Somerset Virtual Academy 2011 Charter School Application

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Somerset Virtual Academy

2011 Charter School Application

Submitted to:

The School District of Palm Beach County August 2011

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Somerset Academy, Inc.

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C

HARTER

S

CHOOL

S

UMMARY

I

NFORMATION

A. General Information

Name of Charter School: Somerset Virtual Academy Name of Founder: Andreina D. Figueroa, Board President

Name of Legal Entity (must include Articles of Incorporation): Somerset Academy, Inc. Address: c/o 6340 Sunset Drive

City, State, Zip Code: Miami, FL 33143

Telephone number: 786 2010946 Fax number: 305 6694390

E-Mail address: [email protected] / cc: [email protected] Cell number: 7862010946

Name of contact person(s): Adri Lima Address: c/o 6340 Sunset Drive

City, State, Zip Code: Miami, FL 33143

Telephone number: 7862010946 Fax number: 305 669 4390

Daytime number: Cell number: 786 2010946

E-Mail address: [email protected]

• Have you/will you file this application with other districts? YES_X__ NO___

If yes, please list such districts:

Dade, Broward,

• Please provide a brief description of the proposed school (to be distributed to the media, as necessary)

The mission of Somerset Virtual Academy is to foster the development of self-directed and responsible 21st

Somerset Academy was founded in 1997, and has since established high-quality educational programs that have and continue to achieve academic success. The educational program is likely to result in improved educational century life-long learners through the use of interactive, media-rich educational opportunities in a flexible and student-centered virtual learning environment.

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3 performance for the target population, since the existing programs have proven to be highly effective in

improving the educational performance while serving high minority student populations.

B. Student Enrollment Breakdown by Year

Complete the student enrollment breakdown by year with the appropriate grades and enrollment as it pertains to your school:

School Year Gr ade Levels Total Pr ojected Student

Enr ollment

Student Enr ollment Capacity (if known) First Year K-5 Up to 300 Up to 600 Second Year K-5 Up to 450 Up to 600 Third Year K-5 Up to 600 Up to 600 Fourth Year K-5 Up to 600 Up to 600 Fifth Year K-5 Up to 600 Up to 600

C. Mission and Vision

Please provide below the mission and vision of proposed charter school: 1.

century life-long learners through the use of interactive, media-rich educational opportunities in a flexible and student-centered virtual learning environment.

2.

The school will seek to serve students in completely asynchronous learning environments and will also establish remedial programs for those specific populations in need of such remediation. Highly-qualified,

Florida-certified teachers, will be trained in each particular subject field of the virtual instruction program to lead the virtual coursework while interacting with students and parents through various media. This framework presents a holistic view of 21st century teaching and learning - a blending of specific skills, content knowledge, learning and communication technologies, expertise and literacy - with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century which include not only specific areas of knowledge, but the mastery of technology resources.

D. Proposed Facility

Will the school purchase (finance) or lease the proposed facility?

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E. Location

Street Address, City, State, Zip Code

N/A

F. Proposed School’s Legal Counsel

Name: Charles Gibson, Esq Telephone Number: 305 776 8315

Address: 4000 Ponce de Leon, Blvd Ste 470 Coral Gables, 33146 E-mail: [email protected]

G. Proposed School’s Schedule

The instructional day at the school will begin at N/A (time) each day. The instructional day at the school will end at :N/A (time) each day.

The online content for students in grades K-3 is equivalent to 720 net hours (180 days at four hours) and 900 net hours (180 days at five hours) for students in grades 4-5. Number of instructional days per year will

be at least 180 as per Florida Statute.

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5 Table of Contents

APPLICATION COVER SHEET 6

I. EDUCATIONAL PLAN 7

SECTION 1: MISSION,GUIDING PRINCIPLES AND PURPOSE 7

SECTION 2: TARGET POPULATION AND STUDENT BODY 13

SECTION 3: EDUCATIONAL PROGRAM DESIGN 18

SECTION 4: CURRICULUM PLAN 31

SECTION 5: STUDENT PERFORMANCE,ASSESSMENT AND EVALUATION 55

SECTION 6: EXCEPTIONAL STUDENTS 65

SECTION 7: ENGLISH LANGUAGE LEARNERS 76

SECTION 8: SCHOOL CLIMATE AND DISCIPLINE 84

II. ORGANIZATIONAL PLAN 87

SECTION 9:GOVERNANCE 87

SECTION 10: MANAGEMENT 96

SECTION 11:EDUCATION SERVICE PROVIDERS 107

SECTION 12: HUMAN RESOURCES AND EMPLOYMENT 113

SECTION 13: STUDENT RECRUITMENT AND ENROLLMENT 117

III. BUSINESS PLAN 123

SECTION 14: FACILITIES 123

SECTION 15:TRANSPORTATION SERVICE 124

SECTION 16: FOOD SERVICE 125

SECTION 17: BUDGET 126

SECTION 18: FINANCIAL MANAGEMENT AND OVERSIGHT 131

SECTION 19: ACTION PLAN 138

IV. STATEMENT OF ASSURANCES APPENDICES

Appendix A - Corporate Articles of Incorporation Appendix B - Corporate Bylaws

Appendix C - Sample ESP Contract

Appendix D - Job Descriptions of Key Personnel Appendix E - Sample Parent Contract

Appendix F - Sample Virtual Provider Contract Appendix G - Curriculum Catalog

Appendix H – Lender Commitment Letter Appendix I - Budgets

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6 APPLICATION COVER SHEET

NAME OF PROPOSED CHARTER SCHOOL: Somer set Vir tual Academy

NAME OF NONPROFIT ORGANIZATION/MUNICIPALITY UNDER WHICH CHARTER WILL BE ORGANIZED OR OPERATED: Somer set Academy, Inc.

The Organization has applied for 501(c)(3) Non-profit Status: Yes X No ____

Provide the name of the person who will serve as the primary contact for this Application. The primary contact should serve as the contact for follow-up, interviews, and notices regarding this Application.

