -Morning status
extreme temper anxiety, depression, or other emotions Provide extended time on tests and checks/positivity
Expressing Feels ignored or rejected by peers assignments
tantrums. appropriate -Setting and
Oppositional Perceived as bizarre or odd; often Reduce the number of practice items a following up with
feelings or student must complete once mastery has
Defiant exhibiting ridiculed goals
Disorder: An Remorseful, self-critical, overly serious been demonstrated -Public shout outs
appropriate
ongoing pattern Sense of reality distorted Help student see mistakes as a learning for great
behaviors under
of anger- normal Avoids risks, resists making choices tool academic work
guided circumstances Externalizing behaviors (violates basic Follow low interest activities with high -Re-plan seat and
disobedience, interest ones partners
hostility, and Complying with rights of others or societal norms;
-Build positive
teacher requests, tantrums; steals; defiant and Use cooperative learning activities in which
defiant social interaction skills are taught with adult relationships with
demonstrating argumentative;
behavior guided practice to help student internalize families
toward independence, or hyperactive; obscene gestures) -Cool
self-advocating them
authority. Internalizing behaviors (painful shyness; down/processing
Reading social cues socially withdrawn; low self-esteem; Minimize environmental variables that
frustrate or confuse time with steps
excessive worry; unfounded fears) -Private corrections
-
Consistent/systema
tic consequences
-Accountability
mentor
Response 07-22
-Previewing
seating charts
-Providing
schedules
anticipating effects
of change
-Verbal
Preparation for
transitions
Response 07-23
4. Instructional Leadership
(a) Instructional Leadership Roles
Granville Academy Charter School (GACS) believes that identifying, recruiting,

and developing human capital is the most critical variable to ensuring school
excellence, and is absolutely critical to the success of GACS. To achieve the
results described in this proposal, GACS will need to actively recruit and train a
highly-effective school leadership team that includes a Principal, Directors of
Curriculum and Instruction (DCIs), a Special Education Coordinator, and Grade
Level Leaders.
Principal
The Principal will be the senior executive of Granville Academy and is hired by
the Board of Trustees to lead the staff in developing and maintaining a school
culture designed to achieve breakthrough results. The Principal will have the
experience and capacity to ensure the effectiveness of basic internal
management processes and systems, so that Board members and staff members
understand their roles and responsibilities and to ensure all members of the
school community are aligned and moving the organization and its mission
forward. The Principal will manage Granville Academys operations, including
compliance management, data analysis and data-driven instruction, financial
management, governance and legal considerations, personnel and certification,
school transportation and food services, health and safety, systems thinking, and
technology management with collaboration from the Operations Manager and
the Director of Curriculum. The goal is to use the financial and human resources
of the school to maximum advantage. The Principal will ultimately be
responsible for the school, overseeing the more administrative and operational
functions, with an emphasis on finance, operations, capacity development, and
general management. Beyond this broad purview, the Principal is responsible
for:
Establishing and promoting high standards and expectations for all scholars
and staff for academic performance and responsibility for behavior.
Ensuring a safe, orderly environment that encourages scholars to take
responsibility for behavior and creates high morale among staff and
scholars.
Managing, evaluating, and supervising effective and clear procedures for
the operation and functioning of the school consistent with the philosophy,
mission, values and goals of the school including instructional programs,
extracurricular activities, and discipline systems.
Ensuring that all school programs, policies, systems and services are in
alignment.
Supervising in a fair and consistent manner effective discipline and
attendance systems with high standards, consistent with the philosophy,
values, and mission of the school.
Response 08-1
Establishing the annual master schedule for instructional programs, ensuring
sequential learning experiences for scholars consistent with the schools
philosophy, mission statement and instructional goals.
Supporting Directors of Curriculum and teachers in the analysis and use of
data to drive instruction.
Implementing the schools accountability plan, educational program, and
annual plans.
Creating and monitoring an annual organization budget.
Overseeing all financial and accounting activities, including preparing
periodic reports to the Board on the financial status of the school, and
including charter, legal and regulatory compliance.
Collaborating with the Board and an independent auditor to develop
accurate and timely public audits for the organization.
Developing a comprehensive understanding of the Granville Academy
Academic Programs and examining opportunities for continuous
improvement.
Engaging and overseeing contracted agents for the organization including
lawyers, recruiters, bankers, real estate brokers, marketing consultants,
public relations professionals, etc.
Developing strategic partnerships with allies.
Advising the Board on improvements for efficient internal operations.
Implementing special projects as assigned by the Board.
Hiring, retaining, and dismissing teachers for ELA, Math, Science, Social
Studies, and Electives, with support from the Directors of Curriculum.
Keeping the staff informed and seeking ideas for the improvement of the
school.
Conducting meetings, as necessary, for the proper functioning of the school:
weekly meetings for full-time staff; monthly staff meetings.
The Director(s) of Curriculum and Instruction (DCIs)
The Director of Curriculum and Instruction will be the instructional leader

ultimately accountable for the achievement results of scholars in their content
(either math and science or ELA and social studies). Responsibilities include
supervising and supporting all instructional staff in their content with frequent
data-driven feedback and high-quality professional development. The DCI will
hold primary responsibility for the ongoing development, implementation and
assessment of the respective contents. Each Director of Curriculum and Instruction
is responsible for:
Supervising the instructional programs of his or her contents, evaluating
lesson plans and observing classes (teaching, as duties allow) on a regular
basis to encourage the use of a variety of instructional strategies and
materials consistent with research on learning and child growth and
development.
Researching and designing the academic curriculum for assigned contents
and grades based on successful models and approaches.
Response 08-2
Leading the implementation of curriculum aligned with Common Core
Standards and other scientifically-based benchmarks and frameworks.
Directing the development, evaluation, and revision of curriculum and
instruction and assumes responsibility for the implementation of approved
programs. Coordinating and articulating curriculum among and between the
grades.
Aligning the academic curriculum to meet ambitious scholar and teacher
performance objectives, curriculum standards and proficiencies in all subject
areas.
Demonstrating a relentless drive to improve the achievement of scholars.
Leading the formulation, planning, and implementation of the professional
development program for instructional staff. Training and orienting staff
members in GACSs curricular systems and key pedagogical issues. Ensuring
access to and participation in high-quality external professional
development for faculty.
Helping teachers to develop instructional strategies and intervention
programs that elevate achievement among struggling scholars.
Coordinating the Granville Academy summer staff orientation and curriculum
development period prior to the launch of the school.
Documenting and communicating the scope and sequence for each grade
level of their contents. Monitoring progress against scope and sequence
benchmarks.
Participating in the design and implementation of systems to assess scholar
achievement, including work with the Achievement Network.
Generating and managing standardized test and internal assessment
schedules, logistics, and reporting.
Leading the evaluation of instructional materials, including textbooks, digital
resources, library/media acquisitions, and other instructional materials.
Observing and coaching each teacher in his or her content daily.
Contributing to the Principals evaluation of school staff.
Participating in staff recruitment.
Collaborating with the Principal, fellow Director of Curriculum and
Instruction, the Special Education Coordinator, and other school staff to
maximize the ability of GACS to support scholars academic and socio-
emotional development.
Performing other related duties as required and assigned.
The Special Education Coordinator
As an integral part of a schools instructional leadership team, the special

education coordinator is responsible for overseeing programs that provide
educational assistance to scholars with disabilities. With specialized expertise
in the instruction of scholars with disabilities, the Special Education Coordinator
will advise the Principal and DCIs about special education programs to ensure
that the needs of all scholars are being met. The Coordinator will focus on
Response 08-3
helping scholars with disabilities to maximize their learning in an inclusive setting
and launch new school programs aimed towards special education as needed.
The Coordinator will also be responsible for ensuring that scholars are receiving
the services they need and are entitled to by law. He or she will be the schools
liaison with the Committee on Special Education and will ensure the schools
compliance with special education regulations and policies. The Special
Education Coordinator is responsible for:
Creating supportive classroom communities that maintain Granville

Academys high academic and social expectations for scholars.
Build relationships with families of GACS scholars through frequent
communication about scholars progress and ways that families can support
their childrens learning.
Actively work to improve their own practice, to acquire and enhance the
skills and knowledge necessary for excellent instruction and to generally
increase their effectiveness in the classroom and in the school community.
Assume responsibility for all scholars success by holding all scholars
accountable to the expectations set by the Granville Academy community.
Consistently seek and share best practices as an active and effective
participant that contributes to a Professional Learning Community.
Communicate regularly with the DCI about the scholar population, the
evolution of the Special Education program, and professional development
needs.
Provide to the DCI regular updates on scholar and staff demographics,
program development, and any concerns regarding compliance with special
education law and regulations.
Adhere to school management and discipline policies within the classroom
and throughout school campus.
Refining curriculum approaches and materials to increase scholars'
involvement and progress.
Establish working relations with colleagues, developing effective systems for
reciprocal communication about scholars with special needs. This includes
meeting regularly with grade teams and focusing them on instructional
solutions, as well as collaborating with teachers individually.
Provide ongoing support for classroom teachers, including taking over
classroom instruction, so they can provide intensive pull-asides for scholars
with difficulties.
Plan with classroom colleagues, swapping expertise and following up with
supportive instruction, strategic modeling, and tailored instructional materials
Grade Level Leader (GLL)
The Grade Level Leader is responsible for guiding the grade-level teams work
and ensuring it is coordinated with school goals. The GLL contributes to the
improvement of instruction and culture in the school through the structures they
Response 08-4
create for teachers to learn together and from one another. To this end, s/he
leads effective data-based inquiry, guides colleagues to make instructional
decisions informed by the professional knowledge base, supports effective
instructional practice, and cultivates a professional culture of shared ownership
for scholar learning in the school. The GLL also serves as a liaison between the
grade-level teachers and the school leadership so that school-level decisions
are informed by ongoing, two-way communication between teachers and other
school leaders. Some of the GLLs responsibilities may include:
Lead the creation and implementation of team and grade-level goals.

Facilitate team discussions about improving instructional practices.
Support colleagues to implement instructional strategies effectively.
Assist colleagues in advancing their instructional skills by providing resources
and feedback.
Ensure the maintenance of effective routines for monitoring scholar progress.
Provide the necessary information, encouragement and support for team
development.
Collaborate with school leaders and other colleagues to address team,
grade-level and instructional issues.
Collaborate to develop priorities for academic improvement.
Assist in facilitating school-wide staff development activities.
Act as a liaison between school leaders and teachers to ensure effective
communication.
Communicate grade level needs and concerns to principal.
Plan and facilitate weekly team meetings focused on discussion and
evaluation of scholar growth and teachers use of instructional strategies.
Schedule meetings, develop meeting agenda and keep team on task.
(b) Teacher Supervision and Support
Philosophy
At Granville Academy, we believe that the quality of the work of the adults in
our school is the single most important determinant in the successful achievement
of our mission to educate scholars for success in high school and college in order
to lead a life of achievement and contribution. We will hire the most talented
professionals. Once we hire them, we will develop, coach, challenge, and
engage these professionals using a set of systems including the Teacher
Evaluation System to support, promote, and reward their excellence.
Uncommon Schools has become experts at developing teachers rapidly in order
to achieve the greatest results for scholars. We have modeled our supervision
and support systems on Uncommon Schools, using many of the same practices
and tools such as the Rookie Teacher Scope and Sequence, Weekly Data
Meeting Protocol, Four Steps for Analysis Meetings, and Six Steps of Effective
Feedback. All of these documents can be found at the end of this response.
Response 08-5
Granville Academy encourages a positive working environment in which the
professional growth that results from staff participation in the evaluation
process is of major importance. Therefore, the Principal will develop evaluation
instruments flexible enough to identify the current educational strengths and
areas in need of improvement of each teacher, as well as identify the teaching
techniques, objectives, strategies, and pupil assessments needed to achieve
mastery of the Common Core Learning Standards and the additional
educational goals in accordance with the schools educational program.
Teachers will be formally evaluated three times throughout the year, and those
who are underperforming relative to Granville Academys demanding
expectations meet with their School Leader (Principal or DCI) regularly to
discuss how to improve their weaknesses. Teacher performance directly and
materially impacts employment decisions vis--vis teachers and leaders.
Significantly, evaluations and, more directly, scholars performance on
trimester exams play a central role in dictating teacher effectiveness.
Principles
We push and evaluate our teachers based on five key principles:
1. Instruction - Teachers are expected to engage in effective, common GACS
teaching techniques.
2. Assessment - Teachers are expected to have a positive, measurable impact

on scholar mastery of the curriculum as determined by state and GACS
interim assessments.
3. Curriculum Teachers are expected to design and/or modify and

implement an effective curriculum that supports academic achievement for
all scholars.
4. Classroom Management- Teachers are expected to be effective stewards of

scholar character and common school-wide scholar cultural expectations.
5. Professionalism and Professional Development- Teachers are expected to

engage in a set of practices that promote a strong, unified adult team
implementing the GACS program within our school community.
The Teacher Evaluation Rubric can be found at the end of this response for
more detail on how these key principles are communicated and measured.
Communicating Expectations
Over the course of a school year, to communicate the Granville Academys
expectations to teachers, the Instructional Leadership Team (ILT):
Initially Communicates Expectations in detail during the four-week
Professional Development session that precedes the start of each school
Response 08-6
year. During this time, all expectations for scholar achievement, teaching
techniques, scholar conduct, and team-focused behaviors are shared and
modeled in detail for teachers. As a result of this intensive summer training
session, teachers are able to start each school year having begun to
internalize our culture of high expectations.
Teaches and Models the Granville Academy teaching techniques for all
teachers. Building on a set of clearly-articulated, effective teaching
techniques used throughout other high-performing no excuses schools, the ILT
will provide teachers with regular group and one-on-one professional
development and practice sessions in order to effectively implement these
techniques.
Regularly Observes teachers for their use of the identified techniques. As

the year progresses and as individual techniques are taught, the team will
observe teachers on their use of the identified techniques, both by way of
review of lesson plans and, more critically, constant scheduled and
unscheduled classroom observations of varied lengths and at various times
of the day. All teachers will receive at least two observations weekly and
will receive feedback from those observations.
Provides Feedback and Coaching to teachers on the effective use of the

teaching techniques using the Six Steps Effective Feedback model. Through
this model, teachers are probed to identify the area of growth for
themselves in order for them to take ownership. It is followed by practicing
the action step to yield the greatest result once the teacher is in his/her
classroom. All instructional staff will have a focused action step with the
goal of mastering a new action step every 1 -2 weeks. The Rookie Teacher
Scope and Sequence is a resource that the ILT will use to determine the most
effective trajectory of action steps that will grow teachers the fastest.
Shares the results of state and Interim Common Student Assessments and
engages teachers in effective analysis of this data. Interim assessments
inform us of how much scholars are learning, where there are gaps and
what may be the causes of those gaps in learning. Through engaging in
regular dialogue with teachers about these assessments, the ILT will clarify
and communicate further the key learning outcomes that teachers are to
achieve.
Provides time and structure for teacher Reflection on scholar assessment

results and feedback to promote the improvement of teacher effectiveness
over time. While much of the process of communicating expectations will
take place between a school leader and teachers, teachers will also be
given time to engage in self-reflection on their teaching practice and to
Response 08-7
engage their peers in the process of reflecting on how to improve teaching
in the school.
Formal Observations
Teaching staff members shall be formally observed and evaluated at least
three times each year by a member of the Instructional Leadership Team. The
evaluation observation procedure shall include:
1. a conference prior to the observed lesson at which, at minimum, the lesson
plan and related materials and strategies will be discussed between the
School Leader and teaching staff member, and a hardcopy of the
evaluation criteria will be provided to the teaching staff member and
discussed;
2. the actual observed lesson
3. a post-observation conference at which the lesson will be de-briefed with
feedback from the School Leader.
At all points in the process, the established evaluation criteria in the Teacher
Evaluation Rubric shall provide the framework for feedback and assessment.
The School Leader may require the staff member to develop and present a
lesson that demonstrates particular instructional strategies or techniques.
Informal Observations
In addition to the required formal observations and evaluations, the ILT may
make as many informal observations as deemed appropriate. The leader will
utilize a brief written form to record such observations and provide feedback to
the teaching staff member. Feedback will also be provided in the moment for
the teacher using Real-Time Feedback techniques in order to accelerate the
development of a particular instructional skill.
Written Evaluation Reports
After each formal observation, a School Leader will prepare a written
evaluation using a standardized form that incorporates all the evaluation
criteria and responds to all of the pertinent criteria, allowing for the possibility
that some of the criteria may not be assessed for a given performance
evaluation. At minimum, the report will describe the adequacy of the teachers
planning and organization of the lesson, classroom management, time
management, scholar communications, classroom environment, the use of
resources, and the overall effectiveness of the lesson.
Response 08-8
(c) Professional Development
Professional Development (PD) will be an essential part of success at Granville

Academy. It is, and will continue to be, designed explicitly for the purpose of
advancing our two paramount goals: (i) to establish a culture where scholars
have the skills and discipline to be ready to learn, and (ii) to ensure that the school
fosters academic excellence and rigor in order for scholars to at the highest levels.
Developing the excellence and effectiveness in the GACS faculty will be the top
priority of the Instructional Leadership Team. To ensure that instruction and
classroom management at GACS are continuously improving, the leadership
team will dedicate significant resources (time, staff attention, funding, etc.) to
teacher training and development and will employ and refine a robust portfolio
of PD throughout the summer and School Year.
Granville Academys PD will be delivered throughout the year and will include
the following: 24 summer orientation days, 3 school-year full days, 40 early
release half days, outside programs and courses chosen by individual teachers
with the support of the Director of Curriculum and Instruction, and planning and
multiple collaboration periods scheduled for every teacher every day. With
significant support from the Principal, the DCIs will serve as the primary in-house
professional developers for summer orientation and school year programs.
Additional outside experts will also be brought in when needed.
Professional Development Overview

Granville Academys PD program supports teachers commitment to providing
an excellent education for each scholar and ensures that each scholar ultimately
masters the schools curriculum. It aims to prepare GACS teachers to hold all
scholars to high academic standards through instruction in classroom
management and instructional interaction. It reinforces the charge to do
whatever is necessary to help scholars meet these standards. GACSs PD
program is designed to support teachers taking full responsibility for the success
and failure of each of their scholars. To this end, GACSs PD program aims to
prepare teachers to be strategic, deliberate, and purposeful in instruction. The
PD program is aligned with, and integral in the implementation of, GACSs
school-wide systems, strategies, and tools. These are based on proven results
and best practices and will help ensure the success of the school.
The PD program includes training sessions as well as daily observations of each

classroom conducted by DCIs. The design of the PD program is particularly
geared towards ensuring the school-wide consistency of culture and rigor; the
consistent and appropriate use of ongoing assessments; and the efficient use of
instructional timeeach of which are crucial components of the positive impact
excellent teachers have on scholar learning. The PD program is designed to
ensure that GACS teachers perfect a research based instructional approach
and do so consistently throughout the school; consequently, the PD program
Response 08-9
ensures that all scholars achieve at the highest levels. The PD program will
prepare teachers to improve continually in their ability to execute the
components of GACSs curriculum and assessment. An integral element of the
PD program at Granville Academy is practice. We believe the more
opportunities a teacher has to use a technique correctly outside of the
classroom, the more likely that teacher is to use a technique correctly within the
classroom. Much of our practice will be driven by Doug Lemovs book Practice
Perfect: 42 Rules for Getting Better at Getting Better. Because we strongly
believe that if a PD session doesnt involve practice, then it is a meeting, not
professional development, a culture of practice will be evident throughout the
school.
Lesson Planning Protocol

Granville Academys Professional Development program emphasizes the craft
of effective lesson planning. The DCIs will lead sessions to develop staff
knowledge of effective lesson planning through colleague feedback, revision,
and alignment with learning standards and assessments. In these Lesson Planning
sessions, one GACS faculty member will present a lesson plan they have
prepared for the coming week to his or her peers. The peer teachers will then
ask clarifying and critical questions about the plan and suggest improvements.
Feedback will focus on: (i) alignment between the Common Core Standards and
the lesson objectives, (ii) alignment between the New York State Performance
Indicators and the lesson objectives and parts, (iii) alignment between the
component parts of the lesson and the lessons objectives, (iv) feasibility of the
time allotments and the lesson pacing, (v) rigor of the instructional approach
and curricular materials, (vi) refinement of Do Now, follow-up questions,
independent practice, Exit Ticket, and (vii) connection to prior and future
learning. The design of the schedule will ensure that each teacher shares one
planning period with another teacher of the same content in order to achieve
this protocol weekly.
Data Analysis Protocol
Consistent with best practices, Granville Academy staff will embrace and build
a culture of data-driven instruction where teachers and school leaders are
continually engaged in a thriving conversation around improvement strategies.
PD and constant practice focused on data-driven problem solving will reinforce
the professional norm where faculty independently discusses data with the
administration and among themselves. GACS will conduct in-depth inquiry into
the drivers of scholar achievement and underachievement by identifying areas
of concern and describing the instructional approaches taken. The Weekly Data
Meeting protocol will be followed for this analysis during a weekly after-school
data meeting. Upon the conclusion of the analysis, each teacher will identify
the most promising steps moving forward.
Response 08-10
Granville Academy Professional Development at Summer Orientation
All Granville Academy faculty will participate in a four-week PD Summer
Orientation that begins in August, 2017. In subsequent years, the PD Summer
Orientation for returning staff will run three weeks with an additional week for
new staff. During the summer, the DCIs will work with the Principal to finalize the
curriculum and the schedule for the PD Orientation. (The draft is below.) The PD
orientation schedule was modeled from other charter schools that launched a
successful year one, with dramatic academic achievements like Democracy Prep
Endurance, Leadership Prep Ocean Hill, and North Star Clinton Hill. The
appropriate school leader will then lead the sessions, develop action plans
based on key ideas taught during sessions for teachers, and review teacher
work developed during the summer professional development. As an example,
one session is on writing a highly effective lesson plan. Coming out of the session
the school leader will create an action plan for how and when teachers will
create and submit lesson plans. The DCIs will be the primary reviewers of
teacher-generated materials ensuring timely and comprehensive feedback that
supports individual teacher growth and ultimately, scholar achievement.
To ensure teachers are fully prepared to teach rigorous academics, the sessions
at the Summer Orientation are focused on creating a strong and disciplined
culture in the school and in the classroom, and on specific content areas. After
year one, the PD sessions will be targeted and differentiated according to
teacher need. For example, newer teachers may focus on classroom
management strategy sessions, which returning staff may not need to attend.
Some sessions will be foundational for all teaching staff, however, including all
sessions related to literacy, special education and English Language Learners.
Examples of these sessions are those that train teachers in guided reading,
phonics, word study skills and fluency. These are especially critical as the
academic program proposed requires small group instruction in reading with an
all hands on deck approach to scholar literacy achievement.
Sample Overview of Granville Academys Summer PD Sessions
Title Sub-Points/Standards Leader
Why are you here? Teachers will be able to Principal
Welcome & (TWBAT) recite each staff
Introductions members name and an
adjective to describe them
Why are we here? TWBAT articulate the mission, Principal
Mission, Vision and vision and goals of Granville
Goals Academy
School/Neighborhood TWBAT get around the DCIs
Tour (combined with building.
lunch & computer DTWBAT receive their
distribution) computer.
Response 08-11
Standards Overview TWBAT explain why DCIs
Why Standards? standards are critical to drive
Distribute Standards instruction.
TWBAT explain the
difference between standards
and objectives.
TWBAT use standards to
drive instruction.
TW receive their standards.
SMART Goals TWBAT list the SMART Goals DCIs
By Grade for their grade.
TWBAT describe one
actionable step they will take
towards accomplishing their
SMART goals.
Adult Culture & Norms TWBAT work together Principal
efficiently and as
collaborators towards greater
scholar achievement.
Yearly Calendar TWBAT describe the key DCIs
Overview events which will occur at the
school during the course of the
year.
HR Presentation & TWBAT sign up for HR
Forms Distribution benefits. Principal and
Operations
Manager
(OM)
Curricular Systems TWBAT describe the curricular DCIs
Overview systems for summer and year
including weekly submissions,
meetings, feedback cycles etc.
Planning Curriculum TWBAT scaffold out a DCIs
Benchmarking standard into benchmarks.
Aligned TWBAT align instruction to
Assessments/Exit Slips benchmarks.
Engaging Activities TWBAT ensure activities are
Curricular Alignment engaging.
Template
Comprehensive Exams TWBAT explain our systems DCIs
& Grading Systems of Comprehensive Exam and
other grading policies.
Response 08-12
Broken Windows TWBAT describe "Broken Principal
Windows as presented by a
jointly read article and relate
the concept to our work at a
high performing charter
school.
TWBAT develop strategies to
address Broken Windows with
scholars effectively and
positively towards a joyful
and tight student culture
Joy Factor Doug Lemov Adapted Session. DCIs
Literacy Session Part Sessions includes "Controlling DCIs
One the Game" and "Fluency"
adapted from the taxonomy
of effective practices
designed by Doug Lemov.
Literacy Session Part Sessions includes DCIs
Two Comprehension adapted
from the taxonomy of
effective practices designed
by Doug Lemov.
Parts of a Great Lesson: Overview of Lesson Plan DCIs
Part One Template
Deep Dive on:
Do Now
Explicit Teaching
Scripting toward effective
teaching
Scaffolding
Check For Understanding
Guided Practice
Using Data to Drive TWBAT use our systems of DCIs
Instruction data analysis to increase
scholar achievement.
Parts of a Great Lesson: Deep Dive on: DCIs
Part Two 1) Independent Practice
2) Exit Tickets/Assessment
3) Homework
4) On-going review
5) Differentiation
Closing the Feedback TWBAT give effective and DCIs
Loop efficient feedback to scholars.
TWBAT ensure grades are a
Response 08-13
fair and accurate assessment
of scholar's abilities and work.
Positive Framing Doug Lemov Adapted Session DCIs
100 Percent Doug Lemov Adapted Session DCIs
What to Do Doug Lemov Adapted Session DCIs
Strong Voice Doug Lemov Adapted Session DCIs
Gradebook Training TWBAT use our student Principal
information systems towards
better scholar achievement.
Technology Kickboard Principal
GradeCam
Email
Classroom Technology
Available
COR Presentation Overview of IEPs. DCIs and

(Special Education) Working with the COR team. Special
What to do if you think a Education
child may be in need of Coordinator
special education support.
Differentiation for COR
scholars.
Effective Tutoring Inquiry group in Grade Level DCIs
Practices on best practices in tutoring -
first inquiry group session.
Teacher will come out
knowing format of inquiry
group/action research &
ideas for tutoring.
Literacy Session Part TWBAT run effective small DCIs
Three group instruction (based on
Fountas & Pinnell guided
reading)
DEAR/Book Club Overview of the system and DCIs
culture of DEAR.
Scholar & Family TWBAT describe the policies Principal
Handbook and procedures contained in
the Scholar and Family
Handbook.
Prep Academy TWBAT participate in Prep Principal
Overview Academy ensuring that
scholars learn to be members
of a strong community of
disciplined learners.
Response 08-14
Teacher Rubric & TWBAT describe how they Principal
Teacher Evaluation are evaluated.
TWBAT articulate their current
strengths on the teacher
evaluation rubric.
TWBAT articulate their current
weaknesses and areas for
growth on the teacher
evaluation rubric.
LIFE Points System TWBAT use the LIFE points DCIs
system to create a strong and
disciplined academic culture.
Classroom Set Up: TWBAT set up their DCIs
Using space for classrooms ensuring maximum
maximum instructional instructional potential.
potential
Tutoring Systems TWBAT use the tutoring DCIs and
systems to ensure scholar COR
achievement. teachers
TWBAT run an effective
tutoring session for scholars
groups of various sizes.
Common Systems: TWBAT use common systems DCIs
Homework Systems, of the school to further
Scholar Organization academic achievement.
etc.
Daily Schedule & TWBAT describe their role at Principal
Hallways Posts each point of the school day
and effectively participate in
the daily running of the
school.
Advisory Systems TWBAT use the role of Principal
advisor to strengthen
relationships with scholars and
families.
TWBAT have a concrete plan
for advisory for the first
month of school.
School Year Professional Development

School year PD begins during the summer in the afternoons following Prep
Academy (summer school taking place during the last week of August for
scholars focused on behaviors to be a successful learner). Once scholars have
left for the day at 1:15 p.m., teachers will gather to reflect on the successes and
Response 08-15
challenges of the day and plan improvements for the next day. Time will also
be spent fine-tuning curricula for the September 2017 school opening. While
Preparation Academy is designed to focus primarily on assessment and
enculturation of scholars, the process of culture-building does not end there.
During the school year, Granville Academy teachers will have weekly half-day
Wednesday PD sessions designed to ensure a relentless focus on a rigorous
academic culture with tight discipline systems, common language, and consistent
expectations. Wednesday PD sessions will include: Inquiry Groups that allow
teachers to collaborate around action research projects; Grade Level sessions
where teachers will focus their learning on age and development-appropriate
content and will discuss the needs of their particular grade, which will include
doing Scholar Study to ensure that every child in their grade is growing and
learning; Accelerated Reader(AR) checks to ensure every child is reading books
and passing AR quizzes, and Taxonomy Sessions where teachers will continue to
develop their mastery of the strategies outlined in Doug Lemovs book Teach
Like A Champion 2.0. Training time will also be reserved during the day for
teachers to collaborate together in examining scholar data and scholar work,
serve on school committees and perform teacher observations. As stated above,
schedules will be designed to ensure that teachers teaching similar content will
have common planning times.
The DCIs will occasionally choose faculty members to present their most
effective practices in PD sessions. From time to time, expert consultants will be
brought in to support the entire staff as appropriate. PD days will include at
least two days of regular observations of other exemplary schools, teachers,
and curricula.
Outside PD Opportunities
While consistent faculty-wide PD is the most important element of building the
Granville Academy school culture, GACS also wants to ensure that individual
teachers are given the opportunity to pursue PD opportunities outside of what is
offered through the school. Each faculty member will receive funds each year to
use towards approved Individual Professional Development Plans. These plans
may include courses, retreats, conferences, visits to additional schools, and other
opportunities deemed necessary by the faculty member in conjunction with the
DCIs.
Final Note: Pre-Opening and Year-One Professional Development Priorities
There are two overarching PD priorities for the beginning of Granville
Academy: (i) establish a culture of academic excellence and (ii) ensure that
teachers strategically use high standards and rigorous assessments to guide
teaching and learning. GACS will ensure it runs a tight organization that
operates efficiently in order to allow our in-school PD time to focus on these two
priorities.
Response 08-16
(d) Teacher Evaluation and Accountability
Teachers at Granville Academy will be evaluated three times a year by their

direct supervisor. Each evaluation will come at the end of the trimester, once
the end of trimester data is collected and teachers have been observed and
coached throughout the course of time. Teachers sit with leaders to determine
areas of focus for the trimester, and leaders give feedback more specifically in
those areas. After each trimester evaluation, teachers and leaders determine
whether areas of focus need to remain or whether there has been enough
growth in that focus area to move on to another.
Granville Academy is committed to making teachers accountable for the results

they yield in the classroom with scholars. To that end, teachers overall trimester
evaluation score is calculated to incorporate the data outcomes as they relate
to the rubric of expectations set forth. The evaluation rubric below will be
reviewed with all instructional staff during Summer Orientation and will be
referenced regularly throughout the school year. We believe that frequent
communication around this rubric paired with bite-sized, measurable goals will
increase teacher effectiveness rapidly and will in turn achieve the greatest
results for scholars.
Response 08-17
WEEKLY DATA MEETING PROTOCOL
Generate the student exemplar
Review the standardstart from assessment:
What do students need to know and be able to do to solve this question?
1
Write your own exemplar
Start with What are the keys to an ideal answer?
the The exemplar needs to include
Exemplar
Analyze the Student Exemplar
What was the gap between your strongest writer and the ideal response?
Identify the Gaps in Student Work:

2 Sort student work into three piles: Mastered, Almost Mastered, Below
Student Mastery
Work: ID Almost Mastered & Below Mastered:
the Gaps What are the gaps between each group of students?
Plan AheadDesign/revise upcoming lesson plans to implement re-
teach:
3 Plan the re-teaching to close the gap:
Plan Re- What are all the actions you need to take/want to see in the students?
teach What will the re-teach lesson look like?
Script the language and actions to be takenhave lesson plans and/or a
template ready for the teacher to fill in.
PracticeRole play how the teacher will re-teach this standard in

upcoming lesson:
4
Practice Practice monitoring independent practice: what will you look for? How
will you prompt students with incorrect answers?
Practice the class discussion: what are likely student misconceptions?
What prompts will you use to address them?
Response 08-18
SIX STEPS FOR EFFECTIVE FEEDBACK:
PrepareDuring Observation
Videotape while you observe: mark the time stamps in your six steps planning template
Prepare
During Plan your feedback while observing: fill out the six steps planning template
observation Re-watch video once to tighten probing question and practice
Have teachers upcoming lesson plans ready for planning ahead
PraiseNarrate the positive:

What to say:
1
Praise We set a goal last week of ______ and I noticed how you [met goal] by [state
1-2 min concrete positive actions teacher took.].
What made that successful? What was the impact of [that positive action]?
Probe = Check for Understanding:

Start with the end goal:
What is the purpose of _______ [concise action step/taxonomy topic]? What impact
does that have on your instruction?
What was your objective/goal for ________ [the activity, the lesson]? What did the
students have to do to meet this goal/objective?
Lets look at your upcoming assessment and the questions measuring your objective.
What will students need to be able to do to answer these correctly?
Analyze the gap:

What is the gap between [your goal/purpose] and [your activity/your in-class
quiz/your independent practice] today?
2 What was the challenge in implementing this effectively?
Probe Show a classroom video of the moment in class that clearly demonstrates the problem:
2-6 min What are the students doing? What are you doing?
Present classroom evidence: Do you remember what happened in class when ___?
[Teacher then IDs what happened; leader provides data if teacher cannot] What
effect did that have on the class/learning?
Close the gap (present a model, watch an exemplar, debrief realtime feedback):
Show video of effective teaching: What do you notice about how the teacher did
_____? How is this different than what you did in class?
Model it for the teacher: What did you notice about how I just did [this action]
compared to how you did it in class today?
Intervention in class: When I intervened, what did I do? What was the impact of the
intervention?
Action step: high-leverage, measurable, bite-sized

Name explicitly the action step:
3 Choose an action step that is linked to the teachers PD goals. In keeping with our
Action Step goal of ____, the next thing we want to do is
1 min State clearly and concisely the bite-size action step that is the highest lever.
Have teacher restate the action step; then write it down
Response 08-19
Plan AheadDesign/revise upcoming lesson plans to implement this action:
Script the changes into upcoming lesson plans
Where would be a good place to implement this in your upcoming lessons?
4
What are all the actions you need to take/want to see in the students?
Plan Ahead
As much time as Script the language and actions to be takenhave lesson plans and/or a template ready
remains for the teacher to fill in.
Plan before you practice: keep probing to make the plan more precise and more detailed
Now that youve made your initial plan, what will do you if [state student
behavior/response that will be challenging]?
PracticeRole play how to implement action step in current or future lessons:
Round 1
Lets practice. or Lets take it live.
5 o If teacher needs extra development: Model for the teacher first, then debrief.
Practice What do you notice about how I did that?
As much time as o [When applicable] Stand up/move around classroom to simulate the feeling of
remains class
o Pause the role play at the point of error to give immediate feedback
o Repeat until the practice is successful. CFU: What made this successful?
Round 2add complexity (if mastering it):
[Once successful in Round 1]: Lets try that again. This time I will be [student x who is
slightly more challenging].
Set Timeline for Follow-up:
When would be best time to observe your implementation of this? OR When I review
your plans, Ill look for this modification.
6 Newer teacher: Ill come in tomorrow and look for this technique.
Follow-up Set dates for all of the followingboth teacher and leader write them down:
1-3 min o Completed Materials: when teacher will complete revised lesson plan/materials.
o Leader Observation: when youll observe the teacher
o (When valuable) Teacher Observes Master Teacher: when theyll observe
master teacher in classroom or via video implementing the action step
o (When valuable) Self-Video: when youll tape teacher to debrief in future mtg
Response 08-20
FOUR STEPS FOR ANALYSIS MEETINGS:
Leading Effective Meetings Analyzing Interim Assessment Results
Prep Work: TEACHER SHOULD BRING: LEADER SHOULD BRING:

Six-Week Analysis & Action Plan Teachers Action Plan, Asst, & Results
Copies of Interim Assessment and Results Pre-planned question script for meeting.
Starters
1
Congratulations on the improvement on _ from last time! What are you most proud of?
Praise
What made you successful? What steps did you take?
Probe Deep Dive On Key Standards
Teacher submits analysis/action plan & student work samples prior to meeting; leader 1-2 core standards where the
teachers analysis was not deep enough or there was a need for more explicit, effective action steps.
OPENING PROBE:
Lets dive in and look at__ [prioritize standard that needs better analysis or action plan]
START FROM THE END GOAL:
What does the exemplar look like? Lets review it.
What did the students need to be able to do to get that question right?
What do you want students to be doing when they answer a question like this?
If they got this right and you asked how do you know? what do you want them to say?
2 ID THE GAP IN STUDENT WORK:
Probe Lets look at question __: what pattern do you see in the error students made?
Compare results on question number ___ to question ___. What cause their results to be so
different on these two questions?
What was the gap between your strongest writers and the ideal response?
What was the gap between high/medium/low performing students?
Based on the trends you noticed, what is the key moment of student error?
How was this challenge more than what they are able to do with you in class?
What is the gap between what you taught them and what they did on the assessment?
MODEL/STATE THE ANALYSIS (if teacher still struggles):
One of the trends I noticed was ___ . How does that impact student learning?
We should/need to focus on or The deeper conceptual misunderstanding is
Plan & Practice Improve the 6-Week Action Plan:
PLAN YOUR RE-TEACHING:
What should students do when they hit this struggle the next time? What strategy do you want
them to use?
Lets talk through what a re-teach lesson on ___ might look like. What will be different about
your approach to teaching___? What does that look like (worksheet /activity)?
3 Which prompts will you use to push student thinking?
Plan &
How will you check for understanding/assess mastery of your re-teaching?
Practice
Lets write down these new action steps and add them to your plan. [Put priority standards in
the first few weeks of the action plan]
PRACTICE:
Lets practice the teaching. Ill be the students making the errors from this assessment.
When we practice, use the planned prompts to push student thinking
(If a struggle) Im going to model teach for you first. [Teach.] What do you notice?
Schedule Follow-Up
4 Embed 6-week plan into upcoming lessons. Check off standards on plan as you go.
Follow-up Schedule observation to see plan in action. Establish how plan will be assessed.
For next meeting, please bring [student work sample] to see how students improve.
Repeat steps 1-4 for major standards missed
Response 08-21
GRANVILLE ACADEMY TEACHER EVALUATION RUBRIC 2017-2018
INSTRUCTION Advanced Proficient Working Towards Needs Improvement
Serves as a model in Establishes, Inconsistently Does not succeed in
establishing, demands communicates, and establishes, establishing,
high expectations for demands high communicates, and communicating, and/or
Establishing scholar learning, expectations for demands high demanding high
behavior, and quality scholar learning, expectations for expectations for
Learning of work in a variety of behavior, and quality scholar learning, scholar learning,
Expectations and ways, including: Right of work in a variety of behavior, and quality behavior, and quality
Scholar is Right, No Opt Out, ways, including: Right of work, and of work and does not
Engagement and Cold Call. is Right, No Opt Out, inconsistently uses use Right is Right, No
Has developed a and Cold Call. Right is Right, No Opt Opt Out, or Cold Call
classroom culture Has developed a Out, and Cold Call, or to establish
where 95-100% of classroom culture uses them at expectations.
the scholars are where 90% of the inappropriate times. Less than 80% of
engaged in the scholars are engaged Has developed a scholars are engaged
learning activity, as in the learning activity. classroom culture in the learning activity.
demonstrated by their 75-85% of hands are where 80% of the Less than 65% of
attentiveness and raised when reviewing scholars are engaged hands are raised when
participation. taught material. in the learning activity. reviewing taught
85%-90% of scholar Approximately 50% 65%-75% of hands material. Less than
hands are raised or of hands are raised are raised when 35% of hands are
scholars are ready to during new material. reviewing taught raised during new
answer immediately material. About 35%- material.
when cold called when 45% of hands are
reviewing taught raised during new
material. More than material.
50% of hands are
raised during new
material
Response 08-22
Uses a wide variety of Uses a sufficient Limited in the variety May inappropriately
Use of instructional strategies variety of instructional of instructional rely on only one or
and activities that are strategies and strategies and/or not two instructional
academically rigorous activities that are all activities are strategies and
Instructional and highly engaging. academically rigorous academically rigorous activities, which are
Strategies Always ensures scholar and highly engaging. and highly engaging. either not
learning through Consistently ensures Inconsistently uses academically rigorous
modeling, guided scholar learning modeling, guided or engaging for
practice, and through modeling, practice, and scholars.
independent practice. guided practice, and independent practice. Does not use modeling,
Actively seeks and independent practice. guided practice, and
implements new Seeks and implements independent practice
instructional strategies. new instructional with any regularity.
strategies.
Response 08-23
Has established a Regularly uses Occasionally has Does not use
Reaching the consistent system of classroom assignments individual assignments assignments to target
Range of Learners classroom procedures to reach a range of geared towards different learners, and
in a Classroom and assignments to learners. These scholars with the teacher only
reach a range of assignments are difficulties in the targets the average
learners. These accommodating to subject area and learner in the
assignments are those who have towards scholars who classroom.
attainable to scholars difficulty in the subject excel in the subject Does not reflect on
with difficulties in the and those who excel in area, but most of the scholar learning and
subject area and the subject area. time, the teacher does not support
challenging to scholars Reflects on scholar targets the average scholars on either end
who excel in the learning to support learner in the of the learning
subject area. scholars who have classroom. spectrum.
Constantly reflects on difficulties in the Rarely reflects on
scholar learning to subject area. scholar learning and
seek new ways to sometimes supports
support scholars on scholars on either end
both ends of the of the learning
learning spectrum. spectrum.
Response 08-24
Pace of instruction is Pace of instruction is Pace of instruction is Pace of instruction is
Pace of always highly usually efficient, inconsistently efficient, not efficient,
Instruction efficient, engaging, engaging, and urgent. engaging, or urgent. engaging, or urgent.
and urgent. Usually adjusts the Only occasionally Does not adjust the
Adjusts the pace of pace of instruction adjusts the pace of pace of instruction
instruction according to according to the needs instruction and does according to the needs
the needs of the of the activity, not appropriately of the activity and
activity, appropriately appropriately varying vary the pace does not vary the
varying the pace the pace throughout throughout the lesson. pace throughout the
throughout the lesson. the lesson. Most classroom time is lesson.
Classroom time is Classroom time is for teaching and Classroom time is not
considered sacred and clearly for teaching learning, but some always for teaching
is used in a highly and learning. time is lost in casual and learning.
efficient manner. behavior. Explanation:
Response 08-25
Creates and Creates and regularly Has bulletin boards Does not use bulletin
Classroom frequently updates updates bulletin board and visual displays boards and visual
Environment attractive bulletin boards and visual that may be out of displays to support
boards and displays to support date or simply scholar learning,
instructional and scholar learning, decorative, but the and/or the
inspirational signage including the Blackboard Blackboard
that supports scholar Blackboard Configuration is Configuration is
learning, including the Configuration. present. inadequate.
Blackboard The classroom is The classroom is The classroom is
Configuration. organized and free of somewhat disorganized and/or
Quality and updated clutter. disorganized or cluttered.
scholar work is posted cluttered. Not a positive learning
inside. The classroom is environment
well organized, neat
and free of clutter.
Classroom Binders are
consistently well
maintained.
COMMENTS ON INSTRUCTION:
Strengths:

Areas for Growth and Action Plans:

Response 08-26
ASSESSMENT Advanced Proficient Working Towards Needs Improvement
Classroom assessments Classroom assessments Classroom assessments Classroom assessments
Classroom are models for cover all skill and inconsistently cover the are not closely linked
Assessments measuring scholar content material as skill and content to the skill and content
learning. outlined in the material as outlined in material as outlined in
Classroom assessments curriculum. the curriculum. the curriculum and/or
cover all skill and Classroom assessments Classroom assessments Classroom assessments
content material as are aligned with may be inconsistently are not aligned with
outlined in the classroom activities aligned with classroom classroom activities
curriculum. and school activities and school and school
Classroom assessments assessments. assessments. assessments.
are aligned with Assessments are given Classroom assessments
classroom activities with enough frequency are given infrequently.
and school to monitor scholar
assessments. learning.
Assessments are given
at least every other
week.
Adeptly, efficiently Consistently uses a Occasionally uses a Does not employ
Checking for and frequently uses a sampling of checking few checking for techniques to check for
Understanding variety of checking for for understanding understanding understanding and
and understanding techniques to techniques to monitor plows ahead without
Responsiveness techniques to constantly monitor scholar learning. monitoring scholar
to Daily Scholar constantly monitor scholar learning. Sometimes, but not understanding.
Learning scholar learning. Often uses higher consistently, uses Does not use higher
Frequently and order thinking higher order thinking order thinking
consistently uses higher questions to push questions to push questions to push
order thinking scholar thinking scholar thinking scholar thinking
questions to push Usually uses real-time Sometimes uses real- Does not use real-time
scholar thinking data to adjust time data to adjust data to adjust
Always uses real-time instruction. instruction. instruction.
Response 08-27
data to adjust Usually focuses on Inconsistently focuses Does not focus on
instruction. scholar mastery of on scholar mastery of scholar mastery of
Unrelentingly focuses specific objectives objectives objectives
on scholar mastery of
specific objectives
Analyzes classroom Analyzes classroom Does not thoroughly Little evidence that
Ability to and school assessment and school assessment analyze assessment teacher uses
Analyze results in ways that are results in ways that are results to understand assessment results to
Assessment highly effective in the often effective in the scholar progress and understand scholar
Results understanding of understanding of learning needs. progress and learning
scholar learning needs. scholar learning needs. Only puts in minimal needs.
Thoroughly plans with Thoroughly plans to effort in developing Does not plan to
detail to address address learning plans to address address learning
learning needs. needs post-assessment. learning needs post needs post-assessment,
Always implements the Implements that plan assessment. Lacks or the plan is
plans, incorporating as written and ensures detail and thoughtful inadequate.
them seamlessly into that re-teaching a analysis Does not follow
daily lesson plans and spiraling happens. Inconsistent in through on plan.
adjusting them as implementing that plan
necessary. as written so that re-
teaching and spiraling
does not always
happen.
Response 08-28
Provides fair, accurate, Usually provides fair, Inconsistently provides
Does not provide
Appropriateness and constructive accurate, and fair, accurate, and/or timely, fair, accurate,
of Response to feedback to scholars constructive feedback constructive feedback and constructive
Assessment on their progress, to scholars on their to scholars on their feedback to scholars
Results especially after a progress, especially progress. on their progress.
major assessment. after a major Graded work is Graded work is
Graded work is assessment. returned to scholars returned very late or
returned quickly. Graded work is late. not at all, and the
Always takes full returned within a Does not always take teacher does not
responsibility for reasonable amount of full responsibility forgrade an adequate
scholar failure and time. scholar failure, number of assignments.
constantly works to Takes full responsibility allowing large Does not always take
respond to the for scholar failure and numbers of scholars to full responsibility for
scholars learning works to respond to fail. scholar failure,
needs. the scholars learning Does not use tutoring allowing large
Uses tutoring needs. strategically. numbers of scholars to
strategically to Uses tutoring as a way fail and/or lowering
address scholar to address needs. expectations to let
learning needs. scholar pass too easily.
Blames scholars for
failure
Scholars have met or Scholars scored a class Scholars scored a class Scholars have scored
Scholars Level exceeded a class average of 60 to 69% average of 50 to 55% below 50% percent
of Growth on average of 70% proficient on the latest proficient on the latest correct on the latest
Assessments proficient on the latest Interim Assessment in Interim Assessment in Interim Assessment in
Interim assessment in the areas for which the the areas for which the the areas for which the
the areas for which the teacher is responsible. teacher is responsible. teacher is responsible.
teacher is responsible.
COMMENTS ON ADAPTING INSTRUCTION AND ASSESSMENT:
Response 08-29
Strengths:


