Name of Charter School Seeking Renewal: Academic Solutions ...

Name of Charter School Seeking Renewal: Academic Solutions Academy High School (5028) Location # (5028)

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CHARTER RENEWAL PROGRAM REVIEW COVER SHEET

NAME OF CHARTER SCHOOL SEEKING RENEWAL: Academic Solutions Academy High School

CHARTER SCHOOL LOCATION NUMBER: 5028 GRADES SERVED: 9-12 DATE: 12/16/2016

This School has been designated a High Performing Charter School pursuant to s. 1002.331, Florida Statutes.

NAME OF NON-PROFIT: __Academic Solutions Academy, Inc. _____________________________________________________

Provide the name of the person who will serve as the primary contact for this renewal document. The primary contact should serve as the

contact for follow-ups, interviews, and notices regarding the renewal process.

NAME OF CONTACT PERSON: Andrew Kinlock TITLE/RELATIONSHIP TO NON-PROFIT: Principal

MAILING ADDRESS: 4099 North Pine Island Road Sunrise, Florida 33351

PRIMARY TELEPHONE: (954)-708-3141 ALTERNATE TELEPHONE: (954)-572-6600

E-MAIL ADDRESS: [email protected]

NAME OF EDUCATION SERVICE PROVIDER (if any): N/A

I certify that I have the authority to submit this document and that all information contained herein is complete and accurate, realizing that any

misrepresentation could result in disqualification from the renewal process or revocation after award. I understand that incomplete documentation

will not be considered. The person named as the contact person for the program review is authorized to serve as the primary contact for this evaluation

on behalf of the organization.

_Andrew Kinlock_______________ ___Principal______________ Printed Name Position/Title

___ __ _____12/16/2016__________

Signature Date


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Broward County Public Schools

Charter School Renewal: Indicators and Standards

In accordance with section 1002.33(7)(a)(19)(b)1, Florida Statutes, a charter school may be renewed provided that a program review demonstrates

that the school has successfully fulfilled the terms of its contract 1002.33(7)(a)19. Pursuant to section 1002.33(8)(a), Florida Statutes, “the sponsor

shall make student academic achievement for all students the most important factor when determining whether to renew or terminate the charter.

The sponsor may also choose not to renew or may terminate the charter for any of the following grounds:

1. Failure to participate in the state’s education accountability system created in s. 1008.31, as required in this section, or failure to meet the

requirements for student performance stated in the charter;

2. Failure to meet generally accepted standards of fiscal management;

3. Violation of law;

4. Other good cause shown.”

In conducting a renewal program review, the sponsor will focus its analysis on the school’s performance in three categories:

Educational Performance

Financial Performance

Organizational Performance

The following defines specific indicators (the types/level of information and data collected) and standards (the benchmark by which such indicators

are measured) that will be analyzed and evaluated within these categories. It is a school’s performance within these indicators in addition to potential

on-site specific programmatic reviews that inform a charter renewal decision.

Furthermore, should a charter school meet the standards for renewal, the Sponsor will also review future Educational, Financial and

Organizational Plans submitted as part of this documentation for the term of its subsequent contract. Any modifications/amendments

proposed to the current charter agreement that would take effect over the subsequent contract term will be negotiated using the SBBC

contract template.

Important Reminders

All renewal documents must be submitted electronically, into Charter. Tools, by Friday, December 16, 2016. Only electronic documents

submitted in Charter.Tools will be accepted.

Renewing schools must clearly name and include their location number on all documents submitted, including the completed renewal document

and all attachments referenced in the narrative.

When the Renewal Program Review is uploaded into Charter.Tools, rename the document using the format of HappyCharter6868;

SunnyCharter7878, etc.

Renewal packets must contain a table of contents identifying the pages where the sections are discussed. Table of Contents must accurately

identify each section, including attachments, with correct page numbers. Revise the provided Table of Contents to accurately reflect the page

numbers of the final draft.

Number all pages and ensure that pagination is in sequential order.


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NOTE: Renewal Program Reviews will be reviewed and evaluated as submitted; additional documents will not be accepted after Friday,

December 16, 2016.

TABLE OF CONTENTS

Section Page

Executive Summary 4

Educational Performance Federal Accountability 7

State Accountability 7

Mission-Specific Accountability 14

Educational Program Implementation 15


Financial Management 52

Financial Viability 55


Student Enrollment and Conduct 64

Facilities 69

Governance, Staff and Parents 70

Attachments

Educational Performance 21-51

Financial Performance 57-63

Organizational Performance 76-173


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EXECUTIVE SUMMARY The Executive Summary should provide an overview of what the charter school has accomplished over the last term of its contract agreement; how the charter school is adequately fulfilling its mission and vision; what concerns and/or deficiencies there are in the educational, financial and/or operational performance of the charter school and provide information on the charter school’s goals for the next term of the charter agreement should the charter school be approved for renewal. What the charter school has accomplished over the last term of its contract agreement? The Academic Solutions Academy (ASA) is a small public charter school sponsored by Broward County School District located in the City of Sunrise. ASA opened in 2013-14 school years, offering an excellent education to High School Students from grades 9 through 12. These hard-to-serve students are identified as age 15-21 who have earned minimal credits toward their High School diploma. ASA offers credit retrieval through a blended learning process. It provides computer based instruction and direct instruction that allow students to work in a self-paced environment.

ASA’s comprehensive high school program is a new option for students who have experienced poor academic achieve in their traditional

high school setting. ASA is faced with poor attendance; an increasing dropout rate and low student achievement scores. Consequently,

ASA meets the students at their existing academic level. Students are placed in Learning Teams I-IV based on their performance data.

Utilizing the flexible scheduling approach allows students with two different options for recovering credits. These at-risk students will

have meaningful support from their teachers, career counselor, social worker, and administrators. This provides students with a viable

option of obtaining their highs school diploma while enhancing their employability and career skills options.

The ASA school model includes several evidence-based elements that are embraced by public and private school nationwide. It

incorporates the learning management system by which Pearson- GradPoint delivers its digital curriculum that was built to meet the

unique needs of secondary education. The GradPoint instructional management capabilities allow educators to tailor programs to meet

specific requirements. Teachers are able to customize instruction for an individual student or an entire class to make the most effective

use of the digital curriculum.

Academic Solutions Academy (ASA) has worked with High-Needs students for the past four years. The school has successfully assisted students to

pass their standardized testing by increasing their academic levels and complete their graduation requirements. In the 2015-2016 school year, ASA

has had an increase in its graduation rate as compared to the graduates from the 2013-2014,2014-2015 school year. Many of these students have

received outstanding SAT scores and have received a multitude of scholarships valuing over one hundred thousand dollars. Additionally, 100% of

all ASA graduates are in post-secondary college institutions, technical or military programs and are working towards achieving their career goals.

Further, ASA is extremely proud to open it second High School location on a College campus. Consequently, this will assist our student in their

postsecondary objective while allowing for a smoother transition. In summary, ASA continues to strive to provide a high quality education to all

students so they can reach their full potential, become life-long learners and are prepared to be productive citizens.


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EXECUTIVE SUMMARY

How the charter school is adequately fulfilling its mission and vision? ASA is adequately fulfilling its mission and vision by using a comprehensive data driven academic instruction model to improve student

learning and achievement though the use of Gradpoint Learning, Direct Instruction and Assessment strategies. This blended model is

well suited for our target population. In this blended learning model, Gradpoint Learning online courses provided direct instruction and

formative and summative assessment, allowing each student to focus on the specific content he or she had yet to master and to move at

his or her own pace.

At ASA the classroom teacher engages one on one with each student, using real-time data to monitor student progress and performance

and determine the best way to help each student achieve educational success. Students move on an individually customized, fluid

schedule among different learning modalities, with teachers providing help as needed. Students’ time is split between different

modalities: sometimes in the classroom, sometimes in the lab. In class, students rotate on a scheduled basis between stations, such as

group projects, individual tutoring or independent online learning.

The use of Baseline assessment provide information needed to identify student strength and weakness, to effectively target instruction. Additionally,

ASA use this to set Learning Teams Levels I-IV and individualized student goals. The student will be placed in learning level teams; Learning

Team I, Learning Team II, Learning Team III, and Learning Team IV based on the results of their previous and current performance

data.

ASA provides help in all academic areas to the targeted population through the use of technology in purposeful ways to enhance the

learning process. Gradpoint Learning offers a comprehensive digital curriculum to meet high school graduation requirements in math,

science, English, social studies, world languages, and selected electives. The curriculum is designed to support academic success for all

students, from those not prepared for grade-level academic challenges to those capable of accelerating their learning. Because students

come to ASA at varying levels of readiness, Gradpoint Learning has designed its digital curriculum with multiple course pathways, each

designed to meet specific needs of students as they transition from middle school to high school and progress toward graduation.


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EXECUTIVE SUMMARY

What concerns and/or deficiencies there are in the educational, financial and/or operational performance of the charter school ASA has experienced some concern and changes within the last four years of operation. ASA didn’t open its doors in the 2012-2013 school year

due to issues with Certificate of Occupancy. Subsequently, the ASA Governing Board opted to use the 2012-20213 as a planning year. Further, the

ASA Governing Board during the aforementioned years, terminated the Educational Service Provider (ESP) for not fulfilling their financial and

contractual obligation. ASA now functions under a much smaller Governing Board and the school administrators. Currently, the school is in sound

financial standing and perform well operationally and educationally.

Provide information on the charter school’s goals for the next term of the charter agreement should the charter school be approved for

renewal. ASA goals for the next term of the charter is to continue in its quest for continuous improvements. This will be accomplished by upgrading the curriculum

for example. The school intents to implement the Pearson Gradpoint Curriculum as it has more CTE offering for the students. The new curriculum has an

offering of 62 CTE course as compared to 1 with the initial Apex learning system. The school intent to integrate the system so parent can have real time

access into the student classroom assignment.

The school will conduct weekly home visits for students who are having difficulties attending school on a regular basis.

The school will provide training and support for teachers on the implementation of Florida State Standards and effective teaching strategies.

Teachers will utilize a Reading/Math Focus Calendar to ensure that all standards are taught prior to state-mandated assessments. Teachers will administer

weekly mini reading assessments to monitor the progress of each student in mastering skills

The school will analyze student assessment data at weekly data chat meeting. Student performance data will be used to ensure differentiated instruction is

provided to students based on their needs. As part of the data analysis, teachers will maintain data binders with results of assessments of their students.

Teachers will analyze the achievement of specific subgroups of the student population to determine whether students are making learning gains and to

implement additional intervention strategies as needed.

The Principals will work collaboratively with teachers to assist them in developing Individual Professional Growth Plans to meet the needs of the students

and allow for professional growth. Principals will maintain a portfolio for each teacher with completed classroom walk-through feedback forms,

certificates of completion of PD online courses, formal evaluations, student performance data, and PGPs that will be reviewed with teachers on a quarterly

basis to gauge their professional growth and effectiveness in the classroom. This information will also be inputted and available in the Coach One Teacher

Evaluation portal.

The school will utilize the services of an Educational Consultant as needed to work directly with administrators and teachers on using effective strategies

to increase student performance in reading and math.

The school-based Collaborative Problem Solving team will ensure implementation of the RtI/MTSS (Response to Intervention/Multi-Tiered System of

Support) plan is in order to provide appropriate intervention strategies and support students' academic, emotional, behavioral and social needs. The school

will utilize the following technology resources to supplement the curriculum: Ed Tech, Edge A, B, C, Read 180, Rewards, GradPoint, and textbooks that

accompanies software, approved internet resources etc.

The school will provide training and support for teachers on the implementation of appropriate strategies to ensure mastery of the state standards

reading/math (workshops, educational consulting services, professional development on teacher planning days, participation in district workshops, online

professional development offered through My Learning Plan etc.


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The school will utilize the approved teacher evaluation system, (Coach One) evaluation tool to evaluate teachers in order to increase teacher effectiveness. Further, the

principals will utilize the developed informal and formal assessment tools to conduct frequent walkthroughs to observe reading/math lessons and provide teachers with

specific feedback on their performance.