NAME OF CONTACT PERSON: Andr eina Figuer oa/cc: Adr i Lima

TITLE/RELATIONSHIP TO NONPROFIT: Boar d Chair MAILING ADDRESS: c/o 6340 Sunset Dr ive, Miami, FL 33143

PRIMARY TELEPHONE: E-MAIL ADDRESS:

(305) 970-2659

NAME OF EDUCATION SERVICE PROVIDER (if any): Academica

NAME OF PARTNER/PARENT ORGANIZATION (if any): _______n/a____________ Projected School Opening:

School Year

2012-2013

Gr ade Levels Total Pr ojected Student Enr ollment

Student Enr ollment Capacity (if known) First Year K-5 Up to 300 Up to 600 Second Year K-5 Up to 450 Up to 600 Third Year K-5 Up to 600 Up to 600 Fourth Year K-5 Up to 600 Up to 600 Fifth Year K-5 Up to 600 Up to 600

I certify that I have the authority to submit this application and that all information contained herein is complete and accurate, realizing that any misrepresentation could result in disqualification from the application process or revocation after award. I understand that incomplete applications will not be considered. The person named as the contact person for the application is so authorized to serve as the primary contact for this application on behalf of the applicant.

_________________________________ Governing Board Chair

Signature Title

Andreina Figueroa __________________

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7 I. EDUCATIONAL PLAN

Section 1: Mission, Guiding Pr inciples and Pur pose

A. Pr ovide the mission statement for the pr oposed char ter school.

B. Descr ibe how the school will utilize the guiding pr inciples found in section 1002.33(2)(a), F.S.

“Meeting high standards of student achievement while providing parents flexibility to choose among diverse educational opportunities within the state’s public school system.”

Somerset Academy Virtual School

century life-long learners through the use of interactive, media-rich educational opportunities in a flexible and student-centered virtual learning environment.

, hereinafter referred to as “the school,” intends

• Delivering a state-approved virtual school curriculum aligned to Florida’s Next Generation

Sunshine State Standards and Common Core Standards

to provide a rigorous virtual academic program encompassing distance learning technology systems. The governing entity for the applicant, Somerset Academy, Inc., is a SACS -CASI accredited educational system, with a proven record of meeting high standards of student achievement and providing high-quality K-12 public charter school programs in Florida since 1997. Somerset Academy, Inc. will contract a state-approved online provider, K-12 Virtual Schools, to provide their research-based virtual curriculum, which is aligned with Florida’s Next Generation Sunshine State Standards and Common Core Standards.

The school will seek to serve students in completely asynchronous learning environments and will also establish remedial programs for those specific populations in need of such remediation. Highly-qualified,

Florida-certified teachers, will be trained in each particular subject field of the virtual instruction program to lead the virtual coursework while interacting with students and parents through various media. This framework presents a holistic view of 21st century teaching and learning - a blending of specific skills, content knowledge, learning and communication technologies, expertise and literacy - with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century which include not only specific areas of knowledge, but the mastery of technology resources.

The school will meet and exceed high standards of student achievement by:

• Emphasizing personalization in student mastery

• Providing a rigorous educational program that allows for every child’s success

• Supplementing and enhancing virtual classroom studies through digital learning platforms,

content and related systems.

• Implementing mechanisms to continuously monitor, evaluate, and improve online curriculum to

achieve continuous student improvement year to year.

As a virtual charter school program, this school will offer students within the county an innovative program of study, thus providing parents flexibility to choose among diverse educational opportunities within the public school system. Working with a state approved online provider, the school will prepare a non-discriminatory marketing plan as detailed in this application, to inform parents in the community of this innovative educational opportunity, thereby providing them with additional choices within the public school system.

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8 “Promoting enhanced academic success and financial efficiency by aligning responsibility and

accountability.”

Opening as a virtual charter school program, the school will be both academically and financially accountable to its students, their families, its governing board and local sponsor, and other stakeholders. First and foremost, programmatic accountability is ensured through a comprehensive system of statutory and local requirements including, but not limited to:

• Participation in statewide assessments and Florida’s school grading system

• Implementation of required interventions for unsatisfactory academic performance and financial

instability

• Providing student performance information to parents and the public

• Upholding ethical standards for charter school employees and governing board members

• Annual reporting, annual financial audits, and sponsor monitoring of monthly financial statements

Parental choice also acts as stimulant for enhanced performance and accountability. Parents will choose

whether to enroll their children in the charter school, thus, dissatisfied parents may withdraw their children from the virtual school program. This creates another incentive for the school to continuously strive to provide a high quality educational program for its students.

In order to align the plan for academic success with financial efficiency, the school will first gather pertinent data relative to its student body and subsequently set goals to target student performance and achievement. Having the responsibility over the academic success of each student enrolled, the school must determine and meet each child’s individualized educational needs. Accordingly, the school will continuously monitor student progress in order to ensure all students are receiving the services they require in order to progress, as detailed more specifically in Section 5 - Student Performance, Assessment and Evaluation, of this petition. Student assessment records from previous years will be used to gather baseline data on each student (standardized test scores, report card grades, attendance records, and behavioral records, Individual Education Plans (IEP), and/or English Language Learner Plans as applicable) and diagnostic assessment will be administered prior to an online course. All available data will be accessible to teachers who, as stakeholders, will share in the responsibility of providing appropriate services to promote student academic success.

The school and its founders are committed to providing a quality virtual education in a responsible, cost-efficient manner. Therefore, using the State’s Annual Accountability Reports, the school will objectively measure its own progress in meeting the needs of its student population. As a means for aligning responsibility for students’ academic success to financial efficiency, the academic programs will be re-evaluated annually, and the school’s administration will discuss with the Governing Board their findings as to whether or not there exists a positive yield of student achievement for the respective investment.

Pursuant to Florida law, the school will also submit financial statements to its sponsor periodically, as well as provide for an annual financial audit. Such statements will include year-to-date comparison of budgeted versus actual revenues and expenditures, and other material information relevant to the school’s financial standing. Thus, by designing and communicating specific educational goals and financial responsibilities to its

stakeholders (governing board, sponsor, staff, students, and parents) – the school will promote continuous academic success and financial efficiency thus aligning responsibility with accountability.

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9 the child gains at least a year’s worth of learning for every year spent in the charter school.”

The school will strive to maintain an open channel of communication with parents and other stakeholders at all times. As a virtual charter school, the school must be precise in its collection, processing, reporting and

transmission of student and related data.

