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Paterson Collegiate Charter School, Section 1, Curriculum and Instructional Design

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1. uescrlbe Lhe educaLlonal approach(es)(e.g., classroom-based, lndependenL sLudy, blended learnlng),
lncludlng class slze and sLrucLure for all grades (elemenLary, mlddle, hlgh school) Lo be served and how lL
relaLes Lo Lhe Mlsslon.

2. Summarlze currlcular cholces, by sub[ecL, and Lhe raLlonale for each. lnclude, as Attachment 1b,
examples of how Lhese cholces allgn wlLh Lhe Mlsslon, and provlde evldence of how Lhese currlcula wlll
lmprove academlc resulLs wlLh Lhe anLlclpaLed sLudenL populaLlon. ldenLlfy course ouLcomes and
demonsLraLe allgnmenL wlLh Lhe Common Core SLaLe SLandards.

3. uescrlbe lnsLrucLlonal sLraLegles LhaL wlll be lmplemenLed Lo supporL Lhe educaLlon plan and why Lhey
are well-sulLed for Lhe anLlclpaLed sLudenL populaLlon. uescrlbe Lhe meLhods and sysLems Leachers wlll
use Lo provlde dlfferenLlaLed lnsLrucLlon Lo meeL Lhe needs of all sLudenLs.

4. ulscuss Lhe raLlonale for Lhe proposed educaLlonal program, lncludlng evldence of resulLs, especlally
wlLh comparable sLudenL populaLlons, as avallable.

3. uescrlbe any key educaLlonal feaLures LhaL wlll Jlffet from elLher Lhe LducaLlon Servlce rovlder's (LS's)
exlsLlng schools, or Lhe school model LhaL ls belng repllcaLed, noL already dlscussed ln hase Cne or
above. Lxplaln Lhese dlfferenL feaLures, any new resources Lhey would requlre, and Lhe raLlonale for Lhe
varlaLlon ln approach.

Educational Approach
The schools pedagogy will be predominantly whole class, direct instruction. Teachers identify learning
objectives (the points) explicitly and follow a pedagogy known as teach-practice-check. The teacher
presents the skill explicitly and then generalizes it to other examples; students then work independently
to practice the newly acquired skill. Academic prefects, selected from the class, check the work of their
peers after the completion of the check to ensure that all students have mastered the point. Frequent
electronic assessment (weekly in grades 3 and higher) provides teachers with immediate feedback on
their students mastery of what they have just taughtbefore learning gaps form that inhibit subsequent
learning. Tightly integrated Intensives classes in English and math provide smaller group, focused
instruction for students who are at risk of falling behind in either or both subjects.
The plan assumes four classes of 28 students each beyond kindergarten. Based on the efficacy of the
Sabis instructional model and the No Excuses school culture, the founders believe that such relatively
large classes will function well in the context of the school design.
Spanning kindergarten through grade 4, the lower school will establish a foundation of strong basic
skills, intellectual stamina, and enthusiasm for learning. Students at schools in the Ascend network have
arrived in kindergarten performing in the bottom quartile of their peers nationally; by the fourth grade,
they have advanced to the top quartile. Because Paterson Collegiate Charter School is targeting similarly
economically disadvantaged minority students, it is expected the entering students will present similar
deficits. Based on Ascends record, however, the founders are confident that the design will deliver an
equally effective remedy.
In the Sabis program, classrooms in kindergarten through grade 2 are self-contained, but classrooms in
grades 3 and 4 are organized around a teaching model in which teachers specialize in either (a) math and
science or (b) English language arts and social studies.
Curricular Choices
Paterson Collegiate Charter School, Section 1, Curriculum and Instructional Design
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The school shall use the Sabis curriculum for mathematics, English, world language (Spanish), science,
and social studies. Ascend shall develop the curriculum for music, fine arts, and physical education, as it
has established at the three schools it currently serves challenging, age-appropriate programming in
these areas that meets the state standards.

An overview of the subjects follows.