Educational Performance Focus Area Indicator Standard/Criteria Source of Evidence

Federal and State Accountability AYP/AMO School Improvement Status School did not meet AMO targets. FCAT 2.0- (Appendix E)

FSA- (Appendix E)

EOC- Appendix C 1-C4

State AYP/AMO- (Appendix A1) FLDOE School Grade (Not

Applicable)

FLDOE Report Grade

(Appendix B)

Lowest 300 Performing

Elementary Plan (Not

Applicable)

Notification of School

Improvement Rating (Appendix B-)

Graduation Rate (p.g 13)

AYP/AMO Attainment The school did not meet the target AMO.

Subgroups Attainment of AYP/AMO Subgroups made gains in 2014-2015

from 2013-2014.

FCAT 2.0/FSA/EOC Achievement FCAT/FSA/EOC Increased Percent

Proficient

Annual Student Gains

Annual Gains of Students in the lowest

25 Percent

Percentage of Students Tested The school did not meet the Percent of

students tested.

Relative Performance

School Grade (If applicable)

School Improvement Plan (if Applicable)

Lowest 300 Plan (if applicable)

School Improvement Rating (if

applicable)

The School Rating is an “I” for not

meeting the 80% students tested criteria.

Graduation Rate (if applicable) Graduation rate has increased year over

year up to 12%.

In narrative format:

A. Explain the charter school’s current School Improvement Status. How has the school met these standards required for federal and

state accountability? If the charter school has not met these standards, what measures will be implemented for improvement?

Academic Solutions Academy (ASA) opened its doors to students in the 2013-14 school year. ASA is an alternative high school providing

at risk youth an opportunity to earn their high school diploma. The school opened mirroring other alternative programs by offering a digital

curriculum also offered in Broward County Schools and Charters. In fact, ASA utilized APEX, Read180, and Rewards as resources to help

meet specific needs of our students. To make certain the students made gains from the comprehensive and rigorous curriculum, ASA

replaced APEX with a new program called “Pearson Gradpoint”. In addition to Read 180 and Rewards, the school also introduced Edge

Reading as another resource to ensure each student reached his or her maximum potential. Lastly, the formative and informal assessments

provided ASA with data to implement strategies that help the students make sufficient gains.

In 2012, The FL DOE revised the system for measuring annual student progress and moved from the AYP model to the AMO model. The

school received an Annual Measurable Objectives (AMO) from the Department of Education as outlined in (See Appendix A1-A2 2013-14


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& 2014-2015Annual Measurable Objectives). The school improvement status was an “I” as outlined in Appendix B-School Accountability

Report) for 2013-2014 and 2015-2016 Preliminary School Improvement Rating). Due to changes in the testing, the state did not release a

rating for 2014-2015. However, the AMO for years 2013-2014 and 2014-2015 indicated year over year growth.

Educational Performance According to the data from the AMO, in the 2013-2014 school year, 60% of the students were tested in ELA and 17% were in the proficient

range. Comparing the ELA data for 2014-2015, there were 82% of students tested and they had an increase of 25% in the proficient range.

In 2014-2015 school year, progress was made within the Black/African American and Economically Disadvantaged subgroups where as

10% and 14% were in the proficient ranges for reading and 15% and 8% in math. The AMO for 2015-2016 has not yet been released.

Further in 2013-2014, in Math, ASA tested 34% of students while 27% scored in the proficient range. Comparing to 2014-2015, there was

an increase in math proficiency of 30%. The school has been faced with having up to 73% of their student enrollment economically

disadvantaged. Therefore, student attendance is very erratic and inconsistent. The data shows that in the year 2014-2015 when the school

had the lowest rate of Economically Disadvantaged students of 60%, the testing percentage was the greatest for the school at 82%. The

school did not receive a graduation rate in 2014 because it was the first year the school opened and the results were less than 5%. The AMO

revealed a graduation rate of 8 % in 2015 and 12% in 2016. This reveals an increase each year amongst the graduates. The subgroups for

graduation were Black/African American at 9% and White at 8%.

Although the State criteria places ASA school grade as an “I” due to not meeting a testing percentage, analyzing the data of students that

did take the test shows that the school made gains. In addition, the data reveals that many of these students were also brought into the

proficient range (See Appendix C 1 (US History EOC), C2 (FSA ELA), C3 (Biology EOC), C4 (Algebra 1 EOC). Year after year, the

data proves that the students in attendance were making gains. In US History, students moved from being not proficient to exceeding

proficiency. Further, FSA ELA showed the greatest decrease in Level 1 students and increasing the Level 2, where students made significant

gains. In Biology, Level 1 students decreased while Level 2 and above increased. Lastly, it is difficult to truly see the gains in Algebra 1

EOC’s as the testing platform changed from the previous years.

B. Include the school’s plan to increase and/or maintain its AMO status for the upcoming term of the charter. The school has identified opportunities to increase its AMO status for the upcoming term of the charter. Based on analysis from the AMO,

several modifications to instruction were made to ensure that each subgroup would meet its target goals. During Professional Learning

Communities (PLC), teachers are required to place greater emphasis on student data to adjust the curriculum. The teachers will be required

to promote rigor and a blended learning environment to accommodate all learning styles. Further, RTI and MTSS was a focus for the school

to help identify different strategies to ensure student success. This practice has proved to help students make change academically as well

as with behavior.

The charter is continuously seeking to improve attendance, testing percentages and learning gains. The school has implemented greater

awareness of the testing taking place by sending out an email, putting it on the monthly student calendar, and several reminder phone calls

home stressing the importance of testing. Further, the school provides a snack to the students testing to encourage them to attend school


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and feel confident that they will perform well. The testing coordinator also provides flexible testing times to capture as many students as

possible throughout the day. Lastly, the school also implemented a “Stop Drop and Test Prep” for those subjects for at least 4 weeks before

testing to ease the students fear of testing.

Educational Performance The administration team will monitor the teacher’s data analysis to ensure the students are receiving adequate instruction to meet their needs.

Further, the teachers will receive ongoing Professional development to confirm that they are able to provide the appropriate instruction based

on the student’s level. Lastly, Administration, Teachers, and Students will work collectively to understand the needs of the students and

drive instruction to promote growth.

C. Identify any subgroups that did not achieve its AMO targets and how the charter school is using data to drive instruction to reach

the students in this/these subgroup(s).

The subgroup that was identified in the AMO for not achieving the target was the Hispanic population in both reading and math. Academic

Solutions Academy will provide pretests to determine the reasons behind the lack of achievement. The pretests that are given are the FAIR

and BASI. This determined vocabulary and comprehension were areas of concern. The teachers are implementing vocabulary development

within each lesson to help with exposure. Further, they are receiving double block of reading to develop their reading comprehension. The

math department, is focusing on mastery of mathematic content and developing them along the way.

D. Summarize the demonstrated proficiency or the charter school’s progress toward meeting proficiency in subjects tested (math,

reading, writing and science). If the school is not using state assessments such as FSA or EOC, what assessments is the school

administering and how often to monitor student progress?

The school has demonstrated year over year growth in proficiency in the subjects tested (See Appendix D-EOC Alternative Comparison &

Appendix E- FSA/FCAT Comparison). The data within this document reveals that Academic Solutions Academy compared to other similar

alternative programs in Broward county, has lead the way in percent proficient. In 2014, the school administered the FCAT 2.0 with 17%

scoring 3 or above. In 2015, the school administered the FSA with 21% scoring level 3 or above. Again, ASA demonstrated the most gains

amongst the at risk student population. In 2016, the school still lead in most percent scoring in the proficient range at 15% as compared to

similar schools.

For the End of Course Exams (EOC), ASA scored the highest percentage in Level 3 or above in comparison to the other alternative programs

in Broward County. The data revealed that ASA scored 14 % proficient in Biology, 31% proficient in US History, and 30% proficient in

Algebra 1. These percentages reveal that students that were once unsuccessful are now able to score in the proficient range upon attending

ASA.

E. Explain if the students are making one year’s worth of growth annually in mathematics and reading. If the students are not, what measures will

the charter school implement?

The students that attend ASA on a consistent basis are making at least one years’ worth of growth annually. The AMO data as well as the FCAT/FSA,

and EOC’s reveal that the students are making the appropriate gains to pass the tests and fulfill the high school graduation.


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Educational Performance requirements. The students that have not met the proficient range are undergoing several new strategies. First, there are frequent phone

calls home reminding and committing the students to attend school. Second, the students will receive a personalized schedule so that the

students are receiving instruction in the area that needs improvement. The students will receive additional reading time for those not

demonstrating proficiency or growth in reading. In Math, the teachers are providing extra instruction after school for the students.

F. Of the students in the lowest 25%, explain if 50% of those students are making one year’s worth of growth annually in mathematics

and reading. If the students are not, what measures will the charter school implement?

Academic Solutions Academy does not receive a school grade and did not receive the data on lowest 25% on the state accountability report.

However, the school did analyze data from a report “Lowest 30 for FCAT Reading and Math”. The data here revealed that there are 17

students that are part of the lowest 30% group in Reading and 14 in Math. These students are being actively encouraged to attend school as

attendance seems to be the issue for this low performing group. Sporadic attendance seems to be hindering their academic progress.

Therefore, ASA has employed a new strategy of (home visits) by sending staff to the student’s home to encourage and increase school

attendance. This strategy should increase attendance and in turn increase the students learning growth.

G. Verify that the school is appropriately administering applicable state standardized tests to its students. If the school is

not testing the appropriate percentage of students, what measures will the charter school take to ensure the appropriate

numbers of students are being tested? Academic Solutions Academy appropriately administers the state standardized tests to its students. ASA follows and administers all tests

according to the Broward County Testing Calendar. The school is not currently meeting the appropriate percent of students that needs to be

tested. ASA serves at risk youth as well as a large group of economically disadvantaged students. ASA has taken many steps to work with

the students that do not attend school on a consistent basis.

The school is continuously seeking to improve attendance, testing percentages and learning gains. They school has implemented

greater awareness of the testing taking place by sending out an email, putting it on the monthly student calendar, and several

reminder phone calls home stressing the importance of testing. Further, the school provides adequate preparation of students

and a snack to the students testing. The school encourages students to attend school and feel confident that they will perform

well. The testing coordinator also provides flexible testing times to capture as many students as possible throughout the day. In

addition, the school also implemented a “Stop Drop and Test Prep” for those subjects for at least 4 weeks before testing to ease

the students fear of testing. The school will employ positive behavior plans to motivate and encourage better school attendance.

This will help the school reach the appropriate numbers for testing. Additionally, the school has hired a testing specialist teacher

where the teacher sole purpose is to prepare student with testing strategies. Therefore, student can be prepared


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Educational Performance for any state standardized test including national standardized test (ACT, SAT, EOC, FSA) every day and all day long.

Additionally, the new curriculum Pearson Gradpoint has all of the practice test for the aforementioned standardized test. H. Identify if the charter school’s performance meets or exceeds the performance of schools with closely comparable student

populations.

ASA performance exceeds the performance of schools with closely comparable student populations. In fact, Academic Solutions Academy

is the leader in bringing students to proficiency compared to similar schools in the county (See Appendix D- EOC Alternative Comparison).

As noted for all the EOCs (Biology; Algebra 1; US History), ASA stood out with having the highest percent of proficient students scoring

level 3 or above in all areas compared to its comparable schools. FCAT/FSA data also revealed that ASA was the leader in most proficient

students with percentages at 15, 17 & 21% while the other schools did not reach these percentages. In addition, the school has led the way

with graduating the highest percent of students at 12% while the similar charters are well below. It is proven that the rigorous curriculum

and constant monitoring of data has placed ASA at the top of the list of exceeding performances.

I. Identify the charter school’s school grade. If the charter school did not obtain a school grade of “C” or above, what measures will

the school implement or has the school been implementing to improve its grade? If a charter school does not get a school grade nor

a School Improvement Rating, what assessments has the school used or will the charter school use during the next charter agreement

term to ensure that all students are learning and to identify students who may be struggling?