Through detailed assessment of academic performance using standardized test scores and other assessments, the school will:

• Identify students who are a level below, at grade level, or a level above grade level; and communicate

this to parents in order to develop an online Individualized Learning Plan (ILP) for each student

• Identify those students not making adequate progress toward the Next Generation Sunshine State

Standards and Common Core Standards, as adopted, and institute applicable measures for improvement

• Design and implement a continuous improvement methodology (through RtI model) wherein student

assessment results offer opportunities for differentiated and targeted instruction that is tailored to individual needs, ensuring consistent increased student achievement outcomes and provide a method to support interventions for student success;

• Communicate baseline assessment results, the evidenced based intervention strategies, and the progress

of those interventions; and

• Report student progress throughout the academic school year (weekly assessments, mid-quarter progress

reports and quarterly report cards)

The school will provide parents with FCAT assessment results on a yearly basis for every year their child participates in the FCAT. This means of communication informs parents whether or not their child is working at grade level and whether or not their child has gained a year’s worth of learning for every year spent at the school. The school will also provide its parents with Adequate Yearly Progress (AYP) reports based on FCAT results, communicating to the parent the child’s reading learning gains for each year.

In addition, ongoing communication regarding student progress will occur between the school and

parents/families through the Student Information System (SIS). Online messages will be sent, on a regular basis, to inform parent/guardian of students’ progress. The school may also plan parent conferences through digital means such as Skype, chat rooms, and in person, just to name a few. The school will also host parental involvement workshops, webinars and utilize other appropriate forms of written and oral communication, as necessary. Other such methods of communication may include sharing/discussing student needs through the respective documentation and communication processes for development and update of Educational Plans (EPs), Individual Education Plans (IEPs), and English Language Learner Plans as applicable.

C. Descr ibe how the school will meet the pr escr ibed pur poses for char ter schools found in section 1002.33(2)(b), F.S.

“Improving Student Learning and Academic Achievement”

The proposed school will be part of the Somerset Academy, Inc. system, which has yielded over 30 high performing charter school programs in grades K-12 throughout the state of Florida. Somerset Academy has developed a multi-tier system (management, assessment, instruction and professional development) that integrates technology within the core curriculum and achieves increased performance across all student populations and subgroups. Somerset Academy has been able to implement unique and innovative strategies aimed at student achievement and have proven these strategies to be successful with all student populations,

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10 including students with special needs (ESE) and English Language Learners (ELL). The results on standardized exams and learning gains, especially in mathematics, have proven its success. Furthermore, Somerset Academy, Inc. has the combination of experience and a demonstrated track record of success with its programs that will promote increased student achievement across the county.

Similarly, the school will offer a well-rounded, dynamic virtual education program that will hold itself and its students accountable for meeting measureable performance objectives set by the school (as defined in Section 5 herein) as well as those required by the district, state and federal government. In order to achieve these

objectives, the school will:

• Provide a challenging online curriculum within a nurturing, quality-learning virtual environment;

• Implement a comprehensive, standards-based curriculum combining online and offline components

designed to maximize active engagement and stimulate all types of learners

• Promote high standards for all students to achieve their highest academic potential and provide the

means to facilitate such achievement

• Require the collection and analysis of student performance data and provide professional development

in this area, as needed

• Implement a continuous improvement methodology wherein differentiated and targeted instruction is

tailored to individual needs, ensuring consistent increased student achievement outcomes;

• Set priorities for program improvements, rigorous use of effective solution strategies, and ongoing

monitoring of results

The school’s virtual educational program is aligned to specific innovative learning methods and strategies focused on raising student learning and achievement. These include but are not limited to:

• A virtual course curriculum and content infusing a thematic approach to integrate core areas of study

such as mathematics, reading, language arts, writing, science, and social studies aligned to the Next Generation Sunshine State Standards and Common Core Standards.

• Appropriate online assessments for learning (screening, progress monitoring, and diagnostic)

• Data-driven high-quality differentiated instruction in a virtual environment

• Supplemental programs for student advancement, enrichment, and remediation

• Support for teachers and ongoing professional development

• Instruction that is designed to enable students to gain proficiency in each virtually delivered course of

study with all the necessary instructional materials

• Provisions, when appropriate, for each full-time student with equipment (i.e. computer, computer

monitor, printer, internet services)

“ Increasing Learning Opportunities for All Students, with a special emphasis on low-performing students and reading.”

The School’s online curriculum will serve students, of all ability levels, in accordance with the Florida Department of Education Next Generation Sunshine State Standards and Common Core Standards. Courses contain a pacing chart to allow teacher/student flexibility to meet all levels of learners. Core courses contain Instructional Strategies for teachers to use for pacing Honors, Remedial, ELL and Special Education students. Remediation will be provided for students as needed as well as for students with special learning needs. Students will have access to an affiliated brick and mortar charter school for intervention reading blended labs that include supervised study time and tutoring after school (and possibly on Saturdays) to accelerate their

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11 progress. In addition, students performing at grade level will be offered similar opportunities in order to

maximize their potential and advance their progress.

Low Per forming Students - The school intends to increase learning opportunities for all students through careful, continuous monitoring and assessment of student performance. One of the most important aspects of insuring the success of low performing students is monitoring their academic progress and providing

appropriate intervention early on. The school will identify and assist students who do not meet expected levels of achievement using a problem solving approach to provide interventions, ongoing progress monitoring to measure students’ response to intervention and adjusting instruction according to the level of student need (RTI).

Using the data-collection capabilities in the LMS and SIS, along with baseline data (such as FCAT/ FAIR) teachers can receive reports & identify students not meetings expected levels of achievement to provide appropriate interventions: ongoing assessments to inform pacing and differentiate instruction, remediation through supplementary technology, increasing teacher/student/parent communication, Progress Monitoring Plan (PMP), ongoing progress monitoring & academic counseling.

Emphasis on Reading - The Reading program (as described in detail in Section 4 herein) is in full accord with the latest scientific research on early reading strategies—research that has now been accumulated and refined over more than thirty years.

According to the No Child Left Behind Act (2001) and the subsequent Put Reading First initiative, a

comprehensive reading program requires instruction in phonics, vocabulary, word recognition, fluency, and comprehension. The online curriculum addresses phonics, word recognition, and fluency, and Language Arts addresses vocabulary, fluency, and comprehension. The National Reading Panel supports the notion that a core, comprehensive reading program will reach all learners if it includes a strong, systematic, and explicit phonics component. That is the guiding principle behind the program, which offers, a research-based, explicit,

systematic, and direct method for teaching phonics and developing avid readers at an early age. Furthermore, all teachers and staff will have training in and access to instructional materials to reinforce language arts and reading skills across all subject matter

“Encouraging the Use of Innovative Learning Methods”

The innovation of the virtual school lies in the leveraging new tools, instructional and management strategies to deliver the coursework that were not possible or necessary in an earlier era. The virtual program is an

innovation that will serve 21st century students and address 21st century challenges. In particular, the program offers differentiated instructional practices and encourages students’ active participation in their own learning, allowing students greater choice in where and when they learn.