Response 08-30
CURRICULUM Advanced Proficient Working Towards/Fair Needs Improvement
Lessons are clearly Lessons are aligned Lessons are Lessons are regularly
Lesson Design aligned with the with the content and inconsistently aligned not aligned with the
objectives that are skill objectives that are with the content and content and skill
outlined in the outlined in the skill objectives that are objectives that are
curriculum. curriculum. outlined in the outlined in the
All mastery objectives Most mastery curriculum. curriculum.
are scholar-centered, objectives meet all of Mastery objectives Mastery objectives
measurable, the following criteria: consistently fail to consistently fail to
attainable, and scholar-centered, meet one of the meet one of the
challenging. measurable, following criteria: following criteria:
Lessons are highly attainable, and scholar-centered, scholar-centered,
detailed, with scripted challenging. measurable, measurable,
questions, anticipated Lessons are detailed, attainable, and attainable, and
challenges, and with some scripted challenging. challenging.
interspersed checking questions, and Lessons have a basic Lessons are superficial
for understanding. interspersed checking outline of activities with and incomplete.
Goals and objectives for understanding. no scripted questions Goals and objectives
are always being Goals and objectives or interspersed are not being satisfied
satisfied through the are frequently being checking for through the lessons
lessons activities. satisfied through the understanding. activities.
All activities and lessons activities. Goals and objectives Activities and
objectives are well- Activities and are inconsistently objectives are not
aligned objectives are well- being satisfied through aligned
aligned the lessons activities.
Activities are not
always aligned with
objectives
Revisions are always Revisions are usually Revisions are Revisions are
Internalizing
data-driven and data-driven and sometimes data-driven infrequently data-
Lesson Plans
effectively meet the effectively meet the and effectively meet driven and effectively
Response 08-31
needs of scholars. needs of scholars. the needs of scholars. meet the needs of
PD goal scripting is PD goal scripting is PD goal scripting is scholars.
effective and detailed. effective and detailed. inconsistently effective PD goal scripting is
Revisions effectively Revisions mostly stress and detailed. infrequently effective
stress the lessons key the lessons key Revisions sometimes and detailed.
concepts (by adding concepts (by adding stress the lessons key Revisions infrequently
CFU questions, CFU questions, concepts (by adding stress the lessons key
identifying what can identifying what can CFU questions, concepts (by adding
and cannot be cut for and cannot be cut for identifying what can CFU questions,
pacing, by scripting pacing, by scripting and cannot be cut for identifying what can
key scholar responses) key scholar responses) pacing, by scripting and cannot be cut for
key scholar responses) pacing, by scripting
key scholar responses)
Lesson Materials All scholar materials Most scholar materials Scholar materials are Scholar materials
are always rigorous, are rigorous, inconsistently rigorous, consistently fail to
attractive, error-free, attractive, error-free, attractive, error-free, meet more than one of
and conducive to high- and conducive to high- and conducive to high- the following criteria:
quality work. quality work. quality work. rigor, attractiveness,
error-free, and
conducive to high-
quality work.
Always makes Usually makes Inconsistently makes Does not make
Modification of necessary curriculum necessary curriculum curriculum necessary curriculum
Material for modifications for modifications for modifications for modifications for
Scholars with scholars with special scholars with special scholars with special scholars with special
Special Needs needs, communicating needs, communicating needs and needs and/or does not
frequently with the regularly with the inconsistently communicate with the
learning specialist. learning specialist(s). communicates with the learning specialist(s).
Assumes full Assumes full learning specialist(s). Fails to assume full
responsibility for responsibility for Does not always responsibility for
scholar achievement supporting these assume full supporting these
Response 08-32
and seeks innovative scholars. responsibility for scholars.
ways to support them. supporting these
scholars.
COMMENTS ON CURRICULUM:
Strengths:


Response 08-33
MANAGEMENT
The tone of classroom The general tone of The general tone of The general tone of
is always efficient, the classroom is the classroom is classroom is inefficient
Classroom Tone: respectful and efficient, respectful inconsistent in and/or negative.
Strong Voice and positive. and positive. efficiency, Does not use positive
Positive Framing Frequently narrates Narrates positive respectfulness, and framing, and does not
positive scholar scholar behaviors positivity. work to motivate
behaviors (rather than (rather than calling out Sometimes narrates scholars.
calling out the the negative) and uses negative scholar Does not use economy
negative) and uses praise, challenge and behaviors OR of language, quiet
praise, challenge and talking aspiration to inconsistently uses power, do not talk
talking aspiration to motivate the scholars. praise, challenge or over, square up/stand
motivate the scholars. Often builds aspiration to motivate still, and nonverbal
Always builds compliance through scholars. authority.
compliance through economy of language, Rarely builds
economy of language, quiet power, do not compliance through
quiet power, do not talk over, square economy of language,
talk over, square up/stand still, and quiet power, do not
up/stand still, and nonverbal authority. talk over, square
nonverbal authority. up/stand still, and
nonverbal authority.
Response 08-34
MANAGEMENT
School rules, values, School rules, values, School rules, values, Does not enforce or
Alignment with and STARS behaviors and STARS behaviors and STARS behaviors emphasize school
School Culture are clearly enforced are mostly enforced are enforced and rules, values, and
and emphasized. and emphasized. emphasized but with STARS.
Implements a multitude Implements several mixed effectiveness. Management
of management management Implements strategies are
strategies so well that strategies well so that management generally not
the class appears to the class has minimal strategies but with employed or
have few if any management mixed effectiveness. employed
management problems. Scholar behaviors can ineffectively.
problems. distract learning. Classroom learning
suffers from a lack of
management.
Response 08-35
MANAGEMENT
There is always a There is usually a The class may not The classroom does
Classroom prompt start, smooth prompt start, a smooth have a prompt start or not have a prompt
Procedures and finish to class. finish to class. a smooth finish. start or a smooth
What to Do The classroom runs The classroom runs Some classroom finish.
like clockwork, and efficiently, and routines are efficient, There are no clear
scholars seem scholars seem while others are not, routines OR routines
routinized to all routinized to all causing a lack of flow are poorly executed,
procedures. procedures. in the classroom. causing a lack of flow
Hallway transitions Hallway transitions Hallway transitions in the class.
are a model of silent are smooth, silent and are not consistently Hallway transitions
efficiency. efficient. silent and efficient. are inefficient and/or
Gives What to do Gives What to Do Sometimes gives noisy.
directions that are directions that are directions that are not Gives directions that
specific, concrete, specific, concrete, specific, concrete, are vague and
sequential, and sequential, and sequential and/or difficult to
observable. observable, but observable. follow/understand.
Always narrates sometimes the Sometimes narrates Often narrates what
compliance instead of directions need to be what not to do. not to do.
narrating what not to rephrased.
do. Usually narrates
compliance instead of
narrating what not to
do.
Response 08-36
MANAGEMENT
In a lesson, all scholars In a lesson, nearly all In a lesson, 80% of In a lesson, fewer than
Level of On Task are on task at all scholars are on task at scholars are 80% of scholars are
Behavior and times, and there are all times, and there consistently on task. on task.
100% no side conversations. are few, if any side The teacher does not The teacher usually
The teacher always conversations. always notice does not notice off-
notices and addresses The teacher usually AND/OR address off- task behavior
off-task behavior. notices and addresses task behavior AND/OR address off
If a scholar moves off off-task behavior. The teacher does not task behavior.
task, teacher If a scholar moves off consistently use the The teacher does not
immediately task, teacher least invasive form of use the least invasive
addresses the scholar immediately intervention. form of intervention,
always using the least addresses the scholar and much class time is
invasive form of frequently using the wasted with efforts to
intervention and least invasive form of refocus the class.
without major intervention.
adjustments to the
pace of instruction.
Response 08-37
MANAGEMENT
Always recognizes the Usually recognizes the Inconsistently Demonstrates an
Ability to Refocus need to refocus a need to refocus a recognizes the need to inability to recognize
a Class and class. class. refocus a class and when a class needs to
Do It Again Successfully uses Do It Successfully uses Do It may allow problems be refocused and/or
Again when Again when to escalate. lets problems escalate.
appropriate, and appropriate, and Does not always use Use of Do It Again
moments of Do It moments of Do It Do It Again when escalates problems
Again are always Again are usually appropriate, and/or rather than refocuses
positive and end in positive and end in moments of Do It scholars.
success. success. Again do not always
There is little There is only an end in success.
recognizable need for occasional need for
Do It Again because Do it Again because
there is 100% compliance is
compliance. happening
consistently.
Response 08-38
MANAGEMENT
Always deals Normally deals in an Does not consistently Has difficulty dealing
Dealing with appropriately with appropriate way with deal in an with challenging
Challenging challenging situations challenging situations appropriate way with situations and scholars
Situations and and scholars without and scholars. challenging situations AND/OR does not
Scholars derailing the learning Applies elements of and scholars. deal with them
process. strong voice to Inconsistently applies appropriately.
Deftly applies address challenges. elements of strong Does not apply
elements of strong Rarely engages voice and scholars do elements of strong
voice to address scholar not comply. voice and scholars do
challenges. excuses/distractions Sometimes engages in not respond
Does not ever engage during correction of scholar respectively and/or
in scholar scholar misbehavior. excuses/distractions do not comply.
excuses/distractions Scholars usually during correction of Often engages in
during correction of respond to correction scholar behavior. scholar
scholar misbehavior. respectfully and with Inconsistently respond excuses/distractions
Scholars nearly compliance. to correction during correction of
always respond to Usually knows when respectfully and with scholar behavior.
correction respectfully and how to diffuse compliance. Scholars do not
and with compliance. these situations and/or Does not always know respond respectfully
Always knows when when to involve school when and how to and/or with
and how to diffuse leaders. diffuse these situations, compliance, resulting
situations with scholars sometimes escalating in escalated problems
and/or when to problems. The teacher which cause an unsafe
involve school leaders. may be too reliant on or off-task learning
or does not utilize environment.
school leaders. Over-reliant on or
does not involve school
leaders at
appropriate times.
Response 08-39
MANAGEMENT
Creates a climate of Addresses scholars in Does not consistently Does not address
Relationships caring in the classroom a respectful and address scholars in a scholars in a
with Scholars by addressing scholars professional manner. professional manner professional manner.
in a respectful and Positive relationships Fails to establish Relationships with
positive manner. with scholars usually positive relationships scholars are
Positive relationships support learning in the with scholars that inappropriate.
with scholars support classroom. support learning. Explanation:
learning in the Willing to go above
classroom. and beyond to help
Demonstrates open scholars.
concern and develops
a sense of
responsibility for
scholars academic
and personal growth.
Teacher demonstrates
that s/he will not give
up on scholars.
COMMENTS ON CLASSROOM MANAGEMENT:
Strengths:


Response 08-40
PROFESSIONALISM Advanced Proficient Working Towards Needs Improvement
Communicates Communicates Communicates Makes little or no

Relationships with regularly and often frequently with sporadically with attempt to inform
Families with families to families to inform families to inform families of scholar
inform them of the them of the parents of the progress.
instructional instructional instructional Rarely makes phone
program, as well as program and scholar program and scholar calls to parents.
shares observations progress. progress. Does not regularly
about the emotional Makes regular, Makes infrequent return phone calls to
and social sometimes pro-active phone calls, keeping parents.
development of the phone calls, keeping parents informed of
scholars. parents informed of successes and
Makes frequent, successes and struggles OR phone
usually pro-active struggles. calls are usually
phone calls, keeping Returns most phone reactive.
parents informed of calls from families Does not consistently
successes and within 24 hours. return phone calls
struggles. from families within
Returns all phone 24 hours.
calls from families
within 24 hours.
Relationships with Relationships with Relationships with Relationships with

Relationships with colleagues are colleagues are colleagues are colleagues
Colleagues/ School extremely positive, positive and uneven, and negatively affect the
collaborative, and collaborative. collaboration is not working
generous. Regularly engages consistently evident. environment, and
Assumes leadership in professional Occasionally collaboration is not
among colleagues, exchange with engages in evident.
often supporting colleagues. professional Rarely engages in
Response 08-41
them and engaging Upbeat, positive exchange with professional

in professional and does not colleagues. exchange with
exchange. complain often. Can be negative colleagues.
Exerts a positive and or complain Complains
influence on the about school, job, frequently and is
entire staff. and kids. negative about the
school/job/kids.
Puts in an Puts in extra time Puts in sufficient time Puts in minimal time
Additional extraordinary and effort to and effort to and effort to
Contributions and amount of time and contribute to scholar contribute to scholar contribute to scholar
Responsibilities effort to contribute and school success. and/or school and school success.
to scholar and school Often assumes success. Does not assume
success. additional Occasionally additional
Independently responsibilities when assumes additional responsibilities.
assumes additional necessary, especially responsibilities.
responsibilities when when asked.
necessary and Willing to pitch in
demonstrates and help with events
leadership. or school needs.
Always willing to
lead and /or pitch in
with events or other
school needs.
Always punctual for Usually punctual for Inconsistently Rarely on time for
Timeliness the school day, the school day, punctual for the the school day,
(School Day, Classes, scheduled scheduled school day, scheduled
Meetings) classes/pick-up classes/pick-up scheduled classes/pick-up
times, and/or times, and/or classes/pick-up times, and/or
Response 08-42
meetings. meetings. times, and/or meetings.

meetings.
Always Mostly communicates Inconsistently Fails to communicate

Urgency communicates a a sense of urgency communicates a a sense of urgency
tangible sense of (tone, movement, sense of urgency (tone, movement,
urgency in tone, intensity, enthusiasm (tone, movement, intensity, enthusiasm
movement, intensity, and preparation). intensity, enthusiasm and preparation).
enthusiasm and and preparation).
preparation.
Always completes Usually completes Completes tasks with Consistently fails to
Ability to tasks thoroughly. tasks thoroughly. inconsistent complete tasks or
Meet Deadlines Always meets Usually meets thoroughness. submits tasks of poor
deadlines for lesson deadlines for lesson Inconsistently meets quality.
plans, progress plans, progress deadlines for lesson Consistently does not
reports, and/or reports, and/or plans, progress make deadlines for
report cards, as well report cards as well reports, and/or lesson plans,
as assessment as assessment report cards, as well progress reports,
analysis/reflections. analysis/reflections. as assessment and/or report cards
analysis/reflections as well as
which may assessment
inconvenience self, analysis/reflections,
colleagues, and/or which inconveniences
leaders. self, colleagues,
and/or leaders.
Dress always models Dress is professional. Dress is mostly Dress is not
Professional professional attire. Attitude is respectful professional. professional.
Dress and Attitude Attitude is positive of scholars, families, Attitude is Attitude is negative,
Response 08-43
and respectful of colleagues, and inconsistently inappropriate,

scholars, families, school leaders. professional with and/or disrespectful
colleagues, and Professional during scholars, families, to scholars, families,
school leaders. staff meetings and colleagues, and/or colleagues, and
Always positive participates often. school leaders. school leaders.
during staff Sometimes Usually disengaged
meetings and disengaged in staff in staff meetings and
participates actively. meetings and/or does not participate
participates frequently.
infrequently.
COMMENTS ON PROFESSIONALISM:
Strengths:


Response 08-44
PROFESSIONAL Advanced Proficient Working Towards Needs Improvement
DEVELOPMENT
Has a leadership Actively participates Sometimes Not an active
Professional presence in in professional participates actively participant in
Development professional development in professional professional
Participation and development workshops. development development
Implementation workshops. Actively seeks out workshops. workshops.
Actively seeks out and and implements Occasionally seeks Does not take steps to
implements professional out and implements seek out or utilize
professional development professional professional
development strategies in his/her development development
strategies in his/her classroom. strategies in his/her strategies.
classroom. Successfully classroom. Rarely implements
Successfully and implements strategies Sometimes implements new strategies
quickly implements presented in strategies presented presented in
strategies presented workshops in lesson in workshops, but workshops.
in workshops in lesson plans and presents does so inconsistently
plans and presents evidence in video in lesson plans and/or
evidence in video. video.
Actively supports
other teachers in their
developed expertise.
Consistently seeks Frequently seeks Seeks leaders Does not seek
Openness to leaders support at leaders support at support infrequently, leaders support at
Feedback appropriate times. appropriate times. or not at appropriate necessary times.
Eagerly reflects upon Reflects upon and times Does not reflect upon
and responds to responds to feedback Inconsistently reflects or respond to
feedback with with openness. upon and responds to feedback AND does
openness and a Implements feedback feedback OR does not accept feedback
good to great from school leaders not always have an with openness.
attitude. and instructional open attitude. Does not implement
Immediately leaders. Does not implement feedback from school
Response 08-45
PROFESSIONAL Advanced Proficient Working Towards Needs Improvement
DEVELOPMENT
implements feedback feedback from school leaders or
from school leaders leaders or instructional leaders.
and instructional instructional leaders in
leaders. a timely or consistent
manner.
COMMENTS ON PROFESSIONAL DEVELOPMENT:
Strengths:


Response 08-46
Teacher Reply Form
After reading my evaluation
I am pleased about:

I plan to work on the following goals:

I have questions about or could use assistance with:

________________________ ______________________
Signature of Leader Date Signature of Teacher Date
Response 08-47
ROOKIE TEACHER SCOPE AND SEQUENCE
PHASE MANAGEMENT TRAJECTORY: RIGOR TRAJECTORY:

DEVELOP ESSENTIAL ROUTINES & PROCEDURES WRITE LESSON PLANS
1. Routines & Procedures: Design and Roll out 1. Develop Effective Lesson Plans 101
Plan critical routines and procedures moment-by-moment : Building A New Lesson Plan
o Explain what each routine means and what it will look o Write precise learning objectives that are
like Data-driven (rooted in what students need to learn
o Write out what teacher and students do at each step, based on assessment results analysis)
and what will happen with non-compliant students Curriculum plan-driven
Plan the roll out: how to introduce routine for the first time: Can be accomplished in one lesson
o Plan the I Do: how you will model the routine o Script out what to say to the students during the I Do
o Plan what you will do when students dont get it right parts of the lesson
o Design an exit ticket (brief final mini-assessment) aligned
2. Strong Voice: Posture and Register to the objective
PRE-TEACHING (AUGUST
Square Up, Stand Still: When giving instructions, stop moving
PD)
and strike a formal pose Working from Existing Lesson Plans
Formal Register: When giving instructions, use formal o Memorize key parts of the lesson
register, including tone and word choice (Formal register) o Right is right: script out the 100% right answer youre
waiting for
*Note: Many other topics can be introduced during August training. Whats listed o Build time stamps into the lesson to manage pacing
above are the topics that should be addressed to reach proficiency. Other topics to
introduce should be:
Least invasive intervention (see below for details)
Narrate the Positive (see below for details)
Challenge/Build Momentum (see below for details)
Teacher Radar: places to stand where you can see the whole class
Do it Again: practice routines to perfection--have students do it again if it
is not done correctly (and know when to stop Do it Again)
Response 08-48
ROLL OUT ROUTINES & MONITOR COMPLIANCE AGGRESSIVELY MONITOR INDEPENDENT PRACTICE
3. What to Do: 2. Write the Exemplar: Set the bar for excellence
Economy of Language: give crisp instructions with as few words Script out the ideal written responses you want students to
as possible (e.g. 3-word directions). Check for understanding on produce during independent practice;
complex instructions. Align independent practice to the rigor of the upcoming interim
4. Routines & Procedures 201: Revise and Perfect assessment;
Revise any routine that needs more attention to detail or is
inefficient, with particular emphasis on opening routines and 3. Independent Practice: Set up routines that build independent
transitions practice into each days lesson
Do it Again: have students do it again if not done correctly Plan moments for Stop & Jots, when students have the chance
Cut it Short: know when to stop the Do it Again to write down their thoughts before diving into a discussion
5. Teacher Radar: Know when students are off task Implement a daily entry prompt (or Do Now) to either introduce
Deliberately scan the room for compliance: the days objective or review material from the previous day
o Choose 3-4 hot spots (places where you have students Implement and review a daily Exit Ticket (brief final mini-
PHASE 1 who often get off task) to constantly scan assessment aligned to your objective) to see how many students
(BY SEPT 30th) o Be Seen Looking: crane your neck to appear to be seeing mastered the concept
all corners of the room
Circulate the perimeter of the room with purpose: 4. Aggressively Monitor: Check students independent work to
o Stand at the corners: identify 3 spots on the perimeter of determine whether theyre learning what youre teaching
the room where you can circulate to, stand, and monitor Create a monitoring pathway:
student work o Create a seating chart to monitor students most effectively
o Move away from the student who's speaking to monitor o Monitor the fastest writers first, then the students who
the whole room need more support
6. Whole-Class Reset Monitor the quality of student work:
Script out the planned reset of a routine that has deteriorated or o Check answers against your exemplar
is not fully solidified o Track right/wrong answers to class questions
Script out the in-the-moment reset when a class veers off task: Pen in hand: Mark up student work as you circulate
(Stop teaching. Square up. Clear What to Do: Pencils down. o Use coding system to affirm correct answers& cue students
Eyes on me. Hands folded in 3-2-1. Thank you: thats what to correct answers with minimal verbal intervention
Harvard looks like. Pick up tone & energy again.
Response 08-49
ENGAGE EVERY STUDENT PLAN WITH DATA
7. Pacing 101: Create the illusion of speed so that students feel 5. Check for Whole-Group Understanding: Gather evidence on
constantly engaged whole group learning:
Time yourself: Use teach timer to stick to lesson plan & Poll the room to see how many students answered a certain
guarantee that students have at least 10 min of independent question correctly
practice o How many chose letter A? B? C? D?
Countdowns to Work the Clock/Use Bright Lines o [Students answer question on whiteboard: Hold up your
Use Call and Response for key words whiteboards on the count of three
Speak faster, walk faster, vary your voice, & smile (Sparkle) Respond to student errors in independent practice
8. Engage All Students: Make sure all students participate: 6. Data-Driven 101: Analyze Student Work
Make sure youre calling on all students Analyze why students answered incorrectly
Cold call Schedule when to re-teach standards where students struggled:
Rule of thirds: Distribute classroom engagement to 1/3 pick specific dates & times to build an explicit action plan
taking hands, 1/3 cold call, and 1/3 choral response Data-driven cold call and questioning: call on the students based
on their learning needstailor the questions to what that student
9. Increase Student Voice needs to develop
PHASE 2 Data-driven on the fly: Make immediate lesson adjustments
Increase meaningful student voice through questioning:
(BY OCT 30th) o Students repeat each others answers based on student errors in independent practice
o Pre-call o Only review key questions that are the most commonly
o Ask Why? And How do you know? as follow-up incorrect answers
questions o Call on students strategically depending on how they
have answered the question
10. Narrate the Positive
Narrate what students are doing well, not what theyre 7. I Do, We Do: Tailor the Lesson to Match Exemplar/Data
doing wrong Anticipate student errors (based on what you identified when
o I like how Javon has gotten straight to work on his you reviewed your exemplar) and build into your I Do and We
writing assignment. Do for the lessonmake sure that the model starts addressing
o The second row is ready to go: their pencils are in the the errors you expect before they happen, and the We Do gives
well and their eyes are on me. students a chance to practice their way through those pitfalls
Narrate the positive while looking at the student(s) who are with guidance before navigating them on their own in
not complying independent practice
11. Individual Student Corrections 8. Habits of Evidence 101

Redirect students using the least to most invasive Teach students to cite evidence: teach students cite key evidence
intervention: during class discussion
o Proximity
o Eye contact
Response 08-50
o Use a non-verbal
o Say students name quickly
o Small consequence
Anticipate student off-task behavior and pre-rehearse the
next two things you will do when that behavior occurs
Response 08-51
MAXIMIZE TIME FOR LEARNING RESPOND TO SPOKEN ERRORS IN-THE-MOMENT
12. Create a Challenge/Build Momentum 9. Data-Driven 201: Questioning--script out what you will ask/do
Give the students a simple challenge to complete a task: when students do not answer correctly
o Now I know youre only 4th graders, but I have a 5th Roll back the answer: repeat the wrong answer back to the
grade problem that I bet you could master. Get ready student (to give student time to think and you time to build a
to prove how smart you are! plan!)
Break it down/use content-specific prompts: ask scaffolded
13. Pacing 201: Draw bright lines between class activities to maintain questions that break down the problem into smaller chunks
PHASE 3 the illusion of speed Use universal prompts
th
(BY NOV 30 ) Use brief 15-30 second turn & talks Close the loop: after correcting their error, go back to students
Increase rate of questioning: No more than 2-3 seconds with wrong answers to have them summarize
between when a student responds and a teacher picks up
instruction 10. Habits of Evidence 201
Teach students annotate the correct evidence in a text as they
14. Engaged Small Group Work: Maximize the learning time for read
every student in group work:
Create explicit, step-by-step instructions for group work
Verbally enforce individual and group accountability: I want
to see 100%
15. Provide students with Precise Praise to establish exemplary 11. Habits of Discussion: Teach students the prompts to maintain &
classroom culture: Script language that reinforces positive strengthen class conversation:
student actions like: Agree/Build off of: I agree with ____ and Id like to add.
Verbal answers that are above and beyond Disagree respectfully: OR While I agree with [this part of your
Herculean effort argument], I disagree with ____. I would argue.
Proof of great mastery of the objective Students prompting students: Push students to use habits of
discussion to critique or build off of each others answers
16. Remember the Joy: Plan moments in class to joyfully celebrate o Probe deeper: ____[Peer], have you considered this
content, increase engagement, and demonstrate passion for point.?
STRETCH IT
learning
(NEXT STEPS) 12. Ratio: Get students to do the thinking
Dont repeat student answers (unless youre rolling back)
Provide wait time after posing challenging questions
Verbalize a conceptual understanding of content: Students to
state not only the answer but also a conceptual understanding of
the topic
Stretch it: ask particular students to answer a more difficult
extension to a given question
Response 08-52
13. Show Call: Use student work to drive classroom discussion and
learning
Use student work in Show Call that illustrates either exemplary
response OR common misconceptions
Write targeted questions to guide the Show Call discussion
Response 08-53
Response 08-54
5. School Culture and Discipline
(a) Culture
The Granville Academy Charter School (GACS) approach to scholar behavior will be
overwhelmingly positive. Although there will be clear, strict consequences for poor
behavior at GACS, we believe that positive recognition of good behavior is most
essential to fundamentally improving scholar behavior. GACS teachers will work to
recognize all scholars for their accomplishments, even if they are small or based on
consistent growth. Achievement of high standards and improvement will be celebrated
with both scholars and parents. Scholars will regularly receive positive LIFE Points and
other means of congratulating them on a particular area of success. Parents will
regularly receive positive phone calls from teachers, who are expected to call all their
scholars at least once every two weeks.
The Core Values of Granville Academy are: L.I.F.E.
Leadership. In order to work in a community with high expectations, respectful

conversations, and positive attitudes, scholars, teachers, and staff will hold each other
accountable for our words, actions and decisions. Leadership means admitting and
apologizing for mistakes, changing hurtful behavior into supportive behavior, letting an
adult know if someone is doing the wrong thing, accepting the consequences of our
decisions, accepting praise and being proud of amazing accomplishments and hard
work. Leadership shows that we understand the importance of our work.
Integrity. Integrity is doing the right thing because it is the right thing to do, even if no
one is watching. To be full of integrity means that you find ways to be kind to your
team and family even toward the people that you do not like. To be full of integrity
means that you understand why we work so hard and put forth 100% effort because
your future is important to you. People make mistakes, and part of integrity is owning
those mistakes and learning from them.
Focus. Our scholars, teachers, and staff understand that focus is a key to success. We
have high academic expectations and in order to reach them, focus needs to remain on
instruction. We expect scholars to follow a set of rules so they can learn in a safe and
focused environment, and we expect our teachers and staff to enforce these rules so as
to empower our scholars to succeed. We also support our scholars as they build the
internal discipline necessary to do the hard work that it takes to get them to college.
Focus means paying attention, staying disciplined, avoiding distractions, studying and
reading regularly and establishing and adhering to personal routines that will lead to
success.
Enthusiasm. When you work hard, it is essential to find joy in your work. We believe
in teaching children how to be joyful in their learning by approaching it with curiosity,
gratitude, and tons of spirit! We also believe in creating opportunities for children to
Response 09-1
earn the ability to play together as a team, as enthusiasm is created both by working
hard and playing hard. Enthusiasm means actively participating in every moment of
class, asking questions even when you are confused, adding color to a homework
assignment even when the teacher doesnt tell you to, walking with urgency to and
from classes, taking a risk to try something difficult, keeping your head up even when
faced with a challenge and finding ways to show that you love what you do.
At Granville Academy the behavior system is built around these core values.
Additionally, behavior is tracked using a school-wide points system in which scholars
are awarded LIFE Points each day they arrive to school on-time, in uniform (see
Response 09d- Dress Code for the detailed uniform policy), in possession of the
necessary materials, and prepared to demonstrate LIFE values. Scholars who go above
and beyond the schools expectations can also earn additional positive LIFE Points.
When scholars violate the expectations established through the Code of Conduct, they
will lose a certain amount of points as a consequence. Each week, parents get a
report of weekly points, and parents verify that they saw the report by signing it and
having the scholar return it to school on Monday. These LIFE points accumulate over
the year and individuals earn special prizes for compiling the highest LIFE points and
classes earn rewards for their aggregate totals. Below is a sample of expectations
that scholars could earn points for demonstrating or lose points for not meeting the
expectation.
LIFE Value Expectations

Apologize and take responsibility for mistakes that you might make.
Leadership
Come prepared and organized to school each day.
When no one is looking, still behave as if all of your teachers and
family were in the room watching and listening to you.
Integrity
Be a responsible role model and leader for yourself and your
classmates.
Follow specific directions the first time given.
Remain silent when silence is asked for and during instructional and
Focus
independent work time.
Adhere to a consistent study schedule at home.
Use STAR posture (Sit straight up and tucked in behind your desk,
Track the speaker, Ask and answer questions, and Raise your hand)
Enthusiasm
throughout the school day
Move quickly from place to place and from task to task.
Response 09-2
Developing the culture at Granville Academy
Acculturating new scholars. Granville Academy believes that like academic skills,
proper school behavior is not innate, but must be taught clearly and explicitly. Because
our scholars come from diverse schools and backgrounds, all entering scholars
including those with disabilities and limited English language proficiency begin their
experience with Prep Academy, a week-long session in August at which scholars are
taught the behaviors, routines, rituals, and rules of GACS. In Prep Academy, GACS
administers assessments to establish baseline scores in each subject. In addition,
scholars are taught how to learn at Granville Academy. Prep Academy includes direct
instruction in academic and organizational skills including how to: organize binders,
come to class prepared with necessary materials, take notes, put a proper heading on
papers, raise hands in class, submit homework assignments, study for a test, ask
respectful questions, etc. Prep Academy also includes social lessons as basic as how to
walk in silent lines in the halls, hold the door for a classmate, say please and thank
you, give a firm handshake, make eye contact, apologize for mistakes, make proper
introductions, correctly wear the school uniform, properly use meal manners, and leave
a place cleaner than one found it.
Building a positive learning environment for all scholars. All scholars, including
those who are called off the waitlist during the school year and therefore do not have
the luxury of attending Prep Academy, become habituated to Granville Academys
rules, routines, and rituals through daily immersion in a positive learning community that
helps prepare all scholars for success in college and life. Core tenets of Granville
Academys approach to school organization and culture include:
Morning Motivation. Morning Motivation is a time when the Principal visits an

advisory to get them excited for their day, show what they know, and to
demonstrate our extraordinary discipline and enthusiasm for school and
learning! At Morning Motivation, scholars do anything from performing
college chants, to answering math meeting-like questions, to reviewing science
and social studies content in a rigorous manner. Scholars may also participate
in character development-type activities, where they get the opportunity to
reflect on themselves and to learn more in depth about the potential of their
future and the impact of their choices. Modern songs are incorporated for
scholars to consider their theme and lyrics and to compare how the message
of songs may be related to their experience as a scholar and as a person.
Morning Motivation is designed to send all scholars to class for the day with
positive, upbeat attitudes, a refreshed outlook, and a smile on their faces!
Town Hall. Town Hall takes place at the end of the day on the last Friday of
each month. This is a time when the entire school comes together to celebrate
the learning and achievement of the scholars. In addition to creatively
engaging the entire school in skits, chants, cheers, and songs, Town Hall has
other crucial components that help to promote the mission of Granville
Response 09-3
Academy and to strengthen school culture. These components include the
Pledge of Allegiance, the Pledge to My Future and the honoring of Scholars
of the Week. The Principal facilitates Town Hall. However, other teachers and
leaders in the school may help to facilitate different portions of the meeting.
Further, scholars gradually take on more and more of a role in Town Hall (e.g.
opening drum beat, reading the agenda, honoring Scholars of the Week,
class performances) as the year unfolds.
Contribution. As a life of contribution is a part of the mission of Granville

Academy, educating scholars on how to contribute to their communities will be
an active endeavor. All scholars will participate in a 20 minute Contribution
class every Wednesday taught by their advisor. At the start of each month,
scholars will be exposed to a need of their local community, our country or our
world. After learning about a need, scholars will spend the following
Contribution classes completing a project to support the need of the month.
Scholars and advisories will be recognized in Town Hall for outstanding
performance in Contribution. Contribution will also include at least two service
projects, such as canned food drives, coin drives, community beautification
initiatives, etc. each year.
Character Education. As much as strong academic growth is essential to

success, just as important is strong character development. Every class,
conversation, reward and consequence is aimed at developing the LIFE values
in scholars and as an added support, scholars will participate in a Character
Education lesson on Wednesday mornings with their advisors. During this time,
scholars will receive lessons on our core values in addition to topics like
bullying and peer pressure. The goal is to develop a common language to
discuss the everyday challenges that scholars face in school and outside of
school. Success would be evidenced by an increase in LIFE point averages for
scholars as the school year progresses.
YESvember and FUNbruary. Each year at Granville Academy, all staff and
scholars will enjoy the months of YESvember and FUNbruary! YESvember and
FUNbruary are designed to infuse even more joy and excitement into the
school at a time in the year when a boost of energy is well-needed. Special
days and activities are incorporated into the month to facilitate this fun. Some
examples of special days are wacky sock day, college t-shirt day, choose
your shoes day, and sticker day, to name a few. Additionally, special
activities could include musical minutes (the entire school hears a song for one
minute over the PA system and can get up and dance in the middle of class),
trivia games, and special performances (e.g. teacher theater, Town Hall
celebrations, etc.). Further, Thanksgiving and Valentines Day treats are
distributed to everyone, and typically, the 100th day of school falls in the
month of FUNbruary, which is another day to infuse more fun into the days!
Response 09-4
Field Day. At the end of every school year in June, scholars partake in a Field
Day, a celebratory culminating event! Field Day is when all of our scholars
and staff enjoy physical activities and games in an open field. Families also
participate in the day, as they help to run the games, manage the food
distribution, and enjoy in the fun. Scholars rotate through the different
activities, earning points for their team based on their performance at each
station. The day winds down with the entire school eating a picnic lunch
together, and the winning team for the day being awarded with recognition
and a trophy to be housed by the school to commemorate the year.
Stepping Up Ceremonies. As our scholars complete each year of their

education, our school community and families celebrate with them at each
grade level in what we call a Stepping Up Ceremony. At the ceremony,
teachers speak about the class as a collective in an opening speech. Scholars
are acknowledged individually with certificates of participation in the grade
(even scholars who may be retained), and individual scholars are honored
with content awards based on outstanding achievement.
Field Trips. Field trips are one way that we make sure our scholars are
exposed to the world. All scholars will get the opportunity to go to at least
one college visit per year. In addition, other trips are scheduled throughout
the year that support the curriculum and provide an academic adventure for
the scholars in various content areas. Scholars also go on LIFE trips that they
earn as a result of collecting LIFE points (e.g. bowling, ice skating, a trip to
New Roc City, etc.). Scholars that have 80% of their LIFE points at the end of
the year are invited on the overnight End of the Year Trip.
In order to foster a schoolhouse culture conducive to scholarship and contribution,

Granville Academy strives to maintain a safe and orderly environment for scholars,
teachers, and staff. The Granville Academy Charter School Scholar & Family
Handbook will set forth a Code of Conduct that clearly defines what constitutes
reasonable and acceptable behavior on the part of scholars and other community
members. Granville Academy will not allow scholars who engage in disruptive
behavior to interfere with the education of their peers. Therefore, each instance of
misbehavior will result in the imposition of an appropriate consequence. Consequences
may vary based on the age and grade level of the scholar, the severity of the
incident, and the frequency with which the incident takes place. Such consequences may
include:
Scholar reflection on community violation (may be written, private or public);

Removal of school privileges (including school trips, in-school privileges, etc.);
Lunch or after-school detention;
In-school suspension;
Short-term out-of-school suspension;
Response 09-5
Long-term out-of-school suspension
Granville Academy is steadfastly committed to serving all scholars especially those

who need us the most while simultaneously protecting the strong and supportive
culture that makes instructional gains possible. GACS maintains high expectations for
adult and scholar behavior. Accordingly, scholars and staff members alike must
internalize the LIFE values and conduct themselves in accordance with them. GACS will
utilize a comprehensive system for ensuring positive behavioral support that features
both incentives (e.g. college trips, civic expeditions, dress-down days, lunch privileges)
for maintaining robust LIFE Points balances and negative consequences (e.g. send-outs,
detentions, suspensions) for violating the Code of Conduct disseminated at the outset of
each year to each scholar and family. The equitable implementation of this system is
critical to the success of our scholars.
It is the schools job to connect the dots for scholars and families on exactly why we
work so hard and why we are so strict. Those concepts must come through the following
avenues:
New scholar enrollment;

Family Orientations;
Prep Academy;
Coffee and Conversations;
Official school notifications; and
Ongoing informal communication and meetings with staff, scholars, and families.
Granville Academy strives to keep its scholars in school and in classrooms. When a
scholars actions are detracting from the ability of others to learn in a safe, value-
added environment, it may be necessary to remove the scholar temporarily from the
classroom and if negative behaviors persist from the school. Before scholars are
removed from the learning environment, however, teachers and leaders must
undertake preventative measures. Teachers are expected to consistently enact
preventative discipline strategies, to enforce consequences evenly and fairly, and to
communicate regularly with scholars and their families to keep them apprised of a
scholars progress. The leadership team will analyze data regarding behavior
incidents and determine the appropriate courses of action needed to ensure fair and
equitable application of the disciplinary system.
Furthermore, GACS teachers are expected to proactively handle potential disciplinary

matters using least invasive forms of correction and other techniques. Mastering these
techniques will be a significant piece of summer orientation for staff. They include, but
are not limited to, the following:
Proximity Teachers need to actively break the plane while teaching. As

opposed to standing in one place (particularly at the front of the board), teachers
are to actively circulate the classroom as they are teaching. While circulating,
Response 09-6
teachers should stay in closest proximity to the scholars who typically struggle
academically and/or behaviorally. Teachers are also expected to use appropriate
proximity when making a verbal correction to a scholar. Corrections given in close
proximity prevent the interruption of instruction and mitigate potential
confrontations between a scholar and teacher.
Silent Corrections Teachers are to give silent corrections for smaller offenses (i.e.
not sitting up straight, not tracking the speaker) that can potentially impede
instruction if left unchecked. Teachers can give silent corrections (i.e. hand motion
pushing upward along with eye contact) that alert scholars that smaller behaviors
need to be fixed before they become a gateway to larger offenses.
Positive Group Corrections Teachers can utilize these corrections in order to

cajole scholars to follow the positive behavior displayed by their peers. For
example a teacher could state, I love the fact that Jonathan, Halima, and Jose are
showing great urgency and getting to work. This, as opposed to publicly chastising
the scholars who did not get to work, will likely have the same effect on the
scholars while injecting a sense of positivity into the room.
Anonymous Individual Correction(s) Teachers can use this technique to correct

the behavior of a scholar without referring to them directly by name. As opposed
to saying Leroy and Tasha, sit up properly in your chairs, a teacher can say,
There are two scholars who need to sit up properly in their chairs. Combining the
Anonymous Individual Correction with an acknowledgement after the correction is
made allows teachers to correct behaviors without alienating scholars or sparking a
confrontation that could lead to larger consequences.
While Granville Academy aims to remain consistent in the way the behavior system is
executed, there will be the opportunity for Behavior Intervention Plans (BIPs) in an
attempt to help scholars succeed, should they need that flexibility. We will also seek to
tailor consequences to the severity and frequency of the unacceptable behavior. Both
the severity of consequences and the scope and depth of structured, proactive support
provided by the faculty to troubled scholars will increase, commensurate with the
severity and frequency of the violations. As the consequences become more severe, we
will notify and seek the involvement of families to help design and implement response
plans.
At no point will Granville Academys expectations be lowered. Scholars on behavioral

IEPs will need accommodations, especially if the scholars behavior is a manifestation
of his/her disability. These accommodations must directly address the specific
challenge area of the scholar, while also balancing the schools need for a fair and
effective learning environment.
Scholars with disabilities have the same rights and responsibilities as other scholars,
and they may be disciplined for committing any of the behavioral offenses listed in the
Response 09-7
Code of Conduct. If a scholar with disabilities has an IEP that includes disciplinary
guidelines, then, as required by the Individuals with Disabilities Education Act, that
scholar must be disciplined according to those guidelines. Scholars for whom an IEP
does not include specific disciplinary guidelines may be disciplined in accordance with
the standard school policy. If a scholar with an IEP accumulates ten (10) cumulative
days of suspensions over the course of the school year due to disciplinary infractions,
the scholar must either be reinstated or assigned to an appropriate setting until a
Manifestation Determination Review (MDR) takes place.
The School shall provide scholars due process hearings in conformity with the
requirements of State and federal law regarding discipline, special education,
confidentiality and access to records. The Principal or his or her designee(s) shall have
the authority to suspend a scholar as provided for in the Charter Contract or in
subsequent policies adopted by the Board of Trustees. Granville Academy will
provide scholars with alternative instruction if they are suspended or expelled (until
enrolled in another school, or until the end of the school year, whichever comes
first). During the period of their removal or suspension, scholars must be provided with
alternative instruction, which includes, but is not limited to, classwork and homework
assignments. Additionally, scholars will be permitted to take any citywide or state
examinations that are administered during the suspension period for which no make-up
examination is permitted by the testing authority, as well as to make up school
examinations that may affect their academic records. Arrangements will be made
between the school and each individual family for the delivery of services, pick
up/delivery of work, and the making-up of any missed assignments and classroom
instructional support. All alternative instructional materials will permit the scholar to
make adequate academic progress and must be completed satisfactorily for the
scholar to return to school. Nonetheless, alternative instruction cannot replicate all the
benefits of full classroom instruction and participation by the scholar. In determining the
alternate instruction for a scholar with a disability and for a scholar who has a 504
Accommodation Plan, consideration will be given to the scholars IEP and behavioral
intervention plan, or 504 Accommodation Plan.
GACS staff and teachers will be trained before the school year on scholar
responsibilities in the Code of Conduct, the Granville Academy Family and Team
Responsibility Code, and Scholar Responsibilities and Rights. The LIFE Values and
privileges, intimately connected with the everyday functioning of the school, also form
the basis of these codes and responsibilities. A firm, consistent discipline policy is the
foundation of the Granville Academy educational mission, and all members of the
GACS community and team will be active participants in a safe and orderly school,
every day.
Response 09-8
(b) Discipline Policy (General Education)
Without a firm and consistent discipline policy, none of what Granville Academy
Charter School (GACS) imagines for scholars can happen. GACS is committed to
providing a safe and orderly school culture in which scholars can improve their
academic achievement. Scholars whose behavior does not meet the school communitys
clearly defined standards for reasonable and acceptable behavior will not be
permitted to disrupt the education of others. GACS scholars and families have a right
to attend a safe and orderly school. Therefore, for every misbehavior, there will be a
consequence. This is the basis of the GACS scholar code of conduct. Consequences may
vary based on the age and grade level of the scholar, the severity of the incident, and
the frequency with which the incident takes place.
Granville Academy CODE OF CONDUCT:
1. Disrupting the School Environment

1.1Arriving late to school or class: Scholar tardiness disrupts class, inconveniences
others, and often results in academic difficulties. Scholars may not be late to school or
class.
1.2 Choosing NOT to attend required school, school functions or school support:
GACS scholars are required to attend all academic and enrichment classes, assigned
consequences, assigned support opportunities. Scholars are not permitted to leave the
building without permission.
1.3 Misbehaving in the Community in and around the School: Scholars may not
misbehave while travelling to or from school. Misbehavior includes, but is not limited to:
using inappropriate language, making excessive noise, touching other scholars, and
being disrespectful to others. GACS scholars who misbehave on the way to or from
school may have to be escorted by a parent or guardian, in addition to other
consequences.
1.4 Access to the Building: GACS scholars are not permitted to block access to any
room or part of the school building. Scholars may not leave the building through any
exits except those officially marked.
1.5. Violating the Dress Code: Parents will be encouraged to bring the missing Dress
Code item to the school as scholars who do not have the correct uniform will be
required to serve detention during Enrichment.
1.6 Gum, Food, and Beverages: Scholars may not chew or carry gum at any time at
GACS. Scholars may not eat or drink at unauthorized times or places at GACS.
1.7 Hallway Behavior: Scholars may not disrupt the instructional environment while in
the hallway. As a result, hallways at GACS are silent.
1.8 Disrupting Class and Preventing Teaching: GACS can fulfill its mission only if
classrooms are safe and teaching is uninterrupted. Scholars may not disrupt class.
1.9Arriving to Class Unprepared: When class begins, GACS scholars must be
prepared and have all necessary materials (books, pencils, portfolio, paper etc.).
Response 09b-1
1.10 Failing to Complete Homework: Completing homework is essential to the success
of individual scholars and the classroom community. Scholars are expected to complete
all of their homework assignments on time.
1.11 Cheating, Plagiarism, and Copying Others Work: Cheating or copying the
work of others (or allowing other scholars to copy work) is unacceptable. This includes
any and all talking during exams whether or not in reference to the said exam. In
addition to other disciplinary consequences, both the scholar who copied and the
scholar who allowed the copying will receive zeros on the assignment. This offense may
result in long-term suspension or expulsion.
1.12 Failing to Submit a Required Signature: Scholars are required to secure the
signature of a parent/guardian on homework, class assignments and forms when
requested by any school staff member.
1.13 Forgery: Scholars may not forge a signature.
1.14 Lying to a Staff Member: Honesty is an essential element of personal character
and is necessary for the school to support the LIFE values, particularly Integrity. GACS
scholars are not permitted to lie or attempt to conceal the truth.
1.15 Being Disrespectful to a Staff Member: A school cannot function properly if
scholars are permitted to be disrespectful towards adults. For that reason, scholars
may not be disrespectful towards a staff member or any other adult associated with
the school.
1.16 Being Disrespectful to a Scholar: If scholars do not feel physically and
emotionally safe in school, teaching and learning are made more difficult. Therefore,
scholars may not be disrespectful toward other scholars.
1.17 Possession of Inappropriate Property: Scholars cannot possess any electronic
music or game devices in school. Scholars may not possess any printed text or lyrics
that are vulgar, profane, or sexually explicit, or any other items inappropriate for
school.
2. Assault, Battery, Bodily Harm, Inappropriate Touching, and/or Threats

2.1Causing Bodily Harm: Scholars may not cause physical injury to a scholar, school
employee, or another person. Scholars are not permitted to harm or attempt to harm a
scholar, school employee, or another person with a weapon or dangerous object.
2.2 Committing Assault or Assault and Battery: Scholars may not commit assault,
including sexual assault, or assault and battery on a scholar, school employee, or
another person. Assault is an attempt to physically harm another person and does not
require physical contact. Battery is any unlawful touching of another person.
2.3 Fighting or Unwanted Physical Contact: Scholars may not fight with other
scholars from GACS or from any other school. Harassing, pushing, touching, or any
form of unwanted physical contact is not tolerated regardless of the cause of the
disturbance.
2.4 Play-fighting and Threatening: Play-fighting and/or the use of threats harms the
safety of the community. Scholars may not play-fight and/or threaten others.
2.5 Setting off False Alarms or Making a Threat: Scholars may not intentionally set
off a false alarm or make a destructive threat.
Response 09b-2
2.6 Engaging in Sexual Activity or Inappropriate Touching: A scholar may not
engage in sexual activity of any kind or touch himself/herself or others
inappropriately.
3. Possession or Use of Firearms, Weapons, and/or Dangerous Objects

