Education Thoroughness Standards Thoroughness Standard Goals Toward Meeting Standard Possible Activities To Achieve Goals Evaluation Plan For Activities Indicators of Goal Achievement A safe environment conducive to learning is provided Create a physically safe building and campus. Create a learning environment where students feel safe from bullying and harassment. Compliance with fire and building codes; student/staff handbook outlining policies for safety; review of student handbook yearly. Character education activities in advisory and homerooms. Adoption of guidelines on internet safety Use KeepNTrack system for students and volunteers Building inspector reports and fire inspector reports Student surveys Suspension rates Passing yearly building and fire inspections 90% or more of students indicate they feel safe at school. 90% or more of students indicate that they feel safe from bullying and harassment at school. Suspension rates are under 3% of students per year. Educators are empowered to maintain classroom discipline Hold students accountable for their actions, learning, and shared space. Administration will help teachers establish realistic and effective discipline plans Procedures will be clearly communicated to staff, students and parents in the school handbook. Expectations and discipline policies will be openly communicated to student and parent audiences on a regular basis. Staff surveys 90% or more staff indicate that administration effectively handle discipline issues.
The basic values of honesty, unselfishness, respect for authority and the central importance of work are emphasized Students will demonstrate honesty, respect for authority, and hard work. Character traits of honesty, self-discipline, unselfishness, and respect are focused on in the curriculum and advisory activities. Student surveys Report of incidents of plagiarism. 80% or more students indicate that students respect staff. 80% of the students indicate that other students are helpful and honest. Incidents of plagiarism are less than 2% of the population of the student body. The skills necessary to communicate effectively are taught Students graduate with effective communication skills. Communication skills will be emphasized in class. Multiple opportunities to present in classes. Focus on communication skills in curriculum. Student on digital portfolios. Senior project presentation scores. 80% of students score a “12” or above on their senior project presentation. A basic curriculum necessary to enable students to enter academic or postsecondary educational programs is provided Course offerings and curricula prepare students for postsecondary opportunities. College and career readiness is emphasized throughout K-12 curriculum. “Future week” in which post-secondary options and opportunities are focused on. Alumni survey College acceptance rates 90% of alumni indicate on alumni surveys that IACS prepared them for post-secondary programs. 80% of IACS graduates are accepted into 2 or 4 year colleges or PTE programs. The skills necessary for students to enter the workforce are taught Idaho Workplace skills are reinforced in the curricula. Self-assessment in the Idaho Workforce Skill/Competency areas. Teacher surveys and assessment data. Alumni surveys Alumni indicate that they have the skills necessary to be successful in the workplace. The students are introduced to current technology Students are provided with up to date technology. Students have access to technology Review of technology plan. Monthly staff in-service with technology training. Review of technology plan. Teacher and student surveys. Technology plan reviewed, evaluated, and adjusted yearly. 90% of teachers and students indicate discipline, discipline, technical reflection
throughout the school day. through surveys that technology is sufficient for their educational needs. The importance of students acquiring the skills to enable them to be responsible citizens of the homes, schools, and communities is emphasized Students will demonstrate responsibility in schools, home, and community. Volunteer service opportunities. Responsibility as character trait focus. Tardy rates Student surveys Percentage of students with excessive tardies is under 5%. 10% of high school students receive service letter each year. Graduation Requirements: Content Area State Requirement Additional details School Requirement Core of Instruction 29 credits minimum 39 credits minimum Electives 17 credits minimum 9 credits minimum Total Credits 46 credits minimum 48 credits minimum Core Subject Areas Language Arts 8 credits English 1 credit Speech If speech credit is earned through another course meeting the standards it must be defined in the school’s graduation requirements policy 8 credits English 1 credit speech Mathematics 6 credits Including Algebra I and Geometry standards. 2 credits must be taken in the last year of high school. 6 credits Science 6 credits 4 credits must be lab based. 6 credits Social Studies 5 credits 2 credits US History, 2 credits American 5 credits