The program further provides:

• New education options for students not currently thriving

• New professional opportunities for teachers and administrators

• Self-paced, individualized instruction and mastery-based learning programs

• Daily assessments and continuous feedback for students

• An individualized learning plan designed for each child to ensure a customized program that fits each

child’s unique strengths, weaknesses, learning styles and aptitudes.

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12 learning styles, instead of playing to the “middle” of the classroom

• Instruction delivered when students are attentive and ready to learn

• Real-time feedback to teachers, administrators, and parents, providing transparency and allowing for

continuous evaluation

• Opportunities for deep parent involvement in the educational process

• Technology that enhances student attention and engagement

The innovation of the school will further lie in the variety of instructional methods used by the teachers to virtually deliver the coursework through:

• Rich, challenging, and engaging content, delivered in state-of-the-art online lessons along with

traditional materials, including e-textbooks, multi-media, and online manipulatives that complement interactive virtual experience.

• Cutting-edge technology that enables individualized learning to happen anytime, anywhere. Daily lesson

plans will be automatically update and tailored as the student progresses through the course, as well as delivering announcements, online school discussions, and communication and support tools to tie the experience together.

These innovative components allow for lesson delivery in diverse ways that accommodate diverse learning styles.

“Requiring the Measurement of Learning Outcomes”

In addition to participating in all required state and district assessments teachers will be required to

continuously monitor student work, noting performance and communicating with both students and parents. The school’s learning management system (LMS) will gather data on every student’s performance every day. During each phase of their curriculum mastery, students will engage in many different types of evaluations, both formal and informal. Diagnostic Assessments specifically in Math and Reading provide baseline data for teachers and feedback for students of particular skills and or level. FAIR assessments are also used as

screening and progress monitoring tools to differentiate instruction. Formative assessments will include live chats and class discussions, audio/visual presentations, journals, creative writing, research projects, group projects, reviews/case studies, and portfolio pieces. The results of these tests will help teachers modify pacing and delivery of instruction to ensure student mastery.

Curriculum Based Assessments will verify student work and/or diagnose difficulties in mastering discrete skills and concepts. Teachers will also conduct discussion-based assessments with students every four weeks. These conversations occur at specific intervals as well as randomly in a course and are included in the

assessment component of each course. The teacher discusses individual student work and extends the conversation to allow the student to demonstrate mastery of the content and to verify the authenticity of the student’s work.

These measurement tools will provide valid, reliable, and timely information, and some will be focused on allowing students to demonstrate what they do know and have learned, versus what they do not know and have not learned. Based on these various measurements, teachers will modify their instruction, monitor student progress, select appropriate classroom activities, and use assessment results more effectively. These methods will inform teachers of the effectiveness of their teaching, as well as improvement made by students in order to ensure continuous progress.

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13 D. Descr ibe how the char ter school will fulfill, if applicable, the optional pur poses of char ter schools found in section 1002.33(2)(c), F.S.

“Expanding the Capacity of the Public School System”

The school will provide an additional option to students residing in the district by expanding the capacity of the traditional public school with a virtual option. In doing so, the homeschooling community, military families, athletes and homebound students will have an option to access a rigorous virtual program.

“Providing New Professional Opportunities for Teachers”

The school will generate an opportunity for teachers to participate in an exciting and innovative venture; one that allows them to take ownership over the online learning process. Teachers will have the opportunity to

prepare and mold students for the digital era and thus helping them become successful 21st century learners.

Teachers will feel encouraged to take part in the advancement of their students’ educational lives, communicate with their colleagues, and share effective techniques in an effort to promote the spread of best practices and cutting edge methods. In order to best utilize research-based strategies and implement the school’s online programs, all teaching staff will receive ongoing professional development on the virtual program and various components of the programs, respectively, to ensure effective implementation.

Continuous growth is also a goal of the school, for teachers as well as students. As such, all instructional staff will be encouraged to participate in professional development programs, webinars, or workshops in order to progress academically, enhance their skills, and network amongst other professionals who share their same curricular expertise and have the ability to stay current in their areas of curriculum and the digital world. They will also receive training to improve their technology skills and learn effective ways to integrate technology throughout the virtual program. Teachers and staff will be involved in the development and implementation of all programs, thus making them an integral part of the educational process. In addition, at the time of program review, teachers and staff will be invited to review and analyze data and offer their comments, discuss findings with colleagues, and make the necessary modifications to ensure students’ success.

Section 2: Tar get Population and Student Body

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14 The virtual charter school will operate pursuant to s. 1002.45(1)(d) to provide full-time online instruction to eligible students, pursuant to s. 1002.455, in Kindergarten through Grade 5. As per Student Eligibility Requirements under s.1002.455 of Florida Statutes, students may enroll in virtual instruction in the school district in which he or she resides if the student meets at least one of the following conditions:

(a) The student has spent the prior school year in attendance at a public school in the state and was enrolled and reported by a public school district for funding during October and February for purposes of the Florida Education Finance Program surveys;

(b) The student is a dependent child of a member of the United States Armed Forces who was

transferred within the last 12 months to this state from another state or from a foreign country pursuant to the parent’s permanent change of station orders;

(c) The student was enrolled during the prior school year in a virtual instruction program under s. 1002.45 or a K-8 Virtual School Program under s. 1002.415;

(d) The student has a sibling who is currently enrolled in a school district virtual instruction program and that sibling was enrolled in such program at the end of the prior school year; or

(e) The student is eligible to enter kindergarten or first grade.

The school’s admission and enrollment policies and procedures will comply with anti-discrimination

provisions of Section 1000.05, Florida Statutes. The school will not discriminate against pupils on the basis of sex, race, color, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, physical, mental, emotional, learning disability or handicap in its education programs.

The purpose of the program is to leverage excellent teachers and curriculum um in order to make quality instruction available to students using online and distance learning technology. While most students are suitably served in a brick-and-mortar setting, there are some who can reach their full potential only in an alternative setting such as the proposed program, with its individualized instruction and flexible scheduling. Given the unique features of this charter school virtual program, the school expects that the eligible student population will be comprised of:

- Students who are far ahead of or far behind their peers in school, including students at risk of

academic failure

- Students coping with socio-emotional issues who may particularly benefit from personalized

instruction

- Students in isolated rural areas, who may face long bus rides to and from schools that are unable

to provide for their specific curriculum and instructional needs

- Students pursuing artistic or athletic careers or career development opportunities that require a

flexible schedule

- Students with special learning needs or who are homebound due to illness or disability

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15 The school expects that the make-up of its student population will reflect the current student populations

served in virtual settings as described above. Based on the limited statistical data relating to full-time virtual programs in Florida, the school has based its ESE projections on the average current enrollment of ESE students as recommended by the Florida Department of Education for Charter School Applicants which currently estimate an average of 10% ESE student population.