Academic Solutions Academy does not receive a school grade; however, it receives a School Improvement Rating (SIR). The school

received an “I” for incomplete as the State determined that there was not sufficient data to assess the school with an SIR. ASA’s BOD,

Administration and teaching staff strive to ensure all students are learning and identify and work with the struggling students. The

Administration monitors that the teaching staff has sufficient professional development through PLCs, Broward Virtual University, and

local Continuing Education programs. During these trainings, teachers are required to acquire skills to help them use data to drive their

instruction. Upon identification of a need, the administration and the staff during our data chats implement a plan to help the individual

students. The teachers are assigned Learning Teams and work one on one with the students to make sure they are making gains. Along

with frequent assessment, students may be brought into the RTI process to ensure that all students receive the appropriate strategies to

become successful. To be certain, this is not only done on behalf of the school, the students and parents are involved in this process.

Together, we collaborate to make sure that each individual student is successful at ASA.

J. Identify if the school has developed a state-mandated School Improvement Plan (SIP). Discuss the main areas and the timeline for

improvement if applicable.

The school currently does not have a SIP plan (Not Applicable).


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K. Identify if the charter school has been identified as one of the Lowest 300 Performing Elementary Schools in Florida. If yes, explain

the measures that the charter school will take or has been taking to remedy this status.

ASA has not been identified as one of the lowest 300 Performing Elementary Schools in Florida (Not Applicable).

L. Describe what School Improvement Rating (SIR) the charter school has received, if applicable. If the charter school has not received

an SIR of Improving, what measures has the charter school taken or will the charter school be taking to improve the rating?

Academic Solutions Academy received a School Improvement Rating (SIR) for the year 2013-14 and 2015-16. The school did not receive

a rating for the year 2014-15 as the state changed the testing parameters and did not release ratings for that year to verify the school received

an “I” rating (See Appendix B- School Accountability Report& 2015-2016 Preliminary School Improvement Rating). The school received

an “I” for incomplete as the State determined that there was not sufficient data to assess the school with a rating. The current criteria for

receiving a rating is that the school must test at least 80% of the students. The school serves at risk student with many socioeconomic factors

that prohibit them from attending school consistently. Consequently, the school has employs a multitude of measures to test all enrolled

students each year, unfortunately their social ills make it difficult to capture 80% year after year. Upon assessing the data from 2014-2015

when the school had the lowest rate of Economically Disadvantaged students of 60%, the testing percentage was the greatest for the school

at 82%. To compare, in 2013-14 the Economically Disadvantage rate was 73% and the total testing percentage was at 60%. In addition, in

2015-2016 there was an increase in the percentage of Economically Disadvantaged students at 63% and the testing percentage was at 61%.

There is a clear correlation to student attendance, economic status and testing percentage.

The school is continuously seeking to improve attendance, testing percentages and learning gains. The school has implemented greater

awareness of the testing taking place by sending out an email, putting it on the monthly student calendar, and several reminder phone calls

home stressing the importance of testing. Further, the school provides adequate preparation of students and a snack to the students testing.

The school encourages students to attend school and feel confident that they will perform well. The testing coordinator also provides flexible

testing times to capture as many students as possible throughout the day. In addition, the school also implemented a “Stop Drop and Test

Prep” for those subjects for at least 4 weeks before testing to ease the students fear of testing. The school will employ positive behavior

plans to motivate and encourage better school attendance. This will help the school reach the appropriate numbers for testing. Additionally,

the school has hired a testing specialist teacher where the teacher sole purpose is to prepare student with testing strategies. Therefore, student

can be prepared for any state standardized test including national standardized test (ACT, SAT, EOC, FSA) every day and all day long.

Additionally, the new curriculum Pearson Gradpoint has all of the practice test for the aforementioned standardized test. Lastly, ASA has

employed a new strategy of (home visits) by sending staff to the student’s home to encourage and increase school attendance. This strategy

should increase attendance and in turn increase the students learning growth and test taking percentage.


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Educational Performance M. Identify the charter school’s graduation rate, if applicable. What has been the charter school’s graduation rate goal? Has the charter

school met this goal? If yes, what steps will the charter school take to continue to meet this goal? If no, what measures will the

charter school implement to increase its graduation rate to meet its goal?

The school’s graduation rate is at 12.5%. This is in alignment of the graduation rate goal for the charter of 5%. The school has met this

goal and will continue to implement all the current strategies that has helped meet this goal. Further, the school will implement measures

to secure that will continue to help maintain its goal. The school will continue to enrich the students so they make adequate progress in

meeting all the high school requirements. It will continue to introduce programs that speak to the needs of the students. The career and

college readiness director will ensure proper implementation of Naviance to assist the students fine tune their high school years and equip

them with the right tools to enroll into college. Lastly, the school will employ positive behavior plans to motivate and encourage better

school attendance so that students can successfully complete the requirements for their high school graduation.

Preliminary Graduation Rate:

Statutory References: 1002.33(7)(a)3; 1002.33 (7)(a)4; 1002.33(16)(a)2


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Focus Area Indicator Standard/Criteria Source of Evidence

Mission –Specific

Accountability

Achievement of School/mission-specific

goals

The school is achieving, or making

significant progress towards achieving the

school/mission-specific goals as defined

in the school’s agreement.

Mission Statement The mission statement as defined in the

charter school’s initial

contract/application

In cases of subsequent renewals, include

the mission statement as defined by the

current agreement.

The school is achieving or making significant progress towards achieving the school/mission-specific goals as defined in the charter school’s agreement.

If the charter school is not making significant progress towards these goals, explain the plan that the charter school will implement to achieve the

school/mission-specific goals.

The mission of Academic Solutions Academy (ASA) is to retrieves student who have already dropped out of high school and provide them with an

opportunity to procure a high school diploma. ASA provides computer based instruction and direct instruction that allow students to work in a self-

paced environment. Students have the option of flexible scheduling that fits their needs. The program further allows the school system to reduce its

dropout rate while helping students who are clearly at-risk of not meeting their graduation requirements. ASA’s goal is to ensure that students from

all socioeconomic levels reach their full potential, become self-motivated life-long learners, and are prepared to enter, compete, and succeed in

secondary and postsecondary educational opportunities and careers. Further, ASA obtained an accreditation by AdvancED SACS to ensure that the

students have equal opportunities to compete in post-secondary careers (Appendix- x- Accreditation Certificate).

ASA is adequately achieving its mission and vision by using a comprehensive data driven academic instruction model to improve student learning and achievement

though the use of Gradpoint Learning, Direct Instruction and Assessment strategies. This blended model is well suited for our target population. In this blended

learning model, Gradpoint Learning online courses provided direct instruction and formative and summative assessment, allowing each student to focus on the

specific content he or she had yet to master and to move at his or her own pace. Differentiated instruction allows for the curriculum to be tailored in order to meet

the needs of the individual student. The lessons are designed for all students and remediation activities are incorporated into the concepts being taught.

At ASA the classroom teacher engages one on one with each student, using real-time data to monitor student progress and performance and determine the best way

to help each student achieve educational success. Students move on an individually customized, fluid schedule among different learning modalities, with teachers

providing help as needed. Students’ time is split between different modalities: sometimes in the classroom, sometimes in the lab. In class, students rotate on a

scheduled basis between stations, such as group projects, individual tutoring or independent online learning. Further, student rotate every hour on the hour to each

core academic subject. In order to assure that these goals are met our staff participates in professional development based on the needs of the student as indicated

in weekly student data chat meeting.

Statutory References: 1002.33(7)(a)3


15


Focus Area Indicator Standard/Criteria Source of Evidence Educational

Program

Implementation

Implementation of Mission

The school is implementing its mission as defined in the charter school’s

agreement. FCAT 2.0 (Appendix E)

FSA-(Appendix E)

EOC-(Appendix D-E)

Progress Monitoring Reports

(Appendix C1-C4)

Standardized Test Results-(Appendix

C1-C4)

Contractual Corrective Action Status

(Not Applicable)

State-issued High Performance

Designation Letter, (Not Applicable)

Approved Comprehensive Reading Plan

(opted-in of District’s K-12 Plan)

Lowest 300 Performing Elementary

Schools Plan, (Not Applicable)

ELLevation Reports – Charter Schools

Renewal Report Only (Appendix H)

High School Accreditation Status

(Appendix –X).

Implementation of Curriculum and

Instructional Techniques

The school is successfully implementing research-based curriculum and

instructional strategies as defined in the charter school’s contract.

Implementation of Specialized

Instruction for Students (particularly of

those below grade level).

The school implements demonstrably effective instructional strategies

that support struggling students’ ability to achieve grade level

proficiency.

Data-Driven Decision-Making

The school competently uses qualitative and quantitative data to inform

and guide instructional planning and practice aligned with Florida

Standards as well as Next Generation Sunshine State Standards.

Implementation of Exceptional

Education Programs

The school provides effective services for exceptional students (SWD and

Gifted) as defined in the charter school’s agreement and as required by

applicable law. The charter school should provide assurance of charter

school and Sponsor collaboration and the adherence to local guidelines

for exceptional students (SWD and Gifted). An On-Site Programmatic

review may be conducted.

Implementation of ELL Program

The school implements effective programs and services to meet the needs

of English Language Learners as defined in the charter school’s contract

and as required by applicable law. An On-Site Programmatic review may

be conducted.

Implementation of the Mission

The Academic Solutions Academy has been successful in the implementation of its mission which is stated below:

The mission of Academic Solutions Academy (ASA) is to retrieves student who have already dropped out of high school and provide them with an

opportunity to procure a high school diploma. ASA provides computer based instruction and direct instruction that allow students to work in a self-

paced environment. Students have the option of flexible scheduling that fits their needs. The program further allows the school system to reduce its

dropout rate while helping students who are clearly at-risk of not meeting their graduation requirements. ASA’s goal is to ensure that students from

all socioeconomic levels reach their full potential, become self-motivated life-long learners, and are prepared to enter, compete, and succeed in

secondary and postsecondary educational opportunities and careers.


16


ASA educational program is aligned with the school’s mission through the implementation of best practices and innovative software. Further, it is

designed to act as a net to reach the students who have previously been unsuccessful throughout their educational years. The use of real-time data

for frequent student assessment is essential in this process. Students are impacted by blended instruction that utilizes individualized one to one, small

group, whole group, and direct instruction. Students work at their own pace and attain mastery of 80% or better on their objective. Students are

placed in Learning Teams I-IV based on their performance data. Further, ASA utilizes the flexible scheduling approach that allows students two

different options of recovering credits. These at-risk students have meaningful support from their teachers, career counselor, social worker, and

administrators. This provides students a viable option to obtain their highs school diploma while enhancing their employability and career skills

options.

Implementation of Curriculum and Instructional Techniques

Academic Solutions Academy has upgrading its Curriculum to Pearson GradPoint and is now providing Career Technical Education (CTE) courses

to ASA students. ASA has replaced Apex Learning with GradPoint as its main curriculum provider for the Florida Standards core courses. GradPoint

is a full-service, web-based curriculum solution. GradPoint offers 60 Career Technical Education courses within its curriculum. It is provided by

Pearson, the leading education company in the world. Pearson is in the process of fine tuning the aligning of GradPoint to the Florida Standards and

it will be ready for the 2015-16 implementations. ASA will acquire the latest aligned version of this program. This upgraded curriculum allows ASA

to offer CTE courses along with participating vocational and technical, schools.

GradPoint offers core curricula in a variety of pathways to meet a wide variety of any Student’s needs. For example, courses such as Biology are

offered in the following pathways:

Diagnostic/prescriptive – through diagnostic pre-testing and prescription,

students only take lessons they still need to master (Excellent for credit recovery)

Sequential – students move through the course in order and must show mastery

of each lesson in the course (Excellent for first-time instruction and NCAA requirements)

Flex – students may navigate freely through the content (Excellent for spot remediation, review, and teacher flexibility)

In addition to the core curricula offered for Grades 6-12; GradPoint includes over 120 elective courses, to meet a vast array of college and career

student interests. Course topics include CTE, World Languages, Health/PE, Humanities, Life Skills, and General Electives. GradPoint also includes

both State and National Test Prep courses. The test prep courses are ACT, SAT, GED, and EOC preparation courses. GradPoint offers the BASI

assessment, which is a Basic Achievement Skills Inventory that measures math and reading levels from Grades 3-12. Further, GradPoint is not a

reading program and ASA will not be using GradPoint as such. ASA is using Edge (A, B, C) Read 180 and Rewards Reading, Science, Social

Studies as its reading programs.