3.1 Possession or Use of a Weapon: Weapons include, but are not limited to, a
firearm as defined in 18 USC 921 for purposes of the Gun-Free Schools Act, any
other gun, BB gun, pistol, revolver, shotgun, rifle, machine gun, disguised gun, dagger,
razor, stiletto, switchblade knife, gravity knife, brass knuckles, sling shot, metal knuckle
knife, box cutters, cane sword, electronic dart gun, electronic stun gun, pepper spray or
other noxious spray, explosive or incendiary bomb, or other device, instrument,
material or substance that can cause physical injury or death. However, pursuant to the
intent of this School policy, administrators will have considerable discretion in
identifying any of these potentially dangerous implements as a weapon.
3.2 Possession or Use of a Firearm: Scholars may not possess or use a firearm. GACS
shall comply with the federal Gun Free Schools Act, 20 U.S.C., and any scholar who is
determined to have brought a firearm to school, or to have possessed a firearm at
school, shall be expelled for not less than one year.
3.3 Possession or Use of a Mock Firearm: Scholars may not possess or use mock
firearms
3.4 Using or Possessing a Weapon or Dangerous Object: Scholars are not allowed to
bring a weapon of any sort to school, use any object in a dangerous or threatening
manner, or have a weapon on him/her or his/her property.
3.5 Arson: Scholars may not set a fire and/or light or possess any form of fire-making
substance including lighters, matches etc.
4. Possession, Use or Distribution of Controlled Substances, Alcohol, or Tobacco

4.1Using or Possessing Drugs or Alcohol: Scholars may not use or possess any non-
prescribed controlled substance, narcotic drug, hallucinogenic drug, amphetamine,
barbiturate, marijuana, alcoholic beverage, or intoxicant of any kind. Prescribed and
over-the-counter drugs must be delivered to the Nurse or office manager by a parent
or guardian with a doctor-signed Medication Authorization Form. Scholars may not be
in possession of prescribed or over-the-counter drugs.
4.2 Selling, Possessing, or Transferring Drugs or Alcohol: Scholars may not sell,
distribute, or possess with intent to sell or distribute prescribed or non-prescribed
controlled substances.
4.3 Selling, Possessing, or Transferring Tobacco Products: Scholars may not sell,
distribute, or possess with intent to sell or distribute cigarettes, chewing tobacco, or
other tobacco products.
4.4 Selling or Possessing Mock Controlled Substances, Alcohol or Tobacco: Scholars
may not sell, distribute or possess mock controlled substances, alcohol or tobacco.
5. Harassment and Violation of Civil Rights

5.1 Violating the Civil Rights of Others: Scholars may not violate the Civil Rights of
others.
Response 09b-3
5.2 Harassment: GACS scholars may not make unwanted sexual advances towards or
commit sexual harassment of any member of the school community. Harassment or
intimidation of any members of the school community on the basis of their racial or
ethnic background, gender, age, sexual orientation, disability or any protected class is
not permitted.
5.3 Abusive or Profane Language or Treatment: Scholars may not use abusive,
threatening, vulgar, coarse, or degrading language (including racial epithets or sexist
or homophobic remarks).
6. Theft or Vandalism
6.1 Theft, Loss or Destruction of Personal or School Property: Scholars may not steal,
lose or damage someone elses or school property.
6.2 Mistreatment or Inappropriate Use of Technology or School Property: Scholars
must treat computers, printers, and other technology with care. GACS does not tolerate
attempts to access the schools files or other inappropriate uses of technology or the
internet. Scholars do not have the right to use school computers to access chat rooms or
emails or to access web sites or files that contain profanity, sexually explicit language
or pictures, excessively violent themes, and/or other material inappropriate for minors.
Scholars are prohibited from using school telephones. In the event of an emergency,
scholars may be allowed to use the school telephones, but only at the discretion of
school staff members. Scholars must not mistreat other school property including but not
limited to text and reading books. Writing or marking on any desks or school property
is strictly prohibited.
7. Failure to Comply with School-Imposed Consequences: Scholars must comply

with school-imposed consequences. In order for the school to maintain high expectations
and a safe and respectful school environment, two vital parts of our school culture,
scholars must comply with all consequences assigned.
8. Repeated Violations of the Code of Conduct: Repeated violations may result in

consequences of greater severity or length at the discretion of the school leaders.
Response 09b-4
Some Common Consequences
The following is a description of some of the consequences scholars may face for
violating the above Code of Conduct. Many of these consequences are based on the
belief that the scholars academic performance and behavior may determine the
length of the school day. Parents and scholars understand that making up work or
serving consequences after 4:30 PM or on Saturdays is part of the regular program of
the school, and the school expects cooperation from all parents to ensure that each
scholar gets the help they need to succeed.
Homework Detention Scholars who do not complete all of their homework

assignments on any given day will be assigned to Homework Detention during
lunch. During Homework Detention scholars will silently complete the work they
missed while eating their lunch. They may be assigned other tasks as needed.
Friday or Saturday Detention Scholars who demonstrate a repeated pattern of

misbehavior or break the schools rules in a particularly acute way may be
assigned to a longer detention that takes place on Friday afternoon (from 4:30 to
5:30 PM) or Saturday morning (from 9:00 AM to 1:00 PM). During this detention,
scholars may receive additional academic help, and they may also have to write
apology letters, talk to a teacher or administrator, research and/or plan a solution
to remedy the impact their behavior had on the school community.
Enrichment Detention Scholars who do not complete all of their work during
school, lose more than ten LIFE points in one day, arrive late to school or arrive to
school out of school uniform may be required to stay for Enrichment Detention.
Enrichment Detention will run from 3:30 - 4:30 PM. During the detention, scholars
will silently complete a Behavior Reflection and then work on homework, time
permitting.
In School Suspension (ISS) When a scholar is either seriously disrespectful or

disruptive, he or she may be put in ISS. ISS is a place that scholars go to work on
improving unacceptable behaviors. Scholars in ISS stay after school to reflect on
their behavior issue and to write apology letters to their teammates when needed.
Scholars remain in ISS for the remainder of the day. ISS is an administrative tool
that helps maintain our culture of Team and Family. Our scholars are always
pursuing college, and some scholars will not always be ready to fully engage with
other scholars during the journey. They may fail to uphold the communitys LIFE
values and attempt to pull the team down. Scholars who are not ready to fully
embrace the schools values and rules must stay in ISS. Scholars in ISS are not
permitted to talk to anyone but their teachers and the LIFE Coach during the school
day. ISS is not a substitute for good teaching and effective classroom management,
and it will not be used unless it is clear that willful scholar misbehavior led to the
violation of school rules. It is an administrative tool to support school culture. When
administered properly, ISS is a place where no scholar wants to go and will be a
powerful tool in the establishment and maintenance of a strong, team-oriented
Response 09b-5
school culture. The LIFE Coach and Principal are the only two members of the school
community that can place a scholar in ISS.
While Granville Academy aims to remain consistent in the way the behavior system is
executed, there will be the opportunity for Behavior Intervention Plans (BIPs) in an
attempt to help scholars succeed, should they need that flexibility. We will also seek to
tailor consequences to the severity and frequency of the unacceptable behavior. Both
the severity of consequences and the scope and depth of structured, proactive support
provided by the faculty to troubled scholars will increase, commensurate with the
severity and frequency of the violations. As the consequences become more severe, we
will notify and seek the involvement of families to help design and implement response
plans.
At no point will Granville Academys expectations be lowered. Scholars on behavioral

IEPs will need accommodations, especially if the scholars behavior is a manifestation
of his/her disability. These accommodations must directly address the specific
challenge area of the scholar, while also balancing the schools need for a fair and
effective learning environment.
Scholars with disabilities have the same rights and responsibilities as other scholars,
and they may be disciplined for committing any of the behavioral offenses listed in the
Code of Conduct. If a scholar with disabilities has an IEP that includes disciplinary
guidelines, then, as required by the Individuals with Disabilities Education Act, that
scholar must be disciplined according to those guidelines. Scholars for whom an IEP
does not include specific disciplinary guidelines may be disciplined in accordance with
the standard school policy. If a scholar with an IEP accumulates ten (10) cumulative
days of suspensions over the course of the school year due to disciplinary infractions,
the scholar must either be reinstated or assigned to an appropriate setting until a
Manifestation Determination Review (MDR) takes place.
The School shall provide scholars due process hearings in conformity with the
requirements of State and federal law regarding discipline, special education,
confidentiality and access to records. The Principal or his or her designee(s) shall have
the authority to suspend a scholar as provided for in the Charter Contract or in
subsequent policies adopted by the Board of Trustees. Granville Academy will
provide scholars with alternative instruction if they are suspended or expelled (until
enrolled in another school, or until the end of the school year, whichever comes
first). During the period of their removal or suspension, scholars must be provided with
alternative instruction, which includes, but is not limited to, classwork and homework
assignments. Additionally, scholars will be permitted to take any citywide or state
examinations that are administered during the suspension period for which no make-up
examination is permitted by the testing authority, as well as to make up school
examinations that may affect their academic records. Arrangements will be made
between the school and each individual family for the delivery of services, pick
up/delivery of work, and the making-up of any missed assignments and classroom
Response 09b-6
instructional support. All alternative instructional materials will permit the scholar to
make adequate academic progress and must be completed satisfactorily for the
scholar to return to school. Nonetheless, alternative instruction cannot replicate all the
benefits of full classroom instruction and participation by the scholar. In determining the
alternate instruction for a scholar with a disability and for a scholar who has a 504
Accommodation Plan, consideration will be given to the scholars IEP and behavioral
intervention plan, or 504 Accommodation Plan.
GACS staff and teachers will be trained before the school year on scholar
responsibilities in the Code of Conduct, the Granville Academy Family and Team
Responsibility Code, and Scholar Responsibilities and Rights. The LIFE Values and
privileges, intimately connected with the everyday functioning of the school, also form
the basis of these codes and responsibilities. A firm, consistent discipline policy is the
foundation of the Granville Academy educational mission, and all members of the
GACS community and team will be active participants in a safe and orderly school,
every day.
Response 09b-7
(c) Special Education Discipline Policy
Granville Academys commitment and focus on discipline is such that we focus a

significant amount of attention on the little things. Granville Academy Charter School
(GACS) believes that by working closely with teachers, families, and students to stop
such infractions of our discipline code such as play fighting, touching, gum chewing,
uniform infractions, tardiness, homework completion, etc. we will be less likely to see
the larger, more serious, infractions.1 Students and families will be made familiar with
GACSs discipline policy (see Response 09b- Discipline Policy) which outlines clear and
consistent procedures for suspending students. The school will closely monitor and keep
records on the number of days that all students are suspended and inform parents of
the reasons for any such disciplinary action. Throughout this process we will afford all
students due process and follow the discipline procedures contained in the IDEA and
Federal regulations relating to student discipline (34 C.F.R. 300.519-300.529).2
In the rare case of an extremely serious infraction that may lead to a student being
suspended from school for 10 or more days the Committees on Special Education (CSE)
for the city of Mount Vernon will be responsible for carrying out a manifestation
determination hearing and a Functional Behavioral Assessment to develop a
behavioral intervention plan. This may also include a due process proceeding if there is
a challenge to any determination of the CSE. Family notification regarding suspensions
and possible expulsions is crucial and GACS will likely request an expedited hearing
to obtain an order changing the placement of a student with a disability to an interim
alternative educational setting if continuing the placement at GACS is substantially
likely to result in injury to the child or others. For any student who is suspended or
expelled, alternative instruction in the form of tutoring will be provided until the
student returns to a school setting.
Granville Academy will ensure coordination with regards to disciplinary actions taken
by the CSE in order to meet our obligations under the IDEA discipline procedures.
Specifically we will:
Give prompt notice to the school district CSE of suspensions or removals that trigger
requirements for meetings of the CSE, such as the need to conduct a manifestation
determination or to meet to review a functional behavioral assessment plan;
Create a procedure to assure the participation of charter school personnel in
meetings of the CSE relating to our students, particularly in meetings relating to the
development and implementation of behavioral intervention plans;
Coordinate in a way that ensures prompt notice to GACS of any actions by the
school district CSE that affects a GACS student; and
1 This is also the approach at three highly successful urban charter schools, North Star Academy, Amistad Academy,
and KIPP Bronx.
2 http://www.emsc.nysed.gov/psc/specialed.htm October 2, 2004
Response 09c-1
Coordinate procedures for obtaining CSE determinations for students under 34
C.F.R 300.121(d)(3)(ii) (determination of services for suspensions or removals
that would constitute a change in placement); 300. 522(a) (determination of interim
alternative educational setting) and 300. 523 (manifestation determination).3
In sum, in compliance with section 2851 (2) (h), GACSs discipline rules and procedures
apply to students with disabilities to the extent that they are consistent with federal
laws and regulations regarding the placement of students with disabilities. Specifically,
GACS will comply with all of the requirements under the Individuals with Disabilities
Act (IDEA) relating to discipline of students with disabilities, specifically sections
300.519 through 300.529 of the section entitled Discipline Procedures of the
federal IDEA legislation. In cases where the discipline policies described in the sections
above violate the provisions of IDEA, the provisions of IDEA will take precedence.
The GACS approach to discipline for students with disabilities will be consistent with
the discipline policy, and will occur as follows:
The school will ensure that in the case of a suspension for five consecutive school
days or less that parents will be provided an opportunity for an informal
conference.
During suspensions or removals for periods of up to ten school days in a school
year (that are not a change in placement) students with disabilities will be
provided alternative instruction on the same basis as all students.
During suspensions or removals of periods of ten consecutive school days or less
that in the aggregate total more than 10 school days in a school year (but does not
constitute a change in their placement) students with disabilities will be provided
services to continue their progress in the general education curriculum and meeting
their IEP goals.
When first suspending or removing a disabled student for more than ten school
days in a school year or imposing a suspension that would constitute a change in
placement, the school district of residence will be contacted to ensure that no later
than 10 days after a suspension the school district of residences meeting is
convened to develop a functional behavior assessment and behavior intervention
plan or modify the existing plan.
GACS will cooperate fully with the Mount Vernon City School District to gather
data to define the behavioral problem. The school will implement the behavior plan
developed. In addition, the school will immediately contact the school district to
convene a manifestation determination meeting no later than 10 school days after
a decision is made to impose a disciplinary change in placement.
Upon the school district of residences completion of the manifestation
determination, those students whose behavior is not a manifestation of their
disability will be subject to the same disciplinary measures as non-disabled
students.
3 Ibid.
Response 09c-2
If the behavior is determined to be a manifestation of the childs disability, the
student will be returned to their current placement unless the parent agrees to a
change. The student will attend an alternative education setting if it is determined
that the student returning to their present placement poses a danger to themselves
or others or if there is an impartial hearing or court order permitting this alternative
placement.
Students with and without disabilities receiving in-school suspensions will be
assigned to the Principals office, or alternative appropriate setting within the
school, for direct instruction during the entire period of the suspension by a member
of the COR Team. The students classroom teacher will assign the student regularly
scheduled class work and homework, which will be delivered by the DCI, COR
Team teacher, or another qualified teacher within the school. The Principal ensures
that all assignments are performed, reviewed, and delivered to the classroom
teacher in a timely fashion.
Students with and without disabilities receiving out-of-school suspensions will be
assigned to the Principals office, or another appropriate setting within the school,
as follows: A suspended student shall be assigned for one hour per day for direct
instruction from the Principal, DCI, COR Team Member or another qualified teacher
within the school. The students classroom teacher will assign the student regularly
scheduled class work and homework, which will be delivered by the teacher. The
Principal or his or her designee(s) will ensure that all assignments are performed,
reviewed, and delivered to the classroom teacher in a timely fashion.
All alternative instruction is documented in a log located in the Principals office.
Whenever appropriate, and at the discretion of the Principal or his or her
designee(s), a suspended student may be issued an extracurricular assignment(s)
pertaining to the issues, behaviors, acts, and/or conduct that precipitated the
suspension, in an effort to prevent, through learning, similar future behaviors, acts,
and/or conduct by the student.
In accordance with 34 CFR 300.534 due process protections will be provided for
a student who has yet to be evaluated by the CSE, but who the school knows may
be eligible for referral to a CSE or who is undergoing evaluation at the time of the
incident requiring discipline under GACSs discipline policy.
Response 09c-3
(d) Dress Code Policy
All Granville Academy Charter School (GACS) scholars must come to school every day,
including required Saturdays and field trips, wearing the required uniform. Uniforms
create a sense of unity, professionalism, and discipline for the scholars and for the
school. If scholars arrive to school out of uniform, they will receive Enrichment Detention
unless a parent/guardian can bring the appropriate uniform.
The GACS uniform always includes required shirt/belt/pants or skirt and socks/shoes.
Shoes must be black. Belts must be solid black. Glasses must be worn for scholars who
need glasses. Jewelry is limited to simple earrings and watches. Necklaces must be
worn underneath the shirt. The school will identify an inexpensive uniform provider
and will provide families in need with a GACS polo shirt. GACS will also maintain a
small supply of alternate uniform pieces for scholars with extreme circumstances (such
as broken shoes that cant be replaced immediately).
The Granville Academy School Uniform
1. Red polo shirt with GACS logo (short- or long-sleeved)

a) Shirt neatly tucked into pants or skirt
2. Black slacks with belt loops or black skirt for girls

a) Slacks may not have pockets anywhere on the leg (no carpenter or cargo pants).
b) Slacks may not have any visible logos.
c) Slacks may not be made of jean or corduroy material.
d) Slacks may not be too loose or too tight.
e) Slacks must be worn at or above the hip line.
f) Skirts must be knee length or longer
3. All black belt no studs, designs, or extra notches.

4. All black socks.
5. All black shoes no logos or markings of any other color are permitted.
6. Official GACS sweater during cold months.
7. No jewelry, with the exception of one pair of stud earrings not to go below the ear
lobe, may be worn.
The Granville Academy uniform never includes tattoos, fake tattoos, any sort of visible
writing on the skin, designs shaved into the hair, mohawks, colored hair, hats, kerchiefs,
bandanas, other head coverings which do not have a religious purpose, or outer garments
such as hoodies or sweatshirts.
Response 09d-1
6. School Management and Leadership
Granville Academy Charter School (GACS) Organizational Chart. The following organizational chart shows the structure
and reporting lines within GACS in Years 1 and 2 and then Years 3 5.
Figure 1: Years 1 and 2 of Operation
Borad of Trustees
Principal
Dean of
Operations
Curriculum and Social Worker LIFE Coach
Manager
Instruction
Special Education
Technology
Coordinator All teachers Office Manager
Associate
(year 2)
COR Teachers
(year 2)
Response 10-1
Figure 2: Years 3 5 of Operation
Borad of Trustees
Principal
Director of Director of
Curriculum and Curriculum and Operations
Social Worker LIFE Coach
Instruction Instruction Manager
ELA/Social Studies Math/Science
Special Education ELA and Social Math and Science Technology

Office Manager
Coordinator Studies Teachers Teachers Associate
COR Team
Teachers
Response 10-2
The organizational chart has been designed to ensure clear reporting lines and
accountability, and to ensure that the instructional leaders and teachers have the
support they need to focus on delivering an excellent academic program. The
Principal is ultimately responsible to the Board of Trustees, who conducts an in-depth
annual evaluation of the Principal, which is then presented to and reviewed with the
Principal. This evaluation document is the basis of the decision whether or not to renew
the Principals contract each year. A school leadership team consisting of the Directors
of Curriculum and Instruction (DCIs) and the Operations Manager (OM) reports directly
to the Principal (as does the LIFE Coach and Social Worker). General education
teachers will report to the Director(s) of Curriculum and COR teachers report directly to
the Special Education Coordinator (year 2). The Principal, in close consultation with the
DCI, will have final hiring and firing authority for teachers. The Operations Manager
(OM) is supervised on a day-to-day basis by the Principal, who also retains final hiring
and firing authority. While operational responsibilities will fall primarily on the OM,
GACS believes that having one overseer of all aspects of the school would ensure
effective and streamlined communication to both the Board and the staff. Effective
management of the School Leadership Team will lead to success on both the academic
and operational side. The Principal is the final reporter to the Board, NYSED and its
authorizer.
Principal as Supervisor:
School Leadership Team

The School Leadership Team meets weekly with an agenda set by the principal to
discuss high level issues and strategic planning. Prior to the start of the school year,
the School Leadership Team will create a Goals and Drivers template to determine the
priorities for the school that year. Upon completion of this document, the team will
complete a school Monthly Map and each leader will create an individualized Monthly
Map. These documents will be the driving force behind each meeting agenda. This is
a highly effective practice adopted from Uncommon Schools and RELAY Graduate
School of Education. Please see attached templates at the end of this response. The
Principal also meets with each team member individually once a week to provide
feedback, track progress in professional goals, receive updates on current action items
and evaluate progress and next steps against the Goals and Drivers.
LIFE Coach
The LIFE Coach assists scholars in developing behaviors consistent with the schools core
values. During weekly meetings with the Principal, the LIFE coach will share scholar
behavior data through Kickboard and together will create action steps for the
following week. Often a meeting will conclude with two action steps- one for
professional growth and one for scholar growth.
Social Worker
The Social Worker is a key connector between our school and our families and our
community. In addition to his/her required case load, the Social Worker will lead the
Response 10-3
Family Leadership Council (FLC) in order to ensure we are pro-actively reaching out to
our families and community and inviting them into our school. Through weekly meetings
with the Principal, the Social Worker will develop a robust family and community
outreach program.
Operations Manager and Directors of Curriculum as Supervisors:
OM: The OM will be responsible for managing the Office Manager and Technology
Associate. This will come in the form of weekly operations meetings to evaluate current
action steps, troubleshoot operational challenges and plan strategically moving
forward. The OM will keep detailed records of tasks that each member of the team is
responsible for and the quality of completion of those tasks.
DCI: The DCIs will be responsible for the growth and development of all instructional
staff. This comes in the form of weekly Observation Feedback meetings, weekly lesson
plan review, weekly support of and participation in Weekly Data Meetings and
regular follow-up on Lesson Plan Protocol outcomes among other requests for teachers
such as data analysis documents, re-teach plans and tutoring group list. While the
Principal will make the final hiring and firing decisions, the DCI plays a critical role in
a) developing teachers in order to retain as many teachers as possible and b)
providing detailed insight and evidence during the evaluation process. In Year 1, this
role will be filled by 1 person and in Years 3 5, it will expand to two people.
Special Education Coordinator as Supervisor:
The Special Education Coordinator will play a similar role to the DCI for the COR
team. In addition, the Coordinator will ensure that scholars are receiving the services
that are required by law and that may not be required but will have a significant
impact on scholar achievement. The Coordinator will meet with COR team members
weekly for observation feedback, data analysis and scholar work analysis. In Year 1,
this role will be the only special education coordinator and this will not have
supervisory responsibilities. In Years 2 5 will be both the instructional coach for the
COR team and the manager of compliance.
Response 10-4
Key Changes in Staff Leadership between Years 1 5 and the rationale are
represented in the table below:
Change Rationale
Year 2 Special Education With the increase in COR teachers
Coordinator on staff and increased population of
scholars with disabilities its essential
that teachers are being developed
by a content expert to ensure
teacher growth. We prioritized this
position over an additional DCI
because having this position would
allow the DCI to focus on the 12
general education classrooms with
the support of the Principal while a
certified special education instructor
develops the COR team.
Year 3 1 Additional With the school becoming fully
Director of grown, instructional needs increase
Curriculum and and curricular support for the
Instruction Principal and current DCI becomes
necessary to vertically align the
academic program and maintain
high quality instruction.
Curriculum experts also tend to have

an expertise in one or two subjects.
By adding another DCI, GACS will
ensure that the leaders of our
instructional program are also
content experts.
School Leader Qualifications:

Under the general direction of the Board of Trustees, the Principal shall be
responsible for the operation, general management and overall academic
performance Granville Academy. Within this role the school leader must have the
capacity to share responsibility and at the same time hold individual staff members
accountable for school and scholar performance. Qualifications for this post will
include:
Absolute commitment to the mission and vision of the school
Middle and/or high school teaching and leadership experience in a no
excuses school
Demonstrated success in raising scholar achievement
Setting and instilling high expectations for him- or herself, staff and scholars
Response 10-5
Skill in fostering collaboration to accomplish specific goals
Experience hiring, managing and evaluating employees
High level of organization and resourcefulness necessary for start-up
environment
Exemplary written and oral communication skills
Selection Process:
The GACS Board of Trustees has identified Deborah Woods as the leading
candidate for Principal based on her experience as an administrator and teacher
and her contributions to the development of the GACS model and application. Ms.
Woods has an extensive career as a teacher and administrator in New York,
particularly in no excuses charter schools. She currently serves as a Dean of
Curriculum and Instruction with Uncommon School in Brooklyn and is an Instructional
Fellow with the network as well. Prior to that, she was a founding leader at Harlem
Prep Middle School, where she held the role of Principal Intern. Through her
leadership contributions, Harlem Prep scholars performed at or above the other
schools in the Democracy Prep network and surpassed the traditional public schools
of its district. Ms. Woods has a MA in Teaching of Mathematics, 7 - 12 from Pace
University and is currently working towards a MS in Educational Leadership at
RELAY Graduate School of Education. Based upon these accomplishments, Ms.
Woods qualifies as a teacher and administrator as required by the Act. During her
four years as an instructional coach at Democracy Prep Public Schools and
Uncommon Schools, Ms. Woods developed original math courses for grades 6 - 8.
In order to do so, Ms. Woods designed thousands of pages of dynamic curricular
products, wrote scholar-centered lessons, coached instructors to teach those lessons
and controlled the quality of instruction through close supervision and review. As a
teacher, Ms. Woods scholars outperformed NYS scholars in every category.
Before moving into school leadership, 93% of Ms. Woods scholars scored
proficient or advanced on the NYS Math Exam. As a school leader, scholars at
both networks dramatically closed the gap between economically disadvantaged
scholars and white scholars. For example, in 2015 16% of 6th graders in CSD 13
scored proficient or advanced while 50% of white scholars in NYS scored proficient
or advanced on the NYS Math Exam. At the school Ms. Woods is responsible for,
45% of 6th graders scored proficient or advanced on that same exam, which was a
10% increase from the year before.1 While this data is promising, Ms. Woods was
not satisfied with the results, because there was still a gap. During this year Ms.
Woods has instituted the Weekly Data Meeting Protocol with the teachers she
supervises and has built in time for strategic re-teach days after interim
assessments. The topics of these re-teaches are driven by a deep analysis of the
data and scholar work. Additionally, she has launched an I-Ready intervention
during Enrichment for scholars that scored a 1 on the State Exam last year. While
the program is just beginning, Ms. Woods is confident that the individualized
support will lead to stronger results for the scholars that are struggling the most.
1 New York State Education Department Public Access Data Site; www.datanysed.gov
Response 10-6
Should Ms. Woods be unable to fill the leadership position at some point in the
future, the school will use the following process to select a new school leader:
Establish a search committee lead by the Board Chair and including board
members, school staff and parents
Create a thorough job description that details the position responsibilities and
the qualifications sought in a desirable candidate.
Disseminate the job descriptions widely through personal networks and online
job posting sites, including those hosted by Gotham Schools, the New York City
Charter School Center, and the National Alliance for Public Charter Schools.
Solicit written letters of interest and resumes.
Should the yield of qualified candidates not meet expectations, the school may
consider hiring a search firm to assist with recruitment.
Conduct interviews of top candidates involving multiple stakeholders, including
school staff, parents and board members.
Conduct reference and background checks.
Board conducts final interview with up to three finalists.
Board vote to select one finalist.
CMO/EMO/Partner Role:
No CMO, EMO or partner organization was or will be involved in the selection
process.
Response 10-7
Drivers and Goals Template
INSTRUCTIONAL GOALS:
Anchor Goals & Revised Goals: Drivers:
DATA DRIVEN INSTRUCTION:
OBSERVATION & FEEDBACK:
PLANNING (Curriculum, Units, Lessons):
Response 10-8
CULTURE & LEADERSHIP GOALS:
Anchor Goal & Revise Goal Drivers:
STUDENT CULTURE:
ADULT CULTURE:
LEADERSHIP TEAM MANGEMENT & DEVELOPMENT:
Response 10-9
PERSONAL LEADERSHIP GOALS:
Drivers:
PERSONAL LEADERSHIP GOAL 1:
PERSONAL LEADERSHIP GOAL 2:
Response 10-10
Monthly MapOn My Radar
Month Task
August 1-
2-
3-
4-
September 1-
2-
3-
4-
October 1-
2-
3-
4-
November 1-
2-
3-
4-
December 1-
2-
3-
4-
January 1-
2-
3-
4-
February 1-
2-
3-
4-
March 1-
2-
3-
4-
April 1-
2-
3-
4-
May 1-
2-
3-
4-
June 1-
2-
3-
4-
July 1-
Response 10-11
2-
3-
4-
Response 10-12
7. Personnel
(a) Staffing Chart and Rationale

ADMINISTRATIVE PERSONNEL
FTE
FTE
Executive Management 0.0 0.0 0.0 0.0 0.0
Instructional Management 1.0 1.0 1.0 1.0 1.0
Deans, Directors & Coordinators 1.0 1.0 2.0 2.0 2.0
CFO / Director of Finance 0.0 0.0 0.0 0.0 0.0
Operation / Business Manager 1.0 1.0 1.0 1.0 1.0
Administrative Staff 1.0 1.0 1.0 1.0 1.0
TOTAL ADMINISTRATIVE STAFF 4.0 4.0 5.0 5.0 5.0
INSTRUCTIONAL PERSONNEL FTE
Teachers - Regular 6.0 12.0 18.0 18.0 18.0
Teachers - SPED 1.0 3.0 4.0 4.0 4.0
Substitute Teachers 0.0 0.0 0.0 0.0 0.0
Teaching Assistants 0.0 0.0 0.0 0.0 0.0
Specialty Teachers 0.0 0.0 0.0 0.0 0.0
Aides 0.0 0.0 0.0 0.0 0.0
Therapists & Counselors 2.0 2.0 3.0 3.0 3.0
Other 0.0 0.0 0.0 0.0 0.0
TOTAL INSTRUCTIONAL 9.0 17.0 25.0 25.0 25.0
NON-INSTRUCTIONAL
PERSONNEL FTE
Nurse 1.0 1.0 1.0 1.0 1.0
Librarian 0.0 0.0 0.0 0.0 0.0
Custodian 1.0 1.0 2.0 2.0 2.0
Security 1.0 1.0 2.0 2.0 2.0
Other 1.0 1.0 1.0 1.0 1.0
TOTAL NON-INSTRUCTIONAL 4.0 4.0 6.0 6.0 6.0
TOTAL PERSONNEL SERVICE FTE 17.0 25.0 36.0 36.0 36.0
Response 11-1
Granville Academy will be led by a Principal, who will be responsible for day-to-
day operations of the school and report directly to the Board of Trustees. Using the
leadership model described in Response 10 Organizational Chart, the Principal
will supervise a team of secondary leaders who are responsible for specific
function areas within the school.
Function Area Department

Director of Curriculum and teacher All teachers
Curriculum and execution Special Education
Instruction Years 1 and 2: All Coordinator
contents
Year 3: Math and
Science or ELA and
History
Special Education
ELL Services
Operations Manager Operations Office Manager

Transportation Technology
Food Services Associate
Health Services
Technology
Vendor Relations
Enrichment
LIFE Coach School Culture and
Discipline
Advisory
Contribution
Character
Education
Social Worker Scholar support
Community
Relations
Contribution
Character
Education
Staffing for Growth

Granville Academy intends to add a grade each year and has designed a deliberate
staffing plan to ensure the school has adequate operational and instructional capacity
each year as the school grows.
Response 11-2
Year 1 (Grade 6): GACS will open with a Principal, an Operations Manager, and a
Director of Curriculum and Instruction who will form the School Leadership Team. The
school will also employ a LIFE Coach and a Social Worker as secondary leaders of the
school. Other staff includes an office manager, a technology associate, 6 general
education teachers (two ELA, two math, one history, one science) and 1 certified special
education teacher. The Principal and Operations Manager will be supported by
Charter Schools Business Management in establishing and managing the schools
finance and operations systems.
Year 2 (Grades 6-7): The school will add a Special Education Coordinator and a
special education teacher to ensure that we increase the number of adults providing
additional services to our scholars that will now make up two grade levels. The number
of teachers in each discipline will also double.
Year 3 (Grades 6-8): The school will add an additional LIFE Coach and Director of
Curriculum and Instruction. The additional of these two positions is to meet the
increased cultural and academic needs of a school that is fully grown. At this time, the
Directors of Curriculum and Instruction will be department based with one specializing
in ELA and history and the other specializing in math and science. The school will also
add an additional history and science teacher along with two more ELA teachers and
two more math teachers. One more special education teacher will also join the faculty
as serving all scholars well is a key element of the school design.
(b) Qualifications and Responsibilities

Granville Academy Positions
Principal
Operations Manager (OM)
Director of Curriculum (DCI)
LIFE Coach
Social Worker
Teacher
Special Education Teacher (COR)
ELL Teacher
Office Manager
Technology Associate
Registered Professional Nurse
Custodian
Security Guard
Response 11-3
Principal
Under the general direction of the Board of Trustees, the Principal shall be responsible
for the operation and the general management of the activities and services of
Granville Academy.
Specific duties and responsibilities shall include the following:

1. Give direction and leadership to the achievement of the organizations mission and
the formulation of its annual goals and objectives.
2. Work with the Board of Trustees and staff to develop and implement policies,
procedures, and long-range strategic plans.
3. Oversee and guide the Director of Curriculum who will provide instructional
leadership under the supervision of the Principal.
4. Oversee administrative and financial operations, and all personnel matters such as:
design of staff and organizational structure, hiring and firing responsibilities.
5. Prepare and, following Board approval, administer the annual budget.
6. Ensure compliance with the charter.
7. Oversee the management of the overall operation of school facilities.
9. Develop and maintain working partnerships with representatives of the surrounding
business community.
10. Keep informed of research, trends, issues, events, and developments within the
local city, state, and national charter school field through professional peer contacts,
conference attendance, and review of current field literature.
11. Participate in an annual performance evaluation process established by the Board
of Trustees.
12. Ensure the safety and well-being of the children and staff of Granville Academy.
Special Knowledge/Skills:
Working knowledge of curriculum and instruction
Ability to evaluate instructional program and teaching effectiveness
Ability to manage budget and personnel
Ability to coordinate campus functions
Ability to interpret policy, procedures, and data
Strong organizational, communication, public relations, and interpersonal skills
Major Responsibilities and Duties:

Provide instructional resources and materials to support teaching staff in
accomplishing instructional goals.
Foster collegiality and team building among staff members. Encourage their
active involvement in decision-making processes.
Provide two-way communication with other members of the leadership team,
staff, scholars, parents, and the community.
Communicate and promote expectations for high-level performance to staff
and scholars. Recognize excellence and achievement.
Ensure the effective and quick resolution of conflicts.
Response 11-4
School or Organization Improvement
Build common vision for school improvement with staff.
Direct planning activities and put programs in place with staff to ensure
attainment of the schools mission.
Identify, analyze, and apply research findings to promote school improvement.
Develop and set annual performance objectives.
Personnel Management
Interview, select, and orient new staff.
Define expectations for staff performance with regard to instructional
strategies, classroom management, and communication with families and the
community.
Observe employee performance, record observations, and conduct evaluation
conferences with staff.
Assign and promote personnel.
Make final decisions on termination, suspension, or nonrenewal of employees.
Work with Director of Curriculum to plan professional development activities.
Confer with subordinates regarding their professional development growth.
Work with them to develop and accomplish improvement goals.
Scholar Management
Work with LIFE Coach, faculty and scholars to develop a scholar discipline
management system that results in positive scholar behavior and enhances the
school climate.
Ensure that school rules are uniformly observed and that scholar discipline is
appropriate and equitable in accordance with Scholar Code of Conduct and
campus handbook.
Conduct conferences about scholar and school issues with parents, scholars, and
teachers.
School or Community Relations

Articulate the schools mission to the community and solicit support in
accomplishing the mission
Use appropriate techniques to encourage community and parent involvement
Professional Growth and Development

Develop professional skills appropriate to job assignment
Demonstrate professional, ethical, and responsible behavior, serving as a role
model for all staff.
Qualifications:
1. Required Knowledge, Skills and Abilities
Planning and managing budgets and projects
Response 11-5
Preparing and maintaining accurate records
Administering personnel policies
Curriculum evaluation
Communicating with diverse groups
Creating a positive school climate for scholars, staff and community
2. Minimum Education Level

Masters Degree
3. Experience Preferred
4+ years teaching experience
2+ years in school leadership
Experience working in a no excuses charter school preferred
Unwavering determination to do whatever necessary to help GACS scholars
and staff achieve their goals
Belief in and alignment with GACSs core beliefs and educational
philosophy
Operations Manager
Granville Academy uses a school-based operations team to maximize the time and
attention the Principal, DCIs, and teachers are able to devote to culture and instruction.
The Operations Manager will oversee the schools day to day operations and will
coordinate with the Principal on core business operations.

1. Acting as an integral member of a small senior management team, with the
purpose of sustaining and determining the organizations goals and growth
2. Overseeing all day-to-day operational activities of the school in collaboration with
Principal
3. Working with the Principal to coordinate all internal and external financial
reporting; budget development, implementation and oversight; management of
government contracts
4. Overseeing the payments of bills, accounting for expenditures, purchasing and
receipt of goods
5. Overseeing and implementing human resource policies, payroll and benefits
6. Managing technology staff and spearheading systems strategy and growth
7. Supervising administrative staff ensuring smooth daily procedures and meticulous
record keeping
8. Managing the facility, and ensuring that the building is well maintained, repaired
and adequately staffed to provide for a safe and clean environment for the
scholars and staff; supervising custodial staff
9. Securing and supervising all related contracted services for space and equipment
Response 11-6
10.Ensuring school-wide compliance with health and safety laws, teacher certification,
city and state education mandates, and all federal and state workplace
regulations.
11.Coordinating food services and transportation
12.Coordinating staffing and resources for health services
13.Planning logistics for school-wide events for scholars, staff and families
14.Managing major academic-related systems and activities, including scholar
recruitment and lottery, scholar information systems, and reporting
Qualifications:
1. Required Knowledge, Skills and Abilities
Strong organizational skills; extremely careful attention to detail and
follow-through.
Ability to create, monitor, and maintain systems that enhance organizational
efficiency.
Ability to inspire and motivate;
Excellent communication and interpersonal skills;
Commitment to self-reflection

Bachelors Degree
3. Experience preferred
2+ years working in school operations, preferably in urban schools and/or
communities
philosophy
Ability to thrive in a fast-paced, entrepreneurial environment
Director of Curriculum and Instruction

The Director of Curriculum and Instruction (DCI) holds primary responsibility for the
ongoing development, implementation, and assessment of the Granville Academy
curriculum. As part of the Instructional Leadership Team (ILT), the DCI plays a central
role in the success of the school.

1. Demonstrating a relentless drive to improve the minds and lives of scholars in and
out of school.
Response 11-7
2. Researching, designing, and/or supplementing the academic curriculum for all
subjects and grades based on successful models and approaches.
3. Aligning the academic curriculum with state standards and other scientifically-
based benchmarks.
4. Documenting and communicating scope and sequence for each grade level.
5. Monitoring grade-level progress against scope and sequence benchmarks.
6. Participating in the design and implementation of systems to assess scholar
achievement.
7. Arranging for efficient homework collection in the morning, and ensuring homework
is delivered to staff from scholars appropriately and accurately.
8. Generating and managing standardized test and internal assessment schedules,
logistics, and reporting.
9. Evaluating, approving, and purchasing curricular materials such as textbooks.
10.Observing and coaching Teachers daily.
11.Contributing to the Principals evaluation of school staff.
12.Training and orienting staff members in curricular systems and key pedagogical
issues.
13.Coordinating the summer staff orientation and curriculum development period.
14.Ensuring access to and participation in high-quality internal and external
professional development for staff.
15.Helping teachers to develop instructional strategies and intervention programs that
elevate achievement among struggling scholars.
16.Supervising the Special Education Coordinator and evaluating the effectiveness of
the special education program.
17.Participating in staff recruitment.
18.Collaborating with the Principal, LIFE Coach, the Special Education Coordinator, the
Social Worker, and other school staff to maximize the ability of Granville
Academy to support scholars academic and socio-emotional development.
19.Performing other related duties as required and assigned.
Qualifications:
1. Required knowledge, skills & abilities
Strong organizational skills; extremely careful attention to detail and
follow-through.
Strong analytical and problem-solving skills.
Strong communication and negotiating skills.
Response 11-8
Ability to work well in a team.
Exceptional ability to bridge and enhance cooperative working
relationships.
Flexible, able to work autonomously as well as accept direction as needed.
Ability to thrive in a fast-paced, entrepreneurial environment.
2. Minimum educational level

Masters Degree
2+ years working in classrooms and coaching teachers, preferably in urban
schools and/or communities.
philosophy
LIFE Coach
The LIFE Coach will work with the schools Principal and Director of Curriculum and
Instruction to ensure that all scholars demonstrate dramatic scholar achievement gains
and internalize the schools values. This individual will also help lead the schools
efforts to create a positive, structured, consistent, caring, and disciplined school culture.
Our LIFE Coach will have a passion for mentoring youth and helping them navigate a
no excuses scholar culture.
1. Working closely with Principal to establish a positive, structured, achievement-
oriented, and creative school culture.
2. Supporting teachers to hold all scholars to high and consistent behavioral
expectations.
3. Serving as the point person for dealing with behavioral crisis-intervention and
acute behavioral issues.
4. Acting as a resource to teachers in their instructional practice, especially as it
relates to issues of discipline, relationships with scholars, classroom management,
and school culture.
5. Overseeing the development and implementation of Character Education and
Contribution classes.
6. Assisting teachers, scholars, and parents in the effective creation and
implementation of individual behavior plans.
Response 11-9
7. Leading staff efforts to ensure all scholars have excellent attendance and arrive at
school on time, and working aggressively with scholars and parents to ensure
excellent attendance.
8. Participating in summer home visits highlighting the responsibilities of parents,
teachers, and scholars if needed.
9. Helping to reinforce the effective use of a school-wide behavior plan, including
managing the schools LIFE points and rubric systems.
10.Serving as the point person for discipline/culture issues.
11.Ensuring that the physical environment of the school reinforces school culture and
facilitates scholar achievement
12.Being highly present and visible during school hours, relentlessly ensuring the school
has an exceptional school culture.
13.Proactively circulating throughout classrooms and hallways during the day, to gain
valuable context on scholar behavior and help support positive school culture
14.Monitoring behavioral pull-out and in-school suspensions.
15.Modeling the schools values and the standard for professional behavior.
16.Coordinating scholar apologies and school culture messages at Morning Motivation.
17.Supervising breakfast, lunch, in-between class transitions, enrichment, and dismissal,
making sure scholars are always where they are supposed to be and ensuring a
professional school culture at these times.
18.Managing detention.
19.Keeping accurate scholar discipline records, documenting all conferences,
suspensions, and phone calls for behavior.
20.Tracking behavior on the school bus, ensuring scholars are exemplary bus riders to
and from school.
21.Ensure that behavioral expectations and school culture standards are met outside
of the classroom as well as inside, including establishing and monitoring bus
behavior/culture as well as cafeteria/meal time behavior and culture
Qualifications:
1. Required knowledge, skills and abilities
Drive to improve the minds and lives of scholars in and out of the classroom.
Excellent communication skills, both verbal and written.
Strong interpersonal skills with scholars, parents, colleagues, and community
members.

Bachelors degree
Experience working with scholars in a no excuses environment
Teaching experience preferred
Response 11-10
philosophy
Social Worker
The Social Worker will serve as the link between our school, our families, and our
community. The individual in this role will work closely with scholars to constantly
improve their mental and emotional well-being, preparing them for success both inside
and outside of the classroom.
1. Providing crisis intervention to expedite scholars return to classrooms for learning
and to build scholars ability to meet the schools high expectations.
2. Providing one-on-one counseling or group counseling as needed to scholars and
families.
3. Training others to identify scholars and family members who may benefit from
regular one-on-one counseling or group counseling.
4. Managing administrative and appropriate direct-services elements of the referral
process for social services and special education services.
5. Overseeing the development and implementation of Character Education and
Contribution classes.
6. Leading the Family Leadership Council (FLC).
Qualifications:
1. Required knowledge, skill, and abilities
Excellent interpersonal and communication skills, with demonstrated ability to
speak and write clearly and persuasively.
Excellent organization, time management, and follow-up skills.
A masters degree in social work from an accredited college or university is
required.
NY state school social work certification is required.
Experience working in an urban school is preferred
Response 11-11
philosophy
The Special Education Coordinator is passionate about supporting the scholars who are
at-risk for academic underperformance due to emotional and/or physical challenges
so that they can succeed in the schools rigorous academic program. The Special
Education Coordinator holds primary responsibility for providing academic, emotional,
and physical services for scholars who require additional support to thrive within
the schools core academic program.

1. Demonstrating a relentless drive to improve the minds, characters & lives of scholars
both in and out of school.
2. Showing unwavering commitment to urban youth achieving greatness.
3. Creating a positive, structured learning environment to ensure that scholars observe
the schools core values, high expectations, and strict code of conduct.
4. Implementing curricula and activities to meet academic standards.
5. Designing and implementing assessments that measure progress towards academic
standards
6. Using assessment data to refine curriculum and inform instructional practices.
7. Participating in the collaborative curriculum development process.
8. Providing consistent rewards and/or consequences for scholar behavior to ensure
that scholars observe the schools core values, high expectations, and strict code of
conduct.
9. Being accountable for scholars mastery of academic standards.
10.Sharing responsibility for grade-level and school-wide activities.
11.Exhibiting resilience to persevere and turn challenges into opportunities.
12.Focusing constantly on scholar learning, thinking critically and strategically to
respond to scholar learning needs.
13.Communicating effectively with scholars, families, and colleagues.
14.Engaging families in their childrens education.
Response 11-12
15.Committing to continual professional growth, participating actively in department
meetings, faculty meetings, and professional development.
16.Participating in annual summer orientation and training.
17.Mentoring and engaging other Special Education Teachers in instructional practice
and professional development.
18.Participating in daily classroom activities to help scholars meet academic standards.
Qualifications:
Proven track-record of high achievement in the classroom
Mastery of and enthusiasm for academic subjects
Evidence of self-motivation and willingness to be a team player.

Masters Degree
Minimum of two years teaching experience with students with disabilities in
an urban public school or charter school setting
Valid special education certification
philosophy
Response 11-13
Teacher
Teachers hold primary responsibility for the implementation and development of
GACSs curriculum and the success of its scholars. Therefore, Granville Academy seeks
teachers who are committed to continuously improving curriculum and instruction
through collaboration as part of a grade level team.

1. Developing weekly written lesson plans that correlate with GACSs curriculum and
goals and objectives.
2. Collaborating with colleagues to develop and plan units and lessons and
developing expertise in implementing instruction.
3. Using tests, assessments, classroom performance and other designated evaluation
and diagnostic tools to assess the progress of scholars in order to create individual
learning plans and to identify curricular and professional development needs.
4. Creating and maintaining an orderly and well-managed classroom environment.
5. Communicating with families of scholars. Attending parent/child-sponsored events.
6. Being reflective of his/her own practice and participating in on-going professional
development.
7. Embodying, advocating and operationalizing the mission, vision, and strategic
direction of GACS.
8. Assuming responsibility for the academic progress of scholars with a high sense of
urgency and ownership towards quantifiable results.
9. Using assessments and data to inform instructional practices.
10.Actively working to ensure all scholars meet or exceed expectations on the state
ELA and Math exam.
11.Utilizing IEPs to adapt instruction to reach the needs of scholars with disabilities in
an inclusion setting.
12.Communicating effectively and regularly with scholars and parents about scholar
progress.
Qualifications:
A relentless work ethic and a high degree of patience to push through
difficult challenges
A willingness to be held accountable for quantifiable scholar achievement
and academic gains
Demonstrated ability to have a high number of scholars meet or exceed
state standards in ELA and Math
Use of data and regular assessments to inform instructional decisions
Familiar with the New York assessment expectations and test preparation.
Work collaboratively with a team of teachers
Response 11-14
Outstanding public speaking and writing skills
Technological proficiency and adaptability
Excellent organizational skills
The desire and humility to grow as an educator

Bachelors Degree (required), Masters Degree (preferred)
New York State Teaching Certificate or Equivalent preferred
2+ years of experience with a proven track-record of high achievement in
the classroom
A strong commitment to GACSs mission
philosophy
Special Education Teacher

The Special Education Teacher is passionate about designing and implementing an
innovative specialized class for scholars with disabilities and/or implementing an
effective co-teaching model in an inclusion classroom. The Special Education Teacher
holds primary responsibility for providing academic, emotional, and physical services
for scholars who require additional support to meet rigorous academic goals that will
prepare them for a range of post-secondary education outcomes.
1. Implementing an innovative model of small class instruction for scholars with

disabilities including academic, social, and functional life skills.
Response 11-15
5. Designing curricula and activities to meet academic standards and IEP goals.
standards and IEP goals.
7. Focusing constantly on assessment data to critically and strategically respond to
scholar learning needs, refining curriculum and informing instructional practices.
8. Participating in the collaborative curriculum development process.
9. Providing consistent rewards and/or consequences for scholar behavior to ensure
that scholars observe the schools core values, high expectations, and code of
conduct.
10.Being accountable for scholars mastery of academic standards and IEP goals.
11.Sharing responsibility for grade-level and school-wide activities.
15.Committing to continual professional growth, participating actively in department
meetings, faculty meetings, and Scholar Support, and other meetings.
16.Participating in an annual summer orientation and training.
17.Facilitating co-teaching planning meetings.
Qualifications:
Proven track-record of high achievement in the classroom.
Mastery of and enthusiasm for middle school reading and math.