The Florida Department of Education conducts scheduled surveys of school district student information during the reporting year. The school-level FRL reports below October 2010 reveals that the average virtual student population eligible for FRL is 23.1% across Florida and 18.6% in Palm Beach County. Accordingly, the school expects to serve a similar average FRL population and has budgeted to provide instructional technology

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17 B. Pr ovide the following pr ojection for each year of pr oposed oper ation: the grades that the school will ser ve, the pr ojected number of students to be ser ved in each grade, the number of students expected in each class, and the total number of students enr olled.

Projected enrollment for duration of the proposed application is as follows:

* The numbers provided herein are estimates, and may fluctuate within each grade level depending on student enrollment and/or attrition in the respective grade levels. As per Florida House Bill 7197: Digital Learning, effective July 1, 2011, a virtual charter school is exempt from s. 1003.03 (class size). Thus, virtual classrooms are not subject to limitations in class size.

School Year Gr ade Levels

Appr oximate # Students per g rade*

Total Pr ojected Student Enr ollment

Student Enr ollment Capacity

First Year K-5 50 Up to 300 Up to 600

Second Year K-5 100 (grades K-2)

50 (grade3-5)

Up to 450 Up to 600

Third Year K-5 100 Up to 600 Up to 600

Fourth Year K-5 100 Up to 600 Up to 600

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18 Section 3: Educational Pr ogr am Design

A. Descr ibe the school’s daily schedule and annual calendar , including the annual number of days and hour s of instr uctional time.

Virtual students are expected to attend and participate in their online education courses as fully as they would attend and participate in a traditional middle or high school course. As per 1011.61 (1)(a), full time students* will receive the equivalent to "instruction in a standard school, comprising not less than 900 net hours for a student in or at the grade level of 4 through 12, or not less than 720 net hours for a student in or at the grade level of kindergarten through grade 3."

The online content for students in grades K-3 is equivalent to 720 net hours (180 days at four hours) and 900 net hours (180 days at five hours) for students in grades 4-5. At minimum, students are expected to log in and perform work in their online courses several times a week, dispersed throughout the week as is stipulated in the course overview for which they have registered.

*As per the Digital Learning Act Now, for purposes of a charter school virtual instruction program, "full-time equivalent student" has the same meaning as provided in s. 1011.61(1)(c)1.b.(III) or (IV). A “full-time equivalent student” is:

b. A combination of full-time or part-time students in any one of the programs listed in s.

III) A full-time equivalent student for students in kindergarten through grade 5 in a school district virtual instruction program under s

successfully completed a basic program listed in s to a higher grade level.

(IV) A full-time equivalent student for students in grades 6 through 12 in a school district virtual instruction program under s completions in programs listed in s combination of either full credits or half credits.

The school will monitor student attendance, participation, and performance to ensure students meet compulsory attendance requirements and are making progress toward successful completion of the course or program. The school shall report full-time equivalent students for the virtual instruction program in a manner prescribed by the state and sponsor. The school will work with families to meet their required number of hours. Parents' roles and responsibilities relating to attendance requirements are clearly stipulated in the parent contracts (see

attached Appendix E – Sample Parent Contact)

Annual Calendar - The school will follow the annual calendar set forth by the Sponsor annually. The school will require a minimum of 180 days of online instruction per calendar year and will mirror the holiday/calendar days of the sponsoring school district.

B. Descr ibe the pr oposed char ter school’s educational pr ogr am.

The complete description of the educational program that follows integrates some unique terminology, as defined below:

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19 Lear ning Management System (LMS): The platform for organizing and managing the entire virtual educational environment, this secure web-based software delivers every assignment and tracks every activity (whether online or offline), monitoring completion of individual lessons as well as mastery of discrete skills and knowledge. Through the LMS, teachers take charge of online lesson content, lesson scheduling, progress reporting, assessments, and communication. This state-of-the-art learning

environment helps students organize their time, complete online lessons, find out about what's going on in their school, submit assignments, connect with teachers, and attend online tutorial sessions, as needed. Parents and students must access the online Learning Management System to organize, document, and interact within the virtual environment.

Student Administr ation Management System (SAMS): The virtual school tracks and reports ongoing student attendance progress based on the objective numeric data generated by the LMS including

student contact with teachers, time-on-task, and completion of lessons and assessments. This integrated student information system allows teachers and administrators to maintain students' cumulative files, and can be used for school reporting, grading, transcripts, class/teacher scheduling, progress

evaluations, student enrollment, and course placement. The student‘s status is displayed on the Learning Coach and teacher home pages for instant identification of potential problems.

Individualized Lear ning Plan (ILP): An instructional model, which includes an educational Plan, developed collaboratively by the teacher and Learning Coach, for each student to maximize his or her achievement.

Per sonal Academic Tr ainer (PAT): Personnel who assist the certified teacher in shepherding the student throughout the process. They may act as liaisons to communicate between various teachers and

stakeholders to ensure the overall academic success and achievement of the student beyond the specific learning goals and objectives of the individual teacher.

Lear ning Coach: Each student has a learning coach (may be a parent or other responsible adult designated by the parent) who works with him or her in person under the guidance of the professional teacher and/or Personal Academic Trainer. Parent involvement is a centerpiece of the educational program. The school will provide ongoing training and support to help Learning Coaches carry out their important role, while making optimum use of the available technology tools and professional teacher support to do so. In grades K-5, the Learning Coaches are directly involved with students’ day-to-day learning

The Educational Pr ogr am Design - The school will provide courses through a state-approved Virtual Instruction Provider, approved under subsection (2) of F.S. 1002.45 and will thereby provide research-based content that is aligned with Florida’s Next Generation Sunshine State Standards (Grades 3-5) and Common Core Standards (to be implemented in grades K-2). The course development starts with the standards in mind, beginning with the Florida NG-SSS, and correlating to national standards as well. Each course is organized into units and lessons, with required assessments (tests and portfolio assignments) built into the course‘s scope and sequence.