17


Academic Solutions Academy (ASA) has consistently provided (the state-of-the art) instruction technique that affords students an opportunity to be

successful. ASA offers students an education that is aligned with Florida State Standards (FSA). Student are provided an environment that creates

new knowledge through building on existing knowledge. Students receive small group instruction, whole group instruction, individual one-to-one

instruction, and career exploration. Students are prepared and encouraged to pursue higher education by teaching them how to learn, change, and

grow. ASA utilizes research base instructional technology and life management skills that allows students to have a pivotal role in their own

development. Students are empowered to seek out career opportunities and training. Students learn they can accept challenges, but achieve their

goals through hard work and dedication. Studies have revealed that the use of computer-based curriculums can help students, especially those with

varying learning styles, to obtain learning gains. Therefore, ASA utilize this computer-based curriculum instructional techniques to help students

become successful.

Implementation of Specialized Instruction for Students (particularly of those below grade level)

ASA recognizes the need for specialized instruction for students that are struggling and are working below grade level. Therefore, a plan is in place

to help these struggling students succeed. ASA provide these students specialized individualized instruction based on their academic deficiencies.

This is done through the analysis and evaluation of data, by administrator, teachers, parents, and student are able to devise an academic plan for each

student to achieve learning gains. Student assessment and progress are determined in real time by the digital curriculum. Further, the online data

collection system, teacher observation, and student participation are used to inform instruction. In addition, direct instruction, and project, quizzes,

are used to inform instruction. The student progress report reveals the student mastery level and teachers make instructional adjustments accordingly.

The implementation of additional instructional programs is driven by the Response to Intervention (RtI) process. The RtI process begins by

notification of parent reading their child’s academic and behavioral needs through a letter, brochure and personal contact. The Collaborative Problem

Solving (CPS) Team meets weekly to evaluate data and make necessary adjustment. Teachers are responsible for the implementation of the

intervention and the Principal ensures the CPS Team directive are followed. ASA knows that students enroll with varying background knowledge

and readiness. Therefore, ASA will respond appropriately to student’s differences and provide differentiated instruction accordingly to each student

needs as indicated in the RtI process.

Tier I Intervention include teaching students how to research and become independent learners. The use of (textbook) offline and online materials

tools are made available to support students learning. Student progress are monitored through the varying data reporting systems. When it becomes

know that a student may not be functioning successfully in Tier I. The RtI Team will consider Tier II interventions. Further, students who are non-

proficient on the state assessment and whose current level of performance is moderately below grade level on the GAIN and on other assessments

(BSA, BASI Reading/Math, GradPoint assessments, FAIR, FCAT, FSA, EOC results, etc.) they are given Tier II or secondary instructional services.

Rewards Reading is implemented as an intervention for all Tier I and II students to accelerate reading growth.

Furthermore, students in Tier III are monitored to determine the impact of the interventions and progress. Once the determination is made that there

is no progress, then decisions are made as to the appropriate services of intervention. The CPS Team, including the parents, review all data as it


18

relates to the interventions provided to the student and a determination is then made as to referral for psychological evaluation.


Data-Driven Decision-Making

Students are place in Learning Teams I-IV based on data assessment results and an involve in-depth inquiry from the school data chat team. The

Collaborative Problem Solving team meets weekly. Further, the results from the progress monitoring assessment such as: BSA, FSA, EOC, FAIR,

FCAT are used along with teacher made test to determine student placement level for the Learning Teams.

Academic Solutions Academy Learning Team Descriptions I-IV

The student will be placed in learning level teams; Learning Team I, Learning Team II, Learning Team III, and Learning Team IV based on the

results of their previous and current performance data. Student grade level and transcript will play a pivotal role in determining the appropriate

Learning Team and academic schedule for each student. These interdisciplinary teams of teachers will utilize computers and books to ensure

students’ academic success, including test preparation. Common planning and flexible scheduling will play a role for students and teachers to ensure

the core curriculum is being taught. The following is a description of Learning Teams I-IV but not limited to:

• Learning Team I: Students’ intake assessments indicate they need instruction in basic reading, mathematics, and writing. The content courses

are available at lower reading level than that of a traditional student functioning at grade level. Several approaches are implemented that include

online learning, small group, and direct instruction.

• Learning Team II: Students at Learning Team II level have at least reached an eighth grade level in reading/math. However, they may still

need intensive instruction to do the high school curriculum. Courses in the core and elective curricula are emphasized with preparation to reach

grade level and passing both the FSA, and EOC for graduation.

• Learning Team III: At this point, students may have reached their grade level and may need some work in core course or electives to

graduate. Students may also need assistance in passing the FSA, EOC, ACT and forgiveness classes in order to raise their Grade Point Average

(GPA) to graduate. Some of these students may want to work on Career Technical Education(CTE) courses and Internships at local businesses or

Vocational Schools, Colleges etc. These offerings could be at local participating Vocational and Technical Schools.

• Learning Team IV: These students may have a few courses remaining until graduation. They are highly motivated to complete the coursework and

graduate. Some may need intensive assistance to pass the FSA, EOC, ACT; others may have already passed the FSA, EOC, ACT and need only a few courses for

graduation. A few of these students may need Forgiveness classes in order to raise their Grade Point Average (GPA) to graduate. Some of these students may want

to work on Career Technical Education(CTE) courses and Internships at local businesses or Vocational Schools, Colleges etc. These offering could be at local

participating Vocational and Technical Schools.


19

The curriculum in Learning Team I and II will be primarily focused on remedial course work in mathematics and reading for students who are below grade level.

Combining computer based instruction and text book resources will benefit student who struggle with the subject. Continuous and common assessments will guide

and inform teachers of students’ achievements. Intensive instruction in core subjects will be provided for those students who are performing below grade level.


The curriculum in Learning Team III and IV will primarily focus on core academic areas in which students are lacking credits for completion.

Learning Team III and IV will work with students that are close to high school graduation. Students will be encouraged to Dual- enroll with more

emphasis on employability and career skills including internships with partnering businesses. Some of these students may want to work on Career

Technical Education (CTE) at Vocational Schools and Colleges etc.

For ESE student, Academic Solutions Academy follow the exceptional student’s Individualize Educational Plan (IEP). An ESE Specialist, oversee

the IEP to ensure that the school is in compliance with the district regulations. The ESE Specialist collaborate with students, ESE teacher, parents,

teachers, administrators, speech/language pathologists, psychologists, and other service providers. Further, the ESE Specialist work with different

students whose abilities range from limited to extraordinary from the intellectually challenged to the gifted individuals.

Implementation of Exceptional Education Programs

ASA follows the Broward County Public School (BCPS) policies and procedures for Exceptional Student Education (ESE). The school meets all

applicable state and federal requirements. ASA also comply with the Individuals with Disabilities Education Act (IDEA) and Section 504 of the

Rehabilitation Act laws regarding Exceptional Student Education (See Appendix G-2015-2016 Annual Monitoring Visit).

ASA provides high quality services for exceptional student as defined in the school’s agreement. The aforementioned services comply with and all

federal, state, and local laws. Upon enrollment, the ESE Committee reviews the IEP or 504 Accommodation Plan. Further, the Collaborative

Problem Solving team discusses the student’s strengths and weaknesses, standardized assessments, goals, and ESE services to make appropriate

recommendations based on individual needs and all laws regarding least restrictive environment.

In compliance with all federal, state, and local policies, and any IEP or 504 Plan, ASA provide an inclusive classroom learning experience in the

least restrictive environment for all students. In addition to the general education setting, students may receive services in a resource room, small

group setting, or individual one-on-one assistance from the teacher. Students attend daily targeted teacher-directed instruction based on skill needs

and ability levels. Students are instructed on note-taking skills and the use of study guides to facilitate learning. The school employs an ESE teacher,

ESE Specialist and contracts the services of a Speech Language Pathologists (SLP), in order to ensure that these students receive the support needed

for their success. Additionally, daily support and individual assistance is available to students through collaboration of ESE staff and general

education teachers. Teachers work closely with students and the ESE Committee to ensure their IEP is in compliance with applicable laws.


20


Implementation of ELL Program

ASA provides high quality services for English Language Learner (ELL) as defined in the school’s agreement. ASA comply with state

and federal requirements for serving English language learners, including the procedures that will identify such student and provide

support services. These procedures are aligned to the Florida Department of Education ESOL’s agreements and flowcharts under the

terms of the META Consent Decree. Further, the ELL committee carries out the process of serving our ELL students. Members of the

committee include the administrator, ESOL teacher/coordinator, classroom teacher, parent/guardian, ESE teacher (See Appendix G- 2015-

2016 Annual Monitoring Visit). The School and the parents of the student plan the means for instruction in the English language and/or specific modifications or accommodations

most appropriate for English instruction. All ELL students enrolled in the School are entitled to programming which is appropriate to their level of

English proficiency, their level of academic achievement, and any special needs they may have. ELL students have equal access to appropriate

English language instruction as well as instruction in basic subject areas (See Appendix H- the ELLevation Reports – Charter Schools Renewal

Report).

Statutory Reference: 1002.33(7)(a)1; 1002.33(7)(a)2; 1002.33(7)(a)4; 1002.33(16) (a)3; 1003.56

State Board Rules: 6A-6.0902 – 6A-6.0909 (ELL); 6A-603011 – 6A-60361 (ESE)


21


Appendix A1 -(2013-14 & 2014-2015) Annual Measurable Objectives


22

Annual Measurable

Objectives (AMOs) for

Florida's Schools, Districts

and the State, 2013-14Notes: (1) Data are blank (not

reported) for cells in which there are

fewer than 10 students in the

calculation.

(2) For percent scoring satisfactory or

higher in reading and mathematics,

Dis

tric

t N

um

be

rD

istr

ict

Na

me

Sch

oo

l N

um

be

rS

cho

ol N

ame

Sch

oo

l T

ype

Ch

art

er

Sch

oo

l S

tatu

s

Tit

le 1

Sta

tus

Alt

ern

ati

ve

Sch

oo

l Sta

tus

Re

gio

nS

ub

gro

up

Pre

lim

ina

ry S

cho

ol G

rad

e 2

01

4

Pe

rcen

t T

est

ed

Re

ad

ing

Re

ad

ing

% S

cori

ng

Sa

tisf

act

ory

20

11

Re

ad

ing

% S

cori

ng

Sa

tisf

act

ory

20

12

Re

ad

ing

% S

cori

ng

Sa

tisf

act

ory

20

13

Re

ad

ing

% S

cori

ng

Sa

tisf

act

ory

20

14

Hig

h P

erf

orm

ing

Qu

alify

ing

in

Re

ad

ing

Ta

rge

t A

MO

Re

ad

ing

Me

t T

arg

et

Re

ad

ing

Sa

fe H

arb

or,

Re

ad

ing

Imp

rov

ing

, R

ea

din

g

Mai

nta

inin

g o

r D

ecl

inin

g,

Re

ad

ing

De

clin

ing

, R

ea

din

g

Pe

rcen

t T

est

ed

Ma

th

Mat

h %

Sco

rin

g S

ati

sfa

cto

ry

20

11

Mat

h %

Sco

rin

g S

ati

sfa

cto

ry

20

12

Mat

h %

Sco

rin

g S

ati

sfa

cto

ry

20

13

Mat

h %

Sco

rin

g S

ati

sfa

cto

ry

20

14

Hig

h P

erf

orm

ing

Qu

alify

ing

in

Mat

hT

arg

et

AM

O M

ath

Me

t T

arg

et

Ma

thS

afe

Ha

rbo

r, M

ath

Imp

rov

ing

, M

ath

Mai

nta

inin

g o

r D

ecl

inin

g, M

ath

De

clin

ing

, M

ath

Lea

rnin

g G

ain

s P

oin

ts f

or

Low

25

% R

ea

din

g, 2

01

2-1

3 (S

cho

ol

& D

istr

ict)

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL 03 YES NO A 5 ALL STUDENTS 60 17 N NA NA NA NA NA 34 27 N NA NA NA NA NA

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL AMERICAN INDIAN NA NA NA NA NA NA NA NA NA NA NA NA

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL ASIAN NA NA NA NA NA NA NA NA NA NA NA NA

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL BLACK/AFRICAN AMERICAN 60 7 N NA NA NA NA NA 36 20 N NA NA NA NA NA

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL HISPANIC 62 NA NA NA NA NA NA 31 NA NA NA NA NA NA

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL WHITE NA NA NA NA NA NA NA NA NA NA NA NA

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL ENGLISH LANGUAGE LEARNERS NA NA NA NA NA NA NA NA NA NA NA NA

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL STUDENTS WITH DISABILITIES NA NA NA NA NA NA 30 NA NA NA NA NA NA

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL ECONOMICALLY DISADVANTAGED 69 15 N NA NA NA NA NA 34 31 N NA NA NA NA NA


23


Appendix A2 - (2013-14 & 2014-2015) Annual Measurable Objectives


24

Annual Measurable Objectives

(AMOs) for Florida's Schools,

Districts and the State, 2013-14Notes: (1) Data are blank (not reported) for

cells in which there are fewer than 10

students in the calculation.