Bachelors degree is required; Masters degree is preferred.
Response 11-16
Minimum of two years teaching experience in an urban public school or
charter school setting.
Valid State Certification is helpful but not required.
philosophy
English Language Learner (ELL) teacher

The ELL Teacher will help provide and guide instruction for ELL scholars at Granville
Academy. The ELL teacher will work closely with the Special Education Coordinator, as
well as with teachers and school leaders to ensure ELL scholars are achieving academic
success.

2. Reviewing scholar records and identifying entering ELL scholars.
3. Monitoring progress of ELL scholars.
4. Monitoring the performance of scholars who have tested out of ELL status.
5. Evaluating ELL services and suggesting improvements.
8. Implementing curricula and activities to meet academic and language acquisition
standards.
and language acquisition standards.
10.Using assessment data to refine curriculum and inform instructional practices.
11.Participating in the collaborative curriculum development process.
12.Providing consistent rewards and/or consequences for scholar behavior to ensure
that scholars observe the schools core values, high expectations, and strict code of
conduct.
Response 11-17
13.Being accountable for scholars mastery of academic and language acquisition
standards.
15.Focusing constantly on scholar learning, thinking critically and strategically to
respond to scholar learning needs.
18.Committing to continual professional growth.
19.Participating in an annual summer orientation and training.
Qualifications:
1. Required skills, knowledge and abilities
Proven track-record of high achievement in the classroom.
Mastery of and enthusiasm for academic subjects.
Knowledge about ELL identification process and service requirements

Bachelors degree is required; Masters degree is preferred.
ESL certification is required.
Minimum of two years teaching experience in an urban public school or
charter school setting.
philosophy
Office Manager
The Office Manager plays a central role in ensuring an orderly, responsive, and open
school. In addition to maintaining the schools administrative systems and routines, the
Office Manager functions as the primary contact person for all of the schools
constituents. In this role, the Office Manager must be able to communicate effectively
Response 11-18
with scholars, teachers, families, trustees, donors, and visitors. The Office Manager will
report directly to the Operations Manager.

1. Greeting all visitors to the school and directing them to the appropriate place or
person.
2. Serving as primary contact for all school communication via phone.
3. Maintaining records in accordance with legal requirements and audit guidelines
4. Ensuring confidentiality and security of office space, files, and all information
pertaining to scholars, parents, staff, and community.
5. Typing, translating, and distributing school correspondence.
6. Maintaining and ensuring the accuracy of scholars daily attendance.
7. Updating data in scholar information systems.
8. Assisting in ordering and receiving materials.
9. Providing administrative support.
10.Checking and summarizing all voice messages and responding to general inquiries.
11.Sorting and routing mail.
12.Managing inventory and ordering office supplies.
13.Updating school calendar
Qualifications:
Oral and written proficiency in Spanish and/or Portuguese strongly
preferred
Proficiency with productivity software
Excellent communication skills, both oral and written
Strong organizational and interpersonal skills
Relentless results orientation
Professional initiative and a desire to learn

Bachelors Degree
Response 11-19
Experience with effective office procedures, including filing, answering the
telephone professionally, photocopying, greeting visitors cordially, and
handling information with confidentiality
Experience working in a school or non-profit organization
philosophy
The Technology Associate is responsible for supporting the use of technology for staff,
faculty, and scholars. Further, the individual in this role will work closely with others on
the operations team to ensure that the daily logistics of the school day run efficiently.

1. Serving as a technology resource and assisting staff and teachers in learning to
effectively use key classroom technologies.
2. Maintaining database systems.
3. Managing scholar data processing, analysis, and reporting.
4. Troubleshooting all school technology (laptops, copiers, printers, interactive
whiteboards, smartphones, etc.).
5. Managing inventory and purchasing of all school technology.
6. Supporting all school operations team processes.
Qualifications:
Proficiency in Microsoft Office (especially Excel) and Google Apps
Technology skills should include at least some of the following: word
processing, databases, spreadsheets, web-page development, presentation
and multimedia development, basic server maintenance, digital video and
audio editing, image processing, graphics abilities, basic programming
Exemplary attention to detail
Response 11-20
Bachelors Degree
Experience troubleshooting Windows and Mac OS X operating systems
Two years experience in technology integration and support preferred
Classroom teaching experience a plus
philosophy
Nurse
The school nurse is a registered professional nurse licensed to practice in NYS working
in the school setting who strengthens and facilitates the educational process by
improving and protecting the health status of children. The major focus of school
nursing services is the prevention of illness and disability, and the early detection and
correction of health problems. The school nurse is uniquely qualified in preventive
health, health assessment, and referral procedures.

1. Maintain medical records
2. Provide information on health to scholars and families
3. Address minor health issues
4. Refer scholars and families to appropriate care-givers for serious health issues
5. Administer medications
Qualifications:
1. Required skills, knowledge and ability
Excellent interpersonal skills
Excellent communication skills
Ability to collaborate with school and community-based partners

Nursing degree
Response 11-21
Experience with school-based nursing
philosophy
Custodian
The care we put into our scholars school building will directly message the care we
have for them. Because of this, the Custodian will be responsible for the maintenance
and upkeep of GACS facilities.
1. Daily cleaning of all school-used spaces and property in accordance to GACS
standards.
2. Responding to scholar accidents, spills, and urgent needs.
3. Daily inspection of buildings and grounds to note conditions and ensure that
needed work is done in a timely fashion.
4. Monitoring the quality of the work performed by the cleaning company every day.
5. Maintaining working knowledge of problems, procedures, and operations involved
in inspecting, analyzing, and planning building and ground maintenance and
heating and ventilating work to be done.
6. Managing lunchroom set up and clean-up for lunch periods and events as required.
7. Managing all facility related vendors and report any issues to OM.
8. Maintaining and updating work order ticketing system daily.
9. Scheduling and executing all yearly inspections pertaining to facility systems
including fire alarm, fire extinguishers, fire suppression, and mechanical systems.
10.Managing special projects related to building maintenance and upkeep
11.Ability to proactively implement preventative maintenance plans and report any
issues to OM.
Qualifications:
Highly capable and comfortable using powers tools and facility related
equipment
General carpentry and handyman skills
Response 11-22
In depth knowledge of building systems including HVAC, Electrical, and
plumbing
Strong interpersonal and organizational skills and attention to detail
Ability to multitask, works collaboratively, and maintains focus in a fast-
paced environment
Highly effective communication skills via phone, email, and in person
Must be able to lift, bend, and pull more than 50 pounds

Associates or Technical degree preferred but not required
Previous custodial experience in a school or professional setting
philosophy
Security Guard
The GACS Security Guard protects school property and ensures safety of pupils and staff
by providing adult supervision inside and outside of the school.

1. Patrolling hallways, main entrances and recreation areas and occasionally provide
supervision as needed.
2. Providing supervision during arrival and dismissal times.
3. Checking perimeter to ensure no unauthorized access into school is available to
outsiders, doors are locked and to become aware of any potentially harmful
activity occurring.
4. Checking the functioning of security system.
5. Providing direction to visitors at main entrance.
6. Controlling building access and responding to alarms.
7. Alerting Administrators of problems arising from congestion or other sources.
8. Maintaining the safety and welfare of all scholars during admission and dismissal
9. Interacting with scholars, parents and colleagues in a professional, positive and
inspiring manner
Response 11-23
Qualifications:
Strong interpersonal and organizational skills and attention to detail
Highly effective communication skills via phone, email, and in person
Ability to thrive in a fast-paced, entrepreneurial environment

High school diploma
Previous security experience, preferably in an urban school environment
philosophy

(c) Strategies for Recruiting and Retaining Effective Teachers
Recruiting:
The members of the Board along with the Principal will work diligently to attract and
retain experienced and skilled teachers. The lead applicant has a vast network of
educators through her various experiences working in schools in the Bronx, Harlem and
Brooklyn. Over the 18 months of planning, the founding group has also met many
talented educators who have expressed excitement at the possibility of working at
GACS and/or helping to network to find experienced teachers who will be interested
in working both at the school and in Westchester County. Our location, right outside of
New York City, provides an option to recruit from the talent pool of teachers willing to
work in New York. We are within minutes from the border of the Bronx. Our team
feels that scholars are best served by experienced teachers, and has reflected that
priority by budgeting an average of $65,000 per teacher in order to attract a solid
core of experience. We have budgeted in a 3% cost of living adjustment to encourage
teacher retention. Above all, we will provide a competitive compensation package,
supportive and collegial professional environment and a school environment where
staff will develop strong relationships with each other, scholars and families, and see
their efforts rewarded through scholar learning. We believe that we will have success
developing and retaining high quality and high potential staff members. This will
begin with hiring only the best-qualified teachers who can support the schools mission
and culture. We seek middle school state certified educators with a demonstrated
record of success teaching middle school aged scholars.
Response 11-24
General qualifications applicable for all staff include: strong academic preparation, a
high degree of competence, intellectual rigor, emotional maturity, enthusiastic and
professional attitude, knowledge of job related practices and the ability to further the
goals of GACS. Successful candidates will understand and be committed to the mission,
goals, philosophy and activities of GACS, as described in the schools charter. Special
attention will be paid to the candidate's academic records and previous relevant
experience. Prospective job candidates must demonstrate that they are aware that
children have many different family circumstances and that they are willing and able
to provide the support that a diverse scholar population requires. They must also be
able to work in concert with the other members of the GACS staff. Successful
candidates will also demonstrate a commitment to continuous improvement and
learning through professional development. The responsibilities and qualifications of
the GACS staff members are described in the job descriptions in the above section.
We will cast the net wide when hiring, and we have planned an aggressive, multi-
pronged recruitment approach, including, but not limited to, advertising on the Internet,
attending job fairs in the tri-state area and networking at events held by the New
York City Center for Charter School Excellence and the New York Charter Schools
Association. GACS will participate in Westchesters on-line system for K-12 recruiting,
OLAS. We will also utilize websites like LinkedIn and Craigslist and making use of
teaching networks shared by the planning team. Given the challenges that other
charter schools have faced, we have identified specific resources in the community for
technical assistance in the implementation of systems and training for all teaching staff,
particularly in regards to the successful implementation of accommodations and
modifications in the special education program. Professional development for the
entire staff regarding special education will be extremely important. Much of the
training will be provided as part of our summer orientation for teachers, and will
include training on the following topics: referral process, IEP development, IEP
implementation, evaluation of scholar progress toward IEP goals and objectives,
reporting requirements, confidentiality with regard to scholar records, and discipline of
scholars with disabilities. We are committed to identifying and utilizing outside
resources to assist with our professional development regarding special education
whenever needed. This staffing model, access to external resources such as those
identified above, and teacher training provide a three-pronged approach to ensure
that we are well prepared to meet the needs of all of our scholars with special needs.
Hiring:
All applications will be accepted online, in person, and by mail (postal or electronic).
As an equal opportunity employer, GACS will employ staff on the basis of their
qualifications, competencies, education, experience, records of accomplishment, and
references from previous employers. All decisions will be based on merit and school
needs. In no case will the school discriminate on the basis of race/ethnicity, gender,
disability, marital status, sexual preference or identity, religion, or any other factor not
directly related to the candidates ability to perform his/her professional duties.
Applications for employment will note this policy. Similarly, any form of discrimination
Response 11-25
or harassment will not be tolerated at GACS. Any individual who violates these
policies will be subject to immediate disciplinary action, which may include termination
without compensation. GACS will embrace diversity in its personnel and hopes to
attract, recruit, and hire candidates with an array of talents, experiences, and
backgrounds. The Principal will have authority to recruit, hire, train, and dismiss
employees for all staff positions. GACS will use the criteria and qualifications detailed
in job descriptions included in Response 11(b) to assess candidate alignment to
expected performance of duties. In subsequent years when a teaching staff is already
in place, the Principal may choose to elicit staff support in developing a staff selection
committee. The Principal can select employees with strong qualifications and
performance records to assist in the interviewing process. Additionally, as teacher
candidates are reviewed for addition to the staff, qualified teacher candidates may
be asked to perform a lesson demonstration with a class of scholars enrolled at
another school or GACS with a grade level, content area, or specialization identical or
similar to the one for which the candidate applied. A video of instruction may be
substituted. The classroom teacher will be asked for the flexibility to allow the teacher
candidate to demonstrate the lesson with the scholars during a pre-scheduled interval.
The Principal may also ask existing staff members to join the observation. In addition
to qualifications that support scholar achievement, it is necessary for candidates to
demonstrate the ability to collaborate and operate as a member of a team. Once the
Principal has had the opportunity to screen all candidates and makes a determination,
an offer letter will be submitted to the candidate. Candidates who are not selected
will be respectfully informed as well. Prior to any employees appointment, GACS will
request the appropriate documentation of licensure and identification, require the
appropriate health records, and expect the candidate to submit to a state and
national criminal history background check. Pending the approval of all proofs
aforementioned, and the acceptance of employment offer, the candidate may begin
an orientation process at the school.
GACS employees will be at will. Therefore, both employee and employer have the
right to terminate employment as needed. GACS is highly invested in the success of its
employees and will ensure that all members of the leadership team and staff are
provided with the necessary support to succeed in their positions so that these situations
remain an exception.
Retaining:
High rates of teacher retention will be essential to sustaining achievement over time. A
recent study found the top five contributors to employee satisfaction to be
opportunities to use skills and abilities for advancement, job security,
compensation/pay, communication between employees and senior management, and
relationship with immediate supervisor.1 In order to meet as many of these contributors
as possible, GACS will take the following approach:
1Society for Human Resource Management (SHRM); 2012 Employee Job Satisfaction and Engagement How
Employees Are Dealing With Uncertainty; https://www.shrm.org/Research/SurveyFindings/Documents/12-
0537%202012_jobsatisfaction_fnl_online.pdf
Response 11-26
Offer competitive salaries and benefits with substantial annual raises
Create opportunities for meaningful career advancement that give teachers the
chance to step into leadership roles/grow professionally without leaving the
classroom (dept. chairs, grade level leaders, PD facilitation, secondary leadership)
Hold teachers to exceptionally high standards, while giving them the flexibility
and opportunity to be innovative in their own pedagogical practices
Create a culture of leadership that is open to dialogue, trusting, and both
solicitous of and responsive to feedback
Conduct a transparent and explicit interview process: we want teachers who are
both innovative AND results-driven
During an internal study done at Uncommon Schools, it was found that teachers that
responded Agree or Strongly Agree to the question Staff morale at my school is
positive were much more likely to stay in their roles. At one Uncommon School, 88%
of staff agreed or strongly agreed with this statement. That school experienced only
4% attrition that year. In addition to the strategies above, a significant emphasis will
be placed on the development of a strong staff culture to ensure all staff agree that
staff morale is positive. GACS will take a strategic approach to building staff culture
using tools such as culture trackers, staff surveys and solution groups.
Response 11-27
7. Personnel
(d) Personnel Policies
The school day:

For teachers and educational assistants, the school day begins fifteen minutes prior to
the arrival of the children at 7:30 am and generally ends at 5:15 pm. Granville
Academy Charter School (GACS) may stagger assignments in order to provide
maximum coverage throughout the day. The management and administrative staffs
start times will vary according to their position. Classroom instructional staff is
expected to work such hours that ensure the timely start of the school day, an orderly
process for ending the school day, and sufficient interaction with other instructional
staff and administrators to help support the educational mission of the School.
Time recording: All employees should call their supervisor before 7 a.m. on days in
which they are not coming in. All employees should notify their supervisors of planned
absences at least a week in advance.
Terms of Employment:
Employment Categories: Each employee is categorized as full-time or part-time, as
exempt or nonexempt. Full-time employees are regularly scheduled to work forty or
more hours per week. Part time employees are regularly scheduled to fewer than 28
hours per week. You will be informed upon hire whether you are considered a non-
exempt or exempt employee. The exempt category applies to certain
administrative, professional and executive staff. The non-exempt category applies to
all other employees. In general, non-exempt employees receive pay for overtime
work.
Pay Periods: Staff will be paid on a semi-monthly schedule. The first pay period is
from the 1st day of the month up to and including the 15th day of the month; the second
pay period of the month is from the 16th up to and including the last day of the month.
GACS will make all deductions required by law, including in response to a garnishment
notice received from a court or other legal authority. Full-time teachers and
educational associates work from early-August through June and receive compensation
in 24 payments over twelve-months. Since the summer checks reflect a full school year
of service, teachers starting midyear will receive checks adjusted for their start date.
Response 11d-1
Compensation and Benefits: Our goal is to offer a competitive package of salary
and benefits that meets or exceeds that of other public, charter and independent
schools in Mount Vernon. GACS will provide a comprehensive and competitive benefits
plan to full time employees. All staff are eligible to participate in these plans on your
first day of employment. GACS reserves the right to amend, interpret, modify or
terminate any of its benefits without prior notice. The Plan Administrator of each plan
has the power to construe and interpret the terms of the plan, to make all factual
determinations and to amend or terminate such plans. Without exception, the actual
benefits plan document and terms of the respective policies will govern.
Declination of Insurance Benefits: If a staff member does not wish to accept any of
the insurance benefits offered by the school, they should submit that request in writing
to the Operations Manager.
Continuing Education: Limited funds will be available to teaching staff for continuing
professional education.
Employment Agreements: GACS will offer employment agreements for teachers for
the following school year in the spring. There is no guarantee or implied promise that
an agreement will be renewed. A signed copy of the agreement should be returned to
the Principal. In the event that the evaluation process has identified areas for
improvement, a renewal offer may be deferred until June, pending performance
improvement. GACS regards each employee as an at will employee and retains the
right to terminate any employee at any time. GACS expects teachers to submit a letter
of resignation to the Principal with at least two weeks notice. If a teacher chooses not
to accept a renewal agreement at the end of the school year, a letter of resignation
should accompany the unsigned agreement when returned to the Principal. All other
employees, who are not covered by an agreement, are expected to give two weeks
notice.
Equal Employment Opportunity:

Granville Academy is committed to equal employment opportunity and does not
discriminate in employment opportunities or practices on the basis of race, color,
religion, gender, sexual orientation, ethnicity, national origin, age, disability, or any
other characteristic protected by law. Employment decisions at GACS will be made in
a non-discriminatory manner based on qualifications, abilities, and merit. This policy
Response 11d-2
governs all aspects of employment at GACS including hiring, assignments, training,
promotion, upgrading, demotion, downgrading, transfer, lay-off and termination,
compensation, employee benefits, discipline, and other terms and conditions of
employment. If there are any questions or concerns about any type of discrimination,
these issues should be brought to the attention of the Principal. Anyone found to be
engaging in any type of discrimination will be subject to disciplinary action, up to and
including termination of employment.
Non-Harassment Policy:
Granville Academy is committed to providing an environment that is free from
harassment and coercion, where everyone can work together comfortably and
productively. Harassment is unacceptable under the law and will not be tolerated.
GACS prohibits all types of harassment, including verbal harassment, based on an
employees sex, race, religion, national origin, ethnicity, age, physical or mental
disability, sexual orientation or any other basis prohibited by federal, state or local
law. This prohibition applies in relationships with all other employees, scholars, parents
and guardians, visitors, and guests. GACS will also not tolerate retaliation of any type
against any employee who, in good faith, complains of harassment or provides
information in connection with any such complaint.
Sexual Harassment:
Granville Academy prohibits sexual harassment at any time whether directed at an
employee, scholar, parent or guardian, visitor, guest, candidate for employment or
other person visiting GACS. Sexual harassment is a form of sex discrimination in
violation of federal, state and local law. It includes unwelcome sexual advances,
requests for sexual favors, sexually motivated physical contact and other verbal or
physical conduct when submission to such conduct is either explicitly or implicitly made
a term or condition of employment or submission to or rejection of such conduct is used
as the basis for employment decisions or when such conduct has the purpose or effect
of unreasonably interfering with an individual's work performance or creating an
intimidating, hostile or offensive work environment. This policy applies to the conduct of
a supervisor toward a subordinate, an employee toward another employee, a non-
employee toward an employee or an employee toward an applicant for employment,
scholar, parent or guardian, visitor, or guest. Sexual harassment can apply to conduct
in any work-related setting outside the work place as well as at work. The acts
underlying sexual harassment need not be sexual in nature or take the form of overt
Response 11d-3
sexual advances. Sexual harassment may consist of intimidation and hostility directed
to an individual because of sex or sexual orientation, explicit or degrading verbal,
written or electronic comments of a sexual nature or persistent or unwelcome flirtation
or requests for dates, especially if the behavior continues after a clear objection has
been made. This does not mean that individuals may not have a consensual relationship
outside the workplace. However, they should be aware that questions regarding the
actual freedom of choice of one of the parties may be raised later, especially when a
superior/subordinate relationship exists between them. In the event that such a
relationship interferes with the performance of duties, GACS will reserve the right to
change an assignment or terminate employment.
Reporting Harassment:
If someone believes he/she has been the victim of harassment, that individual is urged
to promptly and directly notify the offender that the behavior in question is
inappropriate and request that the behavior be stopped. If he/she does not wish to
confront the offender directly or if such a discussion does not successfully end the
behavior, or if prohibited harassment is believed to have been witnessed, the
individual must promptly report the matter to the Principal.
Investigation and Response:

GACS will promptly investigate any such report and will take whatever corrective
action is deemed necessary, including disciplining any individual who is believed to
have violated these prohibitions against harassment and retaliation. If the Principal is
involved in the reported conduct, or for some reason there is a discomfort with making
a report to the Principal, an individual should directly contact the Chair of the Board of
Trustees of Granville Academy. All employees have a duty to cooperate in an
investigation of alleged harassment. Failure to cooperate or deliberately providing
false information during an investigation shall be grounds for disciplinary action up to
and including termination.
Code of Ethics and Standards of Conduct:

As a professional, any employee of Granville Academy is responsible for observing
certain rules of behavior and conduct. It is not possible to list all the forms of behavior
that are considered unacceptable in the workplace. In addition to specific issues noted
elsewhere, the following are examples of unacceptable conduct that may result in
disciplinary action, up to and including termination of employment: Theft or
Response 11d-4
inappropriate removal or possession of property, falsification of records, fighting or
threatening violence in the workplace, insubordination or other disrespectful conduct
(including refusal to follow a supervisors lawful directives), violation of safety or
health rules, excessive absenteeism, and unsatisfactory performance or conduct.
Reasonable accommodation:
Granville Academy will provide a reasonable accommodation to any qualified
employee or applicant with a qualified disability unless it would impose an undue
hardship on the school.
Confidentiality:
In the course of the day, an employee may have access to sensitive information
relating to GACS, its employees and its scholars. Any such information should be
discussed and used only for purposes related to GACS. It should never be discussed
outside of GACS or with other staff members unless there is a compelling reason to do
so. Records pertaining to employees or children may not be taken out of the school
premises. Except as required by law, information about scholars should not be
released other than to the childs parent or guardian, without express written consent.
Obligations under this policy continue after termination of employment.
Visitors in the workplace:

To maintain safety and security, only authorized visitors will be allowed on GACS
property. All visitors should sign in at the reception desk.
Appearance:
Regardless of ones position at Granville Academy, all employees serve as an
important role model for our scholars. Ones appearance and personal hygiene should
reflect that status and employees should always be well groomed with attire
appropriate to ones role and daily activities.
Drug and alcohol policy:

The possession or use of alcohol and the unlawful possession, use, distribution or sale of
controlled substances is strictly prohibited whether on the premises of GACS,
conducting activities related to GACS, or attending GACS-sponsored events involving
scholars. Use of any prescription drug that is not medically authorized or that
Response 11d-5
adversely affects work performance is also in violation of this policy. Violation of this
policy may result in immediate dismissal.
Smoking:
Granville Academy will be an entirely smoke-free environment. Smoking will not be
allowed at any time on school premises, including the building and surrounding
property. This includes social, after-hour, and weekend functions on the premises.
Hiring of Relatives:
In its sole discretion, GACS may hire and retain relatives of employees, if doing so
does not create problems of supervision, security, moral or conflicts of interest.
Relatives will not be permitted to work in a direct supervisory or reporting relationship.
In the event that someone is affected by the policy, GACS will attempt to provide
alternative employment within the school, but this attempt creates no legal obligation
to do so. With respect to the employment of a relative, GACS defines relatives as
spouses, partners, parents, children, step-children, siblings, in-laws, step-parents,
brothers, or sisters, and step-children or someone who resides in their household.
School Calendar and Holidays:

Each year the school will establish a year-round school calendar that complies with the
New York State Education Law relating to compulsory attendance. In most instances,
GACS will follow the calendar established by the Mount Vernon City School District.
GACS has discretion with regard to the dates of attendance. Unless taking Leave in
accordance with policy or exempted by the Principal, all full time staff are expected
to be in attendance on all days indicated by the school calendar.
Weather Days and Other Closings:

GACS may be closed due to inclement weather or other situations. We will follow the
Mount Vernon City School District for school closings.
Personal Days:
All employees are eligible for two personal days. One accrues after 3 months; the
second after 6 months of employment.
Response 11d-6
Sick Days:
All employees administrative and instructional will receive 7 days over a 12 month
period.
Bereavement:
If an employee suffers the loss of an immediate family member he/she will be entitled
to bereavement pay for up to three consecutive days. Additional time without pay
may be granted or the employee may use unused personal days for additional leave.
A supervisor should be informed as soon as possible for the reason for and expected
length of an absence. As used in this paragraph immediate family member means a
spouse or partner, father, mother, child, step child, brother, sister, grandparent or
grandchild of the employee or someone who resides in their household.
Military Duty:
Members of the United States Army, Navy, Air Force, Marine, Coast Guard, National
Guard, Reserves or Public Health Service will be granted an unpaid leave of absence
for military service, training or related obligations in accordance with the Unified
Services Employment and Re-employment Act of 1995 (USERRA).
Leaving Granville Academy:

Resignation: Any employee voluntarily terminating employment is asked to submit a
letter stating the effective date of resignation to their immediate supervisor and the
Principal. It is requested that, up to two (2) weeks notice be given prior to the
employees resignation. However, it is at the discretion of the Principal to accept the
full notice period or immediately accept the resignation on the date submitted.
Employee will be paid for all time worked and the employee must return all GACS
property upon leaving.
Termination: All employees are employees at will and therefore may be terminated at
any time with or without cause. GACS will exercise this prerogative in the event that
there has been a breach of any of the policies, laws, regulations or standards under
which GACS operates. Situations which may require termination include, but are not be
limited to, corporal punishment, use or sale of narcotics, repeated poor performance,
excessive absence or lateness, failure to report child abuse, intoxication, theft, fighting,
abusive or foul language, insubordination, or any other conduct deemed inappropriate
by GACS.
Response 11d-7
Return of School Property: Upon termination or resignation, employees must return all
GACS property including keys, records, files, supplies, or any other school property.
COBRA: Under the provisions of The Consolidated Omnibus Budget Reconciliation Act
(COBRA) employees may be eligible to continue group health coverage when leaving
GACS. Group health coverage for COBRA participants will be more expensive than
health coverage for active employees, since the full premium is being paid, including
that part previously paid by GACS. Information would be provided at the time of
departure.
Response 11d-8
8. Partner Organizations
(a) Partner Information
Granville Academy is not submitting this proposal in conjunction with a partner

organization.
Response 12-1
8. Partner Organizations
(a) Partner Commitment
Granville Academy is not submitting this proposal in conjunction with a partner

organization.
Response 12b-1
R.13A Education Corporation Board Roles and Responsibilities
Describe the role and responsibilities of the education corporations board of trustees
including:
Selecting school leader(s) (and partners or management organizations, if any);
Monitoring school performance; and
Evaluating school leaders (and partners or managements organizations, if any)
and holding them accountable for achievement of the schools mission and
goals.
The Board of Trustees of Granville Academy Charter School is comprised of dynamic and
committed leaders and is representative of a unique combination of personal histories and
professional talents. The Board is driven to make a long-standing positive impact on the
students and overall Mount Vernon community. Each member understands the significant
responsibilities of effective governance, strong advocacy, and thoughtful strategic
development.
The Board of GACS shall serve as the independent governing authority and shall
ultimately be responsible to the authorizer for meeting the goals for academic
achievement and organizational viability. The Board will be responsible for general
academic, operational, legal and fiscal oversight, including policy creation and fiduciary
obligations associated with operating the school in an efficient and ethical manner. The
Board will provide a framework within which the school leadership Principal, Director of
Curriculum, Operations Manager, Social Worker and LIFE coach (Reference Response 10
Organizational Chart) are empowered to focus on the enrichment of the student body.
The Board members are working with the Key School Founder, who is the proposed
Principal of GACS, with the belief that the proposed founding Principal possesses the
required education, experience, and expertise to oversee and implement an excellent
academic program. The Board shall appoint the Principal, after careful consideration
utilizing the Boards established criteria, and delegate to the Principal the authority to
manage day-to-day operations and make the necessary decisions related to such. The
Principal will ultimately be responsible for and supervise the selection, and when
Response 13 - 1
necessary the termination, of all other staff members for the organization. The Principal
will furnish the board with reports on the academic and fiscal aspects of GACS, allowing
the Board to continuously monitor the schools performance and resources. Although the
Board is accountable to authorizer, the Board will hold the Principal liable for the delivery
of the highest quality of service.
R.13B Education Corporation Board Roles and Responsibilities
Describe the rationale for the proposed design of the education corporations board
of trustees including:
Number of trustees;
Officer positions;
Ex-officio members (voting and non-voting);
Trustee requirement and selection process and criteria;
New Trustee orientation process;
Board/ Trustee training and development;
Standing committees (if any)
Delegation of authority to any committees, officers, employees or contractors;
Information to be received from the CMO, school leadership, staff or
contractors, as applicable;
Frequency of board and committee meetings; and
Procedures for publicizing and conducting monthly school board meetings in
accordance with the Act and the NY Open Meetings Law.
GACS Board Structure
The GACS Board will consist of not fewer than five (5) and not more than twelve (12)
members. Trustees will be elected for three (3) year terms (with the initial terms
staggered in a method as described in the Bylaws). The Board will nominate and elect a
Chair, Treasurer, and Secretary.
The Board will have one non-voting ex-officio member, whom shall be the Principal of
GACS.
Response 13 - 2
The Standing Committees will be the Executive Committee; Finance Committee; and
Academic Accountability. The standing committees will meet as needed, but no less than
every three (3) months during the academic year.
Executive Committee: The Executive Committee shall consist of five members, the
Chair, Treasurer, Secretary and two additional Board members. It shall be
responsible for providing overall leadership; setting board meeting agendas;
monitoring composition of the board; evaluating board performance and
coordinating board development activities.
Finance Committee: The Finance Committee will be chaired by the Treasurer and
will consist of at least three (3) Members, as well as GACSs Operation Manager.
It shall develop and review the schools budget; stay apprised of the fiscal health
of the school; and present financial reports and make recommendations to the
larger Board regarding the financial concerns.
Academic Accountability Committee: The Academic Accountability Committee will
be chaired by a Board Member and consist of at least three (3) Members,
including GACSs Principal. It shall be responsible for monitoring the progression
toward the achievement of the schools mission, academic goals, and any other
internal goals established by the Board; reviewing, regularly, the schools
performance and compliance data; and reporting updates and matters of concern
to the larger Board.
Facilities Committee: The Facilities Committee will be chaired by a Board Member
and consist of two other Board members, preferably members with an
understanding of real estate or managing large facilities. It shall be responsible
for providing critical contemplation of all aspects relating to identifying and
confirming an appropriate school facility for GACS, providing recommendations
regarding the facility (or potential facilities), and apprising the full Board of any
developments regarding the facility.
When and as needed, the Board may create additional ad hoc committees (i.e. Facilities
Committee) that will address the needs and concerns of GACS. Each committee must be
Response 13 - 3
chaired by a Board member and will consist of at least three (3) Board Members and
may contain non-Board members.
GACS Board Requirements, Training and Development
Board members will be expected to meet the following qualifications:

Firm comprehension and commitment to the GACS mission and vision, including the
design of the school;
Demonstrate an understanding of governance roles and responsibilities;
Ability to regularly attend and prepare for Board / Committee Meetings;
Possess experience and expertise that will benefit GACS overall including, but not
limited to, education; business; finance; law; human resources; management; public
relations; and fundraising;
Ability to critically analyze data;
Serve as an active ambassador of GACS values, mission and goals; and
Be at least eighteen (18) years of age.
The Board will use professional and personal networks, the schools community, and, if
necessary, board matching services to identify and recruit potential new Board members.
Once a potential Trustee is identified, the candidate will be expected to take a tour of
the school, meet with the key leadership of GACS, interview with the Chair and at least
one other member, attend at least one board meeting before being presented to the
entire Board, and submit to an informal reputation search (e.g. Google search; and
Reference check). Then, the full Board will have an opportunity to meet and question the
candidate to make an informed decision before voting on the individuals candidacy.
GACS believes in the importance of supporting new members and transitioning such
members into a well-functioning team. As such, each new member will receive orientation
materials, which will include application documents, bylaws, minutes from the previous
twelve (12) months, current policies and procedures, Code of Ethics, and other documents
deemed necessary to facilitate a smooth transition.
Response 13 - 4
The GACS Board members understand to provide effective leadership, the Board must be
aware of current and evolving legal requirements and best practices. Thus, there will be
regular training and professional development opportunities for the Board in its entirety,
as well as specific to individuals particular roles.
GACS Board Meetings
In accordance with law, The Board of Trustees of GACS will hold monthly public meetings,
throughout the academic year, to conduct its business. Notification of meetings will occur
through news and social media outlets, as well as the distributions of flyers throughout the
entire community. When the need arises for a special meetings, announcements will be
posted on GACSs website and flyers will be e-mailed to all parents shortly after the
Board decides to call such meeting, ideally providing a minimum of 72 hour notice. To
provide a consistent opportunity to receive input from the community and parents, there
will be designated time in each board meeting agenda for public comment.
R.13C Stakeholder Participation
Explain how parents and school staff, including teachers, will provide input and
participate in the governance of the education corporation.
While the GACS Trustee Board acknowledges the New York Charter Law that precludes
school staff from serving as a board member, the GACS Board will provide multiple
opportunities for staff input into the governance of the school. The GACS Principal will be
serve as a non-voting ex-officio Board member, which will afford the Principal an outlet to
inform the full Board of significant concerns expressed by the staff that can only be
addressed by the Board. In addition, the Principal and the Operation Manager will
participate in Committee meetings to present the staffs voice. Staff members will be
encouraged to attend Board meetings to articulate accomplishments and concerns. As Ad
Hoc Committees are established, school leadership will be expected to serve on and
teachers will be encouraged to join some of these committees.
Response 13 - 5
While the Board will not have a seat for a parent representative, parents who meet the
qualifications for board membership and who understand their duties on the board go
beyond their own child may be considered as a potential Board member. To open lines
of communication between the parents and the Board, the Board Chair will consult with the
leadership of the parent organization to identify points for board agendas and, when
needed, invite the leadership of the parent organization to present reports to the board.
Board members will be encouraged to attend school events and parent organization
activities to connect with the parents in a more relaxed environment.
To the greatest extent possible, GACS commits to a creating a transparent,

comprehensive, and communicative process for incorporating the input of stakeholders and
will constantly evaluate the procedures to garner stakeholders participation and input.
Response 13 - 6
R.13D Bylaws
BYLAWS
OF
GRANVILLE ACADEMY CHARTER SCHOOL
A New York State Education Corporation
ARTICLE I:
NAME
The Name of this Corporation is Granville Academy Charter School (the Corporation).
ARTICLE II:
PURPOSE
The Corporation has been organized as set forth in the Articles of Incorporation. The
Corporation shall take no action that is inconsistent with the Articles of Incorporation or
these Bylaws.
ARTICLE III:
OFFICE
III.A. Principal Office

The Corporation shall have its principal office in City of Mount Vernon, State of New York,
and shall be deemed, for the purposes of venue in civil actions, to be an inhabitant and a
resident thereof.
III.B. Address
The Corporation's principal office shall be at an address to be determined, or at any such
other place as the Board may select by resolution or amendment of these Bylaws. The
Secretary shall note any change in principal office on the copy of these Bylaws
maintained by the Secretary.
Response 13D - 1
ARTICLE IV:
BOARD OF TRUSTEES
IV.A. Authority
Subject to any limitation in the Articles of Incorporation, all powers and activities of the
Corporation shall be exercised and managed by the Board of Trustees of the Corporation
(the Board). Trustees shall have no power as individual Trustees and shall only act as a
Member of the Board.
IV.B. Number of Trustees

The authorized number of trustees shall be not less than five (5) and not more than twelve
(12).
IV.C. Term of Office

Each Trustee shall be elected for a term of three years and shall hold office until a
successor has been elected and qualified. Notwithstanding the foregoing, in the first three
years of its existence, at least two Board members shall serve a 1-year term, and at least
two Board members shall serve a 2-year term. New Board members may be elected at
any time to fill vacancies. If a Board member is elected at a time other than the annual
meeting, his or her 3-year term shall be calculated starting from the date of the most
recent annual meeting.
IV.D. Resignation
A Trustee may resign at any time by giving written notice to the Board Chair or Secretary.
Any resignation shall take effect upon receipt of notice or at any later time specified in
that notice. Unless otherwise specified in the notice of resignation, affirmative acceptance
of the resignation shall not be necessary to make it effective. If the resignation specifies a
later effective date, a successor may be elected prior to such effective date to take office
when the resignation becomes effective.
IV.E. Removal
Response 13D - 2
A Trustee may be removed from office at any time by a vote of a majority of the trustees
then in office, after examination and findings of misconduct by said Trustee, incapacity or
neglect of duty, in accordance with Section 226(8) of the Education Law and other such
sections of the Education Law and the Not-for-Profit Corporation Law, which may be
applicable provided that the Board shall give at least one weeks notice of the proposed
action to the accused and to each
Trustee.
IV.F. Vacancies
A vacancy in the Board shall be deemed to exist in the event that the actual number of
Trustees is less than the authorized number for any reason, including resignation, removal,
death or expansion of the size of the Board. The Board may declare vacant the office of
any trustee who has been declared to be of unsound mind by a final order of court or has
been convicted of a felony. Vacancies on the Board may be filled by approval of the
Board of Trustees or, if the number of Trustees then in office is less than a quorum, by (1)
unanimous written consent of the Trustees then in office, or (2) a vote of a majority of the
Trustees then in office at a meeting. Each Trustee elected or appointed to fill a vacancy
shall hold office for the unexpired portion of the term.
IV.G. Compensation
Trustees shall not receive any compensation for their services as Trustees or for any other
goods or services. Trustees shall not accept gifts in excess of $75 dollars from any
individual or entity in any way related to the school operated by the corporation. The
Board may authorize the advance or reimbursement to a Trustee of actual reasonable
expenses incurred in carrying out his or her duties as a Trustee.
IV.H. Standing Committee

The Board may create standing committees made up of at least three Board members
elected by the Board to focus on particular aspects of the operation of the Corporation.
Standing committees will be chaired by a Board member. The Board shall have the
following standing committees:
Response 13D - 3
1. Executive Committee: The Executive Committee shall consist of five members, the
Chair, Treasurer, Secretary and two additional Board members. It shall be
responsible for providing overall leadership; setting board meeting agendas;
monitoring composition of the board; evaluating board performance and
coordinating board development activities.
2. Finance Committee: The Finance Committee will be chaired by the Treasurer and
will consist of at least three (3) Members, as well as GACSs Operation Manager.
It shall develop and review the schools budget; stay apprised of the fiscal health
of the school; and present financial reports and make recommendations to the
larger Board regarding the financial concerns.
3. Academic Accountability Committee: The Academic Accountability Committee will

be chaired by a Board Member and consist of at least three (3) Members,
including GACSs Principal. It shall be responsible for monitoring the progression
toward the achievement of the schools mission, academic goals, and any other
internal goals established by the Board; reviewing, regularly, the schools
performance and compliance data; and reporting updates and matters of concern
to the larger Board.
4. Facilities Committee: The Facilities Committee will be chaired by a Board Member

and consist of two other Board members, preferably members with an
understanding of real estate or managing large facilities. It shall be responsible
for providing critical contemplation of all aspects relating to identifying and
confirming an appropriate school facility for GACS, providing recommendations
regarding the facility (or potential facilities), and apprising the full Board of any
developments regarding the facility.
The Chair of the Board may delegate to a Board committee any of the authority of the
Board, except with respect to: the election of Trustees, filling vacancies on the Board or
any committee which has the authority of the Board, the amendment or repeal of the
Bylaws or the adoption of new Bylaws, and the appointment of other committees of the
Board, or the members of the committees.
Response 13D - 4
IV.I. Advisory Committees
The Board may create one or more Advisory Committees, each consisting of two or more
Board Members, non-Board Members or Combination of Members and non-Members.
Appointments to any Advisory Committee shall be by approval of the Board of Trustees.
Advisory Committees may not exercise the authority of the Board to make decisions on
behalf of the Corporation. Advisory Committees shall be restricted to making
recommendations to the Board or Board Committees and implementing Board or Board
Committee decisions and policies under the supervision and control of the Board or Board
Committee.
ARTICLE V:
MEETINGS
V.A. Meeting Location

Board Meetings shall be held at the Corporation's principal office or at any such other
reasonably convenient place as the Board may designate.
V.B. Annual Meeting

An annual meeting of the Board shall be held each year on a date to be specified by the
Board and will coincide with one of the regular meetings.
V.C. Regular Meetings

When the Corporation holds a charter for the operation of a public school and such school
is operating, serving enrolled students and receiving public funds for such operation,
regular meetings of the Board shall be held each month at the location of the charter
school governed by the Corporation.
V.D. Quorum and Voting

A majority of the total number of authorized trustees shall constitute a quorum for the
transaction of business. The vote of a majority of the trustees present at a meeting at
which a quorum is present shall be the act of the Board. Except as otherwise provided in
these Bylaws or in the Articles of Incorporation of this Corporation, or by law, no business
shall be considered by the Board at any meeting at which a quorum is not present, and
the only motion which the Chair of the Board shall entertain at such meeting is a motion to
Response 13D - 5
adjourn. The trustees present at a duly called and held meeting at which a quorum is
initially present may continue to do business notwithstanding the loss of a quorum at the
meeting due to a withdrawal of trustees from the meeting, provided that any action
thereafter taken must be approved by at least a majority of the required quorum for such
meeting or such greater percentage as may be required by law, or the Articles of
Incorporation or these Bylaws.
V.E. Live Video Conferencing Participation

Members of the Board of Trustees or any committee of the Board may participate in a
meeting of such Board or Committee by means of live video conferencing. Such
participation shall constitute presence in person for purposes of establishing a quorum, as
long as all members participating in the meeting are able to see and hear one another,
and Trustees shall have the right to vote at such meetings. Trustees participating other
than in-person or by means of live video conferencing shall not vote.
ARTICLE VI:
ACTION BY THE BOARD
VI.A. Board-Approved Policies

The Board may adopt additional governance and management policies as it deems
appropriate.
VI.B. Executive Compensation Review

The Board (or the Executive Committee) shall review any compensation packages
(including all benefits) of the Principal and the two other highest paid employees. The
Board shall approve such compensation only after determining that the compensation is
just and reasonable. This review and approval shall occur annually, as well as when such
officer is hired, when the term of employment of such officer is renewed or extended, and
when the compensation of such officer is modified, unless the modification applies to
substantially all of the employees of the Corporation.
VI.C. Performance of Duties
Response 13D - 6
Each Trustee shall perform all duties of a Trustee, including duties on any Board
committee, in good faith and with that degree of diligence, care and skill, including
reasonable inquiry, as an ordinary prudent person in a like position would use under
similar circumstances
VI.D. Reliance on Others

In performing the duties of a Trustee, a Trustee shall be entitled to rely on information,
opinions, reports or statements, including financial statements and other financial data,
presented or prepared by:
1. One or more Officers or employees of the Corporation whom the Trustee

believes to be reliable and competent in the matters presented;
2. Legal counsel, public accountants or other persons as to matters that the Trustee
believes are within that person's professional or expert competence; or
3. A Board committee on which the Trustee does not serve, duly designated in
accordance with a provision of the Corporation's Charter or Bylaws, as to
matters within its designated authority, provided the Trustee believes the
committee merits confidence and the Trustee acts in good faith, and with that
degree of care and after reasonable inquiry when the need is indicated by the
circumstances, and without knowledge that would cause such reliance to be
unwarranted.
ARTICLE VII:
OFFICERS
VII.A. Officers
The Officers of the Corporation shall be a Chair, a Secretary, and a Treasurer. The Chair
of the Board must be a Trustee. The Corporation may also have such other officers as may
be determined by the Board. One person may hold two or more offices, except that
neither the Secretary nor the Treasurer may serve concurrently as the Chair of the Board.
Response 13D - 7
1. Chair of the Board. The Chair has general supervision, direction and control of
the affairs of the Corporation, and shall exercise and perform such other
powers and duties as the Board and these Bylaws may prescribe. The Chair
shall preside at Board meetings
2. Secretary. The Secretary shall keep or cause to be kept a full and complete
record of the proceedings of the Board and its committees, shall give or cause
to be given notice of all Board meetings as required by law or these Bylaws,
shall keep or cause to be kept a copy of the Corporations Charter and Bylaws
(with Amendments) and in general shall exercise and perform such other powers
and duties as may be prescribed by these Bylaws or the Board.
3. Treasurer. The Treasurer shall keep and maintain, or cause to be kept and
maintained, adequate and correct books and records of account. The Treasurer
shall send or cause to be given to the Trustees such financial statements and
reports as are required to be given by law, and as may be prescribed by
these Bylaws or the Board. The books of account shall be open to inspection by
any Trustee upon request at all reasonable times. The Treasurer shall deposit, or
cause to be deposited, all money and other valuables in the name and to the
credit of the Corporation with such depositories as designated by the Board,
shall disburse or cause to be disbursed the Corporations funds as ordered by
the Board, shall render to the Board, upon request, an account of the
Treasurers transactions as Treasurer and of the financial condition of the
Corporation, and shall exercise and perform such other powers and duties as
may be prescribed by these Bylaws or the Board.
VII.B. Election and Term

The Officers of the Corporation shall be elected by the Board at an annual meeting, or at
a Special Meeting called for the purpose to fill vacancies, and shall serve at the pleasure
of the Board. A Trustee may hold any number of offices, except Secretary or Treasurer
while concurrently serving as Chair.
VII.C. Resignation, Removal and Vacancies
Response 13D - 8
An Officer may resign at any time by giving written notice to the Corporation. Any
resignation shall take effect upon receipt of notice or at any later time specified in that
notice. Unless otherwise specified in the notice of resignation, affirmative acceptance of
the resignation shall not be necessary to make it effective. Any resignation is without
prejudice to the contract or other rights, if any, of the Corporation in respect of the
Officer. Officers may be removed from office by the Board, consistent with the voting
procedures in the Bylaws. A vacancy in any office for any reason shall be filled by the
Board.
ARTICLE VIII:
INDEMNIFICATION
VIII.A. Definition
For purposes of this Article, Agent means any person who is or was a trustee, officer,
employee or other agent of the Corporation, or is or was serving at the request of the
Corporation as a trustee, officer, employee or other agent of another foreign or domestic
corporation, partnership, joint venture, trust or other enterprise; Proceeding means any
threatened, pending or completed action or proceeding, whether civil, criminal,
administrative or investigative; and Expenses includes, without limitation, attorneys fees
and any expenses incurred in establishing a right to indemnification.
VIII.B. Right to Indemnify

The Corporation may, to the fullest extent permitted by law, indemnify any person made,
or threatened to be made, a party to any action or proceeding by reason of the fact that
such person or such persons testate or intestate was a Trustee, Officer, employee or agent
of the Corporation, against judgments, fines, amounts paid in settlement and reasonable
expenses, including attorneys' fees.
VIII.C. Advancing Expenses