The school has selected K12 as its curriculum provider because the curriculum continuously reflects high quality instruction and implements research-based strategies, innovations and activities that facilitate achievement for all students. The instructional design and curriculum development are guided by the following principles focused directly on meeting diverse learning needs and encouraging academic excellence:

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• Content is aligned to national and state standards

• Curriculum is supported by quality, reputable, recently published textbooks and/or proven

instructional resources and material

• Focus is on differentiated instruction for learning styles

• Content integrates support mechanism for ELL and Special Education students across all disciplines

• Content and assessments are unbiased, current, relevant and provide real-world applications

• Content is appropriate for the learner (age, ability, background, reading level, learning style)

• Instructional design is adaptable and flexible to meet individual needs of Learning Coaches and

students

• Instructional design provides students with opportunities to improve learning skills using

technological tools (e.g., virtual labs and instruments, business software, online calculator, WebQuests)

• Navigation is intuitive and age-appropriate

• Scope of course is appropriate with regard to amount of content, length of course and lessons, and

course requirements

• Lesson introduction is effective and presents lesson objectives, accesses prior knowledge, sets

expectations and motivates the student

• Background information effectively prepares students to access new content, skills and strategies

• Curriculum includes opportunities for developing problem-solving and critical thinking skills

• Curriculum includes opportunities for both collaboration and independent study

• Curriculum includes opportunities to develop oral and written communication skills

• Curriculum incorporates timely and appropriate feedback to students

In addition, the following processes support the delivery of the curriculum:

• “Show me” activities to demonstrate concepts

• Enrichment activities to encourage further learning

• Videos and simulations, captions/labels, and audio support. This greatly aids students in learning the

complex processes often encountered in the sciences that are difficult to learn through narrative and graphics alone.

• Interactive Gizmos where students manipulate parameters of a problem (such as variables in an

algebraic function) and see the resulting effects in multiple presentation models.

• Instructional Strategies for teachers to use with Honors, Remedial, ELL and Special Education

students.

• Limiting text-per-page and incorporating graphics, embedded video, glossaries, and hyperlinks

• Multiple avenues for interaction between learner/teacher, learner/content, learner/learner, and

teacher/parents

• Virtual assessment data to make instructional decisions and plan interventions

• Ongoing professional development workshops for teachers and staff

• Workshops for parents to help support instruction

• Tutoring for remediation and acceleration

• Targeted interventions for struggling readers and students performing below grade level, English

Language Learners and Special Education students

• An Individualized Learning Plan for each student that outlines academic objectives, documents

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21 Design: Each course includes active learning elements (including online and/or offline interaction) that

address diverse learning styles such as textual, visual, auditory, and/or hands –on, integrated with the curriculum content. The curriculum will also require students to interact with each other online through teacher-scheduled chat sessions, and apply curriculum to real-life situations using a variety of technological tools.

Based on patented methodology for online education, K12 courses are designed and developed for online delivery from the outset. They use a plethora of media and resources to engage students—online text, graphics, charts, illustrations, interactive demonstrations, offline reading materials or activities, and interactive online discussions.

Lessons are followed by assessments to monitor progress and ensure that students have mastered a particular area before moving on. The online assessments are integrated with the planning and progress tools, making it easy to find the right pace by subject and to stay on track.

Pr inted mater ials are matched with the online courses (in most cases actually created for the course) so that the images, phrases, and organization clearly reinforce the key concepts and work done throughout the course. Offline experiences include science labs, books, and writing designed to give sufficient practice in key skills that students must master, as well as challenging problems and assignments to develop each student's ability to apply what they've learned in new circumstances.

Clear assessment tools measure mastery of lesson objectives, using both online and off-line tasks to carefully probe mastery. To ensure everything is achieved correctly, K12 conducts usability testing to make sure students can easily navigate through the lessons and master the learning objectives, as intended.

The program of instruction has the ability to be individualized, personalized and delivered in a non-traditional environment to give students the best pathways to success.

State-cer tified teacher s will be assigned to a group of students, and work together with learning coaches and students on a regular basis through e-mail, telephone, and online meetings. In addition, teachers conduct regular synchronous (real-time) web conferences with their students, and may also require students to interact with each other on class message boards. As students complete each lesson, the Learning Management System records this completion subject to verification by the teacher. Each assessment is graded by the teacher and the student‘s score transfers automatically into the gradebook.

The lear ning coach (either a teaching assistant or parent) works in conjunction with the teacher to help facilitate progress through the daily lessons and to modify the pace and schedule according to the student's needs. Teachers remain constantly involved to monitor progress, ensure mastery, and develop specific

intervention plans when a child is struggling. The teacher and learning coach together manage all facets of the instructional experience.

In accommodating individual learning styles and needs, the curriculum brings lessons to life with a rich mixture of on- and offline teaching tools, including interactive animations, original CDs and videos, and materials for hands-on experiments. In addition, lesson plans for each subject are integrated, so students may be reading literature from the same time period as the art or history lesson they are studying. The rich curriculum also integrates a wide variety of materials including textbooks, lesson plans and other content from a variety of leading publishers including Pearson®, McGraw-Hill®, Zaner-Bloser®, and others.

Cooperative Group Activities are integrated into the curriculum providing opportunities for students to work together on group learning activities, both synchronously and asynchronously. For example, teachers will use Webcasts and WebQuest tools regularly to convene small groups of students together to focus on particular learning

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22 topics or projects, and may also use independent student work groups to meet and collaborate on activities using voice over IP, chat, electronic whiteboard, and shared web surfing. Threaded discussions on course-based message boards may also be are used as appropriate by grade level to provide important opportunities for collaboration and interaction among students.

WebQuests - WebQuests are inquiry-based, on-line learning activities in which most or all the information that learners work with comes from the web. During this activity students work in groups, dividing

assignments among each other, so that everyone participates in a group-assigned role. Research demonstrates that using WebQuests at the elementary level can be beneficial to students. WebQuests can be effective use of student time by being organized and focused on using information instead of searching for it. These two factors contribute to ensuring that students remain on task while online. WebQuests extend the students' thinking to the higher levels of Bloom’s taxonomy; analysis, synthesis and evaluation. WebQuests also support a variety of instructional and cognitive practices such as critical thinking and problem solving through authentic assessment, cooperative learning, scaffolding and technology integration.

Teachers may incorporate WebQuests into their instruction to introduce a unit or to conclude a unit, as a culmination activity. WebQuests may also be used to foster cooperative learning through collaborative activities with a group project. Teachers use WebQuests to encourage independent thinking and to motivate students; thus increasing learning. Finally, WebQuests can be designed to help enhance students’ technological competencies.