(2) For percent scoring satisfactory or

higher in reading and mathematics,

subgroup data are suppressed (***) when

Dis

tric

t N

um

ber

Dis

tric

t N

ame

Scho

ol N

umbe

rSc

hool

Nam

e

Scho

ol T

ype

Char

ter

Scho

ol S

tatu

s

Titl

e 1

Stat

usA

lter

nati

ve S

choo

l Sta

tus

Reg

ion

Sub

grou

p

Prel

imin

ary

Scho

ol G

rade

201

4

Perc

ent

Test

ed R

eadi

ng

Rea

din

g %

Sco

ring

Sat

isfa

ctor

y

2014

Hig

h P

erfo

rmin

g Q

ual

ifyin

g in

Rea

din

g Ta

rget

AM

O R

ead

ing

Met

Tar

get

Rea

din

g

Safe

Har

bor,

Rea

ding

Impr

ovin

g, R

ead

ing

Mai

nta

inin

g o

r Dec

linin

g,

Rea

din

gD

eclin

ing,

Rea

ding

Perc

ent

Test

ed M

ath

Mat

h %

Sco

ring

Sat

isfa

ctor

y

2014

Hig

h P

erfo

rmin

g Q

ual

ifyin

g in

Mat

h

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL 03 YES NO A 5 ALL STUDENTS 60 17 N NA NA NA NA NA 34 27 N

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL AMERICAN INDIAN NA NA NA NA NA NA NA

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL ASIAN NA NA NA NA NA NA NA

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL BLACK/AFRICAN AMERICAN 60 7 N NA NA NA NA NA 36 20 N

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL HISPANIC 62 NA NA NA NA NA NA 31 NA

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL WHITE NA NA NA NA NA NA NA

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL ENGLISH LANGUAGE LEARNERS NA NA NA NA NA NA NA

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL STUDENTS WITH DISABILITIES NA NA NA NA NA NA 30 NA

06 BROWARD 5028 ACADEMIC SOLUTIONS HIGH SCHOOL ECONOMICALLY DISADVANTAGED 69 15 N NA NA NA NA NA 34 31 N


25


Appendix B-School Accountability Report for (2013-2014 and 2015-2016)


26


27


Appendix C 1 - (US History EOC)


28

Appendix C 1- US HISTORY EOC


29


30


Appendix C2- (FSA ELA)


31

Appendix C2-FSA English Language


32


Appendix C3 - (Biology EOC)


33


Appendix C3- Biology EOC


34


35


Appendix C4-(Algebra 1 EOC)


36

Appendix C4- ALGEBRA 1 EOC FSA


37


Appendix D-EOC Alternative Comparison


38


39

Appendix D Alternative Comparison


40


Appendix E- FSA/FCAT Comparison


41


42


43


School Accountability Report 2013-2014 and 2015-16 Preliminary School Improvement Rating


44

School Accountability Report 2013-2014 and 2015-16 Preliminary School Improvement Rating


45


46


Appendix G-2015-2016 Annual Monitoring Visit


47


48


Appendix H- the ELLevation Reports – Charter Schools Renewal Report


49


50


Appendix –X Accreditation AdvanceED


51


52


Focus Area Indicator Standard/Criteria Source of Evidence Financial

Management

Demonstration of Professional

Competence and Sound Systems in

Managing the Schools Financial

Operations

The charter school implements an effective system of internal

controls over revenues, expenses, and fixed assets, and exercises

good business practices.

Fixed Assets Report Reconciled

with General Ledger (Appendix I)

Fixed Assets Report for Bond

Items, If Applicable

Financial Corrective Action Plan,

(Not Applicable)

Evidence of Resolution of any

Financial Debts, If Applicable-

Adherence to Generally Accepted

Accounting Principles

The charter school adheres to general-accepted accounting

principles.

Financial Reporting Requirements

Financial Reporting Requirements

In the narrative:

A. Explain how the charter school implements an effective system of internal controls over revenues, expenses, and fixed

assets, and exercises good business practices.

The Governing Board has implemented an effective system for controls over revenues, expenses and fixed assets and exercises good business

practices. The Governing Board is the ultimate policy maker for the school and is responsible for the financial affairs and the accounting

procedure of the school including the reporting procedures. The Governing Board has proven to be successful in operating a financially

sound school since 2011. There are policies in place to ensure fiscal stability and are evaluated on a regular basis to ensure compliance

internally and through an independent audit. The school has hired a firm with expertise in “Financial and Program Cost Accounting and

Reporting for Florida Schools” as well as “non-profit” procedures. The VP of Business Development oversees the bookkeeping, bank

reconciliation and payroll. The Governing Board developed an internal written procedure that established controls to ensure that financial

resources are managed appropriately.

As part of these policies and procedures, the Governing Board reviews quarterly financial statements and budgets at each of its public board

meetings that are held monthly. The Governing Board annually adopts and maintains operating budgets for each school, retains the services

of a certified public accountant/auditor to conduct the annual independent financial audit and review, and approves the audit report, including

audit findings and recommendations. Quarterly financial reports, which include a Balance Sheet and Statement of Revenue, Expenditures

and Changes in Fund Balance, are reviewed at each board meeting.


53


Revenues

The charter provides that the day to day financial management and internal accounting procedures of the school are under the purview of

the management of the Governing Board. The school maintains its cash and cash equivalents in major banks. The school has no policy

requiring collateral to support its cash deposits although the school’s deposits are covered by FDIC insured banks. The school has not

experienced any losses in such accounts and does not believe it is exposed to any significant credit or custodial risk.

Any cash collected on campus is managed by an Administrative Assistant who follows written internal cash flow procedures as determined

by the Governing Board.

Expenses

The Principal and VP of Business Development review all site based expenses and the Principal is responsible to ensure accuracy of monies,

bookkeeping, and daily transactions. The firm “Charter School Support Services” receives a request for a check with supporting

documentation. The Governing Board Chair and Vice Chair are the ultimate approver of checks issued. The checks and balance from the

school, accounting firm and Governing Board is required to exercise sound management of the finances. All practices and procedures are

evaluated annually by an independent auditor in accordance with generally accepted audit standards.

Fixed Assets

Please see (Appendix I- Fixed Asset Depreciation Schedule).

B. Explain how the charter school adheres to general-accepted accounting principles.

All financial statements of Academic Solutions Academy, Inc. have been prepared in conformity with generally accepted accounting

principles (GAAP) as applied to governmental units. The governmental Accounting Standards Board (GASB) is the accepted standard

setting body for establishing governmental accounting and financial reporting principles. Based on guidance provided in the American

Institute of Certified Public Accounts Audit and Accounting Guide- Audits of State and Local Governments and provisions of Florida

statues, the school is presented as a governmental organization for financial statement reporting purposes. All practices and procedures are

evaluated annually by an independent auditor in accordance with generally accepted audit standards.


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B. Explain how the charter school submits timely and accurate financial information adhering to its financial reporting

requirements as defined in the school’s contract.

The school submits timely and accurate financial information adhering to its financial reporting requirements as defined in the school’s

contract because it submits on the Broward County approved template each report monthly and quarterly via the Charter Tools uploads. A

monthly Revenues and Expenditure Report is maintained and includes the following:

Total amount of budget

Expenses for the month

Expenses for the year

Remaining budget balance

Statutory References: 1002.33(7)(a)(9); 1002.33(7)(a) (10); 1002.33(7)(a) (11); 1002.33(9)(g); 1002.33(9)(h)


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Focus Area Indicator Standard/Criteria Source of Evidence Financial

Viability Budgeting

The charter school maintains a balanced budget and a positive cash

flow.

Projected Five (5) Year Budget for

2017-2022 - (Appendix J) Revenue Estimate Worksheet for 2016-

2017- (Appendix J) Financial Corrective Action Plan, (Not

Applicable)

Evidence of Resolution of any Financial

Debts, If Applicable

Financial Obligations

The charter school’s financial obligations are in good standing.

Long-Term Financial Planning

The school has a sound and sustainable long-term financial plan.

A. Explain how the charter school maintains a balanced budget and a positive cash flow.

Academic Solutions Academy #5028 has maintained balanced budgets and positive cash flows over the past four years as reflected in the

annual certified audits.

Academic Solutions Academy Governing Board opted to use the 2012-20213 as a planning year due to issues with the Certificate of

Occupancy. Further, ASA Governing Board during the aforementioned years, terminated the Educational Service Provider (ESP) for not

fulfilling their financial and contractual obligation. Therefore, for year one ASA doesn’t have a cash flow.

In 2013-2014, ASA began operations and the school year proved successful. The school was in its first year of operation and required

substantial capital investments. The capital investments were funded out of operations and not by acquiring debt. The school has an

unrestricted net position deficit and a spendable fund balance deficit of ($66,726) at June 30,2014. However, management does not believe

it is indicative of a deteriorating financial.

In 2014-2015, the school had assets that exceeded the liabilities by $145 thousand. The net position consists of an investment capital of $84

thousand and unrestricted net position of $61 thousand. The beginning fund balance was a deficit of 67thousand and after a current year of

revenues, the ending fund balance was $61 thousand.

In 2015-2016, the school had assets that exceeded liabilities by $532 thousand; net position consists of an investment in capital assets of

$65 thousands and unrestricted net position of $467 thousand. The beginning fund balance of $61 thousand and a current year revenues of

$406 thousand for an ending balance of $467 thousand.


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B. Verify that the charter school’s financial obligations are in good standing.

Academic Solutions Academy’s annual audit reflects a positive net balance and therefore proves the school is in good standing. The school’s

financial obligations are in good standing as the schools can sustain any unforeseen expenditures based on the current net balance and

anticipated surplus.

C. Provide a detailed explanation for the sound and sustainable long-term financial plan for the charter school.

Along with the annual budget, the school adopts a five-year strategic budget to ensure that the school is sustainable in the long term. The

school's Projected Five Year Budget is detailed in (See Appendix J-5-Year Budget& Revenue Estimate Worksheet). The five-year budget

projects realistic enrollment forecasts to ensure accurate income revenue and anticipate surplus assets for each year.

The Governing Board and its leadership team create and maintain a balanced budget to support the schools vision, purpose, values,

educational programs, and action plans for continuous improvement and growth. The long term plans are implemented to ensure that

adequate funds are set aside to meet the needs of the school on an ongoing basis. Currently, the school has a positive total net asset of

$467,000. Further, the school anticipates to accumulate a surplus that will serve to increase the net asset each year. Therefore, as part of

the long term financial plan detailed in the 5-year budget (See Appendix J-5 Year Budget& Revenue Estimate Worksheet) the Governing

Board will continue to implement sound business policies and procedures to ensure effective internal and external controls to foresee such

sustainable finances.


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Statutory References: 1002.33(7)(a)10; 1002.33(7)(a)11


Fixed Asset Depreciation Schedule


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Appendix J- Appendix J-5-Year Budget and Revenue Estimate Worksheet


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Focus Area Indicator Standard/Criteria Source of Evidence Student

Enrollment and

Conduct

Student Enrollment Trends

The school’s actual enrollment has been consistent with its

projections. Student Enrollment Reports

(Appendix K)

Copy of Registration Forms in

Parent’s Primary Language (English

plus top 3) (Appendix L)

Discipline Reporting (Each

Category, Prior 5 Years)

(Appendix M)

Racial/Ethnic Composition of the

Student Body

The school serves the racial/ethnic composition reflective of the

community or other public schools in the same school district?