English Language Arts
English proficiency (reading, comprehension, verbal and written communication) is the foundation for
progress in all academic subjects. Therefore, English courses will be required of all students every year.
The study of English allows students to achieve basic proficiency, develop an appreciation of the various
aspects of the language, and recognize its importance for effective oral and written communication. For
all students, the Sabis English Language Arts program is designed to:
provide them the ability to read, comprehend, interpret, evaluate, and respond to written material;
expose them to various genres of significant world literature;
enable them to write in a grammatically acceptable, coherent, and well organized manner;
allow them to achieve effective speaking in formal and informal situations, to communicate ideas
and information, and to ask and answer questions;
enable them to listen and express themselves critically and analytically; and
develop critical thinking skills through the study and use of the language and significant literature.
In the lower grades (K-4), Sabis program focuses learning on the following components:
Decoding the language from printed form
Mastering oral fluency in reading
Comprehending what is read
Developing an ever-expanding vocabulary
Understanding the correct grammatical structure of the language
Knowing and producing correct speech
Producing legible penmanship
Expressing ideas and facts in proper written composition
Reading widely from the best available literature in all genres
English instruction engages children in the study of authentic and engaging texts; the literature serves as
a powerful motivation for learning and connecting with phonics, vocabulary, grammar, spelling, writing,
and for reading for understating. Classic and contemporary literature from worldwide cultures invites
students to explore topics from a variety of perspectives. The core components are as follows:
1. Literature Works, offers an integrated approach to reading, language arts, and spelling, published by
Silver Burdett Ginn. This program builds a strong foundation in literacy through a wealth of high-
quality fiction and non-fiction selections. The readings explore the intellectual, social, emotional,
and physical opportunities and challenges that face students in todays complex world.
2. Grammar and Writing, focuses on correct grammar, usage, mechanics, and composition skills.
3. Class Readers, include a range of literature from traditional fairy tales, such as The Emperors New
Clothes, to historical readings. The primary purpose of these books is the development of
vocabulary, oral reading fluency, and note-taking skills.
Paterson Collegiate Charter School, Section 1, Curriculum and Instructional Design
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4. Handwriting, published by Zaner-Bloser, provides instruction in manuscript printing in grades 1 and
2 and cursive handwriting in grades 2 through 4.
The school will supplement the Sabis curriculum with a guided reading program to help scholars apply
their developing reading skills, to promote the specific development of reading comprehension skills,
and to assist teachers in assessing their students mastery and tailoring their instruction to individual
needs. Variously defined by different educators, guided reading as applied in the Ascend design is a
bridge between shared reading and independent reading. Working with small groups, Ascend teachers
guide their scholars as they read books that closely match the students needs, abilities, and interests. In
this context, the teacher acts as a facilitator, using prompts and questioning strategies primarily to guide
children to comprehension.
Using a book introduction, the teacher sets the scene, arouses student interest, and engages them. A
skilled guided reading teacher is constantly asking questions that gauge and stimulate the scholars'
comprehension, for example: What do you think will happen next? Why do think the character thinks
that? How do you think the character is feeling? Inference and prediction skills, essential to the scholars
development of reading comprehension, are powerfully developed in this setting. Indeed, while many
phonics and other programs are effective at teaching decoding, comprehension has been much harder to
foster in the upper elementary grades, thus guided reading is a critical supplement.
Mathematics
The Sabis approach in the teaching of mathematics goes far beyond application; students learn the
theory and logic of each mathematical concept. The Sabis mathematics program tackles three important
issues: (1) why each concept is true; (2) how each concept works; and (3) how each concept can be used.
A key goal in the mathematics program is to place students in a course for which they have the requisite
knowledge to succeed and in which they will be challenged to use their minds fully.
The Sabis mathematics philosophy is that all students can understand and use mathematics as long as the
learning process prevents gaps from forming. Using the Sabis Academic Monitoring System, the
school can detect and fill the gaps as soon as they develop and before they can interfere with subsequent
learning. As a result, students make steady progress in solving a variety of mathematical operations and
applying mathematics in their everyday lives.
Mathematics will focus on essential concepts of arithmetic involving the four operations of addition,
subtraction, multiplication, and division. Also, the program teaches topics such as place value, fractions,
decimals, metric and standard measurement, money, time, and geography in a careful sequential manner
from one grade to the next. The result is a solid mathematical foundation. Mastery of computational
skills and problem-solving techniques enables students to understand abstract concepts of math
encountered in the middle and upper grades. The mathematics textbooks have been written and
published by Sabis. The specific instructional objectives, or points, are identified throughout the texts.
Science
Teaching students how to do science is the ultimate goal of the Sabis science curriculum. Sabis
science courses at different levels provide a variety of ways for students to learn the material taught, as
well as the problem-solving skills and analytical thinking necessary to become scientifically literate.
Students start to apply science in everyday life through real-life problems, in classroom exercises, on
examinations, and through laboratory work where they relate course material to actual data.
The Sabis science program has the following student objectives:
Paterson Collegiate Charter School, Section 1, Curriculum and Instructional Design
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Understand the major concepts, principles, and theories of the sciences
Apply the process of inquiry to everyday problem-solving (e.g., recognizing and identifying
problems, stating hypotheses, understanding assumptions, observing critically, collecting data,
interpreting and evaluating data, and drawing proper conclusions)
Gain knowledge and a solid understanding of the mathematics needed for the study of advanced
sciences (i.e. chemistry and physics)
Understand and use the language of science
Master common applications of technology, especially computers
Demonstrate positive attitudes, values, and appreciation toward science and technology
The school will use the Exploring the World of Science Book Series. The program offers an effective
inquiry-based core science curriculum with three strands at each grade level: physical science, life
science, and Earth and space. The program enables students to develop their skills of observation to
gather evidence, interpret data, and draw sound scientific conclusions.
Social Studies
The Sabis social studies program helps students develop a true understanding of the various societies of
the world through an appreciation of differences as well as similarities. It includes diverse learning
activities that teach students how to work effectively in groups and to think critically and creatively.
The study of human relationshipspast, present, and futuresocial studies includes the investigation
and formulation of alternative solutions to local, regional, national, and global problems of an economic,
political, and/or social nature. The major social science disciplines of geography, history, and political
science provide the primary subject matter for social studies.