C. Descr ibe the r esear ch base for the educational pr ogr am.

The current generation of students has grown up learning electronically with a hands-on approach to many activities. The information explosion has caused society to rely upon electronic access to data. Distance learning, e-learning, virtual learning, the information super highway, no matter the choice of terminology, information technology has advanced elemental changes in how teaching and learning take place.

According to North American Council for Online Learning (NACOL), online learning is growing rapidly with an estimated 30% participation annually in K-12 education. Recent research highlights that virtual schools expand access to rigorous academic courses and curriculum; and, training teachers to teach online can improve instruction. When virtual schools intentionally focus on student mastery of 21st century skills, these schools

take full advantage of their inherent strengths. They enable global awareness, problem solving and time

management skills and develop technology literate, self-directed learners.

Resear ch-Based Methodologies - All courses utilize research and methods as advocated by leading educational researchers while also addressing 21st century learning goals. Outlined below are the guiding principles and methodology incorporated in all courses and substantiated by sound educational research as follows:

1. Gagne’s 9 Events of Instr uction1

1

- the hook, objectives, recalling prior knowledge, providing stimulus, directions for the lesson, opportunities for practice, feedback, assessment, retention and transfer - Every course includes detailed objectives and expectations aligned to State Standards. Students will be given KWL activities, guided through the lessons by knowledgeable certified instructors and provided with practice through stimulating activities. They are given continuous feedback and valid and reliable assessments and activities to enhance retention and transfer.

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2. Bloom’s Taxonomy2

3. Piaget’s Constr uctivism

-Knowledge, Comprehension, Application, Synthesis: Evaluation- Sixty percent of all course lessons and assessments are developed based on higher levels of classification (creating, analyzing, and evaluating)

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4. Choice and Real World Connections:

- scaffolding, chunking, giving students choice in the product they will produce - Every course includes a “pace guide,” designed to lead students through the course. The guides, along with module checklists, which provide point values and approximate times for each lesson, break the course up into manageable tasks for the student.

4

5. Keller ’s ARCS Model

In accordance with Schlechty’s WOW framework, the curriculum provides learning and assessment options giving students a variety of ways to learn and demonstrate their mastery of the content. This includes offering content in text, audio-visual pieces and other interactive methods and offering assessments that can be completed in different manners such as through writing or more creative options.

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6. Gar dner ’s Multiple Intelligence

-Attention, Relevance, Confidence, Satisfaction – The courses are dynamic, engaging and relevant to students through the use of technological advances such as Flash and Java-based components, which guide students through concepts visually, verbally and kinesthetically.

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D. Explain how the educational pr ogr am aligns with the school’s mission.

The mission of Somerset Academy Virtual Charter School is to foster the development of self-directed and responsible 21

Offering the content in varied modalities, as well as assessment opportunities. Courses use interactive components to enhance, teach, and provide Multiple Intelligences of students as well as to chunk the material into manageable pieces.

st

century life-long learners through the thoughtful use of interactive, media-rich educational opportunities in a flexible and student-centered virtual learning environment.

The educational program is built on a set of principles discussed in the previous section, for the direct purpose

of achieving the school’s mission of developing self-directed responsible 21st century life-long learners.

Accordingly, the school’s program emphasizes high academic expectations for all students using multifaceted strategies that may be applicable to all students and their varied learning styles and needs. Whether enrichment or remediation is needed, each student will be exposed to a standard based curriculum that will maximize his or her capacity and potential.

The School’s mission also involves providing opportunities for students to take ownership of their learning

while reflecting on their work and how it prepares them to be 21st

E. Explain how the ser vices the school will pr ovide to the tar get population will help them attain the Next Gener ation Sunshine State Standar ds, as r equir ed by section 1002.33, F.S.

century learners. The mission relies on providing learning opportunities that extend well beyond the boundaries of the virtual classroom. The virtual educational program emphasizes these key aspects by allowing students to take ownership of their learning while engaging them in meaningful content through real world immersion practices and programs. Teachers will engage students in service learning projects that start in the virtual classroom and extend beyond it, encouraging responsible, caring participation in the local environment and become active members in our

global community. Thus, the educational program is designed to further the school’s mission on a daily basis.

2 3 4 5 6

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24 In addition to a curriculum focused on student mastery of Florida’s Next Generation Sunshine State Standards and Common Core Standards while meeting diverse needs, students will benefit from programmatic

components described below to help them attain the standards as required by section 1002.33, F.S.

Individualized Lear ning Plans: The centerpiece of instruction at the school is the Individualized Education Plan (ILP), which provides for personalized instruction tailored to the learning needs of each child. The ILP is an extensive document developed at the beginning of the school year by the certified teacher in consultation with the student and the student‘s parents/guardians. This ILP is built from a combination of baseline

assessments, surveys to determine academic, skills/knowledge and learning modalities. The ILP then guides the student‘s course through the state adopted online provider’s curriculum. All daily lesson plans are provided to students and families online, directing them step-by-step through use of the comprehensive set of

e-textbooks, trade books, multimedia, and digital manipulatives.

Webquests will also be used as tools for differentiating instruction. Teachers are able to provide multiple websites to use as reading content, allowing students to use the resource that works best for their level of understanding. Gifted students are able to research a topic deeply, while other students are exposed to the same websites. Students can then utilize the appropriate information for their abilities in order to complete the WebQuest. Providing a choice of final product to demonstrate understanding is another form of differentiation imbedded into a WebQuest. Webquests also encourage accountability. Specific task guidelines and/or rubrics are provided from the beginning of the WebQuest project, so that all students are aware of exactly what is expected of them.

The Vir tual Tr inity: Instruction at the school surrounds each student with the resources needed for success. Each student is part of a Virtual Trinity as shown in the graph below. The curriculum is discussed in detail in Section 4, and all courses and discretions are listed.

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The Vir tual Lear ning Team: The students in the educational environment will benefit from multiple

stakeholders committed to seeing them achieve success including dedicated state certified educators, personal academic coaches and involved parents.

Cer tified Teacher : Each state-certified teacher will be trained in the platform application of the selected state approved virtual providers. Teachers will receive professional development in the application of the curriculum and instructional methods. Teachers will work closely with each student on a one-on-one basis using

innovative technology tools. The teacher is responsible for evaluating assignments, providing instructional assistance, and most importantly, providing immediate feedback.