The Board may authorize the advance of Expenses incurred by or on behalf of an Agent
of the Corporation in defending any Proceeding before the final disposition of such
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Proceeding, if the Board finds that: (a) the requested advances are reasonable in amount
under the circumstances; and (b) before any advance is made, the Agent submits a written
undertaking satisfactory to the Board, in its sole discretion, to repay the advance unless it
is ultimately determined that the Agent is entitled to indemnification for the Expenses
under this Article.
VIII.D. Insurance
The Board shall have the power to purchase and maintain insurance on behalf of any
Agent against any liability asserted against or incurred by the Agent in such capacity or
arising out of the Agents status as such, whether or not the Corporation would have the
power to indemnify the Agent against such liability under this Article.
ARTICLE IX:
GIFTS, GRANTS, CONTRACTS AND MONIES
IX.A. Gifts
The Board may accept on behalf of the Corporation any contribution, gift, bequest or
devise for the general purposes or for any specific purpose of the Corporation. The
Corporation shall retain complete control and discretion over the use of all contributions it
receives.
IX.B. Grants
The Board shall exercise itself, or delegate, subject to its supervision, control over grants,
contributions, and other financial assistance provided by the Corporation, including,
without limitation, fiscal sponsorship relationships.
IX.C. Contracts
The Board may authorize any officer(s) or agent(s), in the name of and on behalf of the
Corporation, to enter into any contract or execute any instrument. Any such authority may
Response 13D - 10
be general or confined to specific instances, or otherwise limited. Consistent with actions
by the Board, the Chair of the Board is authorized to execute such instruments on behalf
of the Corporation.
IX.D. Payment of Money

Unless otherwise determined by the Board, all checks, drafts or other orders for payment
of money out of the funds of the Corporation and all notes or other evidences of
indebtedness of the Corporation may be signed on behalf of the Corporation by the
Treasurer
IX.E. Deposit
The funds of the Corporation not otherwise employed, including any amounts in any
reserve fund, shall be deposited from time to time to the order of the Corporation in such
banks, trust companies or other depositories as the Board may select.
ARTICLE X:
CONFLICTS OF INTEREST
X.A. Purpose
The purpose of the conflicts of interest policy is to protect the Corporations interest when
it is contemplating entering into a transaction or arrangement that might benefit the
private interest of an Officer or Trustee of the Corporation. This policy is intended to
supplement but not replace any applicable state laws governing conflicts of interest
applicable to nonprofit and charitable corporations.
X.B. Definitions
1. Interested Person. Any Trustee, Principal Officer, or member of a committee
with Board-delegated powers who has a direct or indirect financial interest, as
defined below, is an interested person.
2. Financial Interest. A person has a financial interest if the person has, directly or
indirectly, through business, investment or family:
Response 13D - 11
a. an ownership or investment interest in any entity with which the Corporation
has a transaction or arrangement, or
b. a compensation arrangement with the Corporation or with any entity or
individual with which the Corporation has a transaction or arrangement, or
c. a potential ownership or investment interest in, or compensation
arrangement with, any entity or individual with which the Corporation is
negotiating a transaction or arrangement.
Compensation includes direct and indirect remuneration as well as gifts or favors that are
substantial in nature.
X.C. Procedures
1. Duty to Disclose. In connection with any actual or possible conflicts of interest, an
interested person must disclose the existence of his or her financial interest and all
material facts relating thereto to the Board of Trustees.
2. Determining Whether a Conflict of Interest Exists. After disclosure of the financial
interest and all material facts relating thereto, and after any discussion thereof, the
interested person shall leave the Board of Trustees meeting while the financial
interest is discussed and voted upon. The remaining Board of Trustees shall decide
if a conflict of interest exists.
3. Procedures for Addressing the Conflict of Interest.
a. An interested person may make a presentation at the Board of Trustees, but
after such presentation, he or she shall leave the meeting during the
discussion of, and the vote on, the transaction or arrangement that results in
the conflict of interest.
b. The Board shall, if appropriate, appoint a disinterested person or committee
to investigate alternatives to the proposed transaction or arrangement.
c. After exercising due diligence, the Board of Trustees shall determine
whether the Corporation can obtain a more advantageous transaction or
arrangement with reasonable efforts from a person or entity that would not
give rise to a conflict of interest.
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d. If a more advantageous transaction or arrangement is not reasonably
attainable under circumstances that would not give rise to a conflict of
interest, the Board of Trustees shall determine by a majority vote of the
disinterested Trustees whether the transaction or arrangement is in the
Corporations best interest and for its own benefit and whether the
transaction is fair and reasonable to the Corporation and shall make its
decision as to whether to enter into the transaction or arrangement in
conformity with such determination.
4. Violations of the Conflict of Interest Policy.
a. If the Board of Trustees has reasonable cause to believe that a member has
failed to disclose actual or possible conflicts of interest, it shall inform the
member of the basis for such belief and afford the member an opportunity
to explain the alleged failure to disclose.
b. If, after hearing the response of the member and making such further
investigation as may be warranted in the circumstances, the Board
determines that the member has in fact failed to disclose an actual or
possible conflict of interest, it shall take appropriate disciplinary and
corrective action.
X.D. Records of Proceedings

The Minutes of the Board of Trustees and all committees with Board delegated powers
shall contain:
1. Names of Persons with Financial Interest. The names of the persons who disclosed or
otherwise were found to have a financial interest in connection with an actual or
possible conflict of interest, the nature of the financial interest, any action taken to
determine whether a conflict of interest was present, and the Board of Trustees
decision as to whether a conflict of interest in fact existed.
2. Names of Persons Present. The names of the persons who were present for
discussions and votes relating to the transaction or arrangement, the content of the
discussion, including any alternatives to the proposed transaction or arrangement,
and a record of any votes taken in connection therewith.
Response 13D - 13
X.E. Annual Statements
Each Trustee, Principal, Officer and member of a committee with Board-delegated powers
shall annually sign a statement which affirms that such person:
1. Receipt. Has received a copy of the conflicts of interest policy.
2. Read and Understands. Has read and understands the policy.
3. Agrees to Comply. Has agreed to comply with the policy.
4. Tax Exemption. Understands that the Corporation is a charitable organization and
that, in order to maintain its federal tax exemption, it must engage primarily in
activities which accomplish one or more of its tax-exempt purposes.
ARTICLE XI:
OTHER PROVISIONS
XI.A. Fiscal Year

The fiscal year of the Corporation shall begin on July 1 and end on June 30.
XI.B. Periodic Reviews

To ensure that the Corporation operates in a manner consistent with its charitable purposes
and that it does not engage in activities that could jeopardize its status as an organization
exempt from federal income tax, the Corporation may conduct periodic reviews.
XI.C. Right to Inspection

Every Trustee shall have the right at any reasonable time to inspect and copy all books,
records, and documents, and to inspect the physical properties of the Corporation.
XI.D. Interpretation of Charter

Whenever any provision of the Bylaws is in conflict with the provisions of the Charter, the
provisions of the Charter shall control.
ARTICLE XII:
AMENDMENT OF BYLAWS
Response 13D - 14
Except as otherwise provided by law, these Bylaws may be amended or repealed and
new bylaws may be adopted by approval of the Board subject to the consent of the
schools authorizer.
Response 13D - 15
R.13E Code of Ethics
The Code of Ethics must include a comprehensive and formal conflict of interest policy
with specific procedures for implementing the policy and assuring compliance with the
policy. The Code of Ethics and conflict of interest policy (which may be one document)
must be written 1) to apply not only to trustees, but also to officers and employees of
the school in conformity with the NY General Municipal Law; and 2) must comply with
recent requirements in the NY Not-For-Profit Corporation Law.
Code of Ethics
Policy
The Board of Trustees (the Board) and Employees, especially the Key Leadership, of
Granville Academy Charter School (GACS) must conduct their affairs in the best interests
of the school; avoid conflict, or the appearance of conflict, between their personal
interests and those of GACS; and ensure that they do not receive improper personal
benefit from their positions. Accordingly, the GACS Board has adopted the following
procedures to govern GACSs decision-making processes. Moreover, Board members,
experts, advisors, and staff of any level are subject to the gift policy set forth below.
Trustees, officers, or employees of any external organization shall hold no more
than 40 percent of the total seats comprising the Board of Trustees.
Trustees shall make all appropriate financial disclosures whenever a grievance of
conflict of interest is lodged against them.
Trustees, officers, and employees may never ask a subordinate, a student, or a
parent of a student to work on or give to any political campaign.
Trustees, officers, and employees shall only use School resources for lawful School
purposes. School resources include, but are not limited to, School personnel, money,
vehicles, equipment, materials, supplies, or other property.
Trustees, officers, and employees will exercise the highest degree of care not to
disclose confidential information including, but not limited to:
o Student records
o Financial information
o Personnel records
o Payroll records
o Trustees, officers, and employees will observe rules of behavior and
conduct. Unacceptable conduct includes, but is not limited to:
o Theft or inappropriate removal or possession of property
o Falsification of documents
Response 13e - 1
o Possession, distribution, sale, transfer, or use of alcohol or illegal drugs in the
workplace or while on duty
o Use of tobacco or tobacco products on school grounds
o Insubordination or other disrespectful conduct
o Violation of safety or health rules
o Sexual or other unlawful or unwelcome harassment
o Excessive absenteeism or any absence without notice
Conflict of Interest Procedures and Definitions

The conflict of interest provisions of the New York General Municipal Law are applicable
to charter schools to the same extent those provisions (Gen. Municipal Law 800-804,
804-a, 805, 805-a, 805-b, 806) are applicable to school districts. All GACS Trustees,
Officers and employees shall comply with all such laws.
1. Any Trustee, Principal, Officer or member shall disclose if an Interest exists, as

defined below, with respect to a transaction the Board is considering. Such
transactions include contracts and the provision of services. The disclosure of an
Interest may be made orally or in writing.
a. A Trustee, Principal, Officer or member is an Interested Person if a person
or, to the persons knowledge, the persons family member (including parent,
grandparent, spouse, sibling, child, grandchild, niece, or nephew), or close
business associate (i) is employed by, or (ii) holds a fiduciary, significant
owner, or senior position with, any entity or person with which GACS is
considering a transaction.
b. In no event shall an Interested Person vote on transactions in which he / she
has a financial interest. The nature of the Interest and the individuals
recusal, or Board determination not to recuse, shall be recorded in the
appropriate minutes.
c. In addition, the Board expects Board members to disclose close friendships
with (a) any person with GACS is considering a transaction, and (b) any
person who has a significant position in an entity with which GACS is
2. GACS Key Leadership and Staff (including, but not limited to, the Principal or any
other employee, expert or advisor who is in a position to influence a decision in
which he/she has an Interest) shall disclose to the Principal (or Principals designee),
orally or in writing, any Interest as defined above, and shall, unless the Principal (or
Principals designee) determines otherwise, recuse herself or himself from the
decision-making process.
Response 13e - 2
a. This shall also apply to any Board member who has knowledge that he/she
has an Interest in a transaction being considered by GACS below the Board
level. The nature of the Interest and the individuals recusal, or the Chairs
determination not to require recusal, shall be memorialized in writing.
b. In addition, the person, who has an Interest shall disclose close friendships
with (a) any person with whom GACS is considering a transaction, and (b)
any person who has a significant position in an entity with which GACS is
3. No Trustee, Officer, Principal or staff member shall accept or solicit payments for
expenses associated with GACS related travel, meals, or other professional activity
from actual or potential suppliers of GACS.
a. No Trustee, Officer, Principal or staff member shall receive or solicit a
gratuitous payment or article of monetary value worth $75 or more from
actual or potential suppliers of services or goods for GACS, except (a) gifts
presented to GACS where the recipient is representing GACS and
thereafter presents the gift to GACS, or (b) gifts that are motivated solely
by a family or personal relationship, but are in no way connected with the
recipients official GACS duties.
b. In general, a recipient should make every effort to decline to accept gifts on
behalf of GACS, but, in cases where it would be considered ungracious to
do so, should make clear that the gift is being accepted on behalf of, and
will be given to, GACS.
Enforcement and Penalties

In addition to any penalty contained in any other provision of law, any School officer or
staff member who shall knowingly and intentionally violate any of the provisions of the
Boards Code of Ethics may be censured, fined, suspended or removed from office or
employment, as the case may be, in the manner provided by law.
All Trustees, Officers, and employees of GACS will be given a copy of the code of ethics
upon their employment or association with the school.
Response 13e - 3
Code of Ethics Acknowledgement
I, _________________________________________, a Trustee/Officer/Employee of the

School, do hereby acknowledge receipt of a copy of the Code of Ethics of Granville
Academy Charter School, this ____ day of ____________, in the year______.
_________________________________________
(Signature of Trustee/Officer/Employee)
_________________________________________
(Print of Trustee/Officer/Employee)
Response 13e - 4
R.13F Complaint Policy
The compliant policy must include procedures for handling complaints including from
staff, parent, employees and contractors.
In accordance with requirements of $2855(4) of the Education Law, any individual or

group may bring a complaint to the board of trustees alleging a violation of the
provisions of this article, the charter, or any other provision of law relating to the
management or operation of the school. If, after presentation of the complaint to the
Granville Academy Charter School (GACS) Board of Trustees (the Board), the
individual or group determines that the board has not adequately addressed the
complaint, they may present that complaint to the Board of Trustees of the State University
of New York and then the Board of Regents through the State Education Department,
which shall investigate and respond. The SUNY Trustees or the Board of Regents shall have
the power and the duty to issue appropriate remedial orders to charter schools under
their jurisdiction to effectuate the provisions of this section.
The grievance process will be prominently displayed and included in all school and parent
manuals so that any individual or group may bring a complaint to the Board. Although any
individual or group may bring a complaint as discussed above, GACS will establish a
complaint process to expeditiously resolve matters in question. The complainant must
adhere to the following steps:
1. If the issue is academic in nature, the complainant must contact the childs teacher in
writing or verbally.
2. If unsatisfied with the response or if the complaint does not concern the childs
teacher, he/she can contact the Principal, who may notify the Board Chair. At the
discretion of the Principal, the complaint may be required to be submitted in
writing. The Principal may also conduct an investigation into the complaint.
3. If the complainant is unsatisfied with the response of the Principal, a written
complaint can be submitted to the Board of Trustees. The Board of Trustees will
make every effort to respond to the complaint in a timely manner, not to exceed
30 business days. To help insure a thorough and timely response, the complaint
Response 13f -1
should include: (i) a detailed statement of the nature of the grievance, (ii) what
response, if any, was received from the Principal and/or teacher; (iii) copies of any
correspondence between complainant and the Principal and/or teacher; (iv) what
action or relief the complainant is seeking; and (v) the complainants name, address
and telephone number.
4. If the complainant is unsatisfied with the response of the Board of Trustees, and the
complainant alleges a violation of law or a provision of the schools charter, the
complainant may submit the complaint in writing to the Charter Schools Institute of
the State University of New York.
Long-term Expulsion
If a scholar is expelled or given a long term suspension (more than 10 days), the
parent/guardian has the right to submit a letter of appeal to the Board within 10 days of
the date of expulsion. The letter must include the reason for the request and any special or
extenuating circumstances that may support the reversal of the recommended penalty. The
Board Chair will present the request before the entire Board for review and
determination. A final determination letter will be sent to the students parent or guardian
indicating approval or denial of an appeal. Where necessary, GACS will contract with a
certified and impartial hearing officer to assist in conducting any disciplinary hearings
involving a potential long-term suspension.
Formal Complaints
A formal complaint involves an alleged violation of law and/or charter. A formal
complaint must be in writing and delivered to the GACS Board. To help insure a thorough
and timely response, the complaint should include: (i) a detailed statement of the nature of
the any grievance, (ii) the response, if any, receive from the principal and/or teacher; (iii)
copies of any correspondence between complainant and the principal and/or teacher; (iv)
what action or relief the complainant is seeking; and (v) the complainants name, address
and telephone number. The Board will make every effort to respond to the complaint in a
timely manner, not to exceed 30 business days.
Response 13f -2
Upon resolution of a formal complaint, GACS must provide to the complainant:
a written determination, including any remedial actions to be taken;
a written notice to the complainant that he or she may file an appeal with the
Charter Schools Institute if the complaint involves a violation of law or charter; and
a copy of the Institutes Grievance Guidelines (available on the Institutes website:
(http://www.newyorkcharters.org/contact/).
Informal Complaints
An informal complaint is a complaint that does not allege a violation of law or the schools
Charter Agreement. To file an informal complaint, it is recommended that the complainant
follow these steps:
1. Contact the childs teacher in writing or verbally.
2. If unsatisfied with the response or if the complaint does not concern the childs
teacher, he/she can contact the Principal. The Principal, at his or her discretion, may
require that the complaint be submitted in writing. The Principal may also, at his or
her discretion, conduct an investigation into the complaint. If the complainant is
unsatisfied, he or she shall inform the Principal who will notify the Board Chair.
3. If the complainant is unsatisfied with the response of the Principal or complainant is
in regard to the Principal, a written complaint can be submitted to the board of
trustees (the complainant may bypass the step of speaking with the Principal and
go directly to the board of trustees). The board of trustees will make every effort
to respond to the complaint in a timely manner, not to exceed 30 business days. To
help insure a thorough and timely response, the complaint should include: (i) a
detailed statement of the nature of the grievance, (ii) what response, if any, was
received from the Principal and/or teacher; (iv) what action or relief the
complainant is seeking; and (v) the complainants name, address, and telephone
number.
Response 13f -3
10. District Relations
The lead applicant met with the Interim Superintendent of Mount Vernon City School
District (MVCSD), Judith Johnson, in September of 2014 to introduce the concept of
bringing a public charter school to Mount Vernon. She was interested in the prospect
of Granville Academy being what charter schools were designed to be- a pilot for
programs that, with proven success, could then be infused back into the traditional
public schools. Ms. Johnson was extremely interested in thinking about how the
structure of a no excuses school could be replicated in a traditional public school, given
its constraints. Unfortunately, Ms. Johnson was an interim superintendent and despite
repeated attempts from various members of the founding team, the current
Superintendent, Dr. Kenneth Hamilton, has not returned communication. The founding
team has provided the link to our website and Community Input Survey through flyers,
business cards, and facts sheets to the Board of Education, allowing the opportunity for
feedback if so desired. To date, we have not received any feedback positive or
negative. The founding team and Board of Trustees will continue to use its connections
with other members of the community to foster communication with the district. We
have the full support of the newly elected Mayor, Richard Thomas, among other
elected officials that can assist us in building a strong relationship with the district.
Two of the facilities GACS is considering for its school building are one block away
from a district school, one elementary and one high school. With the proximity of these
buildings, GACS envisions a vibrant collaboration among both staff and scholars. For
scholar collaboration, one possibility suggested by a parent is to use the Wednesday
early dismissal to spend time at the elementary school reading with younger scholars.
Another proposed possibility would be to coordinate with the high school in their
performance productions such as dance recitals and school plays, which GACS likely
wont offer during its initial operation due to the small scholar population. While these
are currently informal conversations, upon approval GACS is eager to officially
collaborate in a myriad of ways.
There are two traditional public middle schools in Mount Vernon, Longfellow Middle
School and Davis Middle School which are listed as a Focus school and a Priority school
for the 2015-2016 school year respectively. In conversations with two different
Response 14-1
teachers at each school, a lack of school culture and discipline was identified as a core
target area. We believe that Granville Academy can share best practices around
both what teachers can do in the classroom and what leaders can do for the whole
school to improve student culture, without spending more money or lengthening the
school day. The school culture model at GACS has proven successful in both district
and charter schools across the country and we are excited to share that model and
knowledge with educators across the district. We firmly believe that establishing a
strong school culture is the first step to academic achievement and want to support in
this establishment in MVCSD schools that are currently lacking in this area.
The founding team of Granville Academy is passionate about all scholars of Mount
Vernon receiving a high quality education and thus we would strongly consider
applying for the New York State Charter Schools Dissemination Grant in order to offer
professional development to teachers and leaders of MVCSD on an ongoing basis. As
individuals connected to the City of Mount Vernon, the founding team will continuously
seek out ways to share best practices both formally and informally as often as
possible to ensure the most opportunity for the children of Mount Vernon.
Response 14-2
1. Student Demand, Community Support, Recruitment and Retention
(a) General Student Population
The founding teams outreach in the community, partnerships, waitlist data from Amani
Public Charter School, the performance of local schools and available education
options all suggest that there will be adequate demand to meet the schools intended
enrollment numbers. The founding team has spent considerable time in the community
discussing this proposal and soliciting feedback. As a result, we have come away
convinced that Granville Academy will be a welcome addition to the community,
providing a choice, which parents want and need.
Surveys:
Granville Academy created a survey to solicit feedback about key elements of the
proposed school model (30 surveys were completed and returned). On the survey,
97% of respondents selected Yes, Mount Vernon needs a new, high-quality public
middle school and 100% of respondents ranked Literacy Instruction within all content
classes as Very Important. Literacy is at the heart of what Granville Academy
believes is essential for success. This is one reason why there is a dedicated period of
time every day to small differentiated reading groups for every scholar built into the
schedule. Additionally, 93% of respondents ranked Exposure to community service
as Important or Very Important. This is a piece of the mission that the founding team
verified after seeing the survey results, showing that this exposure is important to
community members and families. Overall, the respondents rated each component of
the school very highly, demonstrating the degree to which Granville Academys model
aligns with the needs of parents and scholars.
Petitions:
200 signatures have been received. On those petitions, parents listed 19 children who
would have been eligible for entry into Granville Academys initial 6th grade class in
2016 based on their birthdates and/or current grade levels. Given that the founding
team decided to spend more time in the community before submitting a proposal,
those families are no longer eligible for seats. While those children will not be
enrolled in Granville Academy, this continues to show evidence that there are families
all around the community that desire this option.
Response 15-1
Meet and Greets:
In Mount Vernon, the Church community is vibrant and abundant. The founding team
spent a significant amount of time going around to different churches to introduce
ourselves, answer questions and hear peoples thoughts. These were informal Meet
and Greets in which invitations were provided to more formal information sessions at
various locations in the city.
Mount Vernon Department of Recreation:

With one of the founding team members being an employee of the Department of
Recreation, we have been able to supply information to the hundreds of families that
go to the Department of Recreation looking for opportunities for their children. One of
our best attended information sessions was as a result of handing out flyers at one of
the camps run by the Department. This connection has also allowed us to host events in
locations that are familiar to the community like the Doles Community Center.
Support from Amani Public Charter School:

Amani Public Charter School is a 5 8 middle school in Mount Vernon. Because they
begin enrolling in the fifth grade, they have limited sixth grade seats. While reaching
out to the Executive Director, Debra Stern, she informed us of her waitlist of 82
scholars for their sixth grade seats. These are families that have already applied to
enter a charter school lottery but have no seat for their child. Given the similarity in
educational philosophy between Amani and GACS, we are confident these families
would enroll in Granville Academy as a similar alternative. We are also confident
that we will be able to fill the remaining 20 seats through active recruitment and
marketing, as Amani developed of waitlist of 82 scholars without active recruitment
given its entry year is fifth grade.
Local School Performance:

Parents want the best for their children; they want high performing schools.
Unfortunately, those do not currently exist in the traditional public schools of MVCSD.
As the tables below show, less than 15% of scholars in grades 3-8 were proficient in
English language arts (ELA) in 2014. The statistics for at-risk scholars are even more
Response 15-2
alarming: in 8th grade 0% of ELL scholars were proficient and only 2% of scholars
with disabilities were proficient in ELA. The data is devastatingly similar in
mathematics. In MVCSD, there are 11 elementary schools, with 2 schools achieving
results comparable to the state. There are only two middle schools in the district, both
failing, performing far below state averages, currently leaving parents with only 1
free alternative, Amani. With Amani offering 80 seats to sixth graders and the
MVCSD educating 1,636 scholars in grades 6 8, there is a high need for more high
quality seats. Through numerous conversations with parents, it is clear that they are
adamant about a need for another option because currently the school district is not
meeting the needs of 88% of the middle school population.
Scholar Performance on 2014 NYS ELA Exam in MVCSD

All FRPL SWD ELL
Grade 3 15 11 3 11
Grade 4 13 11 4 3
Grade 5 12 9 1 3
Grade 6 12 11 1 8
Grade 7 7 6 1 0
Grade 8 12 10 2 0
All Grades 12 10 1 5
Natural Entry Point:
Currently, the majority of Mount Vernons elementary schools enroll PK/K 6th grade.
However, Mount Vernon is in the process of restructuring its schools to PK/K 5th grade
for elementary and 6th 8th grade for middle school. Given this restructuring, and the
poor middle school performance in MVCSD, we are confident that parents will be
looking for an alternative for their scholars once their scholars complete fifth grade.
When looking at enrollment data for MVCSD, there is a substantial decline in the total
student population between 6th and 7th grade (the current split between elementary
and middle). In the 2013-2014 school year the total 6th grade enrollment was 596
scholars while in the 2014-2015 school year, the total 7th grade enrollment was 542
Response 15-3
scholars, a decrease of 54 scholars.1 With the district moving to a 6 8 model for
middle schools, we anticipate this current flight from district schools to begin to take
place after 5th grade, as families have little to no confidence in the middle schools of
Mount Vernon. With Amani having limited seats in 6th grade, Granville Academy
would be the only free alternative for families and thus assures the founding team that
enrollment targets will be met.
(b) Target Population Enrollment
Mount Vernon is a densely populated suburban city covering four square miles with a
high concentration of poverty in what is colloquially known as its south side. We plan
on placing the school facility squarely within the two square miles of the south side, in
zip code 10550. The demographic data in the New York State Report Cards reflects
clearly that a concentration of high needs children is situated in proximity to Mount
Vernons south side elementary schools and along its western corridor.
Identifying and Attracting Free and Reduced Priced Lunch Eligible Students:
The highest density of children eligible for free and reduced price lunch can be found
near four elementary schools. These schools are Parker, Hamilton, Williams and
Grimes. The table below reflects the free and reduced lunch eligible student
enrollment percentages for these elementary schools.2
Parker Hamilton Williams Grimes

83% 88% 78% 80%
Fundamentally, we know where the density of high needs children exists. We know that
it is going to require an enormous ground initiative to reach parents and caregivers of
the target population. Granville Academy will be publicized and marketed throughout
the community to a broad cross-section of families and prospective students. While we
modestly budgeted to meet the district average of 73% for Free and Reduced lunch
eligible students, we aim to meet enrollment targets closer to the highest needs schools
above. We will recruit free and reduced priced lunch eligible children in numbers that
are comparable to or greater than the Mount Vernon City School District using the
following specific tactical measures:
1 New York State Education Department data site; Mount Vernon City School District Enrollment 2013-2014 and
2014-2015; http://data.nysed.gov/profile.php?instid=800000035289
2
Source: New York State Report Cards 2014 - 2015
Response 15-4
Door-to-Door Information Distribution: Target students can be found in the following
housing complexes: Levister Towers, Ebony Gardens and The Plaza (Lefrak Housing). In
each one the founding team is connected to one or more resident contacts that could
serve as a community liaison to gain access. This is a strategy that we will use to reach
families that are traditionally less informed about educational choice.
Mailing: We have focused a majority of our informational outreach over the last few
months in the 10550 zip code. This was an important strategic move to educate a
segment of the community that is somewhat less aware of school choice options and
about charter schools. This effort was concomitant with the petition process with a large
majority of these supporters living in the 10550 zip code. If GACSs application is
approved, the founding team will send letters to all families, outlining the opening of
the school and alerting these individuals to the lottery process.
Open House: Community-style open house meetings will be held in the Doles Community
Center, the Mount Vernon Public Library and the Mount Vernon Family YMCA. All are
community institutions located in the 10550 zip code. Multiple information sessions have
been held at the Doles Community Center already and the founding team is in
communication with the public library and the YMCA in order to use their space for
further meetings upon approval.
Identifying and Attracting Students with Disabilities:

The special education classification rate in Mount Vernon varies widely across schools
with one school having a classification rate of 11% and another having a classification
rate of 27%. There are three elementary schools with classification rates higher than
the district- Graham, Traphagen and Rebecca Turner. The table below reflects the
students with disabilities enrollment percentages for these elementary schools. 3
Graham Traphagen Rebecca

Turner
25% 22% 27%
While we modestly budgeted to meet the enrollment requirement of 15% students with
disabilities, we aim to meet enrollment targets closer to the highest needs schools
above. We will recruit students with disabilities in numbers that are comparable to or
greater than the Mount Vernon City School District using the following specific tactical
measures:
Newspaper/Cable TV/Radio PSA: We are going to use free media to the extent
practicable to get information about Granville Academys special education program
3
Source: New York State Report Cards 2014-2015
Response 15-5
into the community. We understand that it will take an extensive public education
campaign to inform people that special education services are available and to
describe the qualifications of GACSs special education faculty. GACS has appeared
in local publications like the Mount Vernon Inquirer and we will continue to make such
appearances through our intensive community outreach efforts.
Open House: Information sessions will be held throughout the Mount Vernon community
with organizations that serve special education families such as Family Ties, the Districts
Special Education PTA, and Westchester Jewish Community Services.
District Outreach: One-on-one meetings will be held between the GACS Principal and
GACS special education staff with any parents of special education students who
express interest in learning more about how the school can meet the particular needs
of their child. We believe that applying consistent expectations to all aspects of
school life will be the hallmark of our program and will be critical for supporting the
retention of the special education population.
Identifying and Attracting English Language Learners:

The community of English Language Learners is complex. Three elementary schools
have elevated ELL population percentages. The table below reflects the enrollment of
English Language Learners at targeted schools:
Columbus Hamilton Holmes

25% 22% 15%
The profile of an ELL child in Mount Vernon is one with immigrant parents with a high
school education who place a very high value on education. Largely due to language
barriers, these parents experience challenges in accessing the resources of the city and
the schools. Often the child knows more English than their parent. It is common for a
sibling to adopt a liaison role for the family. While we identified an enrollment target
that meets the enrollment requirement of 7% ELLs, we aim to meet enrollment targets
closer to the highest needs schools above. We will recruit ELLs in numbers that are
comparable to or greater than the Mount Vernon City School District using the
following specific tactical measures:
Building Trust within the Community through Identified Community Leaders: The Mexican
and Brazilian communities have focal points in Mount Vernon where it is fairly easy to
draw an audience for recruitment purposes. While the community is dispersed
throughout the city, there are focal points located primarily in the western section of
Mount Vernon along west Lincoln Avenue. For example, the Brazilian Bakery,
Response 15-6
Padaminas, on West Lincoln Avenue is owned by the Unofficial Mayor of Mount
Vernons Little Brazil. He is also the owner of two nearby restaurants. The founding
team plans to utilize him as a resource for both space and translation in order to
communicate effectively with the Brazilian population.
Meeting the Community Where They Are: The focal point for the Latino community
centers around several churches: Our Lady of Victory Roman Catholic Church, de
Nuestra Seora de Monte Carmelo (Our Lady of Mount Carmel) Roman Catholic
Church and St. Ursulas Roman Catholic Church. All hold native language services. As
we continue our outreach, the founding team will visit each of these churches and meet
with the clergy. We will hold community-style open houses at each of these churches,
with the support of a translator of Spanish and Portuguese.
Appropriate Materials in Native Languages: GACS will go to great lengths to assure that
its materials are understandable for all levels of reading abilities and languages. All
promotional materials will be translated to Spanish and Portuguese. We will
emphasize the personalized nature of our educational program and explain to parents
and families the lengths to which we will go to in order to ensure retention.
At-risk Admission Factors:

Granville Academy will grant one extra weight to students that are classified as ELLs
or Students with Disabilities with a maximum of one extra weight in the lottery. For
example, a student with disabilities that is also an ELL will only receive one extra
weight. Granville Academy reserves the right to amend this policy with approval from
its authorizer if it is deemed necessary to achieve its enrollment targets.
How We Will Serve Free and Reduced Lunch Eligible Students:

Students from economically depressed neighborhoods with high concentrations of
poverty are less likely to graduate high school or college and more likely to engage in
risky behavior. We will serve these students by offering them an academically rich
environment in which to thrive. Researchers agree that the key agent in breaking the
cycle of poverty is academic achievement. Current achievement data for Mount Vernon
indicates that many students are not equipped with the skills needed to succeed in
higher education. Mount Vernon High School has been a school in need of
improvement for several years. Overall the graduation rate for Mount Vernon High
School is 64%. The two middle schools in Mount Vernon have also struggled
academically. In 2015 at Longfellow Middle School, 13% of eighth grade students
scored at or above level 3 on the state ELA exam, and 8% scored at or above level 3
on the state math exam. In the same year at Davis Middle School, 11% of eighth
grade students scored at or above Level 3 on the state ELA exam, and 0% scored at
or above level 3 on the state math exam. Granville Academys program will raise the
academic achievement of scholars so that they will be more likely to attain high school
Response 15-7
graduation and college matriculation. Davis Middle School, with almost 700 students,
exceeds the size that researchers have recommended for schools to address the
developmental and academic needs of their student population. Research indicates
that small schools, particularly for an academically at-risk urban population of
students, lead to improved academic achievement, improved student attitudes towards
school, increased extracurricular participation, higher attendance rates, and lower
dropout rates.4 Granville Academys small school environment will impact the
retention of these students.
How We Serve English Language Learners:

GACS will serve any and all scholars who are English Language Learners (ELL) through
a process of structured English immersion. GACSs academic faculty work to prepare
all scholars, including those with limited English proficiency, to graduate with the
essential knowledge, skills, and character to succeed in high school and college. A
prerequisite to achieving this is that every GACS scholar must become a literate and
fluent reader, writer, speaker, and listener of Standard English as quickly as possible.
As such, it is one of GACSs chief aims to work with identified ELL scholars in an
inclusive structured English immersion (SEI) program that provides them with the
challenge and extra supports needed rapidly to achieve proficiency in English. This SEI
model does not segregate ELLs from their English speaking peers, and SEI scholars
have consistently scored higher than those enrolled in traditional bilingual programs in
large scale studies in California, Arizona, and Massachusetts.5 In New York City, SEI
has demonstrated success at high performing charter schools such as KIPP Academy
and Bronx Prep. Despite these challenges, ELL scholars at these campuses had greater
growth than, and comparable performance academically in reading and math to, their
non-ELL peers.
Through GACSs extended school day and extended school year, ELL scholars will
benefit from dramatically increased exposure to English speaking, listening, reading,
and writing. This will speed acquisition of English. To ensure the instruction reaches ELL
scholars, the ELL Teacher, who is a member of the COR Team, will be charged with
overseeing teachers as they diagnose each scholars needs, provide and adjust
instruction according to data and feedback, and closely monitor scholar progress. To
complement the SEI program, the ELL teacher, will provide individualized support to
ELL scholars with push-in and pull-out instruction and targeted tutoring as needed. All
4Cotton, Kathleen. School Size, School Climate, and Student Performance. Northwest Regional Educational
Laboratory. May 1996. http://www.nwrel.org/scpd/sirs/10/c020.html
5 Clark, Kevin; The Case for Structured English Immersion; Educational Leadership;Apr2009, Vol. 66 Issue 7, p42
Response 15-8
ELL scholars at GACS will be held to the same academic standards to which we hold
all other scholars. ELL scholars will receive individualized support from the COR Team
in their efforts to reach and surpass these standards, but they will not be promoted to
the next grade if they are unable to meet grade level standards. This approach is
consistent with the mission to prepare all scholars for success in high school and college.
All scholars will have equal access to all programs and services including: instructional
services (e.g., tutoring); support services (e.g., guidance and counseling); all school
programs, including music, art, vocational, and technology programs; and all after
school programs including athletics. Recognizing that ELL scholars bring an array of
talents and cultural practices and perspectives that can enrich our school and society,
scholars will maintain and enhance their native language skills through cultural
enrichment opportunities throughout their time at GACS.
Services for ELL Students

ELL scholars will receive the same academic content and be held to the same academic
standards as native English speaking scholars. In order to ensure academic success,
Granville Academy teachers, who will receive professional development to enhance
their skills in working with ELL scholars from the ELL Teacher on the COR Team as well
as from the Director of Curriculum and Instruction, will carefully monitor all ELL scholars
and develop interventions designed to support these scholars where required.
Interventions will include modifying the level of the English language that classroom
teachers use in their instruction, pull-out intensive tutoring in English during study hall
and non-core academic subjects, push in services by a teacher who is fluent in the
scholars native language, pairing with another scholar who speaks the ELL scholars
native language, home visits by a staff member who speaks the scholars native
language, and other support services. Small group reading programs like GACSs,
which focus on phonics, have been shown to be particularly effective for low income
and ELL scholars.6
Oral and written communication to families of scholars identified as ELL scholars will be
translated into the familys native language to the extent possible to ensure clear and
rich communication and coordination between home and school. Scholars with limited
proficiency in English will have access to all curricular and extra-curricular activities
available to all other scholars. Further, current demographics indicate that by far the
largest population of ELL scholars will be native Spanish or Portuguese speakers.
GACS will make efforts to recruit staff members who are proficient in these languages.
It is a priority for Granville Academy to hire an Office Manager who is highly fluent in
at least one of these languages to provide translation services for family
communication.
6 SRA McGraw-Hill, Research Findings2002, (2002)
Response 15-9
GACS recognizes that many ELL scholars have first language and literacy knowledge
and skills that boost their acquisition of language and literacy in English or another
second language. Being identified as ELL or Special Education will not be a stigma or
item of shame for our scholars. By changing the language to refer to our Coaches of
Results (COR) Team, and by providing tutoring, enrichment, small group, pull-out and
push-in, services for all scholars, scholars at GACS do not feel shame about their
differences or challenges, but rather pride for the accomplishments they demonstrate
over time in partnership with their teachers and classmates.
Assessment, Monitoring, and Exit Criteria for ELL Students

Scholars who have been identified as ELL will be assessed annually using the
NYSESLAT as well as nationally-normed standardized tests, teacher-created exams,
and informal teacher observation in the classroom to determine improvement in English
proficiency. Scholars who score above the established cutoff point for ELLs will be
deemed no longer ELL, while those who score below the cutoff point will continue to be
classified as ELL. Scholars no longer deemed ELL, like all scholars, will still have access
to language and academic support and services from the COR Team.
Evaluation of ELL Program Over Time

As with all aspects of Granville Academys operations, staff will collect data on scholar
performance in order to monitor the efficacy of our ELL program. Specifically, GACS
will look to assessments of ELL scholars, including improvements in performance on the
NYSESLAT, nationally-normed tests and teacher-created assessments to determine
whether our program is effective in improving our ELL scholars English proficiency
levels and ensuring that they are meeting or exceeding content and skill standards
across the curriculum. In order to make these comparisons, we will disaggregate
assessment results by ELL and non-ELL scholars at every possible opportunity and use
that data to continuously improve our instructional strategies.
Ho w We Serve Students with Disabilities:
Special educational scholars at Granville Academy will receive a Free Appropriate

Public Education (FAPE). They will be offered appropriate evaluations and
assessments. To the maximum extent allowed by each scholars circumstances and
Individual Education Program (IEP) and all applicable federal laws, including the
Individuals with Disabilities Act (IDEA), GACS will educate scholars with disabilities in
the least restrictive environment (LRE), with their non-disabled peers. Disabled scholars,
along with their parents, will be involved in the development of and decisions
regarding their Individualized Education Program (IEP). GACS is committed to
providing full access to appropriate procedures and mechanisms for scholars, along
with their parents, to resolve any disputes or disagreements that arise or are related
to the provision of FAPE or LRE by either GACS or the school district. GACS will not
Response 15-10
discriminate in admission and enrollment practices on the basis of any scholar having or
being suspected of having a disability.
As stated above, GACS will instruct scholars with disabilities in the least restrictive
environment. Special and separate classes, or other removal of scholars with
disabilities from the regular educational environment will occur only if education in
regular classes with the use of supplementary aids and services cannot be achieved
satisfactorily.
GACS will implement an inclusive, heterogeneous educational approach that serves all
scholars in a manner that maximizes their academic potential and prepares all of them
for success in high school and college. The GACS approach and design emulates other
high-performing urban middle schools serving similar scholars with disabilities,
language proficiency barriers, and/or special circumstances that put them at risk for
academic failure.
In order to provide all IEP and Section 504 (Rehabilitation Act) services, GACS has
designed a model that is flexible and fully compliant with applicable laws. GACS
teaching staff will be supported by a Coaches of Results (COR) Team to support
scholars at academic risk, including but not limited to Special Education Scholars and
English Language Learners. COR teachers may be assigned to specific grades, subject
areas or to a particular caseload of scholars based on what will be the most
educationally-effective model for the needs of scholars, including those with IEPs, in
any given year. The COR Team will be responsible for implementing classroom-based
IEP services, Integrated Co-teaching services, SETSS services, and ensuring access to the
general curriculum for all scholars on IEPs through differentiation, accommodations, and
necessary modifications. The co-taught classes will be lead by at least one general
education teacher and a COR Team Teacher. The approaches to co-teaching that will
be employed at GACS will include but are not limited to:
1. Direct Co-teaching Both teachers lead the class in direct instruction, seamlessly
switching from one teacher to another at different points during the lesson.
2. Parallel teaching (Unmodified curriculum) The class will be divided into two
groups. Each teacher instructs his/her group in the same lesson at the same time.
3. Parallel teaching (Modified curriculum) The class will be divided into two groups.
Each teacher will instruct his/her group in material specifically designed for them.
Direct instruction will occur simultaneously. This methodology will be used based on
the demonstrated academic needs of scholars with IEPs. The modified curriculum will
seek only to differentiate the presentation of instructional material, it will not
Response 15-11
modify the standards being presented unless deemed absolutely necessary, and
scholars will still be evaluated by the same academic benchmarks.
4. Rotational teaching (Alternative teaching) Both teachers will co-plan a set of

lessons. One teacher will lead direct instruction for the unit of lessons while the other
teacher supports scholars who are in need of support, focusing on scholars with
IEPs.
The models listed above may be used interchangeably throughout the year based on
the academic, social and behavioral needs of the integrated co-taught classes. COR
Teachers will meet regularly with general education teachers to review instructional
materials, plan the presentation of content, and ensure lessons contain accommodations
that make the lessons accessible to scholars with IEPs.
GACS plans and has budgeted for the COR Team to include, at a minimum, one full-
time educator certified in special education for scholars with mild and moderate
special needs in year 1. In year 2, two additional special education teachers will be
added to the COR team, with one of them acting as the Special Education
Coordinator (Please see Response 11a- Personnel for more detail on staffing for
growth and rationale). The Special Education Coordinator will be the primary agent
responsible for ensuring that all services for scholars with IEPs are being provided and
for communicating with state and government agencies with regards to information
regarding special education scholars. The Special Education Coordinator will also be
an advisor on the Scholar Support Team (SST) and will oversee the initial referral,
review, modification and re-evaluation processes for scholars with IEPs to make certain
their needs are met appropriately.
The robust evaluation and assessment system at GACS will ensure that all scholars who
enter the school will be routinely monitored to ensure that they are making effective
academic progress. Scholars admitted through the lottery process will be required to
take a nationally-normed standardized test such as the Terra Nova as well as a
battery of internally designed criterion-referenced comprehensive exams for each of
the core subjects. The results of these exams will be used to determine which scholars
are in immediate need of remediation. Scholars with particularly low scores will be
monitored closely by their Advisors and be provided with support and
accommodations as needed.
All scholars with IEPs at GACS will take the same state, national, and internal
assessments as their non-disabled peers. Scholars with IEPs or 504s will receive the
appropriate accommodations or modifications as identified in their plans and parents
will receive reports on their scholars progress at least as often as non-disabled
Response 15-12
scholars. Parents will receive three IEP progress reports each year in addition to report
cards, weekly progress reports, weekly LIFE points reports and regular personal
contact from faculty members who are available by email, phone, and in person to all
families. The school will hold meetings with the parents of special education scholars
each trimester to advise parents on any changes to the administration of special
education services. During these meetings, parents will be given a forum to voice
concerns and give suggestions on any changes they would like to see made to the
special education program.
The guiding philosophy at GACS is to minimize the impact of a scholars disability

while maximizing his or her access to support services and the college-preparatory
general curriculum. (Please see Response 07 Specific Populations for more
information about services and supports for at-risk populations.)
Preparing Teachers to Work With Special Needs Students

During the summer orientation, a professional development session will be given to all
staff explaining the Response to Intervention process, the referral process, the
development and implementation of the IEP, evaluation and reporting of the scholars
progress toward meeting their individual goals and objectives, confidentiality of
scholar records, and discipline of scholars with disabilities. In addition, each teacher
will receive access to their scholars IEP at the beginning of the school year. At this time,
the COR Teacher will discuss the IEP with the teacher and answer any questions. As the
year progresses, the meetings will continue among teachers and the COR Team so that
teachers understand the objectives outlined in the IEP and learn strategies and
modifications that best serve the individual scholar (based on the information in the IEP)
within the general education classroom.
Services Overview
Granville Academy will comply with all federal Child Find legislation (34 CFR
300.125), which requires the school to have in place a process for identifying, locating,
and evaluating scholars with disabilities.
As scholars enroll in GACS, the school will obtain the scholar records and other
information that will be needed to implement the IEP. The Special Education
Coordinator will review information within the Districts information systems to make
sure that all scholars with IEPs are accurately identified and that all relevant data
within these systems is appropriately updated. Scholars will be transitioned to GACS
and the schools instructional staff will meet with the parents and teachers of any
scholar who has an IEP. The purpose of this meeting will be to welcome all scholars and
to discuss with the parents how services will be provided to the scholar. Parents will be
provided with a copy of IEP page 6 (Goals and Objectives) with the progress section
filled in each time a report card is sent home.
Response 15-13
If a child fails to make progress toward their goals with the services provided, GACS
will reevaluate the scholar to determine if further services are required. Similarly if a
scholar has reached their goals before their annual review, GACS may conduct a
reevaluation to adapt the IEP or declassify the scholar.
GACS also intends to serve scholars with special needs in proportions greater than or
equal to the MVCSD average. GACS will reach out to parent organizations, day care
centers, and other community organizations within its region to inform them of its desire
to serve special needs scholars. During school fairs or other outreach events the school
will have a staff member present who is intimately aware of the special education
programs present at the school who will actively seek to engage interested parents of
special needs scholars on the services offered, and connect these parents with the
schools COR team to ensure all relevant concerns can be addressed. GACSs
recruitment materials and outreach to enroll scholars will stress GACSs
appropriateness for their special needs scholars.
Response 15-14
11.Student Demand, Community Support, Recruitment and Retention
(c) Evidence of Demand
The evidence of demand overlaps with evidence of community support. Please see
Response 15d for a narrative explanation and Response 15e for evidence.
Response 15c-1
11.Student Demand, Community Support, Recruitment and Retention
(f) Admissions Policy
Eligibility to Enroll:
All students who reside in the state of New York are eligible to attend Granville
Academy. The school shall be open to any child who is eligible under the laws of New
York State for admission to a public school, and the school shall ensure compliance with
all applicable anti-discrimination laws governing public schools. There are no financial
or academic requirements for admission to GACS; admission of students shall not be
limited on the basis of intellectual ability, measures of achievement or aptitude, athletic
ability, disability, ethnicity, race, creed, gender, national origin, religion, ancestry,
gender, sexual orientation, or for any other basis that would be unlawful for a public
school. A child will be eligible for admission to the school if the student successfully
completes the grade prior to the grade for which he or she is applying by the
scheduled date of admission to the succeeding grade and falls within the age ranges
for the applicable grade. The school will enroll students in grade 6 in year 1, 6 and 7
in year 2 and 6 8 in all subsequent years as space permits.
Recruitment:
Granville Academy will engage in extensive efforts to inform families in Mount Vernon
about the opportunities offered by GACS. Staff will reach out to local schools,
community-based organizations, businesses and faith-based organizations to raise
awareness in the community. The school will disseminate materials and host information
sessions; attendance at these sessions is voluntary and is not required for admission to
the school. Once operational, open houses will be conducted at the school site.
Marketing will highlight services for students with disabilities and English language
learners; materials will be translated in Spanish and Portuguese.
Applications:
To apply to Granville Academy, it is only necessary that the school receive a
completed application for the child. The GACS application seeks only information
necessary to admit new students and is not considered a pre-registration form.
Applications must be submitted by April 1st by families of students interested in
attending the school the subsequent year. Applications must be hand delivered, mailed
or e-mailed, and received no later than the admission period deadline.
Preference:
Granville Academy will grant one extra weight to students that are classified as ELLs
or Students with Disabilities with a maximum of one extra weight in the lottery. For
example, a student with disabilities that is also an ELL will only receive one extra
weight.1 Granville Academy reserves the right to amend this policy with approval
from its authorizer if it is deemed necessary to achieve its enrollment targets.
11
Contingent upon the permission for CSP recipients to allow for one additional weight in the lottery.
Response 15f-1
After two years of operation, Granville Academy may amend this policy with
approval from its authorizer to include a statutory preference for siblings of students
already enrolled in the school.
Lottery:
If the number of applicants is less than the schools number of available seats, then all
applicants will be enrolled in the school. If the number of applicants exceeds the
school's available seats, a random selection lottery process will be conducted on or
about April 15, but no earlier than April 1. After checking the current grade to make
sure that the applicant is the appropriate age for the entering grade, the childs name
will be entered into the lottery. Names will be drawn and once the number of students
equal to the number of available seats has been drawn, the remaining applicants will
be drawn and placed on a waiting list in the order in which they are drawn. After all
of the names have been chosen, parents/guardians will be notified by letter. For those
students who are accepted, the letter will include a list of forms that need to be
provided, specifically proof of age, immunization and residence, and an appointment
time to meet with school administrator to turn over the forms.
Waiting List:
For children not selected, the letter will indicate their number on the waiting list, and
will describe the steps that will take place if a space becomes available. That waiting
list will be maintained for the entire school year. If an enrolled student withdraws, the
next applicant on the waiting list in that grade will be called and offered the space.
Multiple attempts via phone and mail will be made to reach the family before moving
to the next student on the waitlist. Student withdrawal will be permitted upon the
written request of the parent or legal guardian and proof of enrollment in another
school. Following the written request of the admitting school, student records will be
transferred. Withdrawal will not prevent a student from entering a future lottery for
admission. If a student does not return in September, the school will telephone and
send the family a certified letter to determine the childs status. When a space opens,
the waiting list will then be activated to admit the next child on the same grade level.
For applications received after the April 1 deadline, those students will be added to
the waiting list in the order they are submitted. The waiting list will expire annually at
the lottery drawing for the next school year.
Subsequent Enrollment:
After the first year, students returning to the school will be considered to be enrolled in
each successive year through the completion of 8th grade. Each year, school personnel
will meet with the families of all parents and guardians of currently enrolled students
to discuss enrollment plans for the following school year. Parents or guardians must
then submit to the school a letter of intent confirming their desire to enroll their
child(ren) in the school for the following year.
Response 15f-2
12. Facilities
(a) Facility Needs