The chief objectives of the Sabis social studies program are to prepare students to:
become knowledgeable about the heritages of people around the world;
comprehend, interpret, analyze, apply, synthesize and evaluate information;
draw from social studies, humanities, and natural sciences in the study of human relationships;
become active citizens of local, national, and global communities;
develop map skills and the ability to interpret data (graphs, charts, etc.);
familiarize themselves with basic concepts in economics;
become knowledgeable about geography; and
understand global interdependence.
In the lower grades, the social studies curriculum introduces students to real people, past and present. At
the earliest levels, children learn about what is most familiar to themthemselves and their families. As
students environments expand, the program broadens to include the community and then the
geography, history, and cultural diversity of countries around the world.
The principal resource for social studies in grades K-5 is the Houghton Mifflin Social Studies program,
a vividly written and beautifully illustrated series of student textbooks that offers a multicultural,
balanced approach to history and fosters respect for all peoples. The series covers: (1) neighborhoods,
examining families and communities near and far, today and long ago; (2) communities, exploring early
American communities, movements of peoples, governments, and economic systems; (3) states and
regions, examining geographic regions of the U.S. from early times to the present; and (4) United States
history, chronicling U.S. history in depth to the 20
th
century.
World Language
Paterson Collegiate Charter School, Section 1, Curriculum and Instructional Design
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Through the Sabis world language program, students will study Spanish to gain proficiency in the
language and to develop an understanding of the history and culture of peoples whose native language is
Spanish. The program has the following overall objectives for students:
Comprehend native Spanish speakers
Engage in and sustain conversation in Spanish
Read short passages on familiar subjects and learn to scan extended passages for information
Progress from using familiar material in guided composition to producing original compositions and
ultimately responding to literature in Spanish
Demonstrate knowledge of how cultures, as systems of values, evolve with time
Demonstrate development of language learning techniques
In keeping with the philosophy and objectives of the Sabis program, a Spanish teacher with native-
speaking fluency will teach Spanish classes at the school in the target language. The teacher will use
English only to highlight a point or to draw a meaningful comparison between the first and second
language. Language acquisition will begin with vocabulary taught orally and students will learn
structures inductively, reinforced with developmentally appropriate grammatical concepts.
Career Development and Occupational Studies
The school will use the Sabis Career Development and Occupational Studies program to provide a
curriculum completely aligned with the New York State standard. The program will provide teachers
with sample units, projects, lessons and classroom activities that will help students develop the
knowledge and skills necessary to define and pursue their career aspirations.
Family and Consumer Sciences
Through Sabiss family and consumer sciences program, the school will help students learn to manage
their resources and develop into competent, confident, and responsible individuals. The Sabis family and
consumer sciences program is designed to enable all students to:
manage resources effectively, budgeting their time, energy, and talents to meet multiple demands;
understand that human development is a sequential process and that there are stages of physical,
intellectual, social, and emotional development from birth to death in this process;
know what to expect during each phase of family and human development to understand human
development in general and to plan for the future;
know the general principles of childhood development;
understand the demands of child care;
understand good nutrition and proper food preparation; evaluate nutritional and wellness practices;
make knowledgeable choices to select a healthy diet;
understand the relevance of clothing to the culture, history, and economics of various societies;
make appropriate clothing selections for various occasions;
understand the relationship between housing and environment to poverty levels; and
analyze community resources and the roles of family and community members.
Fine Arts - Dance
The school will use the Ascend dance program to offer all students a fundamental creative experience
that addresses the bodily kinesthetic intelligence. Dance uses the body as the instrument and movement
as the medium for expression, involving cognitive, affective, and physical skill development. The
Ascend dance program is designed to enable students to:
Paterson Collegiate Charter School, Section 1, Curriculum and Instructional Design
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communicate feelings, thoughts, and ideas through dance expressions;
develop an appreciation of dance as an art form;
develop their physical and neurological functions through gross and fine motor activities involving
dance processes and applications;
develop their critical-thinking skills by using problem-solving techniques involving dance;
gain unique skills and knowledge to serve as members of an interdependent, global society;
increase their self-esteem through social interaction and cultural awareness;
learn and share dances from their own cultures and from around the globe; and
understand their own cultures and develop respect for dance as part of other heritages.
Fine Arts - Music
Using Ascends sequential K-5 music curriculum, the school will teach the elements of music melody,
harmony, rhythm, tone, color, and form through singing, listening, visual media, theory games,
creative movement, and playing instruments. The school will center music education on different
cultures through the instruction of songs in world languages. The school will strive to involve all
students periodically in musical and play performances to help them develop a strong sense of self-
expression, confidence, and teamwork. Music education develops in each student the ability to perform,
understand, and value music. The Ascend music program seeks to enable students to:
acquire awareness of the value of music as a mode of human expression;
become knowledgeable about, analyze, and describe the music of various cultures, eras, and types;
use and read musical terms, symbols, and notation;
listen to music analytically and critically;
perform music expressively and accurately; and
express original musical ideas in one variety of media.
Fine Arts - Theatre
The aim of the schools theatre program, also drawn from the Ascend model, is to offer students from
diverse backgrounds and abilities theatre activities that foster creative expression, discipline,
collaboration, self-awareness, and personal transformation. Theatre is a tool for accommodating many
learning styles, as it engages tactile and kinesthetic aspects of learning and also involves auditory and
visual elements. Through theatre, students learn to understand universal themes and ways of looking at
the world and they develop the means to express their own ideas and visions of the world. Teaching and
learning in the arena of the Ascend theatre curriculum helps build learners who are more confident and
competent in their education and their future.
Fine Arts - Visual Arts
Using the Ascend art program, the school will offer all students a fundamental experience of a range of
media, balancing free ideas with strict observational work. Drawing is an important discipline of
Ascends visual arts program, as an expression in its own right, and a basis for exploration in other
media. The program has several objectives for students:
Experience a sequential balanced program of art instruction that includes the study of aesthetics, art
criticism, art history, and art production
Acquire significant skills in organizing and visually expressing ideas
Acquire critical, historical, and aesthetic concepts in the visual arts to understand regional, national,
and world cultures
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Develop the sensitivity, visual discrimination, and judgment needed to enhance the visual