Enrollment Procedures

The school’s current enrollment procedures as defined in the charter

school’s contract and in compliance with applicable law.

School Environment

The school’s plan to ensure a safe and secure environment.

Student Enrollment Trends

Academic Solutions Academy enrollment is consistent with its projections of 400 students in its fourth year as indicated in the original

charter. As of the 2016-17 school year, October FTE, the school has a total of 243 student enrolled in grades 9-12 (See Appendix K-

Enrollment Reports). Many of the students (100) had transferred to ASA second location on Commercial Blvd as it is closer to their

home. The chart below shows the student enrollment each year during the term of the charter:


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Student Enrollment by Year

Racial/Ethnic Composition of the Student Body

The racial ethnic composition of the school’s student body is reflective of the community it serves. Presently, ASA serves 243 students, 72 of whom

are seniors. Approximately, 22 countries are represented in the student body with the following demographic breakdown: 13% Caucasian, 57%

African American, 20% Hispanic, 5% Asian, and 4% multiracial. The chart below show the race/ethnicity of the school as indicated in the

aforementioned paragraph:


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Student Enrollment by Race/Ethnicity

Further, as compared to other public neighborhood school (Piper High School) demographics are very similar to Academic Solutions Academy.

Piper High is the closest High School in the area.


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Enrollment Procedures

Academic Solution Academy enrollment procedures are in compliance with applicable law as defined in the school’s agreement. The School will

be open to any student residing in Broward County who is of the appropriate age for the corresponding grades. ASA has an open admissions

procedure, utilizing a "first come, first serve" policy, as required by statute. The school’s enrollment policies and procedures include a comprehensive

timeline approach that embraces criteria preferences and the lottery process. The school shall enroll an eligible student who submits a timely

application (See Appendix L- Student Registration Packet). Pursuant to section 1022.33(10) (b), the school will admit students of any race, color,

nationality and ethnic origin, religion, sexual orientation, or gender. In such cases, whenever the number of applications exceeds the capacity of the

program, class, grade level or building. The school shall give applicants an equal chance of being admitted through a random selection (lottery)

process. In the event, that applicant names exceed the enrollment limits. Their names will be placed on a waiting list. Additionally, there names will

be collected and placed in a data base that permits a random draw to ensure fairness. The lottery process will be utilized weekly throughout the entire

school year. The successful applicants and their parent will be notified with two days of their selection to the program. Enrollment will also follow

FS 1002.33(15) c, which includes enrolling students according to racial/ethnic balance provisions in FS1002.33 (7) (a) 8 to achieve diversity.

In accordance with s.1002.33 (10) (d), F.S., Academic Solutions Academy will give admission preference to the following:

• Students residing within the County, F.S. 1002.33(10) (e)3

• Students who are siblings of a student enrolled in the charter school

• Students who are the children of an employee of Charter Schools USA

• Students who are the children of members of the Governing Board

• Students who are the children of Active Duty military personnel


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School Environment

Academic Solutions Academy (ASA) maintains a safe and secure learning environment. There are very few incidents at the school and appropriate

actions are taken to ensure the safety and security of the school and its student (See Appendix M- Discipline Report). All procedures of Broward

County Public Schools (BCPS) are followed utilizing the Broward County Code of Student and BCPS Discipline Matrix as a guide.

Additionally, ASA employs full time facility-security personnel to continuously monitor the campus. ASA has a single point of entry where the

front doors are lock from the outside. The security personnel control the egress and monitor students and visitors entrance into the building. All

students are wand by the security personnel and their cell phones are collected. The phones are return and at the end of the school day. ASA campus

is monitored daily by CCTV surveillance system throughout the entire school including all classrooms and hallways.

Further, all staff, including non-instructional personnel and contractual personnel, are screened (level two) requiring (fingerprinting and an FBI

background check) in compliance with the Jessica Lunsford Act and applicable law. ASA will continue compliance with SBBC requirements

regarding both safety and security measures and enrollment procedures for the upcoming term of the school’s charter.

All schools will commit to the Florida Educational Equity Act, Section 1000.05(2)(a), Florida Statutes and other Federal and/or State statutes that

forbid discrimination on the basis of race, gender, marital status, ethnicity or disability.

Statutory References: 1002.33(7)(a)(7); 1002.33(7)(a)(8); 1002.33(7)(a)(11); 1002.33(9)(e); 1002.33(10); 1002.33(16)(a)(4); 1002.33(16)(a)(5);1006.147


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Focus Area Indicator Standard/Criteria Source of Evidence Facilities Facilities Compliance

The school’s facilities comply with applicable laws and codes. Comprehensive Emergency/Evacuation

Plans

Health and Safety

The school complies with applicable health and safety laws.

Facilities Compliance

Academic Solutions Academy is located at 4099 North Pine Island Rd, Sunrise Florida. ASA has an adequate number of classrooms designed to

meet all pertinent classroom design standards set forth by the governing agency. The facility also includes the following uses: instructional space,

assembly area, restrooms, administrative offices and ample parking. The facility is currently pending extensive improvement projects scheduled for

June 2017 (See Appendix-N -Site Plan). The school has entered into an agreement with the owner of the facility and Building Hope to purchase the

facility pending Municipalities approval (See Appendix-O –Building Hope Agreement).

The school complies with Florida Statue Section 228.056 for charter schools for facilities that states the following:

The facility complies with the Florida Building Code pursuant to Section 1013.37, Florida Statutes, and with applicable state minimum building

codes pursuant to Chapter 553, Florida Statutes, and state minimum fire protection codes pursuant to Section 633.025, Florida Statutes, as adopted

by the authority in whose jurisdiction the facility is located.

The school receives all the routine normal inspections and is being continually maintained by internal maintenance personnel. Inspection reports and

a valid certificate of occupancy are on file with the district.

Health and Safety

Academic Solutions Academy complies with applicable health regulations as evidenced by the inspection reports, Fire and Health Inspection Reports

on file with the district. The school stays current on all health inspections. Fire drills are conducted and are logged on a monthly basis in compliance

with the law. Copies of these drills are also provided on a monthly basis to the BCPS in charter-tools portal. A Comprehensive

Emergency/Evacuation plans are available and are planned to ensure the safe evacuation of all persons from all areas of the school (See Appendix

P-Emergency/Evacuation Plans).

The school complies with all annual health and safety inspections. Certificates and inspections are on file with the district. The school conducts a

minimum of ten fire drills a year and two tornado drills as require by safety laws.

Statutory References: 1002.33(7)(a)11; 1002.33(7)(a)13; 1002.33(9)(e); 1002.33(16) (a)5; 1002.33(18) (a); 1002.33(18) (b)


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ORGANIZATIONAL PERFORMANCE

Focus Area Indicator Standard/Criteria Source of Evidence Governance,

Staff and

Parents

Governance Structure

The school implements the governance structure as defined in the

school’s contract. Staffing Reports (Appendix K)

Certification Self-Audits (Appendix Q) Blank Copy of Teacher and

Administrator Evaluation Tools or

Documentation Verifying Participation

in an Approved Plan (Appendix-T)

Copy of Pay for Performance Plan and

Salary Schedule Documentation

Verifying Participation in an Approved

Plan (Appendix-U)

Screen Shots of Website Requirements

as per s. 1002.33(9)(p), (Appendix Y 1)

Screen Shot of Parent Liaison

Information in Website as per s.

1002.33(7)(d)1, F.S.(Appendix Y 2)

Sample of School Newsletters

Requesting Parental Involvement

(Appendix-W)

Compliance with Sunshine Laws

The school complies with state Sunshine Laws and laws governing public

records.

Instructional Staff

The school employs instructional staff that meets state and federal

qualifications.

The school uses an approve teacher and administrator evaluation system.

Parental Involvement

The school is effectively involving parents in its programs as defined in the

school’s contract or prior application.

Governance Structure

Academic Solutions Academy governance structure emphasize a leadership system that promotes student performance and accountability. The

Governing Board provides continuous oversight of the school’s operations, including effective and proper use of public funds. The Governing Board

is responsible for developing and outlining the mission and vision of the school. The Governing Board develop appropriate policies and procedures

to ensure that the integrity of the school’s programs is maintained. The school implement the governing structure as defined in the Charter contract

and the By Laws.

The Governing Board leads the organization and has ultimate authority and responsibility for the school operation. The school staff work under the

supervision of the Principal. The Governing Board holds the Principal or designee responsible for the administration of its policies. The Principal

execute the Board decisions and the operation of school programs, and for openly communicating with the Board regarding school operations and

areas of concern.


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Governance Roles and Responsibilities

ASA Governing Board develops policies and procedures that promote the effective operation of the schools that include clearly defined lines of

authority and accountability. The developed policies support the mission, and the goals of the school as defined in the school’s contract on file with

the school district. It is the governing board’s role to review, amend and establish new policies for the schools at each monthly meeting. The school

Employee Contract, Budget, Student Handbook, Curriculum, Operation Manual and Parent Handbook are reviewed annually and amend according

to new policy. This review process allows the governing board to exercise continuous and effective oversight of the school’s operations.

The Governing Board establishes the school’s hierarchy of authority, defines rules and regulations required of all staff in the performance of their

job, outlines benefits, and provides for evaluation and mentoring of all staff members. The information learned from data obtained are analyzed, and

through team collaboration with school administrators, plans are developed to drive continuous student growth. The principal reports to the

governing board at each monthly scheduled public meeting.

The school administrators and Governing Board members are trained in the areas of Non-Profit Board Governance, Florida’s Open Government

Requirements, the Florida Sunshine Law, and the Florida Public Records Law. This training was provided by an approved vendor as set forth in

Rule 6A-6.0784 pursuant to Section 1002.33, Florida Statutes. Board members who were trained in 2011 have completed the Governance Board

Member Refresher Training.

Compliance with Sunshine Laws

The school Governing Board procedures comply with the Florida Sunshine Laws District School Board policy for open, public meetings. The board

meetings are posted in the school front office, bulletin board, on the school's website and in Powerschool Parent Portal. The Governing Board

provides reasonable notice of all meetings. The meetings are open to the Public and are easily accessible by all persons. The minutes of all Governing

Board meetings are promptly recorded, and such records are made public record. The Meeting minutes, budgets, and audited financial reports are

posted on the school’s website. Additionally, time is allotted at each meeting for public input. All Governing Board members are trained in the areas

of the Florida Sunshine Law and the Florida Public Records Law.


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Instructional Staff

Academic Solutions Academy employs instructional staff that meets state and federal requirements. All staff are required to hold a Bachelor’s

Degree or higher in their field and have State Certification for their subject area. The Certification Self-Audits reports acknowledge that there is a

record kept of teaching certificates for all teachers. The principal and teacher is highly qualified and meets the rules and requirements of the Florida

Department of Education. As demonstrated in the Certification Self Audit teacher certification status is actively monitored throughout their career

with the school (Appendix Q-Certification Self Audits). The Coach One teacher evaluation system also has a listing of all the educational staff

certification area including certification expiration dates (See Appendix-R- Coach One Certification Portal). The school will hire substitute teachers.

The qualifications are a minimum of 60 college credits and a Substitute Certification from Broward County Public Schools or a Statement of

Eligibility or Florida Educator’s Certificate. The staff certification binder also displays the qualifications of the teacher and admin. All of the

instructional staff adheres to the school’s policies and procedures as stated in the employee handbook (Appendix-S Employee Handbook Table of

Content). Please note the Employee Handbook is on file with the School District.