Granville Academy Charter School (GACS) intends to locate in the 10550 zip code of
Mount Vernon, the area of Mount Vernon with the highest density of at-risk students.
The map below shows the 10550 zip code as the red section labeled SOUTH SIDE.
The ideal facility would be located along the southern strip of DOWNTOWN, giving
access to the school from anywhere in the city via public transportation. This is the
central bus hub where most of the lines intersect. This is also the location of one of the
Metro-North Railroad stations, which we believe will support GACSs staff recruitment.
GACS will use a private facility, giving it the opportunity to invest in the technology,
renovations, and infrastructure that it feels will best serve its students. During its initial
operation, GACS may use an incubator space for a year while it prepares to grow its
model into a full 6-8 program. Of the current facility options available to GACS,
Sacred Heart School meets all of our long-term needs. This is a closed Catholic school
at the center of the city, easily accessible by train or bus and is walking distance to our
Response 16-1
target recruitment neighborhoods. This sites approximate location is represented by
the star on the map above.
The following table lists the classroom needs in each year of operation as the student
population grows.
School Year # of General # of Pull-out

Education Rooms
classrooms
2017 2018 4 1
2018- 2019 8 2
2019 - 2020 12 3
2020 2021 12 3
2021 - 2022 12 3
While in operation, Sacred Heart had an average student enrollment of

approximately 300 students in K 8 with thirteen classrooms and at least 3 smaller
rooms that could be used for small group instruction. As GACS plans to have a robust
Enrichment program, an ideal facility would have enough space for both indoor and
outdoor recreation. Sacred Heart School has a large gymnasium with a stage that
could be used for sports, theater, and a lunch cafeteria during the day if so desired.
GACS will need between 2 3 offices depending on their size for administrative
space including a private room for the Social Worker to conduct closed sessions. With
the use of a food service provider, GACS anticipates minimal food preparation area
needed.
GACS does not intend to offer a residence program for students.
(b) Facility Selection

One of the members of founding team is a licensed real estate broker who has been
researching possible facilities.
Response 16-2
In the Mount Vernon area, the Archdiocese of NY has closed schools within the last few
years and the founding team member has been in contact with the real estate
department of the Archdiocese to discuss the possibility of leasing. We have viewed
Sacred Heart School and are attempting to schedule/coordinate a viewing of the
Saint Ursula facility.
Sacred Heart had an enrollment of 294 students prior to its closure and has the
necessary space for the classrooms, office, physical education, and the additional
rooms needed. In addition to the indoor space this facility offers, there is also a
parking lot and a playground area that can be used for recess and Enrichment. The
structure is located in an ideal location with easy access by car, bus or train, in a
diverse and active neighborhood. This school is also one block away from one of
Mount Vernons high schools and could allow for easy collaboration among staff and
students.
This facility would require minimal preparation work to be placed back into use as an
approved school facility.
Another facility GACS is considering is Saint Ursulas School, another facility built as a
school that would meet the needs of classrooms, and all the other normal space
required to accommodate a fully functional school building, as well as one that would
require minimal preparation work to be restored to use as an approved school facility.
Saint Ursulas is located in a quiet neighborhood with reasonable access by car and
bus.
If one of these vacant school buildings is selected, it will require basic cleanup and
repairs and painting due to the building having been unused for at least the last year
or two.
GACS is also reviewing the possibility of other local vacant buildings which may meet
the needs and criteria as outlined by NYSED. Additionally, as a contingent plan, the
founding team is also exploring the possibility of sharing space with First Presbyterian
Church of Mount Vernon which has space available on its second and third floors
already established as classrooms, separate male and female lavatory facilities,
dining preparation areas, a parish hall which would well accommodate the space
needed for the proposed Enrichment program, dining area and assemblies. The
founding team is in the process of comparing rates and needs that will be best for the
proposed student body and full negotiations/discussions will commence once the
schools application is approved.
The final facility that the founding team is considering is the Mount Vernon Family
YMCA. The YMCA is located in the heart of the community near the Mount Vernon
Response 16-3
Public Library, Westhab Shelter, a residence for homeless families, and many other
cultural and community resources. The YMCA is well served by several major bus lines
as it is across the street from the Central Bus hub for Westchester County, and the
Metro North Railroad. The YMCA building complex contains an indoor pool, a gym,
multiple classrooms and a vacant lot suitable for new construction. If the founding
team decides upon an incubator space, this would be an ideal facility. With five
classrooms, four offices, one gymnasium, four bathrooms and five storage rooms which
could be transformed into pull-out rooms, the YMCA would be able to meet our
programmatic needs for at least the first year. The location is also just blocks away
from Sacred Heart School. The possibility also exists to build an additional structure
on the vacant lot that would allow it to grow to full capacity.
(c) Facility Related Conflicts of Interest

None of the Facility Related Conflicts of Interest issues are anticipated at the present
time.
Response 16-4
12. Facilities
(a) Additional Facility Information

There is no additional facility information at this time.
Response 16d-1
13. Food Services
Granville Academy Charter School is committed to providing well-balanced

meals that contribute to the health and well-being of our scholars. We believe
nutrition influences a scholars development, lifelong health, and potential for
learning. The meal program provides lunch and breakfast for all of the grades
that we serve (6th through 8th grade). The meal program is managed in
accordance with the USDA National School Lunch and Breakfast Program
(NSLBP), and other policies established by the OCS administration, the
Department of Health. Here is the following example of what the prices for
breakfast and lunch could be:
Granville Charter Price:

Breakfast:
6-8th Grade Breakfast * $1.50
Reduce Price Breakfast $0.75
75% *
Free Breakfast $0.00
Granville Charter Lunch: Price:

6-8th Grade Lunch $2.00
Reduce Price Lunch 75% * $0.50
Free Lunch * $0.00
*Based upon Eligibility
Granville Academy will contract with a food service provider such as Revolution
Foods for its breakfast, lunch and snacks. Revolution Foods mission is to build
lifelong healthy eaters by making kid-inspired, chef-crafted food accessible to
all. It was started by two moms with a mission to transform the way America
eats by providing access to healthy, affordable meals. Proper nutrition is a
cornerstone of providing our youth the nourishment they need to lead successful,
healthy lives. Revolution Foods comes highly recommended by other charter
school principals in New York and is a strong option. Through a standard public
bid process, GACS will partner with Revolution Foods or a similar provider for
food service.
Granville Academy Charter School Meal Distribution

During the school year, we will offer a grab-and-go style breakfast every
morning to be eaten in the classroom. The breakfast meals will consist of a
typical healthy breakfast food item, 100% fruit and 2% white milk or skim
chocolate milk. The lunch will be a hot lunch served either in the classroom or in
Response 17-1
a cafeteria based on our final facility decision. All means will be based on the
National School Breakfast program nutritional guidelines. Our Monthly menu
will be available on the schools website.
Response 17-2
14. Health Services
In a single day, the Granville Academy Charter School (GACS) nurse may be called
upon to employ skills in assessment, first aid, counseling, health education, specialized
health treatments, case management, and public health inspection. An onsite school
nurse saves lives, increases student attendance and decreases early dismissals. They
are the first line of defense against epidemics and disease outbreaks, monitoring the
health of the overall population and connecting with public health officials. Public
Health Law 2164 states that all students must have a certificate of immunization at
the time of registration, or by the end of the designated time frame during the
enrollment period. The only exceptions are for medical reasons, supported by
documentation from a doctor, or religious beliefs. Required immunizations include:
Diphtheria, Tetanus, Pertussis (DTaP, DTP, Tdap: 3 doses); Polio (IPV, OPV: 3 doses;
Measles/Mumps/Rubella (MMR: 2 doses of measles containing vaccine and 1 dose
each of mumps and rubella); Hepatitis B (3 doses); Varicella (1 dose). The nurse will
be responsible for the keeping of all records, including immunization records,
emergency contacts for parents and guardians, documentation of visits, scholar health
files, medication records and disbursements. All records will be kept in a locked file,
accessible only by the nurse and designated staff members. If a scholar is required to
take medication during school hours the nurse will administer it. Prior to the
disbursement of any medication, a letter must be received from a doctor, and the
parent must sign an authorization form. Further expectations and duties of the school
nurse include:
They are the first responders to critical incidents on school property;
They provide direct health services for scholars;
They identify threats to health in the school community (peanut butter, dogs,
traffic, broken equipment and facilities, bullies, lack of clean water or hand
soap) and work to eliminate those problems as a cause of ill health;
They provide leadership for the provision of health services, health policies and
programs;
They provide a critical safety net for the most fragile scholars;
They provide screening and referral for health conditions such as vision,
hearing;
They promote a healthy school environment;
They enable children with chronic health conditions to attend school;
Response 18-1
They promote scholar health and learning;
They serve as a liaison between school personnel, family, community, and health
care providers.
Response 18-2
15. Transportation
Granville Academy Transportation Policy & Procedures

For the purposes of transportation, Granville Academy is considered non-public school,
and students are treated accordingly. If a charter school student resides within a 15 mile
radius of the charter school, the district of residence must provide transportation on the
same basis as it does for non-public school student.
(Reference Office of innovative school models #2011)
Grandville students with disabilities (transportation)

For the purpose of regular transportation between home and school under Education Law
3635, charter schools are considered nonpublic schools, which means that non-disabled
students and students with disabilities attending charter schools who reside within a 15-
mile radius of the charter school (or greater radius if the voters of the school district of
residence have approved nonpublic transportation for more than 15 miles) will receive
transportation from their school district of residence on the same basis as nonpublic school
students (e.g., subject to the applicable minimum mileage limits for transportation in the
school district of residence). In addition, the school district of residence is responsible to
provide special transportation to a student with a disability attending a charter school,
whenever special transportation is included on the students IEP and the charter school
requests that the school district provide such special transportation. Special transportation
is included in the definition of "special education" under Education Law 4401(1). If the
charter school arranges to provide special education services directly, through an
arrangement with the school district, or by contract with another provider at a site other
than the charter school, transportation between the charter school and such other site is the
responsibility of the charter school, which may arrange with the school district to have such
transportation provided as "supplemental transportation" at cost.
(Reference NYSED Charter Office);
Granville Academy Transportation agreement

Granville Academy will go into contract with a municipality or transportation company
(First Student/MARCAN) or refer parents to private bus companies within the city.
Response 15-1
16. Insurance
Granville Academy will obtain insurance coverage for liability, property loss, and the
personal injury of students as well as any other insurance that the school deems
necessary or is set forth in the Terms of Operation of the Charter Agreement. The
school will competitively bid out and purchase insurance policies. The insurance
certificates for this coverage will be maintained in the offices of the school. Each
insurance policy will contain a clause that requires that the SUNY Charter Schools
Institute will receive notice within 30 days if there are any material changes, non-
renewal, or termination of any policy. Insurance policies will be in effect by July 30 of
the year in which the schools charter is granted; liability insurance policies will be in
force by the date that the school contracts with any employee. The schools will submit
certificates of insurance demonstrating coverage within five days of the commencement
of each policy. At a minimum, the school's policy will include:
General Liability Two-million dollars ($2,000,000.00) and One-million

($1,000,000.00) for each occurrence
Educators Legal Liability One-million dollars ($1,000,000.00) per occurrence and

Three-million ($3,000,000.00) aggregate.
Directors & Officers Liability One-million dollars ($1,000,000.00) in coverage.
Student Accident & Medical Expense One-million dollars ($1,000,000.00) in

coverage.
Property Coverage - Two-hundred and fifty thousand dollars ($250,000.00) (Including

but not limited to school furnishing, equipment and Workers Compensation).
Automobile- Hired and non-owned liability- One million dollars ($1,000,000.00) in

coverage.
Weve received three quotes from the following insurance vendors:
Avanti Associates LTD Levitt Fuirst Associates Markel Corporation

201 Wolfs Lane 1 Executive Blvd. P.O. Box 440549
Pelham, NY Yonkers, NY Kennesaw, GA
A final decision will be made upon the granting of this charter.
Response 20-1
17. Fiscal Soundness
(a) Budget Narrative
The pre-operating budget and the first five years of the Granville Academy Charter
Schools budget and cash flow show fiscal soundness. It reflects the sustainability both
in the short and long term. The net income is positive every year, including the pre-
operating term. The school will be maintained primarily on public dollars throughout its
existence.
The pre-operating budget operates off of the assumption of receiving the $500k CSP
grant with additional fundraising of about $15k. The pre-operating period will only
use $135k of the awarded grant, leaving the remaining $365k to be used over the
next two years. Approximately, $81k of the total expenses will be allocated towards
direct costs. The Principal will work part time the full year before the school is open,
with the Director of Curriculum and Instruction coming on two months prior to the start,
also working part time. There will also be an Operations Manager working part time
starting in January. Their responsibility is to project manage the opening of the school
(Please see Response 22- Action Plan for specific responsibilities). There will also be
office expenses and marketing expenses for scholar recruitment. There will be a need
for space rental for the team to operate pre-opening of the school. It will also allow a
place for any applications or documents from the state to be sent.
The five-year budget operates largely off of the number of scholars attending the
school. The first year there will be 100 6th grade scholars with the school adding a
grade level each year until the third year. During this time, the majority of the revenue
is coming from the per-pupil revenue. A rate of $17,144 was used based on the
2015-16 Mount Vernon School District amount with the assumption it will stay flat over
the five-year period. Theres additional revenue coming in for SPED scholars. 15% of
enrollment is expected to be SPED scholars. 85% of those scholars will be at the 21%
to 59% distribution (per pupil rate of $4,930) and 15% will be over the 60%
distribution (per pupil rate of $11,465). There will also be funding from the IDEA
Special Needs program, which is a per pupil rate of $1,743, and Title 1. 73% of
scholars qualify for Title 1 with a per pupil rate of $478. Revenue will also come from
the school food service. Granville Academy is expecting 80% of scholars to sign up.
The revenue is based on this assumption with a per pupil rate of $5.51 and
approximately 190 school days. The school will use up the remaining amount of the
CSP grant, spreading it evenly over Year 1 and Year 2. There will also be revenue
coming in from fundraising and the E-Rate Reimbursement program. The E-Rate
Reimbursement revenue is based on a conservative 75% of telecommunications and
technology costs. It usually operates at 90% of these costs.
Response 21-1
Personnel Service Costs are the drivers behind the expenses. The Year 1 and 2
Administrative Staff is made up of the Principal, a Director of Curriculum and
Instruction, an Operations Manager and an Office Manager. Year 3 through 5 a
Director of Curriculum and Instruction is added. In regards to the instructional staff,
there are six classroom teachers, one special education teacher, a part time ELL
teacher, a LIFE coach and a social worker. Granville Academy will add 6 classroom
teachers and 2 special education teachers in year 2 to account for the additional
scholars. 6 classroom teachers, a special education teacher and a LIFE coach are
added years 3 through 5. The ELL teacher also becomes full time during this time
period. Non-instructional personnel include a nurse, custodian, security guard and
technology associate year 1 and 2. An additional custodian is added years 3 through
5 with the influx of scholars.
Another driver of expenses is contracted services. Operationally, Granville Academy

will contract a bookkeeper that will also assist with any audits. Legal support with in-
kind knowledge of the educational industry will be placed on retainer. Paychex is one
of the payroll services considered for contracting purposes. The school will also
contract a private service for food service. An assumption of 80% of the scholars will
sign up with the rate being $6 per pupil at approximately 190 school days. Granville
Academy will also look to contract a Charter School consultant for all five years.
Other operating expenses are standard school expenses with some tied to enrollment
and teacher numbers. As data-driven instruction is critical to the instructional model,
Achievement Network will be used all five years for scholar testing with the expense
tied to the number of scholars. Granville Academy will also use an online
differentiation program like I-ready. The price for I-Ready is $42 per scholar. Theres
also a dissolution contingency reserve budgeted for Year 1 through 3.
There are no cash issues during the pre-operating year as long as there are no issues
with the CSP grant. There should be no need for borrowing throughout Years 1 through
5 as the budget has the school running efficiently throughout.
(b) Financial Planning
The treasurer developed Granville Academy Charter Schools financial planning with
assistance from the lead applicant. The lead applicant has significant experience in the
charter school sector and the treasurer has experience working on and creating multi-
year budgets and cash flow statements.
The budget and cash flow scenarios will be revised prior to the opening of the school if
the application is approved. This will be a collaborated effort between the principal,
treasurer, operations manager and other members of the board. If necessary, the staff
Response 21-2
will reach out to consultants within the charter school sector. The board will have final
approval of any revisions.
The budget creation process for the next fiscal period will take place in the preceding
spring. The principal, treasurer, operations manager and other members of the board
will create a working draft to submit to the finance committee. The finance committee
will review and make any revisions to send to the entire board by May 31st.
The board will review monthly and year to date statements throughout the fiscal year.
This will include a budget-to-actual analysis in order to determine if there should be
quarterly forecast updates. If the net income is swinging in a 10% increase or
decrease from the budget, there will be a review of the needs of the budget. This will
go to the finance committee for review and approval.
(c) Fiscal Audits
Fiscal audits will be performed by the bookkeeper who will also be a certified public
accountant. The treasurer of the board will oversee it. The bookkeeper will report all
findings to the board for approval. The audit will meet all applicable federal and
state auditing requirements for New York charter schools, and will be conducted in
accordance with auditing standards generally accepted in the United States of
America and Government Auditing Standards issued by the Comptroller General of
the United States.
Granville Academys first audit will include all financial activity during the pre-
operating period and the first complete fiscal year, July 1, 2017 through June 30,
2018. Further audits will be for the standard fiscal year that runs from July 1 through
June 30.
Upon completion of the audit, the board will review the report with creation of the
management letter. The bookkeeper will present it to the board. Any significant issues
will be flagged with an action plan within the final report sent to the necessary parties.
(d) Dissolution Procedures
In the event of dissolution of Granville Academy Charter School, the board will work
with the administrative staff on the below dissolution process in accordance with
Education Law Section 2851(2)(t). The process as detailed below will include
notification to parents of scholars enrolled as well as a list of scholars attending
Response 21-3
Granville Academy sent to the Mount Vernon City School District. The records of the
scholars will be sent to this school district upon notification to the parents. Any debts
pursuant to Section 220 of the Education Law should be satisfied. Granville Academy
has earmarked $75,000 within the budget to fund an escrow account to be used in
case of dissolution. The funds will be used to meet legal and audit expenses associated
with dissolution and other outstanding debts.
The process starts with a meeting between the administrative staff, the board and
legal counsel. This meeting will review the plan outlined below. A follow up meeting
will take place with representatives from SUNY Charter Schools Institute.
Timeline
Days 1-20:
Granville Academy will send the enrolled scholar list to SUNY Charter Schools
Institute and the Mount Vernon School District.
The board will meet with SUNY Charter Schools Institute to discuss the dissolution
plan.
The administrative staff will notify parents of the schools closure and ideal
placement. There will be subsequent meetings with the scholars.
There will be information sessions to help guide scholars and parents through the
closure process.
The administration and board will contact vendors to settle debt as well as update
them on the closure of the school.
In conjunction to speaking with the vendors, the bookkeeper and treasurer will
produce financial statements.
Schools website will have updated closure information.
There will be weekly updates on vendor information and the closing process to the
board.
Days 20-30:
Continue to meet with scholars and teachers through the closing process.
School records will be transferred to the Mount Vernon City School District.
Parents will be informed of such transfer of records and proposed placement.
Continued update to the board.
Days 30+:
Administrative staff and board will continue the closing of the financial records and
outstanding debt.
Response 21-4
An audit report will be created by the bookkeeper upon closing of the financial
records and resolution of outstanding debt.
Response 21-5
GENERAL INSTRUCTIONS FOR NEW SCHOOL PROPOSAL
BUDGETS AND CASH FLOWS
TAB COLORS
1- GRAY tabs contain the Instructions and the Funding by Districts Table.
Instructions - Provides description of tabs and input requirements.
Funding by District - Reference table with Per Pupil Revenue for current year.
2- BLUE tabs require input of information.

1) School Information - Enter school name, contact information and planned dates for
proposed budgets.
2) Enrollment Chart - Enter enrollment information on this tab to be automatically
populated throughout workbook.
3) Staffing Plan - Enter staffing plan information on this tab to be automatically
populated throughout workbook.
4) Pre-Opening Period Budget - Enter "description of assumptions" for the Pre-Opening
Budget on this tab only, the numbers are automatically
populated using input from tab 3 OR 3.1.
5) Pre-OP Cash Flow 6-Month - Enter Pre-Opening Cash Flow information on this tab only if
opening in the year following the application submission with a
6-month preopening period.
6) Pre-OP Cash Flow 1-Year - Enter Pre-Opening Cash Flow information on this tab only if
opening in the second year following the application
submission with a 1-year preopening period.
7) Year 1 Budget & Assumptions - Enter Year-1 Budget information that includes Program and
Support Services detail.
8) Year 1 Cash Flow - Enter Year-1 Budget information that includes monthly
cashflow detail.
9) 5 YR Budget & Cash Flow Adj - Enter Budget information for Years 2-5 including Per Pupil
Rate increase percentages and Revenue and Expense
projections.
10) Fiscal Impact - "Fiscal Impact" report showing effect on primary school
district from which the majority of students are enrolled.
CELL COLORS & GUIDANCE COMMENTS
= Enter information into the light BLUE shaded cells.

= Cells labeled in ORANGE containe guidance regarding the input of information.
= Cells containing RED triangles in the upper right corner contain "guidance comments" on that particular line
item. Please "mouse-over" the triangle to reveal each comment.
Ver. 151119
Charter Funding Alphabetical By NYS School District
* (Sum of Charter School Basic Tuition and Supplemental Basic Tuition)
District Code School District Name Final 2014-15 Basic Tuition* Final 2015-16 Basic Tuition*
570101 ADDISON CSD 11,513 11,613
410401 ADIRONDACK CSD 11,921 12,021
80101 AFTON CSD 14,050 14,150
142101 AKRON CSD 10,384 10,484
10100 ALBANY CITY SD 14,072 14,422
450101 ALBION CSD 10,580 10,930
140101 ALDEN CSD 10,112 10,212
180202 ALEXANDER CSD 11,335 11,685
220202 ALEXANDRIA CSD 12,350 12,450
20101 ALFRED-ALMOND CSD 10,628 10,978
40302 ALLEGANY-LIMESTONE CSD 10,612 10,712
460102 ALTMAR-PARISH-WILLIAMSTOWN CSD 11,713 11,813
580303 AMAGANSETT UFSD 57,898 57,998
140201 AMHERST CSD 10,971 11,071
580106 AMITYVILLE UFSD 17,777 17,777
270100 AMSTERDAM CITY SD 9,693 9,793
120102 ANDES CSD 21,107 21,457
20601 ANDOVER CSD 12,603 12,703
660405 ARDSLEY UFSD 20,471 20,821
640101 ARGYLE CSD 11,652 11,752
571901 ARKPORT CSD 9,930 10,030
131601 ARLINGTON CSD 11,719 11,819
670201 ATTICA CSD 9,802 9,902
50100 AUBURN CITY SD 10,495 10,845
90201 AUSABLE VALLEY CSD 13,435 13,535
491302 AVERILL PARK CSD 10,286 10,386
570201 AVOCA CSD 13,453 13,553
240101 AVON CSD 10,715 10,815
580101 BABYLON UFSD 17,178 17,278
80201 BAINBRIDGE-GUILFORD CSD 11,684 11,784
280210 BALDWIN UFSD 15,908 16,008
420901 BALDWINSVILLE CSD 10,972 11,072
521301 BALLSTON SPA CSD 12,047 12,147
401301 BARKER CSD 13,145 13,245
180300 BATAVIA CITY SD 12,293 12,643
570302 BATH CSD 10,030 10,130
580501 BAY SHORE UFSD 15,607 15,707
580505 BAYPORT-BLUE POINT UFSD 17,816 17,916
130200 BEACON CITY SD 11,343 11,443
231301 BEAVER RIVER CSD 10,123 10,223
660102 BEDFORD CSD 20,806 20,906
90301 BEEKMANTOWN CSD 11,708 12,058
20801 BELFAST CSD 11,869 11,969
220909 BELLEVILLE HENDERSON CSD 10,280 10,380
280207 BELLMORE UFSD 19,888 19,988
280253 BELLMORE-MERRICK CENTRAL HS DISTRICT 14,014 14,114
61001 BEMUS POINT CSD 12,060 12,160
490101 BERLIN CSD 13,140 13,240
10201 BERNE-KNOX-WESTERLO CSD 13,621 13,721
10306 BETHLEHEM CSD 12,763 12,863
280521 BETHPAGE UFSD 17,600 17,700
30200 BINGHAMTON CITY SD 10,470 10,570
661905 BLIND BROOK-RYE UFSD 20,568 20,668
22902 BOLIVAR-RICHBURG CSD 11,135 11,235
630101 BOLTON CSD 20,785 20,885
570401 BRADFORD CSD 13,266 13,616
510101 BRASHER FALLS CSD 10,422 10,522
580512 BRENTWOOD UFSD 13,733 13,833
480601 BREWSTER CSD 17,058 17,158
661402 BRIARCLIFF MANOR UFSD 23,111 23,211
580909 BRIDGEHAMPTON UFSD 53,545 53,545
260101 BRIGHTON CSD 12,698 12,798
Page 2 of 46
171102 BROADALBIN-PERTH CSD 8,886 8,986
261801 BROCKPORT CSD 10,995 11,095
62301 BROCTON CSD 12,687 12,787
660303 BRONXVILLE UFSD 22,106 22,106
250109 BROOKFIELD CSD 11,421 11,521
580203 BROOKHAVEN-COMSEWOGUE UFSD 13,748 13,848
490202 BRUNSWICK CSD (BRITTONKILL) 10,751 10,851
161601 BRUSHTON-MOIRA CSD 11,409 11,409
140600 BUFFALO CITY SD 12,255 12,355
520101 BURNT HILLS-BALLSTON LAKE CSD 10,418 10,518
661201 BYRAM HILLS CSD 20,304 20,404
180701 BYRON-BERGEN CSD 11,597 11,697
190301 CAIRO-DURHAM CSD 10,595 10,695
240201 CALEDONIA-MUMFORD CSD 10,468 10,568
641610 CAMBRIDGE CSD 12,600 12,700
410601 CAMDEN CSD 10,905 11,005
570603 CAMPBELL-SAVONA CSD 10,781 10,881
270301 CANAJOHARIE CSD 11,095 11,195
430300 CANANDAIGUA CITY SD 11,078 11,178
21102 CANASERAGA CSD 12,579 12,679
250901 CANASTOTA CSD 9,837 10,187
600301 CANDOR CSD 11,537 11,637
571502 CANISTEO-GREENWOOD CSD 13,797 14,147
510201 CANTON CSD 11,502 11,602
280411 CARLE PLACE UFSD 20,437 20,537
480102 CARMEL CSD 15,659 15,759
222201 CARTHAGE CSD 8,472 8,822
60401 CASSADAGA VALLEY CSD 11,609 11,709
50401 CATO-MERIDIAN CSD 10,653 11,003
190401 CATSKILL CSD 14,380 14,480
42302 CATTARAUGUS-LITTLE VALLEY CSD 11,618 11,718
250201 CAZENOVIA CSD 10,863 10,963
580233 CENTER MORICHES UFSD 15,097 15,197
580513 CENTRAL ISLIP UFSD 19,864 19,964
460801 CENTRAL SQUARE CSD 9,821 9,921
212101 CENTRAL VALLEY CSD AT ILION-MOHAWK 9,503 9,603
661004 CHAPPAQUA CSD 19,291 19,391
120401 CHARLOTTE VALLEY CSD 11,157 11,257
160801 CHATEAUGAY CSD 11,129 11,229
101001 CHATHAM CSD 13,227 13,327
60503 CHAUTAUQUA LAKE CSD 14,707 14,807
90601 CHAZY UFSD 11,966 12,066
140701 CHEEKTOWAGA CSD 10,485 10,585
140702 CHEEKTOWAGA-MARYVALE UFSD 10,433 10,783
140709 CHEEKTOWAGA-SLOAN UFSD 12,196 12,296
30101 CHENANGO FORKS CSD 10,753 10,853
30701 CHENANGO VALLEY CSD 10,920 11,020
472202 CHERRY VALLEY-SPRINGFIELD CSD 12,924 13,024
440201 CHESTER UFSD 13,420 13,520
251601 CHITTENANGO CSD 11,233 11,333
261501 CHURCHVILLE-CHILI CSD 10,372 10,472
110101 CINCINNATUS CSD 12,941 13,041
140801 CLARENCE CSD 9,251 9,351
500101 CLARKSTOWN CSD 13,560 13,660
140703 CLEVELAND HILL UFSD 10,678 10,778
510401 CLIFTON-FINE CSD 17,357 17,457
411101 CLINTON CSD 11,779 11,879
650301 CLYDE-SAVANNAH CSD 13,326 13,326
60701 CLYMER CSD 14,425 14,775
541102 COBLESKILL-RICHMONDVILLE CSD 11,052 11,152
10500 COHOES CITY SD 12,041 12,141
580402 COLD SPRING HARBOR CSD 20,836 20,936
Page 3 of 46
510501 COLTON-PIERREPONT CSD 18,631 18,731
580410 COMMACK UFSD 15,756 15,856
580507 CONNETQUOT CSD 16,197 16,297
471701 COOPERSTOWN CSD 12,167 12,267
230201 COPENHAGEN CSD 10,185 10,285
580105 COPIAGUE UFSD 15,361 15,711
520401 CORINTH CSD 11,169 11,269
571000 CORNING CITY SD 10,887 10,987
440301 CORNWALL CSD 11,512 11,612
110200 CORTLAND CITY SD 10,392 10,492
190501 COXSACKIE-ATHENS CSD 12,138 12,238
660202 CROTON-HARMON UFSD 15,983 16,083
150203 CROWN POINT CSD 15,675 16,025
22302 CUBA-RUSHFORD CSD 12,738 12,838
241101 DALTON-NUNDA CSD (KESHEQUA) 13,357 13,457
241001 DANSVILLE CSD 10,313 10,663
580107 DEER PARK UFSD 15,935 16,035
120501 DELAWARE ACADEMY CSD AT DELHI 14,180 14,280
140707 DEPEW UFSD 10,659 10,759
31301 DEPOSIT CSD 14,554 14,654
250301 DERUYTER CSD 13,319 13,419
660403 DOBBS FERRY UFSD 19,177 19,277
211003 DOLGEVILLE CSD 10,777 10,877
130502 DOVER UFSD 11,495 11,595
120301 DOWNSVILLE CSD 17,393 17,493
610301 DRYDEN CSD 11,262 11,362
530101 DUANESBURG CSD 9,484 9,584
680801 DUNDEE CSD 10,248 10,348
60800 DUNKIRK CITY SD 13,235 13,335
140301 EAST AURORA UFSD 10,455 10,555
430501 EAST BLOOMFIELD CSD 11,367 11,467
490301 EAST GREENBUSH CSD 11,909 12,009
580301 EAST HAMPTON UFSD 23,979 24,079
260801 EAST IRONDEQUOIT CSD 11,807 11,907
580503 EAST ISLIP UFSD 14,909 15,009
280203 EAST MEADOW UFSD 15,972 16,072
580234 EAST MORICHES UFSD 17,622 17,372
580917 EAST QUOGUE UFSD 22,366 22,466
500402 EAST RAMAPO CSD (SPRING VALLEY) 16,555 16,555
261313 EAST ROCHESTER UFSD 12,835 12,935
280219 EAST ROCKAWAY UFSD 18,633 18,733
420401 EAST SYRACUSE-MINOA CSD 13,924 14,024
280402 EAST WILLISTON UFSD 21,034 21,134
660301 EASTCHESTER UFSD 18,082 18,182
580912 EASTPORT-SOUTH MANOR CSD 13,526 13,626
141201 EDEN CSD 9,924 10,024
660406 EDGEMONT UFSD 18,064 18,164
520601 EDINBURG COMMON SD 21,146 21,246
470501 EDMESTON CSD 11,243 11,593
513102 EDWARDS-KNOX CSD 10,786 10,886
180901 ELBA CSD 11,673 11,773
590801 ELDRED CSD 13,820 13,920
150301 ELIZABETHTOWN-LEWIS CSD 13,608 13,708
622002 ELLENVILLE CSD 15,400 15,500
40901 ELLICOTTVILLE CSD 11,741 11,841
70600 ELMIRA CITY SD 11,012 11,012
70902 ELMIRA HEIGHTS CSD 10,386 10,486
280216 ELMONT UFSD 14,647 14,747
660409 ELMSFORD UFSD 22,461 22,561
580401 ELWOOD UFSD 15,023 15,123
141401 EVANS-BRANT CSD (LAKE SHORE) 11,868 11,968
420601 FABIUS-POMPEY CSD 12,729 12,829
Page 4 of 46
261301 FAIRPORT CSD 10,897 10,997
61101 FALCONER CSD 9,772 9,872
590501 FALLSBURG CSD 19,402 19,752
280522 FARMINGDALE UFSD 17,081 17,181
421001 FAYETTEVILLE-MANLIUS CSD 10,903 11,003
22001 FILLMORE CSD 9,406 9,506
580514 FIRE ISLAND UFSD 108,053 108,153
581004 FISHERS ISLAND UFSD 42,471 42,821
280222 FLORAL PARK-BELLEROSE UFSD 15,187 15,287
442115 FLORIDA UFSD 14,257 14,357
270601 FONDA-FULTONVILLE CSD 11,108 11,458
61503 FORESTVILLE CSD 10,734 10,834
640502 FORT ANN CSD 14,097 14,197
640601 FORT EDWARD UFSD 11,743 11,843
270701 FORT PLAIN CSD 13,091 13,191
210402 FRANKFORT-SCHUYLER CSD 9,460 9,560
120701 FRANKLIN CSD 13,356 13,106
280217 FRANKLIN SQUARE UFSD 13,662 13,762
41101 FRANKLINVILLE CSD 11,601 11,701
62201 FREDONIA CSD 12,257 12,357
280209 FREEPORT UFSD 15,703 16,053
60301 FREWSBURG CSD 10,456 10,556
21601 FRIENDSHIP CSD 12,385 12,385
141604 FRONTIER CSD 9,009 9,109
460500 FULTON CITY SD 11,866 11,966
520701 GALWAY CSD 10,407 10,507
650902 GANANDA CSD 10,007 10,107
280218 GARDEN CITY UFSD 17,870 17,970
480404 GARRISON UFSD 21,963 22,063
260401 GATES-CHILI CSD 12,609 12,709
220401 GENERAL BROWN CSD 8,830 8,930
20702 GENESEE VALLEY CSD 11,263 11,363
240401 GENESEO CSD 12,507 12,607
430700 GENEVA CITY SD 12,938 13,038
81401 GEORGETOWN-SOUTH OTSELIC CSD 13,121 13,221
100902 GERMANTOWN CSD 14,864 14,964
470202 GILBERTSVILLE-MOUNT UPTON CSD 11,569 11,669
540801 GILBOA-CONESVILLE CSD 15,957 16,057
280100 GLEN COVE CITY SD 18,435 18,535
630300 GLENS FALLS CITY SD 11,719 11,819
630918 GLENS FALLS COMN SD 12,000 12,350
170500 GLOVERSVILLE CITY SD 10,115 10,215
430901 GORHAM-MIDDLESEX CSD (MARCUS WHITMAN 12,122 12,222
440601 GOSHEN CSD 13,023 13,123
511101 GOUVERNEUR CSD 10,505 10,605
42801 GOWANDA CSD 11,576 11,676
141501 GRAND ISLAND CSD 10,165 10,265
640701 GRANVILLE CSD 10,610 10,710
280407 GREAT NECK UFSD 22,718 22,818
260501 GREECE CSD 11,229 11,329
10701 GREEN ISLAND UFSD 12,912 13,012
660407 GREENBURGH CSD 22,343 22,693
80601 GREENE CSD 10,815 10,915
581010 GREENPORT UFSD 16,700 17,050
190701 GREENVILLE CSD 13,704 13,804
640801 GREENWICH CSD 12,381 12,481
442111 GREENWOOD LAKE UFSD 18,561 18,661
610501 GROTON CSD 10,656 10,756
10802 GUILDERLAND CSD 11,604 11,704
630801 HADLEY-LUZERNE CSD 13,745 14,095
480401 HALDANE CSD 16,737 16,837
580405 HALF HOLLOW HILLS CSD 15,146 15,246
Page 5 of 46
141601 HAMBURG CSD 9,966 10,066
250701 HAMILTON CSD 13,147 13,247
511201 HAMMOND CSD 12,977 13,077
572901 HAMMONDSPORT CSD 15,016 15,116
580905 HAMPTON BAYS UFSD 16,343 16,443
120906 HANCOCK CSD 14,517 14,617
460701 HANNIBAL CSD 10,428 10,528
580406 HARBORFIELDS CSD 14,023 14,123
30501 HARPURSVILLE CSD 10,137 10,237
660501 HARRISON CSD 23,457 23,807
230301 HARRISVILLE CSD 12,622 12,722
641001 HARTFORD CSD 12,455 12,555
660404 HASTINGS-ON-HUDSON UFSD 19,654 19,754
580506 HAUPPAUGE UFSD 16,685 16,785
500201 HAVERSTRAW-STONY POINT CSD (NORTH RO 17,371 17,471
280201 HEMPSTEAD UFSD 18,452 18,202
660203 HENDRICK HUDSON CSD 18,424 18,524
210601 HERKIMER CSD 9,775 9,875
511301 HERMON-DEKALB CSD 12,896 12,996
280409 HERRICKS UFSD 17,279 17,379
512404 HEUVELTON CSD 10,954 11,054
280214 HEWLETT-WOODMERE UFSD 22,658 22,758
280517 HICKSVILLE UFSD 15,192 15,292
620803 HIGHLAND CSD 12,457 12,807
440901 HIGHLAND FALLS CSD 14,833 14,933
261101 HILTON CSD 10,450 10,550
41401 HINSDALE CSD 10,202 10,302
141701 HOLLAND CSD 11,282 11,382
412201 HOLLAND PATENT CSD 10,638 10,738
450704 HOLLEY CSD 10,525 10,625
110701 HOMER CSD 11,342 11,442
431401 HONEOYE CSD 12,391 12,491
260901 HONEOYE FALLS-LIMA CSD 10,685 10,785
491401 HOOSIC VALLEY CSD 10,588 10,688
490501 HOOSICK FALLS CSD 12,032 12,132
571800 HORNELL CITY SD 9,858 10,208
70901 HORSEHEADS CSD 10,438 10,538
101300 HUDSON CITY SD 13,472 13,572
641301 HUDSON FALLS CSD 10,271 10,371
190901 HUNTER-TANNERSVILLE CSD 16,732 16,832
580403 HUNTINGTON UFSD 17,762 17,862
130801 HYDE PARK CSD 12,305 12,405
200401 INDIAN LAKE CSD 24,304 24,404
220301 INDIAN RIVER CSD 6,996 6,996
200501 INLET COMN SD 26,297 26,647
141301 IROQUOIS CSD 10,001 10,101
660402 IRVINGTON UFSD 20,400 20,500
280231 ISLAND PARK UFSD 27,985 28,335
280226 ISLAND TREES UFSD 15,755 15,855
580502 ISLIP UFSD 14,538 14,638
610600 ITHACA CITY SD 12,920 13,020
61700 JAMESTOWN CITY SD 10,414 10,514
420411 JAMESVILLE-DEWITT CSD 11,194 11,294
572702 JASPER-TROUPSBURG CSD 10,840 10,940
540901 JEFFERSON CSD 12,445 12,795
280515 JERICHO UFSD 24,161 24,261
630601 JOHNSBURG CSD 18,615 18,715
31502 JOHNSON CITY CSD 12,316 12,416
170600 JOHNSTOWN CITY SD 10,658 10,758
420501 JORDAN-ELBRIDGE CSD 11,873 11,973
660101 KATONAH-LEWISBORO UFSD 20,757 20,857
150601 KEENE CSD 19,911 20,011
Page 6 of 46
450607 KENDALL CSD 12,590 12,940
142601 KENMORE-TONAWANDA UFSD 9,727 9,827
101401 KINDERHOOK CSD 11,489 11,589
580805 KINGS PARK CSD 14,178 14,278
620600 KINGSTON CITY SD 14,711 14,811
441202 KIRYAS JOEL VILLAGE UFSD 36,930 36,930
221401 LA FARGEVILLE CSD 9,708 9,808
141800 LACKAWANNA CITY SD 12,219 12,319
420807 LAFAYETTE CSD 16,016 16,116
630701 LAKE GEORGE CSD 12,771 12,871
151102 LAKE PLACID CSD 15,192 15,292
200601 LAKE PLEASANT CSD 25,331 25,681
662401 LAKELAND CSD 15,259 15,359
141901 LANCASTER CSD 8,692 8,792
610801 LANSING CSD 11,105 11,205
490601 LANSINGBURGH CSD 9,602 9,702
470801 LAURENS CSD 10,884 10,984
280215 LAWRENCE UFSD 23,252 23,002
181001 LE ROY CSD 10,790 11,140
670401 LETCHWORTH CSD 11,587 11,687
280205 LEVITTOWN UFSD 17,530 17,630
400301 LEWISTON-PORTER CSD 12,479 12,229
590901 LIBERTY CSD 17,477 17,477
580104 LINDENHURST UFSD 14,503 14,603
511602 LISBON CSD 12,572 12,672
210800 LITTLE FALLS CITY SD 11,721 11,821
421501 LIVERPOOL CSD 12,779 12,879
591302 LIVINGSTON MANOR CSD 16,335 16,435
240801 LIVONIA CSD 11,606 11,706
400400 LOCKPORT CITY SD 10,165 10,265
280503 LOCUST VALLEY CSD 22,757 22,857
280300 LONG BEACH CITY SD 22,598 22,698
200701 LONG LAKE CSD 42,198 42,198
580212 LONGWOOD CSD 14,630 14,730
230901 LOWVILLE ACADEMY & CSD 9,853 9,953
221301 LYME CSD 13,271 13,371
280220 LYNBROOK UFSD 17,930 18,030
421504 LYNCOURT UFSD 15,749 15,849
451001 LYNDONVILLE CSD 10,769 10,869
650501 LYONS CSD 10,940 11,040
251101 MADISON CSD 10,988 11,088
511901 MADRID-WADDINGTON CSD 10,741 10,841
480101 MAHOPAC CSD 14,175 14,275
31101 MAINE-ENDWELL CSD 10,447 10,547
161501 MALONE CSD 10,770 10,870
280212 MALVERNE UFSD 19,955 20,055
660701 MAMARONECK UFSD 18,666 18,766
431101 MANCHESTER-SHORTSVILLE CSD (RED JACK 10,670 10,770
280406 MANHASSET UFSD 21,235 21,235
110901 MARATHON CSD 11,911 11,911
421101 MARCELLUS CSD 10,025 10,125
121401 MARGARETVILLE CSD 13,626 13,726
650701 MARION CSD 11,668 11,768
621001 MARLBORO CSD 15,762 15,512
280523 MASSAPEQUA UFSD 16,302 16,402
512001 MASSENA CSD 10,447 10,547
581012 MATTITUCK-CUTCHOGUE UFSD 16,217 16,317
170801 MAYFIELD CSD 10,344 10,444
110304 MCGRAW CSD 11,248 11,598
521200 MECHANICVILLE CITY SD 10,280 10,630
450801 MEDINA CSD 11,077 11,177
10615 MENANDS UFSD 16,120 16,220
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280225 MERRICK UFSD 18,186 18,286
460901 MEXICO CSD 11,952 12,052
580211 MIDDLE COUNTRY CSD 13,369 13,469
541001 MIDDLEBURGH CSD 12,703 12,803
441000 MIDDLETOWN CITY SD 12,759 13,109
471101 MILFORD CSD 12,467 12,567
132201 MILLBROOK CSD 13,152 13,252
580208 MILLER PLACE UFSD 13,172 13,272
280410 MINEOLA UFSD 23,709 24,059
150801 MINERVA CSD 25,887 25,987
441101 MINISINK VALLEY CSD 10,802 10,902
441201 MONROE-WOODBURY CSD 13,339 13,439
580306 MONTAUK UFSD 31,509 31,609
591401 MONTICELLO CSD 14,356 14,456
51301 MORAVIA CSD 10,452 10,552
150901 MORIAH CSD 12,105 12,205
471201 MORRIS CSD 10,686 10,786
512101 MORRISTOWN CSD 13,680 14,030
250401 MORRISVILLE-EATON CSD 12,364 12,464
212001 MOUNT MARKHAM CSD 11,481 11,581
240901 MT MORRIS CSD 12,370 12,470
660801 MT PLEASANT CSD 18,840 18,940
580207 MT SINAI UFSD 15,091 15,191
660900 MT VERNON SCHOOL DISTRICT 17,044 17,144
500108 NANUET UFSD 18,781 18,881
431201 NAPLES CSD 13,385 13,485
411501 NEW HARTFORD CSD 11,681 11,781
280405 NEW HYDE PARK-GARDEN CITY PARK UFSD 15,021 15,121
101601 NEW LEBANON CSD 16,042 16,142
621101 NEW PALTZ CSD 13,534 13,634
661100 NEW ROCHELLE CITY SD 16,388 16,488
581015 NEW SUFFOLK COMN SD 15,531 15,881
650101 NEWARK CSD 11,350 11,450
600402 NEWARK VALLEY CSD 10,537 10,637
441600 NEWBURGH CITY SD 15,046 15,146
151001 NEWCOMB CSD 43,580 43,580
400601 NEWFANE CSD 10,336 10,436
610901 NEWFIELD CSD 10,082 10,182
400800 NIAGARA FALLS CITY SD 11,175 11,275
400701 NIAGARA-WHEATFIELD CSD 10,693 10,793
530301 NISKAYUNA CSD 11,790 12,140
580103 NORTH BABYLON UFSD 14,540 14,640
280204 NORTH BELLMORE UFSD 17,743 17,843
142201 NORTH COLLINS CSD 13,023 13,373
10623 NORTH COLONIE CSD 10,958 11,058
490801 NORTH GREENBUSH COMN SD (WILLIAMS) 11,991 12,341
280229 NORTH MERRICK UFSD 18,075 18,175
651501 NORTH ROSE-WOLCOTT CSD 12,280 12,380
661301 NORTH SALEM CSD 20,530 20,630
280501 NORTH SHORE CSD 23,573 23,673
420303 NORTH SYRACUSE CSD 10,959 11,059
400900 NORTH TONAWANDA CITY SD 10,843 10,943
630202 NORTH WARREN CSD 15,475 15,825
131101 NORTHEAST CSD 15,592 15,692
90501 NORTHEASTERN CLINTON CSD 11,793 11,893
90901 NORTHERN ADIRONDACK CSD 12,844 12,944
580404 NORTHPORT-EAST NORTHPORT UFSD 18,258 18,358
170901 NORTHVILLE CSD 13,690 13,790
81200 NORWICH CITY SD 10,206 10,306
512201 NORWOOD-NORFOLK CSD 10,902 11,002
411504 NY MILLS UFSD 12,084 12,184
500304 NYACK UFSD 18,240 18,590
Page 8 of 46
300000 NYC CHANCELLOR'S OFFICE 13,777 13,877
181101 OAKFIELD-ALABAMA CSD 10,244 10,344
280211 OCEANSIDE UFSD 16,317 16,417
550101 ODESSA-MONTOUR CSD 11,613 11,363
512300 OGDENSBURG CITY SD 14,203 14,303
42400 OLEAN CITY SD 10,976 11,326
251400 ONEIDA CITY SD 11,329 11,429
471400 ONEONTA CITY SD 12,040 12,140
421201 ONONDAGA CSD 12,382 12,482
621201 ONTEORA CSD 18,821 18,921
271201 OPPENHEIM-EPHRATAH-ST. JOHNSVILLE CSD 12,747 12,847
142301 ORCHARD PARK CSD 10,773 10,873
412901 ORISKANY CSD 10,992 11,342
661401 OSSINING UFSD 18,296 18,296
461300 OSWEGO CITY SD 12,520 12,620
471601 OTEGO-UNADILLA CSD 11,731 11,831
600601 OWEGO-APALACHIN CSD 11,524 11,874
81501 OXFORD ACADEMY & CSD 12,108 12,208
280506 OYSTER BAY-EAST NORWICH CSD 22,783 22,883
581002 OYSTERPONDS UFSD 33,181 33,281
650901 PALMYRA-MACEDON CSD 10,905 11,005
61601 PANAMA CSD 12,076 12,176
512501 PARISHVILLE-HOPKINTON CSD 10,859 10,959
580224 PATCHOGUE-MEDFORD UFSD 13,064 13,164
181201 PAVILION CSD 10,932 11,032
131201 PAWLING CSD 15,821 15,921
500308 PEARL RIVER UFSD 15,108 15,208
661500 PEEKSKILL CITY SD 16,680 16,780
661601 PELHAM UFSD 16,437 16,537
181302 PEMBROKE CSD 12,078 12,178
261201 PENFIELD CSD 12,596 12,696
680601 PENN YAN CSD 11,804 11,904
671201 PERRY CSD 11,291 11,391
91101 PERU CSD 12,099 12,199
431301 PHELPS-CLIFTON SPRINGS CSD 11,626 11,726
462001 PHOENIX CSD 12,476 12,576
440401 PINE BUSH CSD 11,820 11,920
131301 PINE PLAINS CSD 14,815 14,915
60601 PINE VALLEY CSD (SOUTH DAYTON) 11,839 11,939
261401 PITTSFORD CSD 12,972 13,072
280518 PLAINEDGE UFSD 15,954 16,054
280504 PLAINVIEW-OLD BETHPAGE CSD 18,192 18,292
91200 PLATTSBURGH CITY SD 13,854 13,954
660809 PLEASANTVILLE UFSD 16,808 16,908
660802 POCANTICO HILLS CSD 46,583 46,683
211103 POLAND CSD 11,940 12,040
51101 PORT BYRON CSD 11,115 11,215
661904 PORT CHESTER-RYE UFSD 13,642 13,742
580206 PORT JEFFERSON UFSD 21,449 21,549
441800 PORT JERVIS CITY SD 12,154 12,254
280404 PORT WASHINGTON UFSD 20,278 20,378
42901 PORTVILLE CSD 10,058 10,408
512902 POTSDAM CSD 11,640 11,740
131500 POUGHKEEPSIE CITY SD 12,774 12,874
572301 PRATTSBURGH CSD 10,876 10,976
461801 PULASKI CSD 11,830 11,930
641401 PUTNAM CSD 24,216 24,316
480503 PUTNAM VALLEY CSD 17,138 17,238
630902 QUEENSBURY UFSD 9,788 9,888
580903 QUOGUE UFSD 46,923 47,273
500401 RAMAPO CSD (SUFFERN) 17,169 17,269
43001 RANDOLPH CSD 10,970 11,070
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10402 RAVENA-COEYMANS-SELKIRK CSD 13,539 13,639
651503 RED CREEK CSD 11,166 11,266
131701 RED HOOK CSD 13,452 13,552
411701 REMSEN CSD 15,048 15,148
580901 REMSENBURG-SPEONK UFSD 36,664 36,764
491200 RENSSELAER CITY SD 9,134 9,234
131801 RHINEBECK CSD 16,931 17,031
472001 RICHFIELD SPRINGS CSD 11,166 11,266
62401 RIPLEY CSD 16,191 16,291
580602 RIVERHEAD CSD 16,326 16,426
261600 ROCHESTER CITY SD 12,340 12,440
280221 ROCKVILLE CENTRE UFSD 19,017 19,117
580209 ROCKY POINT UFSD 13,064 13,164
411800 ROME CITY SD 11,663 11,763
560603 ROMULUS CSD 14,817 14,917
620901 RONDOUT VALLEY CSD 17,839 17,939
280208 ROOSEVELT UFSD 17,175 16,925
591301 ROSCOE CSD 18,076 18,176
280403 ROSLYN UFSD 21,148 21,248
530515 ROTTERDAM-MOHONASEN CSD 9,239 9,339
121502 ROXBURY CSD 17,213 17,313
401201 ROYALTON-HARTLAND CSD 10,207 10,557
261701 RUSH-HENRIETTA CSD 12,580 12,680
661800 RYE CITY SD 19,167 19,267
661901 RYE NECK UFSD 18,607 18,707
580205 SACHEM CSD 13,501 13,601
221001 SACKETS HARBOR CSD 10,354 10,454
580305 SAG HARBOR UFSD 24,725 25,075
580910 SAGAPONACK COMN SD 15,531 15,881
43200 SALAMANCA CITY SD 11,832 11,582
641501 SALEM CSD 13,332 13,432
161201 SALMON RIVER CSD 13,826 13,926
461901 SANDY CREEK CSD 13,161 13,261
91402 SARANAC CSD 11,583 11,683
161401 SARANAC LAKE CSD 14,249 14,349
521800 SARATOGA SPRINGS CITY SD 10,782 10,882
621601 SAUGERTIES CSD 12,072 12,172
411603 SAUQUOIT VALLEY CSD 11,206 11,306
580504 SAYVILLE UFSD 16,710 16,810
662001 SCARSDALE UFSD 22,398 22,498
530501 SCHALMONT CSD 14,112 14,212
530600 SCHENECTADY CITY SD 12,015 12,015
470901 SCHENEVUS CSD 12,566 12,916
491501 SCHODACK CSD 12,419 12,519
541201 SCHOHARIE CSD 12,397 12,497
151401 SCHROON LAKE CSD 15,618 15,718
521701 SCHUYLERVILLE CSD 11,722 11,822
22401 SCIO CSD 12,218 12,318
530202 SCOTIA-GLENVILLE CSD 11,263 11,363
280206 SEAFORD UFSD 15,910 16,010
560701 SENECA FALLS CSD 11,266 11,366
280252 SEWANHAKA CENTRAL HS DISTRICT 12,772 12,872
541401 SHARON SPRINGS CSD 14,404 14,504
580701 SHELTER ISLAND UFSD 28,263 28,363
520302 SHENENDEHOWA CSD 10,919 11,269
82001 SHERBURNE-EARLVILLE CSD 10,962 11,062
62601 SHERMAN CSD 10,446 10,546
412000 SHERRILL CITY SD 9,901 10,001
580601 SHOREHAM-WADING RIVER CSD 15,976 16,076
121601 SIDNEY CSD 11,887 11,987
61501 SILVER CREEK CSD 11,473 11,573
421601 SKANEATELES CSD 12,587 12,687
Page 10 of 46
580801 SMITHTOWN CSD 14,219 14,319
651201 SODUS CSD 12,873 12,973
420702 SOLVAY UFSD 11,760 12,110
662101 SOMERS CSD 17,075 17,175
10601 SOUTH COLONIE CSD 12,387 12,487
580235 SOUTH COUNTRY CSD 16,201 16,301
521401 SOUTH GLENS FALLS CSD 10,917 11,017
580413 SOUTH HUNTINGTON UFSD 16,008 16,108
220101 SOUTH JEFFERSON CSD 9,183 9,533
121702 SOUTH KORTRIGHT CSD 13,381 13,731
231101 SOUTH LEWIS CSD 13,513 13,863
500301 SOUTH ORANGETOWN CSD 15,753 15,853
560501 SOUTH SENECA CSD 13,574 13,924
580906 SOUTHAMPTON UFSD 23,664 23,764
50701 SOUTHERN CAYUGA CSD 13,669 13,769
581005 SOUTHOLD UFSD 17,650 17,750
60201 SOUTHWESTERN CSD AT JAMESTOWN 10,452 10,552
131602 SPACKENKILL UFSD 16,268 16,368
261001 SPENCERPORT CSD 10,783 10,883
600801 SPENCER-VAN ETTEN CSD 11,058 11,158
580304 SPRINGS UFSD 21,775 21,775
141101 SPRINGVILLE-GRIFFITH INST CSD 11,597 11,697
161801 ST REGIS FALLS CSD 13,886 14,236
121701 STAMFORD CSD 13,915 14,265
401001 STARPOINT CSD 10,039 10,139
522001 STILLWATER CSD 9,519 9,619
251501 STOCKBRIDGE VALLEY CSD 10,888 10,988
591502 SULLIVAN WEST CSD 15,258 15,358
30601 SUSQUEHANNA VALLEY CSD 12,406 12,506
140207 SWEET HOME CSD 12,204 12,304
280502 SYOSSET CSD 20,513 20,613
421800 SYRACUSE CITY SD 11,930 12,280
100501 TACONIC HILLS CSD 13,872 13,972
220701 THOUSAND ISLANDS CSD 12,027 12,377
580201 THREE VILLAGE CSD 16,137 16,237
151501 TICONDEROGA CSD 13,705 13,805
600903 TIOGA CSD 9,701 9,801
142500 TONAWANDA CITY SD 10,301 10,401
211901 TOWN OF WEBB UFSD 20,143 20,493
591201 TRI-VALLEY CSD 18,574 18,674
491700 TROY CITY SD 15,986 15,986
611001 TRUMANSBURG CSD 10,477 10,577
580913 TUCKAHOE COMN SD 28,450 28,550
660302 TUCKAHOE UFSD 20,009 20,359
421902 TULLY CSD 10,286 10,386
160101 TUPPER LAKE CSD 11,711 11,811
441903 TUXEDO UFSD 17,720 17,820
660401 UFSD-TARRYTOWNS 16,449 16,799
81003 UNADILLA VALLEY CSD 11,643 11,743
51901 UNION SPRINGS CSD 12,059 12,409
280202 UNIONDALE UFSD 19,864 20,214
31501 UNION-ENDICOTT CSD 11,048 11,398
412300 UTICA CITY SD 9,280 9,280
660805 VALHALLA UFSD 20,983 21,333
441301 VALLEY CSD (MONTGOMERY) 11,472 11,572
280213 VALLEY STREAM 13 UFSD 15,737 15,837
280251 VALLEY STREAM CENTRAL HS DISTRICT 14,858 15,208
211701 VAN HORNESVILLE-OWEN D YOUNG CSD 12,241 12,341
31601 VESTAL CSD 12,416 12,516
431701 VICTOR CSD 9,518 9,868
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11003 VOORHEESVILLE CSD 12,992 13,092
580302 WAINSCOTT COMN SD 15,531 15,881
621801 WALLKILL CSD 11,247 11,347
121901 WALTON CSD 10,968 11,068
280223 WANTAGH UFSD 13,843 13,943
132101 WAPPINGERS CSD 11,137 11,237
631201 WARRENSBURG CSD 15,086 15,186
671501 WARSAW CSD 11,643 11,993
442101 WARWICK VALLEY CSD 12,448 12,548
440102 WASHINGTONVILLE CSD 12,181 12,281
522101 WATERFORD-HALFMOON UFSD 13,094 13,194
561006 WATERLOO CSD 10,513 10,613
222000 WATERTOWN CITY SD 9,235 9,335
411902 WATERVILLE CSD 10,900 11,250
11200 WATERVLIET CITY SD 9,654 9,754
550301 WATKINS GLEN CSD 10,739 10,839
600101 WAVERLY CSD 9,313 9,413
573002 WAYLAND-COHOCTON CSD 11,019 11,119
650801 WAYNE CSD 11,284 11,384
261901 WEBSTER CSD 11,122 11,222
50301 WEEDSPORT CSD 12,070 12,170
200901 WELLS CSD 22,073 22,173
22601 WELLSVILLE CSD 11,671 12,021
580102 WEST BABYLON UFSD 15,099 15,199
210302 WEST CANADA VALLEY CSD 11,973 12,073
420101 WEST GENESEE CSD 10,449 10,549
280227 WEST HEMPSTEAD UFSD 17,009 17,109
260803 WEST IRONDEQUOIT CSD 10,663 10,763
580509 WEST ISLIP UFSD 14,049 14,149
142801 WEST SENECA CSD 10,429 10,529
40204 WEST VALLEY CSD 13,873 13,973
280401 WESTBURY UFSD 18,287 18,287
62901 WESTFIELD CSD 12,141 12,241
580902 WESTHAMPTON BEACH UFSD 18,604 18,704
420701 WESTHILL CSD 10,885 10,985
412801 WESTMORELAND CSD 11,938 12,288
151601 WESTPORT CSD 13,841 13,941
262001 WHEATLAND-CHILI CSD 15,259 15,609
170301 WHEELERVILLE UFSD 18,685 18,785
662200 WHITE PLAINS CITY SD 19,443 19,793
641701 WHITEHALL CSD 12,486 12,586
412902 WHITESBORO CSD 10,136 10,236
22101 WHITESVILLE CSD 11,154 11,254
31401 WHITNEY POINT CSD 11,574 11,674
580232 WILLIAM FLOYD UFSD 14,419 14,519
651402 WILLIAMSON CSD 12,363 12,463
140203 WILLIAMSVILLE CSD 11,154 11,254
151701 WILLSBORO CSD 15,605 15,705
401501 WILSON CSD 10,636 10,736
191401 WINDHAM-ASHLAND-JEWETT CSD 18,838 19,188
31701 WINDSOR CSD 10,365 10,465
472506 WORCESTER CSD 12,602 12,702
580109 WYANDANCH UFSD 16,916 17,016
490804 WYNANTSKILL UFSD 11,493 11,593
671002 WYOMING CSD 15,626 15,726
662300 YONKERS CITY SD 14,523 14,873
241701 YORK CSD 10,944 11,044
43501 YORKSHIRE-PIONEER CSD 11,656 11,756
662402 YORKTOWN CSD 16,993 17,093
Page 12 of 46
Attachment 31(a) - Budget
New School Proposal