environment including personal life, home, school, and community
Health Education
Health education classes will be provided to students as part of the general Ascend health education
program. This program focuses on human growth and development; nutrition. Ascends health education
draws on knowledge from biological, environmental, medical, physical, psychological and social
sciences to help students learn how to prevent and manage health problems, examine alternatives, and
make responsible health-related decisions. The Ascend health education program sets the following
overall objectives for students:
Acquire awareness of the human body and understand the characteristics and natural progression of
development in the life cycle
Understand the role of nutrition in the promotion and maintenance of good health
Appreciate the family in preparing for the responsibilities of family membership and adulthood
Understand the factors involved in preventing drug abuse
Recognize how safe environments promote health and reduce safety risks
Understand the importance of becoming a contributor to the health of a community
Understand the importance of making wise decisions in selecting and using health information
Recognize the relationships among emotional reactions, social relationships and patterns of
behaviors that promote emotional health and sound interpersonal relationships
Recognize that environmental factors have an effect on the health of the individual and of society
Understand that diseases and disorders limit the individual and societys potential
Appreciate the need for responsibility and planning for developing/maintaining a healthy lifestyle
Physical Education
Physical education provides students with the knowledge, skills, and attitudes to become physically fit
and maintain healthful and satisfying lifestyles throughout their lives. The physical education program,
which will be used at the school, consists of activities designed to meet the present and future physical
and recreational needs of students.
The ultimate goal of physical education is to help students gain the ability to make good decisions for
long-term, positive, and healthy lifestyles. Such decisions include not only what is best for the body in
terms of exercise, but also in terms of nutrition, drug use and abuse, physical growth and development,
and personal health. With the program, students learn how to choose healthy lifestyles (methods) and
understand the reasoning that goes into their decisions (rationale). The program sets the following
overall objectives for students:
Possess acceptable levels of cardio-respiratory endurance, flexibility, and strength to be able to
perform physical tasks daily and in emergency
Perform a variety of selected team, individual/dual sport, rhythmic, and lifelong activity skills at
intermediate skill levels and use appropriate rules and strategies
Understand and perform lifesaving and survival activities
Appreciate physical well-being and enjoy participating in physical activities
Instructional Strategies
As described above, when implemented separately, the Sabis education system and the No Excuses
school culture have proven powerful, but alone each poses challenges for sustaining and scaling success.
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The model taps the most transformative element of successful No Excuses schoolstheir cultureand
marries it to the Sabis model to equip teachers with a comprehensive set of tools that enable them to
obtain achievement-gap-closing results while working at a sustainable pace at an affordable cost.
The Sabis system will permit the school to succeed with large classes (up to 30 students) and aides only
in kindergarten by ensuring that students are comparably prepared (learning gaps will not have been
allowed to form) and by equipping teachers with the tools to spot and fill any incipient gaps promptly.
The Sabis system provides a systematic approach to developing skills and knowledge in each subject
that not only jumpstarts achievement in the early grades, but also accelerates learning gains at the
critical middle- and high-school levels, where American students on average rapidly fall behind their
European and Asian peers. Many students flounder at these levels because they have been promoted
from grade to grade without mastering essential skills at each level. They then present teachers with
accumulated knowledge gaps that impede their learning and fuel their disaffection with school. With the
Sabis system, students learn point by point, establishing a solid foundation on which to build successive
levels of knowledgefrom the basics in kindergarten to advanced placement classes in high school.
Teachers in the Ascend network work a somewhat longer day than that of traditional urban public
schools (for additional pay), but their school calendar is the same. Planning periods allow time for lesson
planning, which frees their evenings. The models tools allow teachers to be more productive,
accomplishing more with their students in less time.
The use of student prefects, a key feature of the Sabis educational system, is one such tool. While it is
impossible to gauge precisely the extent to which any one aspect of the system has contributed to
Sabiss effectiveness, teachers and school leaders at the first schools in the Ascend network credit the
prefect model for supporting their scholars achievement gains, extending the teachers reach, and
contributing to a cooperative learning environment.
Teachers designate as academic prefects scholars who have demonstrated that they rarely need
additional help after the teachers initial teaching of a concept. Teachers also take into account students
ability to interact positively and communicate effectively with their peers. Prefects play a critical role in
the Teach-Practice-Check method of the Sabis system by guiding students in their practice of new skills
and helping teachers quickly assess each students mastery of points just taught. Prefects typically work
in pods of four, with one academic prefect and one group prefect assisting two additional scholars.
Academic prefects focus on scholars academic skills, helping with checking and re-teaching, while
group prefects help keep their peers focused on the task at hand, reminding them of the direction of the
teacher or helping to find relevant pages in books.
After teaching a skill, the teacher checks the work of the academic prefects (approximately six students
in the class); then each academic prefect checks the work of the three other students in his or her pod.
The prefects report to the teacher the mastery rates of their pods.
To further the teaching and learning in the classroom, academic prefects often assist students who are
not mastering a concept. In this way, they extend the teachers reach and make large class sizes
manageable. With prefects, up to seven students in the classroom receive one-on-one instructional
assistance while other students work independently. Prefects are trained in how to re-teach concepts and
skills rather than simply give answers, which is helpful in deepening their own understanding as well as
assisting their peers. In terms of culture-building, prefects play an important role. They model students
helping students and instill the notion among their peers that letting other students fall behind or fail is
not acceptable at the school.
Paterson Collegiate Charter School, Section 1, Curriculum and Instructional Design
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Among the most useful instructional tools are the weekly electronic tests that teachers and school
leaders automatically compile, using the exam generation module of Sabiss School Management
System. Drawing from a vast proprietary database of psychometrically proven test items, the tests not
only align with the curricula but also match exactly what was taught in any given week.
With the Sabis system, curriculum-aligned test results are compiled and disseminated weekly revealing
the extent to which the school is on track to closing the achievement gap and alerting them to any
learning gapsbefore these gaps jeopardize year-end goals. Teachers are able to identify not only the
strengths and weaknesses of their students but also of their own teaching techniques. At a glance, they
are able to see which components of the material they covered the previous week their pupils have
mastered and which are poorly understood and require re-teaching.