Government, 1 credit Economics Humanities 2 credits Interdisciplinary Humanities, Fine Arts or Foreign Language 11 credits including one art theory credit and 2 foreign language credits Health 1 credit CPR is required to be taught in Health 1 credit Electives 17 Credits To be determined by the school. Electives should reflect the emphasis of the school. Additional Requirements Advanced Opportunities School must offer at least one Advanced Opportunity such as Dual Credit, Advanced Placement, Tech Prep or International Baccalaureate. Dual Credit opportunities available Senior Project Required to include a written report and an oral presentation by the end of grade 12. It should reflect the emphasis of the school Written research paper and oral presentation on a project that took a minimum of 30 hours time College Entrance Exam Take either the ACT, SAT, or COMPASS exam before the end of the 11th grade SAT before the end of 11th grade ISAT Pass the ISAT with a score of proficient or Advanced in Reading, Math and Language Usage. Same as state requirement High School graduation requirements will align with those of the state. Special Education
Idaho Arts Charter School Three-Year Professional Development Plan Topic #1: Balanced Assessment System Goals: Have a written school assessment plan. Use a balance of assessment methods and assessment item types in the classroom. Create formative and summative assessments aligned with the common core. Action #1: The staff at IACS will create both formative and summative assessments aligned with the common core. Accountability: Core Staff Timeline: Initiated: August 2014 Completed: May 2017 Budget: $2,000 for stipends Resources Needed: Day 5 Integrated PD Schoolnet Milestones: Year One – Create & administer ELA formative and Summative Assessments at all grade levels Year Two - Create & administer Math formative and Summative Assessments at all grade levels Year Three – Review data and assessments for effectiveness Action #2: Complete the school assessment plan. Accountability: IACS Leadership Staff & Core Coaches Timeline: Summer of 2014 Budget: N/A
Accountability: Administration and Leadership Team Timeline: Initiated: September 2014 Completed: June 2017 Budget: None Resources Needed: Curriculum Map Template (IACS Designed) Rubric (To be developed) Milestones: Curriculum maps completed and turned in by January of 2015. Completed rubrics on curriculum maps by March of 2015. Finalized curriculum maps by May of 2015. Curriculum maps analyzed each January 2016 and 2017. Action #3: Develop a rubric for analyzing curriculum maps using Danielson’s Framework and the Idaho Core Standards. Accountability: IACS Leadership Team Timeline: Initiated: May 2014 Completed: March 2015 Budget: $1,000 Resources Needed: Danielson’s Framework Teachscape Modules Milestones: Rubric created by September 1, 2014. Curriculum maps analyzed with rubric from February and completed rubrics due March of 2015. Rubric revised as needed based on course changes and standards. Topic #3: Integrated PD Goals: Staff will participate in the integrated PD modules created by the SDE and Discovery Education Continue to train and support staff in the use and implementation of Schoolnet
►Phase 2: 6 to 9 Months before Opening Category Task Responsible Parties Contacts or Resources Start By (date) Complete By (date) Human Resources Hire 1 Elementary Administrator Board SDE January 2016 March 2016 Marketing and PR Advertise Board/Admin. Newspapers, TV January 2016 April 2016 Enrollment/Lottery Accept applications for enrollment Staff Community January 2016 April 2016 ► Phase 3: 3 to 6 Months before Opening Category Task Responsible Parties Contacts or Resources Start By (date) Complete By (date) Facilities Secure facilities Board NSD, Real Estate Agency March 2016 June 2016 Enrollment/Lottery Hold lottery for enrollment and establish waiting list Board/Admin. IACS April 2016 April 2016 Human Resources Hire Teachers/Staff Board/Admin. SDE February 2016 May 2016 ► Phase 4: 0 to 3 Months before Opening Category Task Responsible Parties Contacts or Resources Start By (date) Complete By (date) Fiscal Management Purchase new equipment/furniture Admin. Albertson's Grant June 2016 August 2016 Fiscal Management Submit 2016-2017 Budget to SDE Board/Admin. SDE May 2016 July 2016 Facilities Move In Board/Admin. Parents, Staff, Board, Admin. August 2016 August 2016
Finalize School Affairs: Finance DESCRIPTION OF REQUIRED ACTIONS ENTITIES INVOLVED INDIVIDUALS RESPONSIBLE DEADLINE STATUS Maintain IRS 501(c)(3) Status Maintain IRS 501(c)(3) status until final dissolution. Notify IRS regarding any address change(s) and file required tax returns and reports. School Notify Funding Sources / Charitable Partners Notify all funding sources, including charitable partners of school closure. Notify state and federal agencies overseeing grants / programs of school closure. School Review and Revise School Budget Review the school’s budget and overall financial condition. Make revisions, taking closure expenses into account closure while prioritizing continuity of instruction. Submit budget to PCSC and SDE. Identify acceptable use of reserve funds. School, PCSC, SDE List all Creditors and Debtors Formulate a list of creditors and debtors and any amounts accrued and unpaid with respect to such creditor or debtor. Not that the creditor list is not the same as the contractor list (above), but should include any contractors with whom the school owes money (based on a contract or invoice). Creditors include lenders, mortgage holders, bond holders, equipment suppliers, service providers and secured and unsecured creditors. Debtors include persons who owe the school fees or credits, any lessees or sub-lessees of the school, and any person holding property of the school. School Notify Debtors and Process Payments Contact debtors to request payment. Process and document received payments. School Determine PERSI Obligations Contact PERSI to determine remaining liabilities for employee retirement program. School Notify and Pay Creditors Notify all creditors of the school’s closure and request final invoices. Sell appropriate assets. School