Budget(s) & Cash Flow(s) Template
Granville Academy Charter School
Contact Name: Deborah Woods

Contact Title: Founder
Contact Email: granvilleacademycharterschool@gmail.com
Contact Phone: (914) 297-8660
First Academic Year: 2017-18
Pre-Opening Period: July 1, 2016 - June 30, 2017
Note: For pre-opening period if the RFP submission date is:

a) less than 1 year from the "First Academic Year," select the January through June date range.
b) 1 year or more before the "First Academic Year," select the July through June date range.
Attachment 31(a) - 13
2017-18 through 2021-22
CHARTER ENROLLMENT BY GRADE

GRADES LEVEL 2017-18 2018-19 2019-20 2020-21 2021-22
Kindergarten Elementary School - - - - -
1st Grade Elementary School - - - - -
2nd Grade Elementary School - - - - -
3rd Grade Elementary School - - - - -
4th Grade Elementary School - - - - -
5th Grade Select grade 5 level from dropdown list - - - - -
6th Grade Middle School 100 100 100 100 100
7th Grade Middle School - 100 100 100 100
8th Grade Middle School - - 100 100 100
9th Grade High School - - - - -
TOTAL 100 200 300 300 300
NUMBER OF CLASSES BY GRADE

GRADES LEVEL 2017-18 2018-19 2019-20 2020-21 2021-22
5th Grade Elementary/Middle School - - - - -
TOTAL 4 8 12 12 12
AVERAGE NUMBER OF STUDENTS PER CLASS BY GRADE

GRADES LEVEL 2017-18 2018-19 2019-20 2020-21 2021-22
5th Grade Elementary/Middle School - - - - -
SUMMARY AND OTHER INFORMATION

Total Elementary Enrollment - - - - -
Total Middle School Enrollment 100 200 300 300 300
Total High School Enrollment - - - - -
Total Enrollment 100 200 300 300 300
Change in Net Enrollment from Prior Year (Count) 100 100 100 - -
Change in Net Enrollment from Prior Year (Percent) 100.0% 100.0% 50.0% 0.0% 0.0%
Anticipated rate of attrition (Percent) 0.0% 0.0% 0.0% 0.0% 0.0%
ADDITIONAL NOTES/COMMENTS
As much as we will do everything in our power to keep all of our original 6th graders enrolled, we do anticipate that we will lose between 3 and 5 students in year
1. We are accounting for 0% attrition because we intend to fill all empty seats, in every grade.
ESTIMATED ENROLLMENT BY DISTRICT
ANNUAL ENROLLMENT BY DISTRICT TOTALS 100 200 300 300 300
Enrollment by Grade vs Enrollment by District (should = 0) - - - - -
ENTER NUMBER OF SCHOOL DISTRICTS ANTICIPATED: --> 1
PRIMARY SENDING
MT VERNON SCHOOL DISTRICT 2017-18 2018-19 2019-20 2020-21 2021-22
SCHOOL DISTRICT
DISTRICT'S ANNUAL TOTAL OPERATING BUDGET $ 230,887,373 $ 230,887,373 $ 230,887,373 $ 230,887,373 $ 230,887,373
ENROLLMENT (Charter School ) 100 200 300 300 300
DESCRIPTION OF SOURCE FOR DISTRICT'S OPERATING BUDGET Mount Vernon City School District website:
(Include web address if available) http://mtvernoncsd.ss7.sharpschool.com/cms/one.aspx?portalId=180736&pageId=21
0154
SECONDARY SENDING
Select from drop-down list 2017-18 2018-19 2019-20 2020-21 2021-22
SCHOOL DISTRICT
DISTRICT'S ANNUAL TOTAL OPERATING BUDGET $ - $ - $ - $ - $ -
ENROLLMENT (Charter School )
DESCRIPTION OF SOURCE FOR DISTRICT'S OPERATING BUDGET
(Include web address if available)
PRIMARY/OTHER DISTRICT NAME(S) 2017-18 2018-19 2019-20 2020-21 2021-22

Other District 3 Select from drop-down list
Year 1 Year 2 Year 3 Year 4 Year 5

STAFFING PLAN Acad Years 2017-18 2018-19 2019-20 2020-21 2021-22
FTE Grades 6 6-7 6-8 6-8 6-8
Enrollment 100 200 300 300 300
*NOTE: Enter the number of planned full-time equivalent ("FTE") positions *

in each category for each charter year in the section provided below. N
O
ADMINISTRATIVE PERSONNEL FTE FTE
Executive Management 0.0 0.0 0.0 0.0 0.0
Instructional Management 1.0 1.0 1.0 1.0 1.0
Deans, Directors & Coordinators 1.0 1.0 2.0 2.0 2.0
CFO / Director of Finance 0.0 0.0 0.0 0.0 0.0
Operation / Business Manager 1.0 1.0 1.0 1.0 1.0
Administrative Staff 1.0 1.0 1.0 1.0 1.0
TOTAL ADMINISTRATIVE STAFF 4.0 4.0 5.0 5.0 5.0
INSTRUCTIONAL PERSONNEL FTE

Teachers - Regular 6.0 12.0 18.0 18.0 18.0
Teachers - SPED 1.0 3.0 4.0 4.0 4.0
Substitute Teachers 0.0 0.0 0.0 0.0 0.0
Teaching Assistants 0.0 0.0 0.0 0.0 0.0
Specialty Teachers 0.5 0.5 1.0 1.0 1.0
Aides 0.0 0.0 0.0 0.0 0.0
Therapists & Counselors 2.0 2.0 3.0 3.0 3.0
Other 4.0 8.0 12.0 12.0 12.0
TOTAL INSTRUCTIONAL 13.5 25.5 38.0 38.0 38.0
NON-INSTRUCTIONAL PERSONNEL FTE

Nurse 1.0 1.0 1.0 1.0 1.0
Librarian 0.0 0.0 0.0 0.0 0.0
Custodian 1.0 1.0 2.0 2.0 2.0
Security 1.0 1.0 1.0 1.0 1.0
Other 1.0 1.0 1.0 1.0 1.0
TOTAL NON-INSTRUCTIONAL 4.0 4.0 5.0 5.0 5.0
TOTAL PERSONNEL SERVICE FTE 21.5 33.5 48.0 48.0 48.0


STAFFING PLAN Acad Years 2017-18 2018-19 2019-20 2020-21 2021-22
WAGES Grades 6 6-7 6-8 6-8 6-8
Enrollment 100.00 200.00 300.00 300.00 300.00
*NOTE: Enter the proposed average salary for each category and the anticipated *
yearly increase percentages in the section provided below. N
O
WAGES
ADMINISTRATIVE PERSONNEL WAGES Salary/Incr % 3.00% 3.00% 3.00% 3.00% 3.00%
Executive Management $ - $ - $ - $ - $ - $ -
Instructional Management $ 90,000 $ 90,000 $ 92,700 $ 95,481 $ 98,345 $ 101,296
Deans, Directors & Coordinators $ 70,000 $ 70,000 $ 72,100 $ 144,263 $ 148,591 $ 153,049
CFO / Director of Finance $ - $ - $ - $ - $ - $ -
Operation / Business Manager $ 60,000 $ 60,000 $ 61,800 $ 63,654 $ 65,564 $ 67,531
Administrative Staff $ 45,000 $ 45,000 $ 46,350 $ 47,741 $ 49,173 $ 50,648
TOTAL ADMINISTRATIVE STAFF $ 265,000 $ 272,950 $ 351,139 $ 361,673 $ 372,523
INSTRUCTIONAL PERSONNEL WAGES

Teachers - Regular $ 65,000 $ 390,000 $ 791,700 $ 1,205,451 $ 1,241,615 $ 1,278,863
Teachers - SPED $ 60,000 $ 60,000 $ 181,800 $ 247,254 $ 254,672 $ 262,312
Substitute Teachers $ - $ - $ - $ - $ - $ -
Teaching Assistants $ 55,000 $ - $ - $ - $ - $ -
Specialty Teachers $ 55,000 $ 27,500 $ 28,325 $ 56,675 $ 58,375 $ 60,126
Aides $ - $ - $ - $ - $ - $ -
Therapists & Counselors $ 50,000 $ 100,000 $ 103,000 $ 156,090 $ 160,773 $ 165,596
Other $ 8,000 $ 32,000 $ 64,960 $ 98,909 $ 101,876 $ 104,932
TOTAL INSTRUCTIONAL $ 609,500 $ 1,169,785 $ 1,764,379 $ 1,817,310 $ 1,871,829
NON-INSTRUCTIONAL PERSONNEL WAGES

Nurse $ 45,000 $ 45,000 $ 46,350 $ 47,741 $ 49,173 $ 50,648
Librarian $ - $ - $ - $ - $ - $ -
Custodian $ 30,000 $ 30,000 $ 30,900 $ 61,827 $ 63,682 $ 65,592
Security $ 30,000 $ 30,000 $ 30,900 $ 31,827 $ 32,782 $ 33,765
Other $ 45,000 $ 45,000 $ 46,350 $ 47,741 $ 49,173 $ 50,648
TOTAL NON-INSTRUCTIONAL $ 150,000 $ 154,500 $ 189,135 $ 194,809 $ 200,653
TOTAL PERSONNEL SERVICE WAGES $ 1,024,500 $ 1,597,235 $ 2,304,652 $ 2,373,792 $ 2,445,005

*NOTE: State the assumptions that are being made for personnel
FTE levels in the section provided below.
Description of Assumptions
Principal
Director of Curriculum and Instruction
Operations Manager
Office Manager
Year 1: 2 ELA Teachers, 2 Math Teachers, 1 History Teacher and 1 Science

Year 1: 1 SPED Teacher. Year 2: 2 SPED Teacher and 1 SPED Coordinator.
Year 1 and 2: Part time ELL Teacher. Year 3 through 5: 1 ELL Teacher
Year 1 and 2: 1 LIFE Coach and 1 Social Worker. Year 3 through 5: 2 LIFE
*NOTE: Concisely state the assumptions that are being made for
personnel wages in the section provided below.
Description of Assumptions
Enrichment Instructors: 4 employees in Year 1, increases to 8 in Year 2

then 12 in Years 3 through 5
PROJECTED BUDGET / OPERATING PLAN FOR PRE-OPENING PERIOD
July 1, 2016 - June 30, 2017
*NOTE: Please enter financial data on either tab "5.) Pre-OP Cash Flow 6-Month" OR "6) Pre-OP Cash Flow 1-Year."
The pre-opening budget will be for either a 6-Month Period OR a 1-Year Period as selected on tab #1, School Information.
Total Revenue 150,000

Total Expenses 128,975
Net Income 21,025
START-UP
PERIOD
REVENUE
REVENUES FROM STATE SOURCES
Grants
Stimulus -
DYCD (Department of Youth and Community Developmt.) -
Other -
Other -
TOTAL REVENUE FROM STATE SOURCES -
REVENUE FROM FEDERAL FUNDING

Grants
Charter School Program (CSP) Planning & Implementation 135,000
Other -
Other -
TOTAL REVENUE FROM FEDERAL SOURCES 135,000
LOCAL and OTHER REVENUE

Contributions and Donations -
Fundraising 15,000
Erate Reimbursement -
Earnings on Investments -
Interest Income -
Food Service (Income from meals) -
Text Book -
OTHER -
TOTAL REVENUE FROM LOCAL and OTHER SOURCES 15,000
TOTAL REVENUE 150,000

July 1, 2016 - June 30, 2017

Net Income 21,025
START-UP
PERIOD
EXPENSES
FTE No. of
ADMINISTRATIVE STAFF PERSONNEL COSTS Positions
Executive Management - -
Instructional Management - 45,000
Deans, Directors & Coordinators - 5,833
CFO / Director of Finance - -
Operation / Business Manager
- 15,000
Administrative Staff - -
TOTAL ADMINISTRATIVE STAFF - 65,833
INSTRUCTIONAL PERSONNEL COSTS

Teachers - Regular - -
Teachers - SPED - -
Substitute Teachers - -
Teaching Assistants - -
Specialty Teachers - -
Aides - -
Therapists & Counselors - -
Other - -
TOTAL INSTRUCTIONAL - -
NON-INSTRUCTIONAL PERSONNEL COSTS

Nurse - -
Librarian - -
Custodian - -
Security - -
Other - -
TOTAL NON-INSTRUCTIONAL - -
SUBTOTAL PERSONNEL SERVICE COSTS - 65,833
PAYROLL TAXES AND BENEFITS

Payroll Taxes 5,925
Fringe / Employee Benefits 7,242
Retirement / Pension 1,975
TOTAL PAYROLL TAXES AND BENEFITS 15,142
TOTAL PERSONNEL SERVICE COSTS - 80,975
CONTRACTED SERVICES
Accounting / Audit -
Legal -
Management Company Fee -
Nurse Services -
Food Service / School Lunch -
Payroll Services -
Special Ed Services -
Titlement Services (i.e. Title I) -
Other Purchased / Professional / Consulting -
TOTAL CONTRACTED SERVICES -
July 1, 2016 - June 30, 2017

Net Income 21,025
START-UP
PERIOD
SCHOOL OPERATIONS
Board Expenses -
Classroom / Teaching Supplies & Materials -
Special Ed Supplies & Materials -
Textbooks / Workbooks -
Supplies & Materials other -
Equipment / Furniture -
Telephone -
Technology -
Student Testing & Assessment -
Field Trips -
Transportation (student) -
Student Services - other -
Office Expense 6,000
Staff Development -
Staff Recruitment -
Student Recruitment / Marketing 18,000
School Meals / Lunch -
Travel (Staff) -
Fundraising -
Other -
TOTAL SCHOOL OPERATIONS 24,000
FACILITY OPERATION & MAINTENANCE

Insurance -
Janitorial -
Building and Land Rent / Lease / Facility Finance Interest 24,000
Repairs & Maintenance -
Equipment / Furniture -
Security -
Utilities -
TOTAL FACILITY OPERATION & MAINTENANCE 24,000
DEPRECIATION & AMORTIZATION -

DISSOLUTION ESCROW & RESERVES / CONTIGENCY -
TOTAL EXPENSES 128,975
NET INCOME 21,025

GRANVILLE ACADEMY GRANVILLE
CHARTERACADEMY
SCHOOL CHARTER SCHOOL
PROJECTED BUDGET PROJECTED
/ OPERATINGBUDGET
PLAN/FOR
OPERATING
PRE-OPENING
PLAN FOR
PERIOD
PRE-OPENING PERIOD
July 1, 2016 - June 30,
July2017
1, 2016 - June 30, 2017
*N *NOTE: Please enter financial data on either tab "5.) Pre-OP Cash Flow 6-Month" OR "6) Pre-OP Cash Flow 1-Year."
OT The pre-opening budget will be for either a 6-Month Period OR a 1-Year Period as selected on tab #1, School Information.
E:
DESCRIPTION OF ASSUMPTIONS
Total Revenue
Total Expenses
Net Income
REVENUE
Grants
Stimulus
DYCD (Department of Youth and Community Developmt.)
Other
Other
TOTAL REVENUE FROM STATE SOURCES

Grants
Charter applications receiving a charter receive a
Charter School Program (CSP) Planning & Implementation $500,000 CSP grant. The school will request $135,000 of
that funding for the pre-operating period.
Other
Other
TOTAL REVENUE FROM FEDERAL SOURCES

Contributions and Donations
Fundraising
Erate Reimbursement
Earnings on Investments
Interest Income
Food Service (Income from meals)
Text Book
OTHER
TOTAL REVENUE FROM LOCAL and OTHER SOURCES
TOTAL REVENUE
CHARTERACADEMY
/ OPERATINGBUDGET
PLAN/FOR
OPERATING
PRE-OPENING
PLAN FOR
PERIOD
PRE-OPENING PERIOD
July 1, 2016 - June 30,
July2017
1, 2016 - June 30, 2017
E:
Total Revenue
Total Expenses
Net Income
EXPENSES
FTE No. of
ADMINISTRATIVE STAFF PERSONNEL COSTS Positions
Executive Management -
Instructional Management - Principal - Part Time
Deans, Directors & Coordinators - Director of Curriculum and Instruction - Part Time
CFO / Director of Finance -
Operation / Business Manager Operations Manager assist in setting up Part Time in
-
January
Administrative Staff -
TOTAL ADMINISTRATIVE STAFF -

Teachers - Regular -
Teachers - SPED -
Substitute Teachers -
Teaching Assistants -
Specialty Teachers -
Aides -
Therapists & Counselors -
Other -
TOTAL INSTRUCTIONAL -

Nurse -
Librarian -
Custodian -
Security -
Other -
TOTAL NON-INSTRUCTIONAL -
SUBTOTAL PERSONNEL SERVICE COSTS -

Payroll Taxes 9% assumption
Fringe / Employee Benefits 11% assumption
Retirement / Pension 3% assumption
TOTAL PAYROLL TAXES AND BENEFITS
TOTAL PERSONNEL SERVICE COSTS -
CONTRACTED SERVICES
Accounting / Audit
Legal
Management Company Fee
Nurse Services
Food Service / School Lunch
Payroll Services
Special Ed Services
Titlement Services (i.e. Title I)
Other Purchased / Professional / Consulting
TOTAL CONTRACTED SERVICES
CHARTERACADEMY
/ OPERATINGBUDGET
PLAN/FOR
OPERATING
PRE-OPENING
PLAN FOR
PERIOD
PRE-OPENING PERIOD
July 1, 2016 - June 30,
July2017
1, 2016 - June 30, 2017
E:
Total Revenue
Total Expenses
Net Income
SCHOOL OPERATIONS
Board Expenses
Classroom / Teaching Supplies & Materials
Special Ed Supplies & Materials
Textbooks / Workbooks
Supplies & Materials other
Equipment / Furniture
Telephone
Technology
Student Testing & Assessment
Field Trips
Transportation (student)
Student Services - other
Office Expense Miscellanous Expenses
Staff Development
Staff Recruitment
Student Recruitment / Marketing Student and other general school marketing.
School Meals / Lunch
Travel (Staff)
Fundraising
Other
TOTAL SCHOOL OPERATIONS

Insurance
Janitorial
Building and Land Rent / Lease / Facility Finance Interest Office Rental Space before school starts
Repairs & Maintenance
Equipment / Furniture
Security
Utilities
TOTAL FACILITY OPERATION & MAINTENANCE
DEPRECIATION & AMORTIZATION

DISSOLUTION ESCROW & RESERVES / CONTIGENCY
TOTAL EXPENSES
NET INCOME
PRE-OPENING CASH FLOW 6-MONTH GRANVILLE ACADEMY CHARTER SCHOOL
*NOTE: PROJECTED CASH FLOW FOR SCHOOLS PROPOSING TO OPEN IN THE YEAR FOLLOWING PROPOSAL SUBMISSION
Please enter "Description of Assumptions" on tab "4) Pre-Opening Period Budget." Do NOT complete this section. Complete tab "6) Pre-OP Cash Flow 1-Yr."
Total Revenue - - - - - - -
Total Expenses - - - - - - -
Net Income - - - - - - -
Cash Flow Adjustments - - - - - - -
Beginning Cash Balance - - - - - - -
Net Income - - - - - - -
JAN FEB MAR APR MAY JUN TOTAL

REVENUE
Grants
Stimulus - - - - - - -
DYCD (Department of Youth and Community Development) - - - - - - -
Other - - - - - - -
Other - - - - - - -
TOTAL REVENUE FROM STATE SOURCES - - - - - - -

Grants
Charter School Program (CSP) Planning & Implementation -
Other - - - - - - -
Other - - - - - - -
TOTAL REVENUE FROM FEDERAL SOURCES - - - - - - -
Contributions and Donations - - - - - - -
Fundraising - - - - - - -
Erate Reimbursement - - - - - - -
Earnings on Investments - - - - - - -
Interest Income - - - - - - -
Food Service (Income from meals) - - - - - - -
Text Book - - - - - - -
OTHER - - - - - - -
TOTAL REVENUE FROM LOCAL and OTHER SOURCES - - - - - - -
TOTAL REVENUE - - - - - - -
Net Income - - - - - - -
Net Income - - - - - - -
EXPENSES
FTE No. of
ADMINISTRATIVE PERSONNEL COSTS
Positions
Executive Management - - - - - - - -
Instructional Management - -
Deans, Directors & Coordinators - - - - - - - -
CFO / Director of Finance - - - - - - - -
Operation / Business Manager - - - - -
Administrative Staff - - - - -
TOTAL ADMINISTRATIVE STAFF - - - - - - - -
Teachers - Regular - - - - - - - -
Teachers - SPED - - - - - - - -
Substitute Teachers - - - - - - - -
Teaching Assistants - - - - - - - -
Specialty Teachers - - - - - - - -
Aides - - - - - - - -
Therapists & Counselors - - - - - - - -
Other - - - - - - - -
TOTAL INSTRUCTIONAL - - - - - - - -

Nurse - - - - - - - -
Librarian - - - - - - - -
Custodian - - - - - - - -
Security - - - - - - - -
Other - - - - - - - -
TOTAL NON-INSTRUCTIONAL - - - - - - - -
SUBTOTAL PERSONNEL SERVICE COSTS - - - - - - - -

Payroll Taxes - - - - - - -
Fringe / Employee Benefits - - - - - - -
Retirement / Pension - - - - - - -
TOTAL PAYROLL TAXES AND BENEFITS - - - - - - -
TOTAL PERSONNEL SERVICE COSTS - - - - - - - -
CONTRACTED SERVICES
Accounting / Audit - - - - - - -
Legal - - - - - - -
Management Company Fee - - - - - - -
Nurse Services - - - - - - -
Food Service / School Lunch - - - - - - -
Payroll Services - - - - - - -
Special Ed Services - - - - - - -
Titlement Services (i.e. Title I) - - - - - - -
Other Purchased / Professional / Consulting - - - - - - -
TOTAL CONTRACTED SERVICES - - - - - - -
Net Income - - - - - - -
Net Income - - - - - - -
SCHOOL OPERATIONS
Board Expenses - - - - - - -
Classroom / Teaching Supplies & Materials - - - - - - -
Special Ed Supplies & Materials - - - - - - -
Textbooks / Workbooks - - - - - - -
Supplies & Materials other - - - - - - -
Equipment / Furniture - - - - - - -
Telephone - - - - - - -
Technology - - - - - - -
Student Testing & Assessment - - - - - - -
Field Trips - - - - - - -
Transportation (student) - - - - - - -
Student Services - other - - - - - - -
Office Expense -
Staff Development - - - - - - -
Staff Recruitment - - - - - - -
Student Recruitment / Marketing - - -
School Meals / Lunch - - - - - - -
Travel (Staff) - - - - - - -
Fundraising - - - - - - -
Other - - - - - - -
TOTAL SCHOOL OPERATIONS - - - - - - -

Insurance - - - - - - -
Janitorial - - - - - - -
Building and Land Rent / Lease / Facility Finance Interest -
Repairs & Maintenance - - - - - - -
Equipment / Furniture - - - - - - -
Security - - - - - - -
Utilities - - - - - - -
TOTAL FACILITY OPERATION & MAINTENANCE - - - - - - -
DEPRECIATION & AMORTIZATION - - - - - - -

DISSOLUTION ESCROW & RESERVES / CONTIGENCY - - - - - - -
TOTAL EXPENSES - - - - - - -
NET INCOME - - - - - - -
Net Income - - - - - - -
Net Income - - - - - - -
CASH FLOW ADJUSTMENTS

OPERATING ACTIVITIES
Description (e.g. Add Back Depreciation) - - - - - - -
Other - - - - - - -
Total Operating Activities - - - - - - -
INVESTMENT ACTIVITIES
Description (e.g. Subtract Property and Equipment Expenditures) - - - - - - -
Other - - - - - - -
Total Investment Activities - - - - - - -
FINANCING ACTIVITIES
Description (e.g. Add Expected Proceeds from a Loan) - - - - - - -
Other - - - - - - -
Total Financing Activities - - - - - - -
Total Cash Flow Adjustments - - - - - - -
NET INCOME - - - - - - -
Beginning Cash Balance - -
ENDING CASH BALANCE - - - - - - -

PRE-OPENING CASH FLOW 1-YEAR GRANVILLE ACADEMY CHARTER SCHOOL
*NOTE: PROJECTED CASH FLOW FOR SCHOOLS PROPOSING TO OPEN IN THE SECOND YEAR FOLLOWING PROPOSAL SUBMISSION
Please enter "Description of Assumptions" on tab "4) Pre-Opening Period Budget." July 1, 2016 - June 30, 2017
Total Revenue 11,250 11,250 11,250 18,750 11,250 11,250 11,250 18,750 11,250 11,250 11,250 11,250 150,000
Total Expenses 8,613 8,613 8,613 8,613 8,613 8,613 11,688 11,688 11,688 11,688 15,275 15,275 128,975
Net Income 2,638 2,638 2,638 10,138 2,638 2,638 (438) 7,063 (438) (438) (4,025) (4,025) 21,025
Cash Flow Adjustments - - - - - - - - - - - - -
Beginning Cash Balance - - - - - - - - - - - - -
Net Income 2,638 2,638 2,638 10,138 2,638 2,638 (438) 7,063 (438) (438) (4,025) (4,025) 21,025
JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN TOTAL
REVENUE
Grants
Stimulus - - - - - - - - - - - - -
DYCD (Department of Youth and Community Development) - - - - - - - - - - - - -
Other - - - - - - - - - - - - -
Other - - - - - - - - - - - - -
TOTAL REVENUE FROM STATE SOURCES - - - - - - - - - - - - -

Grants
Charter School Program (CSP) Planning & Implementation 11,250 11,250 11,250 11,250 11,250 11,250 11,250 11,250 11,250 11,250 11,250 11,250 135,000
Other - - - - - - - - - - - - -
Other - - - - - - - - - - - - -
TOTAL REVENUE FROM FEDERAL SOURCES 11,250 11,250 11,250 11,250 11,250 11,250 11,250 11,250 11,250 11,250 11,250 11,250 135,000
Contributions and Donations - - - - - - - - - - - - -
Fundraising - - - 7,500 - - - 7,500 - - - - 15,000
Erate Reimbursement - - - - - - - - - - - - -
Earnings on Investments - - - - - - - - - - - - -
Interest Income - - - - - - - - - - - - -
Food Service (Income from meals) - - - - - - - - - - - - -
Text Book - - - - - - - - - - - - -
OTHER - - - - - - - - - - - - -
TOTAL REVENUE FROM LOCAL and OTHER SOURCES - - - 7,500 - - - 7,500 - - - - 15,000
TOTAL REVENUE 11,250 11,250 11,250 18,750 11,250 11,250 11,250 18,750 11,250 11,250 11,250 11,250 150,000
Total Revenue 11,250 11,250 11,250 18,750 11,250 11,250 11,250 18,750 11,250 11,250 11,250 11,250 150,000
Total Expenses 8,613 8,613 8,613 8,613 8,613 8,613 11,688 11,688 11,688 11,688 15,275 15,275 128,975
Net Income 2,638 2,638 2,638 10,138 2,638 2,638 (438) 7,063 (438) (438) (4,025) (4,025) 21,025
Net Income 2,638 2,638 2,638 10,138 2,638 2,638 (438) 7,063 (438) (438) (4,025) (4,025) 21,025
EXPENSES
FTE No. of
ADMINISTRATIVE PERSONNEL COSTS
Positions
Executive Management - - - - - - - - - - - - - -
Instructional Management - 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 45,000
Deans, Directors & Coordinators - - - - - - - - - - - 2,917 2,917 5,833
CFO / Director of Finance - - - - - - - - - - - - - -
Operation / Business Manager - - - - - - - 2,500 2,500 2,500 2,500 2,500 2,500 15,000
Administrative Staff - - - - - - - - - - - - - -
TOTAL ADMINISTRATIVE STAFF - 3,750 3,750 3,750 3,750 3,750 3,750 6,250 6,250 6,250 6,250 9,167 9,167 65,833
Teachers - Regular - - - - - - - - - - - - - -
Teachers - SPED - - - - - - - - - - - - - -
Substitute Teachers - - - - - - - - - - - - - -
Teaching Assistants - - - - - - - - - - - - - -
Specialty Teachers - - - - - - - - - - - - - -
Aides - - - - - - - - - - - - - -
Therapists & Counselors - - - - - - - - - - - - - -
Other - - - - - - - - - - - - - -
TOTAL INSTRUCTIONAL - - - - - - - - - - - - - -
Nurse - - - - - - - - - - - - - -
Librarian - - - - - - - - - - - - - -
Custodian - - - - - - - - - - - - - -
Security - - - - - - - - - - - - - -
Other - - - - - - - - - - - - - -
TOTAL NON-INSTRUCTIONAL - - - - - - - - - - - - - -
SUBTOTAL PERSONNEL SERVICE COSTS - 3,750 3,750 3,750 3,750 3,750 3,750 6,250 6,250 6,250 6,250 9,167 9,167 65,833
Payroll Taxes 338 338 338 338 338 338 563 563 563 563 825 825 5,925
Fringe / Employee Benefits 413 413 413 413 413 413 688 688 688 688 1,008 1,008 7,242
Retirement / Pension 113 113 113 113 113 113 188 188 188 188 275 275 1,975
TOTAL PAYROLL TAXES AND BENEFITS 863 863 863 863 863 863 1,438 1,438 1,438 1,438 2,108 2,108 15,142
TOTAL PERSONNEL SERVICE COSTS - 4,613 4,613 4,613 4,613 4,613 4,613 7,688 7,688 7,688 7,688 11,275 11,275 80,975
CONTRACTED SERVICES
Accounting / Audit - - - - - - - - - - - - -
Legal - - - - - - - - - - - - -
Management Company Fee - - - - - - - - - - - - -
Nurse Services - - - - - - - - - - - - -
Food Service / School Lunch - - - - - - - - - - - - -
Payroll Services - - - - - - - - - - - - -
Special Ed Services - - - - - - - - - - - - -
Titlement Services (i.e. Title I) - - - - - - - - - - - - -
Other Purchased / Professional / Consulting - - - - - - - - - - - - -
TOTAL CONTRACTED SERVICES - - - - - - - - - - - - -
Total Revenue 11,250 11,250 11,250 18,750 11,250 11,250 11,250 18,750 11,250 11,250 11,250 11,250 150,000
Total Expenses 8,613 8,613 8,613 8,613 8,613 8,613 11,688 11,688 11,688 11,688 15,275 15,275 128,975
Net Income 2,638 2,638 2,638 10,138 2,638 2,638 (438) 7,063 (438) (438) (4,025) (4,025) 21,025
Net Income 2,638 2,638 2,638 10,138 2,638 2,638 (438) 7,063 (438) (438) (4,025) (4,025) 21,025
SCHOOL OPERATIONS
Board Expenses - - - - - - - - - - - - -
Classroom / Teaching Supplies & Materials - - - - - - - - - - - - -
Special Ed Supplies & Materials - - - - - - - - - - - - -
Textbooks / Workbooks - - - - - - - - - - - - -
Supplies & Materials other - - - - - - - - - - - - -
Equipment / Furniture - - - - - - - - - - - - -
Telephone - - - - - - - - - - - - -
Technology - - - - - - - - - - - - -
Student Testing & Assessment - - - - - - - - - - - - -
Field Trips - - - - - - - - - - - - -
Transportation (student) - - - - - - - - - - - - -
Student Services - other - - - - - - - - - - - - -
Office Expense 500 500 500 500 500 500 500 500 500 500 500 500 6,000
Staff Development - - - - - - - - - - - - -
Staff Recruitment - - - - - - - - - - - - -
Student Recruitment / Marketing 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 18,000
School Meals / Lunch - - - - - - - - - - - - -
Travel (Staff) - - - - - - - - - - - - -
Fundraising - - - - - - - - - - - - -
Other - - - - - - - - - - - - -
TOTAL SCHOOL OPERATIONS 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 24,000

Insurance - - - - - - - - - - - - -
Janitorial - - - - - - - - - - - - -
Building and Land Rent / Lease / Facility Finance Interest 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 24,000
Repairs & Maintenance - - - - - - - - - - - - -
Equipment / Furniture - - - - - - - - - - - - -
Security - - - - - - - - - - - - -
Utilities - - - - - - - - - - - - -
TOTAL FACILITY OPERATION & MAINTENANCE 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 24,000
DEPRECIATION & AMORTIZATION - - - - - - - - - - - - -

DISSOLUTION ESCROW & RESERVES / CONTIGENCY - - - - - - - - - - - - -
TOTAL EXPENSES 8,613 8,613 8,613 8,613 8,613 8,613 11,688 11,688 11,688 11,688 15,275 15,275 128,975
NET INCOME 2,638 2,638 2,638 10,138 2,638 2,638 (438) 7,063 (438) (438) (4,025) (4,025) 21,025
Total Revenue 11,250 11,250 11,250 18,750 11,250 11,250 11,250 18,750 11,250 11,250 11,250 11,250 150,000
Total Expenses 8,613 8,613 8,613 8,613 8,613 8,613 11,688 11,688 11,688 11,688 15,275 15,275 128,975
Net Income 2,638 2,638 2,638 10,138 2,638 2,638 (438) 7,063 (438) (438) (4,025) (4,025) 21,025
Net Income 2,638 2,638 2,638 10,138 2,638 2,638 (438) 7,063 (438) (438) (4,025) (4,025) 21,025