Sabiss innovative instructional dashboard software offers an especially useful management tool,
enabling school leaders and managers to view on a single screen the current performance of every
classroom, with traffic light indicators signaling green if grades and sections are meeting weekly
mastery goals for new skills and content. By clicking on any red or yellow areas, instructional managers
can easily access further detail, to the level of individual classrooms or even students.
Just as the Sabis system enhances the sustainability and scalability of the No Excuses culture,
reciprocally, the No Excuses culture enriches the Sabis system. Among the powerful tools that will
allow the schools teachers to build a No Excuses culture of uniformly high expectations and academic
excellence are the techniques defined by Doug Lemov, managing director of Uncommon Schools and
author of Teach Like a Champion: 49 Techniques that Put Students on the Path to College. Specific,
concrete, and actionable, these techniques have enabled teachers elsewhere in the Ascend network to
raise academic and behavioral expectations, structure their lessons to optimize available time, create a
strong and vibrant culture, and build character and trust. Together, the instructional and cultural tools of
the design will permit career educators at Paterson Collegiate Charter School to achieve gap-closing
results reliably and at a sustainable pace.
Developed and refined over 30 years, the Sabis teaching system regularly produces remarkable results
abroad and in the United States when implemented faithfully, with diverse student bodies, even in
schools with primarily low-income populations. For example:
At a Sabis school in Springfield, Massachusetts, serving 1,500 racially and economically diverse
students in K-12, every senior has gained college admission in each of the past seven years. In 2011,
90 percent of tenth-graders passed the English and math portion of the MCAS. Compared to the
school, the percentage of Springfield district tenth-graders found proficient on the exam was 30
percentage points lower in English and 49 percentage points lower in math. Still more impressive is
that the Sabis schools low-income and minority tenth-graders approached very high proficiency in
reading and math, beating district and statewide averages and closing the achievement gap. In 2008,
Newsweek named the Sabis school one of three urban top U.S. high schools in Massachusetts.
At Sabis Holyoke Community Charter School in Massachusetts, a K-8 school where 86 percent of
students are Hispanic (compared with 15 percent statewide), Hispanic eighth-graders outperformed
the states Hispanic student population by 27 percentage points on the states English language arts
exam and were almost at par with the states white population