Based on student’s demonstrated mastery of material, teachers add, expand or modify assignments as needed. They will also evaluate student progress in each subject for the quarterly report card and make promotion and retention suggestions. Dependent on the need of the students, teachers will contact the learner through telephone, chat sessions and/or email. The Personal Academic Trainer may make contact with students daily and at a minimum once every two weeks depending on student age. Teachers are required to be proactive participants in their students’ learning plan. In addition, students and families are always welcome to visit the brick and mortal location during business hours to meet their teachers and/or access educational resources. Per sonal Academic Tr ainer (PAT): Personnel who assist the certified teacher in shepherding the student throughout the process. They may act as liaisons to communicate between various teachers and stakeholders to ensure the overall academic success and achievement of the student beyond the specific learning goals and objectives of the individual teacher.

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26 Lear ning Coach: Each student has a learning coach (may be a parent or other responsible adult designated by the parent) who works with him or her in person under the guidance of the professional teacher and/or Personal Academic Trainer. Parent involvement is a centerpiece of the educational program. The school will provide ongoing training and support to help Learning Coaches carry out their important role, while making optimum use of the available technology tools and professional teacher support to do so. In grades K-5, the Learning Coaches are directly involved with students’ day-to-day learning

If the school intends to replicate an existing school design:

F. Pr ovide evidence that the existing design has been effective and successful in r aising student achievement.

The school will be a replication of the existing Somerset Academy, Inc. high-performing network. Somerset Academy was founded in 1997, and has since established high-quality educational programs that have and continue to achieve student academic success, sound fiscal practices and financial viability.

Founded in 1997, Somerset Academy was one of the first charter schools to open in Broward County, and has achieved among the State’s highest Mathematics scores in the Stanford Achievement Test and in the FCAT. Somerset Academy was also one of the first charter schools in Florida to be accredited by the Southern

Association of Colleges and Schools (SACS - CASI). Since then, every Somerset program has each sought and obtained accreditation, informing stakeholders that every Somerset school is a quality school, committed to continuous improvement. In further pursuit of academic accountability and excellence, the organization obtained District accreditation for the Somerset schools. In April of 2009, Somerset Academy was awarded SACS/CASI District Accreditation for its proven commitment to quality and continuous improvement and educational excellence. It was the first charter school system in the nation to pursue and achieve “district” accreditation. Throughout the process, The Quality Assurance Review Team representing the SACS - CASI examined the effectiveness of the system’s methods for quality assurance. An excerpt from the report findings validates a direct relationship between the program elements and student achievement:

In addition Somerset has already received accreditation under SACS-CASI for its Virtual School. Based on the organization’s accreditation, Somerset Virtual Academy will open as a SACS - CASI accredited school from inception and will be held to the same standards of accountability as the existing programs. Thus, by replicating the successful operational and management design of the existing schools – with a full-range of services

targeted to students of all performance levels -- the proposed School will prove highly effective in raising student achievement.

Somerset’s continuous compliance with legal, organizational, and financial requirements coupled with

increasing academic performance annually for all schools, has yielded approved and/or renewed charter school

“Somerset Academy, Inc. has a laser-like focus and drive towards excellence and long-range success…[the organization] encourages stakeholder involvement, uses data analysis to improve classroom instruction and student learning, and provides leadership at the district and school level to encourage innovation in all areas. The system also aligns curriculum with the Florida Sunshine State Standards. The board delegates administrative functions to the principals and collectively they have studied and revised the vision and purpose of the school system…”

- Dr. Olivine Roberts, Chair, Quality Assurance Review Team

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27 contracts over the past ten years. Today, there are nearly 30 Somerset Academy programs in Dade, Broward and Duval counties offering complete Pre-K through high school systems across 15 campuses.

These programs have proven to be highly effective in improving the educational performance of their student populations as evidenced by their academic performance track record below:

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29 Thus, the proposed virtual program is likely to result in improved educational performance for the target

population, since the existing programs have proven to be highly effective in improving the educational performance while serving high minority student populations.

G. Descr ibe the applicant’s capacity to r eplicate an existing school design.

Somerset Academy, Inc. is a Florida not-for-profit educational institution with a proven fourteen-year track record of successful development and operation of thirty high-performing charter schools serving nearly 9,000

students in Pre-K through 12th

• Implementing the same instructional methodology of the existing program (Section 3- 4)

grade in Miami Dade, Broward, and Duval Counties as well as in San Antonio, Texas. The institution and its board of directors have over a decade of experience in charter school operations and management and oversight of public funds.

Somerset Academy has developed a multi-tier system (management, instruction, assessment, and professional development) that has achieved increased performance across all student populations and subgroups as evident by their academic performance over the past 14 years. Somerset Academy has been able to implement unique and innovative strategies aimed at student achievement and have proven these strategies to be successful with all student populations, including ELL and Special Education students, as well as those entering the school below grade level. The results on standardized exams and learning gains, especially in mathematics, have proven its success. Somerset has successfully replicated nearly 30 other high quality programs across Miami-Dade, Broward and Duval Counties, which have and continue to increase student performance in grades K-12. The governing board of the proposed school is comprised of the same individuals responsible for the operation of the existing Somerset schools. These highly experienced professionals, posses the expertise in the areas of curriculum, assessment, finance, law, school management and governance to be able to replicate the existing design. Somerset Academy, Inc. has financial and human resources available to replicate a high quality model, the ownership of the existing school design, and most importantly, has a proven track record of success in replicating the design. The Board will contract with K12, a state-approved provider to implement the virtual curriculum. These factors all support the organization’s capacity to replicate the existing school design. Strategies for replication of the existing designs are fully detailed in the sections referenced below. These include, but are not limited to, the following:

• Adopting the research-based educational concept for the existing program (Sections 3-4)

• Utilizing the team of experts (who have ownership of the Somerset program) as consultants who

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30 11)

• Adopting common expectations of student behavior and parental involvement (Section 8)

• Adopting common Professional Policies and Standards for staff (Section 10 and 12)

• Implementing the policies for financial management and oversight proven effective in the existing

schools (Section 18)

• Providing ongoing communication, training, and support for the school’s changing operational needs

(Section 9, 10, and 12)

Using the Somerset model, the governing board will contract with K12, the selected a state-adopted online provider, for curriculum content. This organization has also demonstrated success in the area of digital content learning management systems and student achievement. The curriculum design follows proven educational approaches based on solid research. Year after year, virtual schools using the K12 curriculum continue to outperform other virtual schools on state test results.

The chart below demonstrates that students enrolled in a K12 affiliated school have outperformed students enrolled in Florida Virtual Academy and in traditional schools.