Description (e.g. Add Back Depreciation) - - - - - - - - - - - - -
Other - - - - - - - - - - - - -
Total Operating Activities - - - - - - - - - - - - -
Description (e.g. Subtract Property and Equipment Expenditures) - - - - - - - - - - - - -
Other - - - - - - - - - - - - -
Total Investment Activities - - - - - - - - - - - - -
Description (e.g. Add Expected Proceeds from a Loan) - - - - - - - - - - - - -
Other - - - - - - - - - - - - -
Total Financing Activities - - - - - - - - - - - - -
Total Cash Flow Adjustments - - - - - - - - - - - - -
NET INCOME 2,638 2,638 2,638 10,138 2,638 2,638 (438) 7,063 (438) (438) (4,025) (4,025) 21,025
Beginning Cash Balance - -
ENDING CASH BALANCE 2,638 2,638 2,638 10,138 2,638 2,638 (438) 7,063 (438) (438) (4,025) (4,025) 21,025
YEAR 1 BUDGET AND ASSUMPTION PROJECTED BUDGET / OPERATING PLAN FOR YEAR ONE
*NOTE: State assumptions that are being made for the
JULY 1, 2017 - JUNE 30, 2018 1-Year Budget in the section provided below.
Total Revenue 2,009,262 166,833 - - - 2,176,095
Total Expenses 1,480,391 130,403 - - 304,000 1,914,794
Net Income 528,871 36,430 - - (304,000) 261,301
Budgeted Student Enrollment 100 - 100 15% of Enrollment is expected to be SPED
PROGRAM SERVICES SUPPORT SERVICES

REGULAR SPECIAL MANAGEMENT
EDUCATION EDUCATION OTHER FUNDRAISING & GENERAL TOTAL
REVENUE
Basic Tuition
Per Pupil Revenue
(2015-16)
PRIMARY School District: MT VERNON SCHOOL DISTRICT 17,144 1,714,400 1,714,400 Flat rate for all five years
Other District 1: - - -
35 Other School Districts' Revenue: (Weighted Avg.) - - -
TOTAL Per Pupil Revenue (Weighted Avg.) 17,144 1,714,400 1,714,400
Special Education Revenue 88,654 88,654 85% of SPED students will be at 21% to 59% distribution
($4,930 per student), 15% over 60% ($11,465)
Grants
Stimulus - - - - - -
DYCD (Department of Youth and Community Development) - - - - - -
Other - - - - - -
Other - - - - - -
TOTAL REVENUE FROM STATE SOURCES 1,714,400 88,654 - - - 1,803,054
IDEA Special Needs - 26,145 - 26,145 $1,743 per pupil based on 2014 Section 611 of IDEA
73% of students qualify for Title 1 with a per pupil rate
Title I 29,660 5,234 - 34,894
of $478
Title Funding - Other - - - -
Going Private Service route at $5.51 per pupil based on
School Food Service (Free Lunch) 71,189 12,563 - 83,752
190 school days. 80% of students will sign up
Grants
Based on $500k award; $135k pre-operating year,
Charter School Program (CSP) Planning & Implementation 155,125 27,375 - - - 182,500
$182.5k per year in Year 1 and 2.
Other - - - - - -
Other - - - - - -
TOTAL REVENUE FROM FEDERAL SOURCES 255,974 71,317 - - - 327,291
Contributions and Donations - - - - - -
Fundraising 12,750 2,250 - - - 15,000
Erate Reimbursement 26,138 4,613 - - - 30,750 75% of telecommunications and technology costs
Earnings on Investments - - - - - -
Interest Income - - - - - -
Food Service (Income from meals) - - - - - -
Text Book - - - - - -
OTHER - - - - - -
TOTAL REVENUE FROM LOCAL and OTHER SOURCES 38,888 6,863 - - - 45,750
Total Revenue 2,009,262 166,833 - - - 2,176,095
Total Expenses 1,480,391 130,403 - - 304,000 1,914,794
Net Income 528,871 36,430 - - (304,000) 261,301

TOTAL REVENUE 2,009,262 166,833 - - - 2,176,095

Total Revenue 2,009,262 166,833 - - - 2,176,095
Total Expenses 1,480,391 130,403 - - 304,000 1,914,794
Net Income 528,871 36,430 - - (304,000) 261,301

EXPENSES
FTE No. of
ADMINISTRATIVE STAFF PERSONNEL COSTS
Positions
Executive Management - - - - - - -
Instructional Management 1.00 90,000 - - - - 90,000
Deans, Directors & Coordinators 1.00 70,000 - - - - 70,000
CFO / Director of Finance - - - - - - -
Operation / Business Manager 1.00 60,000 - - - - 60,000
Administrative Staff 1.00 45,000 - - - - 45,000
TOTAL ADMINISTRATIVE STAFF 4.00 265,000 - - - - 265,000
Teachers - Regular 6.00 390,000 - - - - 390,000
Teachers - SPED 1.00 - 60,000 - - - 60,000
Substitute Teachers - - - - - - -
Teaching Assistants - - - - - - -
Specialty Teachers 0.50 27,500 - - - - 27,500
Aides - - - - - - -
Therapists & Counselors Year 1 and 2: 1 LIFE Coach and 1 Social Worker. Year 3
2.00 100,000 - - - - 100,000
through 5: 2 LIFE Coaches and 1 Social Worker.
Other 4.00 32,000 - - - - 32,000 Enrichment Instructors: 4 employees in Year 1
TOTAL INSTRUCTIONAL 13.50 549,500 60,000 - - - 609,500
Nurse 1.00 45,000 - - - - 45,000
Librarian - - - - - - -
Custodian 1.00 30,000 - - - - 30,000
Security 1.00 30,000 - - - - 30,000
Other 1.00 45,000 - - - - 45,000 Technology Associate
TOTAL NON-INSTRUCTIONAL 4.00 150,000 - - - - 150,000
SUBTOTAL PERSONNEL SERVICE COSTS 21.50 964,500.00 60,000 - - - 1,024,500
Payroll Taxes 86,805 5,400 - - - 92,205 9% assumption
Fringe / Employee Benefits 106,095 6,600 - - - 112,695 11% assumption
Retirement / Pension 28,935 1,800 - - - 30,735 3% assumption
TOTAL PAYROLL TAXES AND BENEFITS 221,835 13,800 - - - 235,635
TOTAL PERSONNEL SERVICE COSTS 21.50 1,186,335 73,800 - - - 1,260,135
CONTRACTED SERVICES
Accounting / Audit - - - - 20,000 20,000 External bookkeeper and auditor
Legal - - - - 20,000 20,000 Annual retainer
Management Company Fee - - - - - -
Nurse Services - - - - - -
Food Service / School Lunch Going Private Service route at $6 per pupil based on 190
77,520 13,680 - - - 91,200
school days. 80% of students will sign up
Payroll Services
746 128 - - - 874
Paychex pricing; $70 per month plus $2 per employee
Special Ed Services - - - - - -
Titlement Services (i.e. Title I) - - - - - -
Other Purchased / Professional / Consulting 34,000 6,000 - - - 40,000 Charter School Consultant
TOTAL CONTRACTED SERVICES 112,266 19,808 - - 40,000 172,074
Total Revenue 2,009,262 166,833 - - - 2,176,095
Total Expenses 1,480,391 130,403 - - 304,000 1,914,794
Net Income 528,871 36,430 - - (304,000) 261,301

SCHOOL OPERATIONS
Board Expenses - - - - 5,000 5,000 Board meeting costs and training
Classroom / Teaching Supplies & Materials 13,500 2,250 - - - 15,750 $2,250 per teacher
Special Ed Supplies & Materials - 7,500 - - - 7,500 $500 per student
Textbooks / Workbooks 21,250 3,750 - - - 25,000 $250 per student
Supplies & Materials other 12,750 2,250 - - - 15,000 $150 per student
Equipment / Furniture 12,750 2,250 - - - 15,000
Telephone 9,350 1,650 - - - 11,000
Technology 25,500 4,500 - - - 30,000
Student Testing & Assessment 35,602 6,283 - - - 41,885 Achievement Network & Kickboard
Field Trips 17,000 3,000 - - - 20,000 $200 per student
Transportation (student) - - - - - - Provided by District
Student Services - other 12,750 2,250 - - - 15,000 $150 per student
Office Expense - - - - 20,000 20,000
Staff Development 16,500 1,000 - - - 17,500 $1,000 per teacher
Staff Recruitment 638 113 - - - 750 Placement ad on websites
Student Recruitment / Marketing - - - - 5,000 5,000
School Meals / Lunch - - - - - - Covered above in contracted food service line item
Travel (Staff) - - - - - -
Fundraising - - - - - -
Other 4,200 - - - - 4,200 I-ready Software
TOTAL SCHOOL OPERATIONS 181,790 36,795 - - 30,000 248,585
Insurance - - - - 25,000 25,000
Janitorial - - - - - - Covered above in staffing
Building and Land Rent / Lease / Facility Finance Interest - - - - 96,000 96,000
Repairs & Maintenance - - - - 20,000 20,000
Equipment / Furniture - - - - 18,000 18,000
Security - - - - - -
Utilities - - - - 50,000 50,000
TOTAL FACILITY OPERATION & MAINTENANCE - - - - 209,000 209,000
DEPRECIATION & AMORTIZATION - - - - - -
DISSOLUTION ESCROW & RESERVES / CONTIGENCY - - - - 25,000 25,000
TOTAL EXPENSES 1,480,391 130,403 - - 304,000 1,914,794
NET INCOME 528,871 36,430 - - (304,000) 261,301

Total Revenue 2,009,262 166,833 - - - 2,176,095
Total Expenses 1,480,391 130,403 - - 304,000 1,914,794
Net Income 528,871 36,430 - - (304,000) 261,301

ENROLLMENT - *School Districts Are Linked To Above Entries*
PRIMARY School District: MT VERNON SCHOOL DISTRICT 100 100
Other District 1: - -
All Other School Districts - -
TOTAL ENROLLMENT 100 100
REVENUE PER PUPIL 20,093 21,761
EXPENSES PER PUPIL 14,804 19,148

YEAR 1 CASH FLOW PROJECTED CASH FLOW FOR YEAR ONE OF OPERATIONS
(FIRST YEAR OF CHARTER) JULY 1, 2017 - JUNE 30, 2018
Total Revenue 308,009 7,500 308,884 69,209 308,884 69,209 308,884 69,209 308,884 8,375 308,884 100,164 2,176,095
Total Expenses 58,402 75,379 184,588 173,754 172,323 172,323 172,323 178,990 174,240 174,240 180,907 197,323 1,914,794
Net Income 249,607 (67,879) 124,296 (104,546) 136,561 (103,115) 136,561 (109,782) 134,644 (165,865) 127,977 (97,159) 261,301
Ending Cash Balance 249,607 (67,879) 124,296 (104,546) 136,561 (103,115) 136,561 (109,782) 134,644 (165,865) 127,977 (97,159) 261,301
REVENUE
* Totals (Column U) for all lines above Cash Flow Adjustments should equal the Totals (Column N) on tab "7) Year 1 Budget & Assumptions."
Basic Tuition
Per Pupil Revenue
(2015-16)
PRIMARY School District: MT VERNON SCHOOL DISTRICT 17,144 285,733 - 285,733 - 285,733 - 285,733 - 285,733 - 285,733 - 1,714,400
Other District 1: - - - - - - - - - - - - - -
Other District 2: - - - - - - - - - - - - - -
Other District 3: - - - - - - - - - - - - - -
Other District 4: - - - - - - - - - - - - - -
Other District 5: - - - - - - - - - - - - - -
Other District 6: - - - - - - - - - - - - - -
Other District 7: - - - - - - - - - - - - - -
Other District 8: - - - - - - - - - - - - - -
Other District 9: - - - - - - - - - - - - - -
Other District 10: - - - - - - - - - - - - - -
Other District 11: - - - - - - - - - - - - - -
Other District 12: - - - - - - - - - - - - - -
Other District 13: - - - - - - - - - - - - - -
Other District 14: - - - - - - - - - - - - - -
35 Other School Districts' Revenue: (Weighted Avg.) - - - - - - - - - - - - - -
TOTAL Per Pupil Revenue (Weighted Avg.) 17,144 285,733 - 285,733 - 285,733 - 285,733 - 285,733 - 285,733 - 1,714,400
Special Education Revenue 14,776 - 14,776 - 14,776 - 14,776 - 14,776 - 14,776 - 88,654
Grants
Stimulus - - - - - - - - - - - - -
DYCD (Department of Youth and Community Developmt.) - - - - - - - - - - - - -
Other - - - - - - - - - - - - -
Other - - - - - - - - - - - - -
TOTAL REVENUE FROM STATE SOURCES 300,509 - 300,509 - 300,509 - 300,509 - 300,509 - 300,509 - 1,803,054
IDEA Special Needs - - - - - - - - - - - 26,145 26,145
Title I - - - - - - - - - - - 34,894 34,894
Title Funding - Other - - - - - - - - - - - - -
School Food Service (Free Lunch) - - 8,375 8,375 8,375 8,375 8,375 8,375 8,375 8,375 8,375 8,375 83,752
Grants
Charter School Program (CSP) Planning & Implementation - - - 60,833 - 60,833 - 60,833 - - - - 182,500
Other - - - - - - - - - - - - -
Other - - - - - - - - - - - - -
TOTAL REVENUE FROM FEDERAL SOURCES - - 8,375 69,209 8,375 69,209 8,375 69,209 8,375 8,375 8,375 69,414 327,291
Contributions and Donations - - - - - - - - - - - - -
Fundraising 7,500 7,500 - - - - - - - - - - 15,000
Erate Reimbursement - - - - - - - - - - - 30,750 30,750
Earnings on Investments - - - - - - - - - - - - -
Interest Income - - - - - - - - - - - - -
Food Service (Income from meals) - - - - - - - - - - - - -
Text Book - - - - - - - - - - - - -
OTHER - - - - - - - - - - - - -
TOTAL REVENUE FROM LOCAL and OTHER SOURCES 7,500 7,500 - - - - - - - - - 30,750 45,750
TOTAL REVENUE 308,009 7,500 308,884 69,209 308,884 69,209 308,884 69,209 308,884 8,375 308,884 100,164 2,176,095
Total Revenue 308,009 7,500 308,884 69,209 308,884 69,209 308,884 69,209 308,884 8,375 308,884 100,164 2,176,095
Total Expenses 58,402 75,379 184,588 173,754 172,323 172,323 172,323 178,990 174,240 174,240 180,907 197,323 1,914,794
Net Income 249,607 (67,879) 124,296 (104,546) 136,561 (103,115) 136,561 (109,782) 134,644 (165,865) 127,977 (97,159) 261,301
EXPENSES
ADMINISTRATIVE STAFF PERSONNEL COSTS No. of Positions
Executive Management - - - - - - - - - - - - - -
Instructional Management 1.00 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,500 90,000
Deans, Directors & Coordinators 1.00 5,833 5,833 5,833 5,833 5,833 5,833 5,833 5,833 5,833 5,833 5,833 5,833 70,000
CFO / Director of Finance - - - - - - - - - - - - - -
Operation / Business Manager 1.00 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 60,000
Administrative Staff 1.00 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 45,000
TOTAL ADMINISTRATIVE STAFF 4.00 22,083 22,083 22,083 22,083 22,083 22,083 22,083 22,083 22,083 22,083 22,083 22,083 265,000
Teachers - Regular 6.00 - - 39,000 39,000 39,000 39,000 39,000 39,000 39,000 39,000 39,000 39,000 390,000
Teachers - SPED 1.00 - - 6,000 6,000 6,000 6,000 6,000 6,000 6,000 6,000 6,000 6,000 60,000
Substitute Teachers - - - - - - - - - - - - - -
Teaching Assistants - - - - - - - - - - - - - -
Specialty Teachers 0.50 - - 2,750 2,750 2,750 2,750 2,750 2,750 2,750 2,750 2,750 2,750 27,500
Aides - - - - - - - - - - - - - -
Therapists & Counselors 2.00 - - 10,000 10,000 10,000 10,000 10,000 10,000 10,000 10,000 10,000 10,000 100,000
Other 4.00 - - 3,200 3,200 3,200 3,200 3,200 3,200 3,200 3,200 3,200 3,200 32,000
TOTAL INSTRUCTIONAL 13.50 - - 60,950 60,950 60,950 60,950 60,950 60,950 60,950 60,950 60,950 60,950 609,500
Nurse 1.00 - - 4,500 4,500 4,500 4,500 4,500 4,500 4,500 4,500 4,500 4,500 45,000
Librarian - - - - - - - - - - - - - -
Custodian 1.00 - - 3,000 3,000 3,000 3,000 3,000 3,000 3,000 3,000 3,000 3,000 30,000
Security 1.00 - - 3,000 3,000 3,000 3,000 3,000 3,000 3,000 3,000 3,000 3,000 30,000
Other 1.00 - - 4,500 4,500 4,500 4,500 4,500 4,500 4,500 4,500 4,500 4,500 45,000
TOTAL NON-INSTRUCTIONAL 4.00 - - 15,000 15,000 15,000 15,000 15,000 15,000 15,000 15,000 15,000 15,000 150,000
SUBTOTAL PERSONNEL SERVICE COSTS 21.50 22,083 22,083 98,033 98,033 98,033 98,033 98,033 98,033 98,033 98,033 98,033 98,033 1,024,500
Payroll Taxes 1,987.50 1,987.50 8,823.00 8,823.00 8,823.00 8,823.00 8,823.00 8,823.00 8,823.00 8,823.00 8,823.00 8,823.00 92,205
Fringe / Employee Benefits 2,429.17 2,429.17 10,783.67 10,783.67 10,783.67 10,783.67 10,783.67 10,783.67 10,783.67 10,783.67 10,783.67 10,783.67 112,695
Retirement / Pension 662.50 662.50 2,941.00 2,941.00 2,941.00 2,941.00 2,941.00 2,941.00 2,941.00 2,941.00 2,941.00 2,941.00 30,735
TOTAL PAYROLL TAXES AND BENEFITS 5,079 5,079 22,548 22,548 22,548 22,548 22,548 22,548 22,548 22,548 22,548 22,548 235,635
TOTAL PERSONNEL SERVICE COSTS 21.50 27,163 27,163 120,581 120,581 120,581 120,581 120,581 120,581 120,581 120,581 120,581 120,581 1,260,135
CONTRACTED SERVICES
Accounting / Audit - - 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 20,000
Legal - - 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 20,000
Management Company Fee - - - - - - - - - - - - -
Nurse Services - - - - - - - - - - - - -
Food Service / School Lunch - - 9,120 9,120 9,120 9,120 9,120 9,120 9,120 9,120 9,120 9,120 91,200
Payroll Services 73 73 73 73 73 73 73 73 73 73 73 73 874
Special Ed Services - - - - - - - - - - - - -
Titlement Services (i.e. Title I) - - - - - - - - - - - - -
Other Purchased / Professional / Consulting 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333 40,000
TOTAL CONTRACTED SERVICES 3,406 3,406 16,526 16,526 16,526 16,526 16,526 16,526 16,526 16,526 16,526 16,526 172,074
Total Revenue 308,009 7,500 308,884 69,209 308,884 69,209 308,884 69,209 308,884 8,375 308,884 100,164 2,176,095
Total Expenses 58,402 75,379 184,588 173,754 172,323 172,323 172,323 178,990 174,240 174,240 180,907 197,323 1,914,794
Net Income 249,607 (67,879) 124,296 (104,546) 136,561 (103,115) 136,561 (109,782) 134,644 (165,865) 127,977 (97,159) 261,301
SCHOOL OPERATIONS
Board Expenses - - 500 500 500 500 500 500 500 500 500 500 5,000
Classroom / Teaching Supplies & Materials - 1,432 1,432 1,432 1,432 1,432 1,432 1,432 1,432 1,432 1,432 1,432 15,750
Special Ed Supplies & Materials - 682 682 682 682 682 682 682 682 682 682 682 7,500
Textbooks / Workbooks - 12,500 12,500 - - - - - - - - - 25,000
Supplies & Materials other 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 1,250 15,000
Equipment / Furniture 5,000 5,000 5,000 - - - - - - - - - 15,000
Telephone - 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 11,000
Technology 2,500 2,500 2,500 2,500 2,500 2,500 2,500 2,500 2,500 2,500 2,500 2,500 30,000
Student Testing & Assessment - - - - 5,236 5,236 5,236 5,236 5,236 5,236 5,236 5,236 41,885
Field Trips - - - 6,667 - - - 6,667 - - 6,667 - 20,000
Transportation (student) - - - - - - - - - - - - -
Student Services - other - 1,364 1,364 1,364 1,364 1,364 1,364 1,364 1,364 1,364 1,364 1,364 15,000
Office Expense 1,667 1,667 1,667 1,667 1,667 1,667 1,667 1,667 1,667 1,667 1,667 1,667 20,000
Staff Development - - 1,750 1,750 1,750 1,750 1,750 1,750 1,750 1,750 1,750 1,750 17,500
Staff Recruitment - - - - - - - - 250 250 250 - 750
Student Recruitment / Marketing - - - - - - - - 1,667 1,667 1,667 - 5,000
School Meals / Lunch - - - - - - - - - - - - -
Travel (Staff) - - - - - - - - - - - - -
Fundraising - - - - - - - - - - - - -
Other - - 420 420 420 420 420 420 420 420 420 420 4,200
TOTAL SCHOOL OPERATIONS 10,417 27,394 30,064 19,231 17,800 17,800 17,800 24,466 19,716 19,716 26,383 17,800 248,585
Insurance 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 2,083 25,000
Janitorial - - - - - - - - - - - - -
Building and Land Rent / Lease / Facility Finance Interest 8,000 8,000 8,000 8,000 8,000 8,000 8,000 8,000 8,000 8,000 8,000 8,000 96,000
Repairs & Maintenance 1,667 1,667 1,667 1,667 1,667 1,667 1,667 1,667 1,667 1,667 1,667 1,667 20,000
Equipment / Furniture 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 18,000
Security - - - - - - - - - - - - -
Utilities 4,167 4,167 4,167 4,167 4,167 4,167 4,167 4,167 4,167 4,167 4,167 4,167 50,000
TOTAL FACILITY OPERATION & MAINTENANCE 17,417 17,417 17,417 17,417 17,417 17,417 17,417 17,417 17,417 17,417 17,417 17,417 209,000
DEPRECIATION & AMORTIZATION - - - - - - - - - - - - -
DISSOLUTION ESCROW & RESERVES / CONTIGENCY - - - - - - - - - - - 25,000 25,000
TOTAL EXPENSES 58,402 75,379 184,588 173,754 172,323 172,323 172,323 178,990 174,240 174,240 180,907 197,323 1,914,794
NET INCOME 249,607 (67,879) 124,296 (104,546) 136,561 (103,115) 136,561 (109,782) 134,644 (165,865) 127,977 (97,159) 261,301

Example - Add Back Depreciation - - - - - - - - - - - - -
Other - - - - - - - - - - - - -
Total Operating Activities - - - - - - - - - - - - -
Example - Subtract Property and Equipment Expenditures - - - - - - - - - - - - -
Other - - - - - - - - - - - - -
Total Investment Activities - - - - - - - - - - - - -
Example - Add Expected Proceeds from a Loan or Line of Credit - - - - - - - - - - - - -
Other - - - - - - - - - - - - -
Total Financing Activities - - - - - - - - - - - - -
Total Cash Flow Adjustments - - - - - - - - - - - - -
NET INCOME 249,607 (67,879) 124,296 (104,546) 136,561 (103,115) 136,561 (109,782) 134,644 (165,865) 127,977 (97,159) 261,301

ENDING CASH BALANCE 249,607 (67,879) 124,296 (104,546) 136,561 (103,115) 136,561 (109,782) 134,644 (165,865) 127,977 (97,159) 261,301
5 YEAR BUDGET AND CASH FLOW ADJUSTMENTS DESCRIPTION OF ASSUMPTIONS
PROJECTED BUDGET / OPERATING PLAN FOR INITIAL CHARTER PERIOD
*NOTE: Projected Five Year Budget on this tab should be 2017-18 THROUGH 2021-22 *NOTE: State assumptions that are being made in the section
for the first five years of actual operations. provided below.
Total Revenue 2,176,095 4,129,690 5,900,784 5,914,034 5,914,784
Total Expenses 1,914,794 2,875,634 4,051,628 4,179,113 4,324,148
Net Income (Before Cash Flow Adjustments) 261,301 1,254,055 1,849,156 1,734,922 1,590,637
Budgeted Student Enrollment 100 200 300 300 300 15% of Enrollment is expected to be SPED
2017-18 2018-19 2019-20 2020-21 2021-22
REVENUE Per Pupil Revenue Percentage Increase
REVENUES FROM STATE SOURCES 0.0% 0.0% 0.0% 0.0% 0.0%
Per Pupil Revenue Basic Tuition
(2015-16)
PRIMARY School District: MT VERNON SCHOOL DISTRICT 17,144 1,714,400 3,428,800 5,143,200 5,143,200 5,143,200 Flat rate for all five years
Other District 1: - - - - - -
35 Other School Districts' Revenue: (Weighted Avg.) - - - - - -
TOTAL Per Pupil Revenue (Weighted Avg.) 17,144 1,714,400 3,428,800 5,143,200 5,143,200 5,143,200
Special Education Revenue 88,654 177,308 265,961 265,961 265,961 85% of SPED students will be at 21% to 59% distribution ($4,930
per student), 15% over 60% ($11,465)
Grants
Stimulus - - - - -
DYCD (Department of Youth and Community Developmt.) - - - - -
Other - - - - -
Other - - - - -
TOTAL REVENUE FROM STATE SOURCES 1,803,054 3,606,108 5,409,161 5,409,161 5,409,161
IDEA Special Needs 26,145 52,290 78,435 78,435 78,435 $1,743 per SPED pupil based on 2014 Section 611 of IDEA
Title I 34,894 69,788 104,682 104,682 104,682
73% of students qualify for Title 1 with a per pupil rate of $478
Title Funding - Other - - - - -
School Food Service (Free Lunch) 83,752 167,504 251,256 251,256 251,256 Going Private Service route at $5.51 per pupil based on 190
school days. 80% of students will sign up
Grants
Charter School Program (CSP) Planning & Implementation 182,500 182,500 - - - Based on $500k award; $135k pre-operating year, $182.5k per
year in Year 1 and 2.
Other - - - - -
Other - - - - -
TOTAL REVENUE FROM FEDERAL SOURCES 327,291 472,082 434,373 434,373 434,373
Contributions and Donations - - - - -
Fundraising 15,000 20,000 25,000 30,000 30,000
Erate Reimbursement 30,750 31,500 32,250 40,500 41,250 75% of telecommunications and technology costs
Earnings on Investments - - - - -
Interest Income - - - - -
Food Service (Income from meals) - - - - -
Text Book - - - - -
OTHER - - - - -
TOTAL REVENUE FROM LOCAL and OTHER SOURCES 45,750 51,500 57,250 70,500 71,250
TOTAL REVENUE 2,176,095 4,129,690 5,900,784 5,914,034 5,914,784
Total Revenue 2,176,095 4,129,690 5,900,784 5,914,034 5,914,784
Total Expenses 1,914,794 2,875,634 4,051,628 4,179,113 4,324,148
2017-18 2018-19 2019-20 2020-21 2021-22
EXPENSES
ADMINISTRATIVE STAFF PERSONNEL COSTS Year 1 No. of NOTE: For all 5-Years of FTE/Staffing detail please see the
Positions 'Staffing' tab of this file.
Executive Management - - - - - -
Instructional Management 1.00 90,000 92,700 95,481 98,345 101,296
Deans, Directors & Coordinators 1.00 70,000 72,100 144,263 148,591 153,049
CFO / Director of Finance - - - - - -
Operation / Business Manager 1.00 60,000 61,800 63,654 65,564 67,531
Administrative Staff 1.00 45,000 46,350 47,741 49,173 50,648
TOTAL ADMINISTRATIVE STAFF 4.00 265,000 272,950 351,139 361,673 372,523
Teachers - Regular 6.00 390,000 791,700 1,205,451 1,241,615 1,278,863
Teachers - SPED 1.00 60,000 181,800 247,254 254,672 262,312
Substitute Teachers - - - - - -
Teaching Assistants - - - - - -
Specialty Teachers 0.50 27,500 28,325 56,675 58,375 60,126
Aides - - - - - -
Therapists & Counselors 2.00 100,000 103,000 156,090 160,773 165,596
Other 4.00 32,000 64,960 98,909 101,876 104,932 Enrichment Instructors: 4 employees in Year 1, increases to 8 in
Year 2 then 12 in Years 3 through 5
TOTAL INSTRUCTIONAL 13.50 609,500 1,169,785 1,764,379 1,817,310 1,871,829
Nurse 1.00 45,000 46,350 47,741 49,173 50,648
Librarian - - - - - -
Custodian 1.00 30,000 30,900 61,827 63,682 65,592
Security 1.00 30,000 30,900 31,827 32,782 33,765
Other 1.00 45,000 46,350 47,741 49,173 50,648
TOTAL NON-INSTRUCTIONAL 4.00 150,000 154,500 189,135 194,809 200,653
SUBTOTAL PERSONNEL SERVICE COSTS 21.50 1,024,500 1,597,235 2,304,652 2,373,792 2,445,005
Payroll Taxes 92,205 143,751 207,419 213,641 220,050 9% assumption
Fringe / Employee Benefits 112,695 175,696 253,512 261,117 268,951 11% assumption
Retirement / Pension 30,735 47,917 69,140 71,214 73,350 3% assumption
TOTAL PAYROLL TAXES AND BENEFITS 235,635 367,364 530,070 545,972 562,351
TOTAL PERSONNEL SERVICE COSTS 21.50 1,260,135 1,964,599 2,834,722 2,919,764 3,007,357
CONTRACTED SERVICES
Accounting / Audit 20,000 20,000 20,000 20,000 20,000
Legal 20,000 20,000 20,000 20,000 20,000
Management Company Fee - - - - -
Nurse Services - - - - -
Food Service / School Lunch 91,200 182,400 273,600 273,600 273,600 Going Private Service route at $6 per pupil based on 190 school
days. 80% of students will sign up
Payroll Services 874 907 936 936 936 Paychex pricing; $70 per month plus $2 per employee
Special Ed Services - - - - -
Titlement Services (i.e. Title I) - - - - -
Other Purchased / Professional / Consulting 40,000 50,000 60,000 65,000 70,000
TOTAL CONTRACTED SERVICES 172,074 273,307 374,536 379,536 384,536
Total Revenue 2,176,095 4,129,690 5,900,784 5,914,034 5,914,784
Total Expenses 1,914,794 2,875,634 4,051,628 4,179,113 4,324,148
2017-18 2018-19 2019-20 2020-21 2021-22
SCHOOL OPERATIONS
Board Expenses 5,000 5,000 5,000 5,000 5,000 Board meeting costs and training
Classroom / Teaching Supplies & Materials 15,750 33,750 49,500 49,500 49,500 $2,250 per teacher
Special Ed Supplies & Materials 7,500 15,000 22,500 22,500 22,500 $500 per student
Textbooks / Workbooks 25,000 50,000 75,000 75,000 75,000 $250 per student
Supplies & Materials other 15,000 30,000 45,000 45,000 45,000 $150 per student
Equipment / Furniture 15,000 15,000 30,000 30,000 30,000
Telephone 11,000 12,000 13,000 14,000 15,000
Technology 30,000 30,000 30,000 40,000 40,000
Student Testing & Assessment 41,885 62,828 83,770 104,713 125,655 Achievement Network & Kickboard
Field Trips 20,000 40,000 60,000 60,000 60,000 $200 per student
Transportation (student) - - - - - Provided by District
Student Services - other 15,000 30,000 45,000 45,000 45,000 $150 per student
Office Expense 20,000 27,000 34,000 41,000 48,000
Staff Development 17,500 33,500 48,000 48,000 48,000 $1,000 per teacher
Staff Recruitment 750 1,000 1,000 1,000 1,000 Placement ad on websites
Student Recruitment / Marketing 5,000 5,000 5,000 5,000 5,000
School Meals / Lunch - - - - - Covered above in contracted food service line item
Travel (Staff) - - - - -
Fundraising - - - - -
Other 4,200 8,400 12,600 12,600 12,600 i-ready software
TOTAL SCHOOL OPERATIONS 248,585 398,478 559,370 598,313 627,255
Insurance 25,000 30,000 35,000 40,000 45,000
Janitorial - - - - - Covered above in staffing
Building and Land Rent / Lease / Facility Finance Interest 96,000 102,000 108,000 114,000 120,000
Repairs & Maintenance 20,000 2,250 25,000 27,500 30,000
Equipment / Furniture 18,000 20,000 20,000 20,000 20,000
Security - - - - -
Utilities 50,000 60,000 70,000 80,000 90,000
TOTAL FACILITY OPERATION & MAINTENANCE 209,000 214,250 258,000 281,500 305,000
DEPRECIATION & AMORTIZATION - - - - -
DISSOLUTION ESCROW & RESERVES / CONTIGENCY 25,000 25,000 25,000 - -
TOTAL EXPENSES 1,914,794 2,875,634 4,051,628 4,179,113 4,324,148
NET INCOME 261,301 1,254,055 1,849,156 1,734,922 1,590,637

Total Revenue 2,176,095 4,129,690 5,900,784 5,914,034 5,914,784
Total Expenses 1,914,794 2,875,634 4,051,628 4,179,113 4,324,148
2017-18 2018-19 2019-20 2020-21 2021-22
ENROLLMENT - *School Districts Are Linked To Above Entries*
PRIMARY School District: MT VERNON SCHOOL DISTRICT 100 200 300 300 300
Other District 1: - - - - -
All Other School Districts - - - - -
TOTAL ENROLLMENT 100 200 300 300 300
REVENUE PER PUPIL 21,761 20,648 19,669 19,713 19,716
EXPENSES PER PUPIL 19,148 14,378 13,505 13,930 14,414

Example - Add Back Depreciation - - - - -
Other - - - - -
Total Operating Activities - - - - -
Example - Subtract Property and Equipment Expenditures - - - - -
Other - - - - -
Total Investment Activities - - - - -
Example - Add Expected Proceeds from a Loan or Line of Credit - - - - -
Other - - - - -
Total Financing Activities - - - - -
Total Cash Flow Adjustments - - - - -
NET INCOME 261,301 1,254,055 1,849,156 1,734,922 1,590,637
Beginning Cash Balance - 261,301 1,515,356 3,364,512 5,099,434
ENDING CASH BALANCE 261,301 1,515,356 3,364,512 5,099,434 6,690,071
5-YEAR FISCAL IMPACT REPORT
Largest Enrollment District: MT VERNON SCHOOL DISTRICT

A B C D E F G H
(BXC) (D+E) (FG)
Other District
Revenue (SPED * Total General Fund Projected
Enrollment Funding, Food Total Funding to Operating Budget for MT Impact (% of
Operational (Number of Per Pupil Service, Grants, Charter School VERNON SCHOOL DISTRICT District's Total
Year Students) Rate Per Pupil Aid Etc.) From District School District Budget)
Year 1 (2017-18) 100 17,144 1,714,400 461,695 2,176,095 230,887,373 0.942%
Year 2 (2018-19) 200 17,144 3,428,800 700,890 4,129,690 230,887,373 1.789%
Year 3 (2019-20) 300 17,144 5,143,200 757,584 5,900,784 230,887,373 2.556%
Year 4 (2020-21) 300 17,144 5,143,200 770,834 5,914,034 230,887,373 2.561%
Year 5 (2021-22) 300 17,144 5,143,200 771,584 5,914,784 230,887,373 2.562%
DESCRIPTION OF SOURCE FOR PRIMARY Mount Vernon City School District website:
DISTRICT'S OPERATING BUDGET: http://mtvernoncsd.ss7.sharpschool.com/cms/one.aspx?portalId=180736&pageId=210154
OTHER NOTES:
Second Largest Enrollment District: N/A

A B C D E F G H
(BXC) (D+E) (FG)
Other District
Revenue (SPED * Total General Fund Projected
Enrollment Funding, Food Total Funding to Operating Budget for Select Impact (% of
Operational (Number of Per Pupil Service, Grants, Charter School from drop-down list School District's Total
Year Students) Rate Per Pupil Aid Etc.) From District District Budget)
Year 1 (2017-18) - - - - - - #DIV/0!
Year 2 (2018-19) - - - - - - #DIV/0!
Year 3 (2019-20) - - - - - - #DIV/0!
Year 4 (2020-21) - - - - - - #DIV/0!
Year 5 (2021-22) - - - - - - #DIV/0!
DESCRIPTION OF SOURCE FOR PRIMARY

DISTRICT'S OPERATING BUDGET:
OTHER NOTES:
(f) Letters of Commitment
Granville Academy does not have any committed funds in the school budget from
private contributions, grant funds or other philanthropic funds.
Response 21f-1
(g) Non-SUNY Financials
Request Not Applicable
Responses 21g-1
19. Action Plan
Completion
Action Start Date Date Responsibility
SCHOLAR AFFAIRS
Develop all marketing materials and scholar
recruitment materials 5/1/16 7/1/16 Board
Board and
Establish recruitment team 5/1/16 7/1/16 volunteers
Plan recruitment outreach program including Board and
creation of recruitment documents 5/1/16 7/1/16 volunteers
Assure all marketing and recruitment materials Board and
translated to Spanish and Portuguese 7/1/16 8/1/16 volunteers
Begin efforts to publicize the new school and Board and
recruit scholars 8/1/16 4/1/17 volunteers
Board and
Organize community information sessions 9/1/16 4/1/17 volunteers
Direct mail applications and information to
parents who signed the charter application
petition 9/1/16 10/1/16 Board
Create tracking systems for applications and
create systems for receiving documents 9/1/16 9/1/16 Board
Finalize the school year calendar 12/1/16 12/1/16 Principal
Application Period 1/1/17 4/1/17
Identify and secure lottery location 1/1/17 2/1/17 Principal
Identify third party witness 1/1/17 2/1/17 Principal
Review CCSS and national standards 1/1/17 2/1/17 Principal
Research commercial programs 1/1/17 2/1/17 Principal
Negotiate agreement with I-Ready and
Achievement Network 2/1/17 4/1/17 Principal
Response 22-1
Begin planning for summer orientation 3/1/17 6/1/17 Principal
Conduct Lottery 4/1/17
Finalize scholar handbook and have printed 4/1/17 6/1/17 Principal and DCI
Ensure all IEP and scholar records of incoming
scholars are obtained 4/1/17 8/1/17 Principal and DCI
Mail admission and waitlist letters 4/16/17 4/30/15 Principal
Scholar registrations process: Collect all
documents, health forms, registration forms, and
lunch forms. Process for maintaining documents
also put into place. Establish one locked file for
scholar records and another for health files 5/1/17 6/1/17 Principal
Hold admissions meeting with families 5/1/17 6/1/17 Principal and DCI
Develop school safety plan 6/1/17 8/1/17 Principal and OM
Develop Application 8/1/17 8/1/17 Principal
Immediately
Draft and approve comprehensive policies for upon charter
admissions, enrollment and attendance grant 7/1/16 Board
Immediately
upon charter
Define application period and set lottery date grant 7/1/16 Board
INSTRUCTION
Develop plan for common assessments 1/1/17 2/1/17 Principal
Create end of year assessments 2/1/17 4/1/17 Principal
Create scope and sequences for core classes 2/1/17 5/1/17 Principal
Develop instructional calendar including grading
and assessment cycles 2/1/17 3/1/17 Principal
Order all necessary instructional supplies,
books, equipment, assessments 3/1/17 7/1/17 Principal and OM
Create annual PD plan 3/1/17 7/1/17 Principal
Response 22-2
Identify orientation topics and plan orientation
schedule 3/1/17 4/1/17 Principal
Create lessons for first unit 4/1/17 8/1/17 Principal and DCI
Identify Enrichment curriculum resources in
community 4/1/17 6/1/17 Principal
Create resource library for teachers 4/1/17 8/1/11 Principal and DCI
Collect all admitted scholars' IEPs 4/1/17 8/1/17 Principal and DCI
Develop orientation materials 4/1/17 7/1/17 Principal and DCI
Administer baseline assessments to new scholars 5/1/17 6/1/17 Principal and DCI
Develop RTI protocols 5/1/17 6/1/17 Principal
Conduct home language survey 5/1/17 6/1/17 Principal and DCI
Create exemplars 6/1/17 7/1/17 Principal and DCI
Develop grading policies 6/1/17 6/1/17 Principal
Develop referral process 6/1/17 7/1/17 Principal and DCI
Create scope and sequence and first month of Principal, LIFE
lessons for Character Education and Coach, Social
Contribution courses. 7/1/17 8/1/17 Worker
Set up classroom and other instructional space 7/1/17 8/1/17 Principal and OM
Summer Orientation: Provide faculty training on
curriculum, school culture, data analysis and
other topics 8/1/17 8/1/17
Make scholar class assignments 8/1/17 8/1/17 Principal and DCI
Administer LAB-R 8/1/17 8/1/17 DCI
ACADEMIC PROGRAM AND SCHOOL

ADMINISTRATION
Immediately
upon charter
Recommend Principal to Board of Trustees grant Board
Response 22-3
Establish hiring rubric based on job descriptions
and skills required for scholar and community
needs 7/1/16 9/1/16 Principal
Create job posting advertisements and plan 10/1/16 12/1/16 Principal
Receive resumes and begin interviews for staff
positions 1/1/17 6/1/17 Principal
Maintain database for tracking candidates 1/1/17 ongoing Principal
Active recruitment and interview of faculty-
including phone interviews, in-person interviews,
model lessons, etc. 1/1/17 6/1/17 Principal
Make arrangements to provide a range of
special education services 1/1/17 6/1/17 Principal
Establish fringe benefits for school employees
including health insurance etc. 3/1/17 7/1/17 Board
Staff members fingerprinted 3/1/17 ongoing Principal
Establish personnel manual and school policies;
distribute to staff 3/1/17 7/1/17 Principal
Hire candidates 5/1/17 6/1/17 Principal
Recruit school leadership team: Director of
Curriculum and Instruction and Operations
Manager 10/1/17 1/1/17 Principal
FACILITIES
Complete lease negotiation 12/1/16 1/1/17 Board
Determine improvements that need to be made Principal and
to facility 1/1/17 2/1/17 Board
Assure proper technology, including phones,
copy machines, facsimile machines, and internet
service are in place 5/1/17 7/1/17 Principal and OM
Classroom and office equipment purchased 5/1/17 7/1/17 Principal and OM
Response 22-4
Principal and
Secure facility 6/1/17 12/1/17 Board
Immediately
upon start of
Carry out improvements lease Principal
FINANCE
Principal and
Complete CSP grant application 6/1/16 10/1/17 Board
Principal and
Finalize Budget 1/1/17 1/1/17 Board
Contract with vendor to handle accounting and
fiscal duties 3/1/17 3/1/17 Board
Principal and
Establish chart of accounts 4/1/17 4/1/17 Board
Establish bank accounts 4/1/17 4/1/17 Principal
Principal and
Set up annual audit schedule with a CPA 4/1/17 4/1/17 Board
Ensure federal title applications submitted in
timely manner 4/1/17 6/1/17 Principal
Principal and
Establish payroll system 4/1/17 6/1/17 Board
Principal and
Establish 403(b) accounts 4/1/17 6/1/17 Board
Immediately
Provide evidence of accounting system in upon charter Principal and
internal controls and fiscal policies grant 2/1/17 Board
OPERATIONS
Submit paperwork to become a 501c(3) Principal and
organization 7/1/16 10/1/16 Board
Response 22-5
Principal and
Establish all necessary insurance 3/1/17 7/1/17 Board
Arrange for food service 4/1/17 8/1/17 Principal and OM
Arrange for nurse and maintenance of all health
records 4/1/17 8/1/17 Principal and OM
Order teacher materials, furniture and other
necessary items. 4/1/17 8/1/17 Principal and OM
Establish fire drill procedures 6/1/17 8/1/17 Principal and OM
Establish lock down procedures 6/1/17 8/1/17 Principal and OM
Immediately
Establish system to report enrollment of scholars upon charter
to school districts grant 6/1/17 Principal
GOVERNANCE
Set annual board meeting calendar 5/1/16 5/1/16 Board
Recruit additional members 5/1/16 ongoing Board
Principal and
Establish annual school goals 1/1/17 3/1/17 Board
Principal and
Establish Principal evaluation process 1/1/17 2/1/17 Board
Adopt annual budget 1/1/17 1/15/17 Board
Immediately
upon charter Principal and
Negotiate and sign charter agreement grant Board
Immediately
upon charter
Adopt by-laws grant Board
COMMUNITY RELATIONS
Response 22-6
Create newsletter mailing list 7/1/16 ongoing Principal
Meet with local politicians 9/1/16 1/1/17 Principal
Meet with community leaders 9/1/16 1/1/17 Principal
Principal and
Pitch stories to local media 9/1/16 ongoing Board
Meet with MVCDS Superintendent 10/1/16 1/1/16 Principal
Response 22-7
19. Supplemental Narrative
(a) Supplemental Narrative
There is no supplementary information necessary for this proposal.
Response 23a-1
19. Supplemental Narrative
(b) Supplemental Attachments
There are no supplementary attachments necessary for this proposal.
Response 23b-1

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PROPOSAL SUMMARY AND TRANSMITTAL FORM

Le ad Ap p l ic an t C on t act Inf or m at ion

Second Lead Applicant Name: N/A

List additional lead applicants in the . Not Applicable

Name: Deborah Woods Phone #: 914-297-8660 Email: granvilleacademycharterschool@

SUNY Charter Schools Institute Proposal Transmittal and Summary Form 1

Signature: Date: January 22, 2016

SUNY Charter Schools Institute Proposal Transmittal and Summary Form 2

SUNY Charter Schools Institute Proposal Transmittal and Summary Form 3

SUNY Charter Schools Institute Proposal Transmittal and Summary Form 4

(a) Community Description and Need

Rationale for Selecting Mount Vernon

1 2009- 2013 American Community Survey 5-Year Estimates; www.census.gov

State ELA/Math Exams (2014-2015) www.datanysed.gov

The underperformance of high needs students is profound in the traditional

(b) Programmatic Impact

School Type Grades Served

With respect to non-public schools, Granville Academy is not anticipating to

Granville Academy Charter School would represent a significant educational

Year 2 (2018-19) 1.789%

Year 3 (2019-20) 2.556%

Year 4 (2020-21) 2.561%

Year 5 (2021-22) 2.562%

Mission: The mission of Granville Academy Charter School is to prepare scholars in

(b) Key Design Elements

We intend for Granville Academy Charter School (GACS) to move hundreds of

American Economic Journal: Applied Economics 2013, 5(4): 127

1) Rigorous college-prep academics. GACS will be an academically rigorous, college

3) Data-driven decision-making. GACS will utilize a sophisticated feedback loop of

5) Exemplary talent. Without a mission-aligned, philosophically-aligned, smart,

Instructional Enhancements to the No Excuses Model

In addition to these common elements of no excuses schools, Granville Academy is

A Commitment to Educating All Students in All Subjects

(d) Draft Accountability Plan- Accountability Period 2017-2018 TO 2021-2022

Granville Academy Assessment Strategy Narrative

Academic Excellence Goals

Granville Academy plans instruction and assessment around academic standards,

Granville Academy will demonstrate, with improvements in scholar achievement

1. Absolute criterion-referenced assessment (New York State assessments);

Value-Added (Growth) Outcome Measures:

Value-added measurements will also be conducted for our criterion-referenced tests

Comparative Outcome Measures:

In addition to examining academic goals in terms of absolute scholar achievement and

Internally Developed and Internally Validated Measures:

In addition to the external standardized assessments that are an essential part of

GOAL I: ENGLISH LANGUAGE ARTS

Goal: Granville Academy Charter School (GACS) scholars will demonstrate

GOAL II: MATHEMATICS

Goal: GACS scholars will demonstrate proficiency in Mathematics.

7. Each year, on a nationally norm-referenced mathematics assessment such as the

Goal: GACS scholars will demonstrate proficiency in Science.

Goal: GACS will make Adequate Yearly Progress.

2. In each middle school grade, the percentage of Granville Academy scholars

School is deemed in Good

GOAL VI: Granville Academy MISSION ADVANCEMENT

Goal: GACS will sustain high achievement over time.

GOAL VII: Granville Academy ORGANIZATIONAL STRENGTH

Goal: GACS will demonstrate proficiency in managing public financial resources.

GOAL VIII: Granville Academy ADMINISTRATIVE STRENGTH

Goal: GACS will demonstrate proficiency in managing teachers and administrative

GOAL IX: Granville Academy PUBLIC VIABILITY, SUPPORT, AND SATISFACTION

Goal: GACS will demonstrate proficiency in satisfying families, teachers, and

Academic Assessment Sequence:

New York State Assessments