Paterson Collegiate Charter School, Section 1, Promotion and Retention Strategies
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1. Lxplaln Lhe pollcles and sLandards for promoLlng and reLalnlng sLudenLs from one grade Lo Lhe nexL.
ulscuss how and when promoLlon and graduaLlon requlremenLs wlll be communlcaLed Lo parenLs and
sLudenLs, and lnclude Llmellnes for parenLal noLlflcaLlon of sLudenL reLenLlons.

2. rovlde, ln Attachment 2b, Lhe school's graduaLlon or exlL requlremenLs for sLudenLs. 1hese should
clearly seL forLh whaL sLudenLs ln Lhe lasL grade served ln Lhe school wlll know and be able Lo do.

3. Lxplaln how Lhe graduaLlon requlremenLs wlll ensure sLudenL readlness for college or oLher
posLsecondary opporLunlLles (Lrade school, mlllLary servlce, or enLerlng Lhe workforce). (nlqb scbool
ooly)

4. Lxplaln whaL sysLems and sLrucLures Lhe school wlll lmplemenL for sLudenLs aL rlsk of dropplng ouL
and/or noL meeLlng Lhe proposed graduaLlon requlremenLs. (nlqb scbool ooly)
Once students are enrolled, they will not be socially promoted. In other words, students will not
advance to the next grade by sole virtue of their age. In the Sabis program, promotion to the next level
depends on demonstrated student proficiency.
The basis for promotion from grade to grade or class to class (e.g. in English and math where students
may be in a small pull-out Intensive class) will be mastery of the curriculum for that grade as
demonstrated through testing. In each subject, a weighted average of student results on periodic tests,
end-of-term, and end-of-year tests will be automatically calculated to yield a score for the year in the
subject; a passing score will be 75 percent or higher. An overall average score will also be calculated for
the students performance across subjects, a weighted average of the students scores in each of the
academic subjects (with math and English weighted more heavily)
The school will only promote students to the next grade who: (1) pass English, (2) pass math, or (3) post
an overall average of 75 percent or above. (In cases where students have passed one subject but fallen
short in another, they would likely be promoted but enrolled in the Intensive program to address the area
in which they are struggling.)

Promotion and graduation requirements will be communicated to parents in the first parent-teacher
conference, which will be held approximately in the first week of December of each school year. At the
end of the first academic term, the dean of instruction will study three to five academic data points for
each student in order to decide whether or not to place him or her into promotion in doubt status.
Academic results have to be consistently low across assessments before students are considered for
promotion in doubt.

Formal sit-downs will take place in December and March with every parent of a student at risk of not
being promoted to the next grade. Final notification will occur during the first week of June during a sit-
down conversation with parents. The decision will be made before the end of the year to communicate
and agree in person with parents a plan for messaging the news to the student. Maintaining transparent
conversations with parents and students throughout the year will reduce any potential surprises.
Promotion requirements will be communicated to parents of kindergarten students as early as the student
recruitment period before the school year begins.
Paterson Collegiate Charter School, Section 1, Daily and Annual Schedule
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1. ulscuss Lhe annual academlc schedule for Lhe school. Lxplaln how Lhe schedule reflecLs Lhe needs of Lhe
educaLlonal program and allgns wlLh Lhe Mlsslon. ln Attachment 3b, provlde Lhe school's proposed
calendar for Lhe flrsL year of operaLlon, and lnclude Lhe flrsL and lasL day of school, vacaLlons,
professlonal developmenL/ln-servlce days, holldays, eLc. LlsL Lhe number of school hours and days per
monLh and Lhe LoLal number of hours of lnsLrucLlon and school days per year for sLudenLs and for
Leachers.

2. uescrlbe Lhe sLrucLure of Lhe school day and week. lnclude Lhe number of lnsLrucLlonal hours/ mlnuLes
ln a day for core sub[ecLs such as language arLs, maLhemaLlcs, sclence, and soclal sLudles. noLe Lhe
lengLh of Lhe school day, lncludlng sLarL and dlsmlssal Llmes and Llmes for before- and afLer-school
programs, lf appllcable. Lxplaln why Lhe school's dally and weekly schedule wlll be opLlmal for sLudenL
learnlng. rovlde Lhe mlnlmum number of hours/mlnuLes per day and week LhaL Lhe school wlll devoLe
Lo academlc lnsLrucLlon ln each grade. 1he response should lnclude, ln Attachment 4b, a sample dally
and weekly schedule for each grade of Lhe school.

The school year will be at least 180 days, divided into three terms, allowing sufficient instructional time
to employ the college-readiness curriculum and preempt or bridge educational gaps as necessary. Each
term will each be approximately 60 days, and could range from 50 to 66 days, depending on the
scheduling of state exams and the schools start date. Because the school plans to rely on student
transportation from the NJ Office of Student Transportation, the schedule must largely align with the
districts schedule. Conforming to the Sabis educational model, within each term, the school calendar
will include four types of days: instructional days, review days, end-of-term exam days, and holidays
and breaks. The school will be closed on several holidays during the academic year, and will dismiss
students for an extended summer vacation in late June. In addition, the calendar will include a winter
break and a spring break in the third term. Instructional days will comprise most of each term, with
teachers helping students master the knowledge and skills aligned with the schools high standards in
each subject. The school will devote the week before the end-of-term exams to review. During review
days, teachers will not introduce any new material; instead, students will engage in an intensive and
comprehensive review of the material covered in classes throughout the term. Finally, the last weeks of
the first and second terms will be devoted to comprehensive exams that cover the work of that term. At
the end of the third term, end-of-year exams will cover material taught over the full academic year.