All staff including instructional staff at the school are evaluated and paid according to the approved evaluation systems and salary schedules. The

role of the Governing Board is to determine the effectiveness of the school Principal. The Principal is evaluated at least once a year by the Governing

Board utilizing the same criteria as outlined in the aforementioned approved evaluation system. ASA Governing Board determines that interim

performance reviews will be incorporated as part of the teacher, administrator’s annual evaluation, the focus is on identifying areas for improvement,

and on developing a professional growth plan. Therefore, ASA has adopted the Coach One teacher/administrator evaluation system. This is an

effective instrument for conducting these interim reviews throughout the year as it covers all the requirement of Senate Bill 736 also known as the

“Student Success Act”. It is the role of the Principal to determine the effectiveness of the teacher’s performance and student achievement and report

finding to the governing board. A ninety-day evaluation is conducted for a new teacher in addition to the regularly schedule evaluation conducted

by the school Principal. A formal evaluation is conducted for every teacher in April. Data points from regular classroom walk-through are used in

these evaluations. This evaluation includes personal performance and growth plans. Some criteria included on the performance evaluation also

include classroom practices proven to increase student learning gains. Each teacher will have a one on one meeting with the Principal to receive

their evaluation feedback and make comments (See Appendix-T- Evaluation System).

As an employer Academic Solutions Academy believe that it is in the best interest of both the organization and our employees to fairly compensate

our workforce for the value of the work provided. We are a Pay for Performance organization and will structured our compensation system in a way

that rewards high performers based on criteria linked to goals in student achievement. We will establish pay bands that provide a minimum, midpoint,

and maximum scale by which job families can grow with merit increases. How quickly an employee moves toward the maximum is determined by

the budget and the level of individual performance determined through annual performance rating.


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When determining an employee’s starting salary several factors are considered:

• Base Pay which is the start of the salary band

• Years and experience of the candidate

• Higher education of a Master’s or Ph. D

• Critical shortage area: Science, Math, etc.

Academic Solutions Academy provides performance incentives to supplement base pay to reward high performing employees. Each

year a 3% increase is built into the budget for merit increases. Incentive strategies include but are not limited to:

1. Merit increases - Merit increases are built into the budget and awarded based on performance on formal

evaluations.

2. FSA, EOC, FCAT Performance Incentive- awards that provided an additional performance incentive based on

school performance

3. Bonus Award Program (BAP) program funded by the School annually.

4. Recognition Programs – Academic Solutions Academy provides network wide recognitions such as Teacher of

the Year, New Teacher of the Year and Teacher Attendance Award. These are awarded at an individual school

level as well as overall winners. The recognition is accompanied by a cash award.

All staff including instructional staff are paid according to the approved salary schedule (See Appendix-U- Salary Schedule).


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The staff report below reflect that the school has the appropriate staffing structure that promote student performance.


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Parental Involvement

Parental are actively involved in a manner that aligns with the school’s mission and educational program. Parental involvement at Academic

Solutions Academy is more than conference and advisory meetings. Parents involvement support the mission and promote secondary educational

opportunity for the school students. Parents participate in school wide events as volunteer and chaperones to college visits etc. Further, the faculty,

staff, and administration encourage all parents to become active members of our school community. ASA has an active School Advisory Committee

(SAC). Parents are encouraged to volunteer in classrooms, in fundraisers, and in special event activities throughout the year.

Furthermore, ASA communicate through Powerschool Parent Portal which is a web based tool that assists with daily interactions of their child.

Parents can view their child’s absences, communicate with the teachers through messages, and view assignments the teacher have assigned to their

child. Parents are given access to Power School Parent Portal allowing them to track their child academic progress. Parents are sent letter notifying

them of upcoming school events and bulletin on the Parent Portal regarding parent teacher meeting etc. This is reflected in the monthly calendar that

are distributed to all students.

In addition, a School Advisory Committee (SAC) has been established. The SAC coordinated the fundraisers and family events at the school. Some

events include Scholar Ship Fair, College Fair, Back Pack Giveaways, Community Champion Award Dinners, Book fairs (Appendix-V- SAC

meeting). They do require volunteers to help make these events a success. SAC also holds several fundraisers throughout the year to earn extra

money for the student to attend College. The SAC is a great forum for any parent that wants to be involved in their child’s education and assist the

school in hosting a multitude of events. Community leaders and parents are urged to become valuable stakeholders at the school level along with

staff. This is evident through the many community events that took place at the school (Appendix-W-Community Events).

Statutory References: 1002.33(7)(a)14; 1002.33(7)(a)15; 1002.33(12)(f); 1002.33(12)(g); 1002.33(16)(b); 1012.55(1); 1012.39(1)(a); 1012.39(1)(b); 1012.39(1)(c)

State Board Rules: 6A-1.0502(10); 6A-1.0502(11); 6A-1.0503(1); 6A-1.0503(2); 6A-1.0503(3); 6A-1.0503(4)


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Appendix –K Student Enrollment Report


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Appendix L- Registration Forms in Parent’s Primary Language -English plus top 3


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81


82


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Appendix M- Discipline Summary


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85


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Appendix-N -Site Plan


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88


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Appendix-O –Building Hope Agreement


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Appendix P-Emergency/Evacuation Plans


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School Site Safety Plan

FIRE DRILLS/EVACUATION

A minimum of one emergency evacuation drill must be held each month year in accordance with state requirements. An additional drill,

except for year-round schools, shall be performed within the first 30 days of school. Staff members must make certain that an emergency

evacuation route map is posted near the door of each room.

Fire Drills

During the school year, there will be at least one (1) fire drill per month. Students should practice before the scheduled drill. The alarm

will be a continuous audible signal that will indicate the evacuation of the school. The “all clear “for re-entry will be given by the

principal or designee. When the fire alarm is activated, children should proceed to the area designated for their classroom by means of

the nearest exit. Student are instructed to leave in a silent, orderly manner.

1. Evacuation routes are posted and easily seen in each room.

2. Never allow furniture to block exits. There must be an 18-inch clearance on either side

of the exit.

3. Do not block vision of fire extinguisher or fire exit signs.

4. Teachers must take their grade books with them during evacuation to account for each

student.

Evacuation

All ASA staff members must make certain that an emergency evacuation route map specifying both primary and secondary routes is

posted near the door of each room. If none exists, notify the designated administrator.

Drills are to be practiced with students on the first day of school and reviewed as needed

throughout the year.

NOTE: Two (2) tornado drills are required each school term; the first during the first two (2) weeks of school and the second drill

during Hazardous Weather Awareness Week in February.

NOTE: A tornado drill is not considered, as one (1) of the mandatory ten (10) evacuation drills required each school year.


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CRISIS/EMERGENCY RESPONSE PROCEDURES Crisis event: Threat of armed intruder – Phase I Armed intruder/student – Phase II Goals: SAFETY of all students and staff DIFFUSE immediate danger Code: Crisis/Emergency Code Procedures for: Threat of Armed Intruder – Phase I Administrator(s) 1. Assess situation, Administrator to post staff at strategic locations by determining location, weapon, and identification of intruder/student, if possible 2. Notify police 3. Notify Broward County Charter Support Office Secretary: 1. Assist Administrator in securing building and office 2. Remain by phones Procedures for: Armed Intruder/Student – Phase II Administrator(s) 1. Initiate Phase II when a person is on school grounds 2. Announce CRISIS/EMERGENCY CODE throughout the building for lockdown 3. Clear halls, common areas of students 4. Secure office and office personnel 5. Give all clear when appropriate Teachers: 1. Respond to CRISIS/EMERGENCY CODE with lockdown procedures 2. Teachers without students should help clear halls and secure common areas 3. Keep students away from doors and windows 4. Teachers with outside duty should move students to designate safe areas away from building Advocates (Counselors): 1. Report to office to assist Administrator 2. Assist authorities to diffuse situation, if required


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CRISIS/EMERGENCY RESPONSE PROCEDURES Crisis event: Assault – Threatening crowds Goals: Safety of all students/staff To contain first then diffuse the situation Code: Crisis/Emergency Code Procedures for: Administrator(s): 1. Isolate area 2. Evacuate students and staff close-by designated “safe area” 3. Call 911 4. Notify parents of disruptive students 5. Contain situation until police arrive 6. Notify Broward County Charter Support Office Teachers: 1. Follow lockdown procedures when Crisis/Emergency Code is announced 2. Move students to nearest designated “safe area” if not in room 3. Take attendance and report missing students to Administrator 4. Remain with students until further instructions are given 5. If not with students, help contain situation Advocates (Counselors): 1. Assist clearing students from halls, restrooms, and common areas 2. Report to Administrator for further instructions 3. Assist police as necessary

Secretary: 1. Prepare information on the students for parent contact 2. Coordinate information to be given to phone callers with Administrator 3. Monitor phones 4. Compile information from staff members about missing students 5. Contact school nurse, police, emergency squads, if necessary Crisis/Emergency Response Team: 1. Identify students who need support services 2. Monitor support services 3. Evaluate procedure 4. Any other duties as assigned by the Administrator


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Goals: Evacuation of building Move all students and staff to assigned “evacuation sites” away from the building Code: PA Announcement – Call 911 Procedures for: Administrator(s) 1. Announce “This is a fire drill – code 2” 2. Sound the fire alarm 3. Call 911 4. Supervise evacuation of building 5. Assure students are in designated “evacuation site(s)” 6. Compile attendance information as reported from teachers 7. Attempt to locate all missing students 8. Assist emergency personnel in searching the building. 9. Identify a Response Team member to supervise “evacuation site” and to sign out students to parents 10. Notify Broward County Charter Support Office Teachers: 1. Move students out of rooms and building, according to posted fire evacuation routes 2. Move students to designated “evacuation sites” away from the building 3. Maintain quiet and order during evacuation 4. Take attendance and report missing students to Administrator 5. Remain with students until further instructions are given 6. DO NOT TOUCH ANY UNUSUAL OBJECTS! 7. Inform Administrator or police officials immediately of anything suspicious Advocates (Counselors): 1. Assist clearing students from halls, restrooms, and common areas 2. Evacuate building 3. Report to Administrator for further instructions 4. Report unusual objects and suspicious persons to Administrator or emergency personnel 5. Any other duties as assigned by the Administrator


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CRISIS/EMERGENCY RESPONSE PROCEDURES Crisis event: BOMB THREAT – TAKE ALL THREATS SERIOUSLY (Continued) CRISIS/EMERGENCY RESPONSE PROCEDURES Crisis event Missing student Goals: Locate/verify the student’s whereabouts Code: NONE Procedures for: Administrator(s): 1. Conduct a search of building and grounds 2. Question teacher’s classmates 3. Contact parents 4. Call 911 5. Contain situation until police arrive 6. Notify Broward County Charter Support Office Teachers: 1. Notify Administrator as soon as student is determined to be missing 2. Question classmates 3. Remain with students until further instructions are given Advocates (Counselors): 1. Assist searching halls, restrooms, and common areas 2. Report to Administrator for further instruction 3. Assist Administrator/police as necessary Secretary: 1. Prepare information on the student for police 2. Coordinate information to be given to phone callers with Administrator 3. Monitor phones Crisis/Emergency Response Team: 1. Identify students who need support services 2. Evaluate procedure 3. Any other duties as assigned by the Administrator


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CRISIS/EMERGENCY RESPONSE PROCEDURES Crisis event: Hostage – Student or staff Goals: Safety To control situation and prevent harm to hostage Code: Crisis/Emergency Code Procedures for: Administrator(s): 1. Isolate area 2. Evacuate students and staff close-by designated “evacuation site” 3. Call 911 4. Notify Broward County Charter Support Office 5. Call parents 6. Contain situation until police arrive Teachers: 1. Follow lockdown procedures when Crisis/Emergency Code is announced 2. Move students to nearest designated “safe area” if not in room 3. Maintain quiet and order during evacuation 4. Take attendance and report missing/injured students to Administrator 5. Remain with students until further instructions are given Advocates (Counselors): 1. Assist clearing students from halls, restrooms, and common areas 2. Report to Administrator for further instruction 3. Assist police as necessary Secretary: 1. Prepare information on the student/staff member for police 2. Coordinate information to be given to phone callers with Administrator 3. Monitor phones 4. Compile information from staff members about students Crisis/Emergency Response Team: 1. Identify students who need support services 2. Develop intervention plan 3. Implement intervention plan 4. Monitor support services 5. Evaluate procedure 6. Any other duties as assigned by the Administrator


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WHAT IS A LOCKDOWN? Crisis event: Hostage – student or staff Armed intruder Goals: Safety of all To contain first and diffuse immediate danger Procedures for lockdown, the following should be kept in mind:

Have a predetermined code to announce to staff. This should be secret and should not be written down. Once it is used, it should be changed