Attached as Attachment 3b is a draft annual calendar for the first year of operation. Once the district
releases the new calendar, the document will be adjusted. A two-day Student Orientation for
kindergarten and first grade will take place before opening day to instill the core elements of the No
Excuses culture and school-wide procedures. The first day of school for students will be September 3,
2013. The last day is tentatively scheduled for June 25, 2014.

The school day is provisionally scheduled to run from 8:00 am to 4:30 pm, Monday through Thursday,
and from 8:00 am to 2:00 pm Friday As illustrated in the following schedule, each student in grades K-4
will have eight periods of instruction a day from Monday through Thursday, plus time for independent
reading, lunch, recess, and snack. The school will have six periods of instruction and an early dismissal
at 2:00 pm every Friday to provide ample time for staff professional development every week.

The following table details the number of periods of instruction students in each grade level will receive
per week in each subject. The schools first obligation is to provide a rigorous academic education.
Given the likelihood of grave academic deficits in the anticipated student population, the school must
allocate the limited time in the school day responsibly. In the applicants judgment, this responsibility
requires the greatest attention to establishing strong skills in English language arts and mathematics; the
Paterson Collegiate Charter School, Section 1, Daily and Annual Schedule
1-1z

planned schedule, therefore, allocates the greatest number of instructional periods to these subjects. The
remaining academic subjects follow, leaving approximately one period a week for each of the remaining
disciplines of the arts and dance. Technology will be taught in the science period. As the school
develops, older students will receive instruction in career development and occupational studies, health,
and family and consumer sciences during a performing arts period. Depending on students needs, once
open, the school will examine the feasibility of using some periods allocated to Student Life and
advising for physical education periods. The applicants also hope to offer fitness programs and athletics
in an after-school program.

Number of Instructional Periods per Week by Grade Level (K-4)
Subject K 1 2 3 4
English 12 10 10 8 8
Math 8 10 10 8 8
Spanish 4 4 4 4 4
Social Studies 3 3 3 4 3
Science (Technology) 4 4 4 4 3
Performing and Fine Arts (Art, Music, Dance) 5 5 5 5 5
Computing 1 1 1 2 2
Health/Advising
Period Exams (Integrated in Continuous Assessment Test
Weeks)
2
Automated Monitoring System (AMS) 2 2
Total 37 37 37 37 37

Paterson Collegiate Charter School, Section 1, School Culture & Supplemental Planning
1-1

1. uescrlbe Lhe culLure or eLhos of Lhe proposed school. Lxplaln how lL wlll promoLe a poslLlve academlc
envlronmenL and relnforce sLudenL lnLellecLual and soclal developmenL.

2. Lxplaln how Lhls culLure wlll be lmplemenLed for all sLudenLs, lncludlng Lhose wlLh speclal needs, Lhose
recelvlng speclal educaLlon servlces, Lngllsh Language Learners and sLudenLs aL rlsk of academlc fallure,
as well as Leachers, admlnlsLraLors, and parenLs sLarLlng from Lhe flrsL day of school.

3. uescrlbe a Lyplcal school day from Lhe perspecLlve of a sLudenL ln a grade LhaL wlll be served ln Lhe flrsL
year of operaLlon.

4. uescrlbe a Lyplcal day for a Leacher ln a grade LhaL wlll be served ln Lhe flrsL year of operaLlon.

3. uescrlbe Lhe plan for enculLuraLlng sLudenLs who enLer Lhe school mld-year.

6. lf summer school wlll be offered, descrlbe Lhe program(s). Lxplaln Lhe schedule and lengLh of Lhe
program, lncludlng Lhe number of hours and weeks. ulscuss Lhe anLlclpaLed parLlclpanLs, lncludlng
number of sLudenLs and Lhe meLhods used Lo ldenLlfy Lhem. WhaL are Lhe anLlclpaLed resource and
sLafflng needs for Lhese programs?

7. uescrlbe Lhe exLra- or co-currlcular acLlvlLles or programmlng Lhe school wlll offer, how ofLen Lhey wlll
occur, and how Lhey wlll be funded.

8. lf appllcable, descrlbe any oLher sLudenL-focused acLlvlLles and programs LhaL are lnLegral Lo Lhe
educaLlonal and sLudenL-developmenL plans.

No Excuses Culture
Paterson Collegiate Charter School will establish a No Excuses school culture. In a No Excuses school
culture, school leaders, teachers, and students adopt unrelentingly high expectations for student
performance and insist that every child is destined for college. Standardsfor timely arrival, homework
completion, behavior, and participationare uncompromising, because to compromise would be to
reduce expectations for the children. By teaching values, behaviors, and procedures explicitly, the
schools equip students with the tools to succeed at a high level and create a setting where rigorous and
engaging instruction can flourish. Prior to the schools opening, the leadership team and all faculty
members will participate in an intensive three-week training program, including approximately one
week of training in the No Excuses school culture.
True to their moniker, No Excuses schools reject excuses for under-achievement and misbehavior. By
explicitly teaching students classroom procedures and then waiting for 100-percent adherence to these
practices, teachers build classroom environments where learning can flourish and behavioral problems
are a rarity. Low-level misbehavior and incessant verbal corrections, which typically plague urban
classrooms, are replaced with a warm/strict embrace that helps students feel respected and
academically successful. As the year progresses, success builds on success, and students develop a new
conception of themselves and their futures.
Student Orientation
Prior to the first day of school, new students will attend a two-day orientation session to learn the
aspects of the No Excuses culture, including but not limited to proper greeting of the principal in the
morning, transitions between classrooms, lunchroom behavior, bathroom breaks, classroom practices for
Paterson Collegiate Charter School, Section 1, School Culture & Supplemental Planning
1-1q