Everyone should remain calm

Make sure all hallways/restrooms/etc. are clear

Lock all classroom doors. Move students to the most distant location from the classroom door

Take attendance

Maintain quiet

Notify Broward County Charter Support Office, if possible


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CRISIS/EMERGENCY RESPONSE PROCEDURES Crisis event: Hurricane With most hurricanes, the school will have advance notice and will monitor the closing status and schedule of the Broward County Schools. Academic Solutions Academy will mirror the opening and closing status of the Broward County Schools. In the event that a Hurricane turns unexpectedly, and the school cannot be evacuated, the following procedure will be followed. Goals: Evacuate to in-building shelter To move all students and staff to assigned: shelter areas” – inside building. Code: Weather (air horn) or PA announcement 1. Activate weather warning air horn or make PA announcement 2. Supervise moving students to designated in-building shelter areas 3. Compile attendance information as reported from teachers 4. Locate and secure all missing student, if necessary 5. Monitor weather radio for “all clear” by taking radio to the shelter area Teachers: 1. Move students out of rooms to designated shelter areas and halls, in a safe, but efficient manner 2. Put students in “safety position” – kneeling with hands covering back of neck and head – facing interior wall 3. Maintain quiet and order 4. Take attendance and report missing students to Administrator 5. Remain with students until further instructions are given 6. If time permits and circumstances require students to remain in classrooms, move desks and tables to center of room and take shelter under them Advocates (Counselors): 1. Assist clearing students from halls, restrooms, and common areas 2. Move to shelter areas 3. Report to Administrator for further instructions when “all clear” is sounded Secretary: 1. Listen to radio when weather conditions are ominous 2. Alert Administrator of Hurricane status and weather notices 3. Proceed to shelter areas when alarm sounds. 4. Record attendance reports from teachers 5. Assist Administrator as necessary Crisis/Emergency Response Team: 1. Assist clearing student from halls, restrooms, and common areas 2. Move to shelter areas 3. Report to Administrator for further instructions when “all clear” is given 4. Evaluate procedure 5. Any other duties as assigned by the Administrator


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CRISIS/EMERGENCY RESPONSE PROCEDURES Crisis event: Hazardous Chemicals Goal: Evacuation of building To move all students and staff a safe distance form chemical spill Code: CALL 911 – Announce “There has been a chemical spill in(at)…” Give as much information as possible, i.e. chemical name, size of spill, injuries, location in building Procedures for: Administrator(s): 1. Announce “Safe Exits” based on fire drill routes 2. CALL 911 3. Notify Broward County Charter Support Office Teachers: 1. Evacuate according to announced procedures 2. Take attendance. Account for all students 3. Remain with students 4. Follow additional evacuation instructions from Administrator 5. Refer questions from media to Administrator who will in-turn direct them to White Hat Management and District Advocates (Counselors): 1. Evacuate building 2. Report to Administrator for additional Instructions 3. Provide student support/counseling services as necessary Secretary: 1. Assist Administrator with notifying fire/police 2. Assist Administrator with evacuation 3. Record attendance reports form teachers 4. Report to Administrator for additional instruction Crisis/Emergency Response Team: 1. Evacuate building 2. Report to Administrator for additional instructions, if not supervising students 3. Provide student support services as necessary 4. Evaluate procedure 5. Any other duties as assigned by the Administrator


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Secretary: 1. Remain calm 2. Keep called on line (if this is the case) 3. Attempt to get as much information from the caller about the bomb as possible (refer to Bomb Threat Checklist) 4. Record information and alert Administrator 5. Stay at post during evacuation phase 6. Evacuate building once everyone clears Custodian: 1. Report to Administrator 2. Remain on-site to assist Administrator, police, fire department Others: 1. Report to Administrator to assist with evacuation Crisis/Emergency Response Team 1. Assist with building evacuation 2. Assist Administrator and emergency personal with search of building 3. Report to Administrator for further instructions 4. Evaluate procedure 5. Any other duties as assigned by the Administrator Academic Solutions Academy High School


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CRISIS/EMERGENCY RESPONSE PROCEDURES Crisis event: BOMB THREAT – TAKE ALL THREATS SERIOUSLY during a bomb threat call. It is easy to let a bomb threat rattle you. But your cool thoughts and attention to detail are vital to ensuring the safety of your building. Please become familiar with the following: 1. Keep the caller on the line as long as possible and ask… When is the bomb going to explode? Where is it now? What does it look like? What will make it explode? What kind of bomb is it? Did you place the bomb? Why this building? What is your address? What is your name? 2. Write the exact words of the threat: Language: __Well-spoken (educated) __Irrational __Foul __Incoherent __Taped __Message __Distinct __Laughing __Accent __Deep Breathing __Cracking __Whispered __Disguised __Soft __Slurred __Normal __Crying


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Appendix Q-Certification Self Audits


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Appendix-R- Coach One Certification Portal


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Appendix U-Salary Calculator


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Appendix-S Employee Handbook Table of Content


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Academic Solutions Academy

Employee Handbook


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Table of Contents

Section 1 - Governing Principles of Employment ......................... Error! Bookmark not defined.

1-1. Welcome Statement ............................................................ Error! Bookmark not defined.

1-2. Equal Employment Opportunity ......................................... Error! Bookmark not defined.

1-3. Non-Harassment ................................................................. Error! Bookmark not defined.

1-4. Sexual Harassment ............................................................. Error! Bookmark not defined.

1-5. Workplace Violence ........................................................... Error! Bookmark not defined.

Section 2 - Operational Policies ..................................................... Error! Bookmark not defined.

2-1. Employee Classifications ................................................... Error! Bookmark not defined.

2-2. Trial Period ......................................................................... Error! Bookmark not defined.

2-3. Your Employment Records ................................................ Error! Bookmark not defined.

2-4. Working Hours and Schedule ............................................. Error! Bookmark not defined.

2-5. Timekeeping Procedures .................................................... Error! Bookmark not defined.

2-6. Overtime ............................................................................. Error! Bookmark not defined.

2-7. Travel Time for Non-Exempt Employees .......................... Error! Bookmark not defined.

2-8. Safe Harbor Policy for Exempt Employees ........................ Error! Bookmark not defined.

2-9. Your Paycheck .................................................................... Error! Bookmark not defined.

2-10. Direct Deposit ................................................................... Error! Bookmark not defined.

2-11. Salary Advances ............................................................... Error! Bookmark not defined.

2-12. Performance Reviews ....................................................... Error! Bookmark not defined.

Section 3 - Benefits ........................................................................ Error! Bookmark not defined.

3-1. Benefits Overview .............................................................. Error! Bookmark not defined.


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3-2. Holidays .............................................................................. Error! Bookmark not defined.

3-3. Maternity Leave .................................................................. Error! Bookmark not defined.

3-4. Lactation Breaks ................................................................. Error! Bookmark not defined.

3-5. Paid Time Off ..................................................................... Error! Bookmark not defined.

3-6. Insurance Programs ............................................................ Error! Bookmark not defined.

3-7. Workers' Compensation ...................................................... Error! Bookmark not defined.

3-8. Jury Duty Leave.................................................................. Error! Bookmark not defined.

3-9. Bereavement Leave ............................................................ Error! Bookmark not defined.

3-10. Long-Term Disability ....................................................... Error! Bookmark not defined.

3-11. Employee Assistance Program ......................................... Error! Bookmark not defined.

3-12. Retirement Plan ................................................................ Error! Bookmark not defined.

Section 4 - Leaves of Absence ....................................................... Error! Bookmark not defined.

4-1. Military Leave .................................................................... Error! Bookmark not defined.

Section 5 - General Standards of Conduct ..................................... Error! Bookmark not defined.

5-1. Workplace Conduct ............................................................ Error! Bookmark not defined.

5-2. Punctuality and Attendance ................................................ Error! Bookmark not defined.

5-3. Use of Communication and Computer Systems ................. Error! Bookmark not defined.

5-4. Use of Social Media ........................................................... Error! Bookmark not defined.

5-5. Personal and Company-Provided Portable Communication DevicesError! Bookmark not defined.

5-6. Camera Phones/Recording Devices .................................... Error! Bookmark not defined.

5-7. Inspections .......................................................................... Error! Bookmark not defined.

5-8. Smoking .............................................................................. Error! Bookmark not defined.

5-9. Personal Visits and Telephone Calls .................................. Error! Bookmark not defined.

5-10. Solicitation and Distribution ............................................. Error! Bookmark not defined.


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5-11. Bulletin Boards ................................................................. Error! Bookmark not defined.

5-12. Confidential Company Information.................................. Error! Bookmark not defined.

5-13. Conflict of Interest and Business Ethics ........................... Error! Bookmark not defined.

5-14. Use of Facilities, Equipment and Property, Including Intellectual PropertyError! Bookmark not defined.

5-15. Health and Safety.............................................................. Error! Bookmark not defined.

5-16. Hiring Relatives/Employee Relationships ........................ Error! Bookmark not defined.

5-17. Employee Dress and Personal Appearance ...................... Error! Bookmark not defined.

Office Environment ............................................................... Error! Bookmark not defined.

Slacks, Pants, and Suit Pants.................................................. Error! Bookmark not defined.

Skirts, Dresses, and Skirted Suits .......................................... Error! Bookmark not defined.

Shirts, Tops, Blouses, and Jackets ......................................... Error! Bookmark not defined.

Shoes and Footwear ............................................................... Error! Bookmark not defined.

Jewelry, Makeup, Perfume, and Tattoos ................................ Error! Bookmark not defined.

Hats and Head Covering ........................................................ Error! Bookmark not defined.

5-18. Employee-Student Relationships ...................................... Error! Bookmark not defined.

5-19. Professional Judgment ...................................................... Error! Bookmark not defined.

5-20. Publicity/Statements to the Media .................................... Error! Bookmark not defined.

5-21. Business Expense Reimbursement ................................... Error! Bookmark not defined.

5-22. References ........................................................................ Error! Bookmark not defined.

5-23. If You Must Leave Us ...................................................... Error! Bookmark not defined.

5-24. Exit Interview ................................................................... Error! Bookmark not defined.

5-25. A Few Closing Words ...................................................... Error! Bookmark not defined.

Section 6 - Florida Consortium of Public Charter Schools Evaluation SystemError! Bookmark not defined.

General Handbook Acknowledgment ............................................ Error! Bookmark not defined.


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Receipt of Sexual Harassment Policy ............................................ Error! Bookmark not defined.

Receipt of Non-Harassment Policy ................................................ Error! Bookmark not defined.


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Appendix-T- Evaluation System


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Appendix V- SAC Meeting


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Appendix-W-Community Events


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ASA Community Event Information

Fundraising Parent and Community Involvement

Event Fliers

ASA is undertaking fundraising efforts to enhance the educational experience of students by providing advanced

technologies, student scholarships and educational field trips. Listed below are the fundraising and community

activities ASA host’s yearly. See sample fliers below:

FUNDRAISING ACTIVITIES

EVENT DATE

ASA Backpack Give-Away Saturday, August 13, 2016

Paper Drive Mon. August 29 – Friday,

September 9 , 2016


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Krispy Kreme Doughnuts Mon. September 12 – Friday,

October 14, 2016

Celebrity Basketball Game Saturday, January 7, 2017

(changed date)

Thanksgiving Food Drive Tues. Nov. 1 – Wed. Nov. 30,

2016

Infinite Scholarship Fair Tuesday, January 17, 2017

Guidance Counselor Dinner Friday, January 20, 2017

3rd Annual Community Champion Awards Dinner Friday, February 24, 2017

3rd Annual Community Fun Fest Saturday, April 8, 2017


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Senior Grad Night (Trip to Disney World) Saturday, May 6, 2017

Junior and Senior Prom Saturday, May 20, 2017

Graduation Dinner and Ceremony Thursday, June 8, 2017


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Thank You Letters to Corporate Partners and other

Donors


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SAC/Parent Meetings


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Student Career Days


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Graduation Requirements, Preparedness and

Scholarships


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Student Recruitment


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Appendix Y 1- Website 10002.339


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Appendix Y 2 – Parent Liaison


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Name of Charter School Seeking Renewal: Academic Solutions ...

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