efficient classroom management (such as collection of student work, handout distribution, lining up,
etc.), dismissal, daily homework, and many more. Save for extreme cases, all students, including those
with special needs, those receiving special education services, English language learners and students at
risk of academic behavior, will be required to adhere to all aspects of the school culture. Special
education and Spanish teachers will be on hand to facilitate the orientation sessions as needed by
students and to note any necessary alterations to aspects of the culture for students with special needs.
Lemov Techniques
Among the powerful tools that will allow the teachers to build a No Excuses culture of uniformly high
expectations and academic excellence are the techniques defined by Doug Lemov, author of Teach Like
a Champion: 49 Techniques that Put Students on the Path to College. Specific, concrete, and actionable,
these techniques enable teachers to raise academic and behavioral expectations, structure their lessons to
optimize time, create a strong and vibrant culture, and build character and trust. All teachers will be
provided a copy of the book during Summer Institute during which time will be allotted for developing
and practicing the techniques.

Classroom Management System
A tool to track and recognize strong academic achievement and positive classroom habits, teachers will
use the following chart to display their classes engagement for each period throughout the day; again,
the heading We Ascend refers to the students ongoing efforts to climb the mountain to college. At
the end of each instructional period the teacher will evaluate whether at least 85 percent of students
mastered the content taught or were 85 percent engaged. If so, the teacher will award the letter of We
Ascend that corresponds to that period. At the end of each day, the teacher will place in a jar one
marble for each letter earned. Students will thereby see in real time their strengths and areas that need
improvement. Classes that earn all the letters for that day will participate in team- and character-building
activities before dismissal. If the class falls short, the students would explore together why and how they
could have done things differently. When the jar is full, they will vote to select an activity from several
constructive and appealing options determined by the teacher.

Enculturation of New Students
Based on the experience of the founders, four- to ten-year-olds who enroll mid-year tend to adopt the
culture of the proposed education model with minimal problems (the major exception being students
who have emotional disabilities). For example, since opening in September, the Brooklyn Ascend Lower
Paterson Collegiate Charter School, Section 1, School Culture & Supplemental Planning
1-1

School has enrolled twenty new students to fill seats lost from early attrition and none are considered
high-touch students. Nonetheless, the enculturation of new students still pose a problem without
proper planning. When placing new students in classrooms, the instructional leadership team will make
adjustments across grade-specific classrooms as needed to ensure a heterogeneous grouping of ages,
particularly in kindergarten. For any potential new families, the school director will hold a small-group
orientation session to familiarize the parents with all aspects of the school culture of the school, from
punctuality to daily homework assignments. After the presentation the school director will emphasize
the parents freedom of choice when choosing a school for ones child and suggest that they carefully
consider the culture fit prior to making a final decision.

Summer School
No summer schooling is planned for Paterson Collegiate Charter School.
Student Life Organization
A key feature of the Sabis educational system, the Student Life Organization develops significantly at
the middle-school level, helping students develop their academic, managerial, organizational, and
leadership skills through a variety of academic and non-academic activities.
Currently at the Brooklyn Ascend Middle School, students choose learning activities that include chess,
English and math tutoring, theater, art, and puzzles (problem-solving). As the school expands in grades,
additional activities will be offered to include athletic activities and social events; community service
projects; and such school-based organizations as the student council and the schools newspaper or
literary blog/magazine.

Prefect Program
Central to the Sabis system are prefects, students who help their peers to learn. The prefect system
dramatically accelerates the education process. By establishing a universal system of cooperative
learning, the prefect system helps to create a school culture in which students help one another to learn,
take responsibility for their own learning, and prize academic excellence. (For more information, see the
Curriculum and Instructional Design section.)

A Typical School Day
Meet Ms. Wen, a kindergarten teacher at Paterson Collegiate Charter School. She arrives to the school at
7:00 am and enters her classroom to sharpen pencils, straighten tables and chairs, updates the daily
schedule, updates the date on the board, and writes out the prepared Morning Message on the wall.
Finally, she prints out the lesson plans for the day and tapes the floor with numbers for todays math
lesson in cardinal numbers.
Meet Anthony. Anthony is a kindergartener who arrives to school by bus at 7:30 am and is greeted by
the school director and faculty members. The student proceeds to walk up the stairwell quietly and is
welcomed by a teacher on each floor before lining up outside of his classroom. After greeting Ms. Wen
and shaking her hand, Anthony walks into the classroom with his classmates, hangs his coat, places last
nights homework in the designated folder, and picks up breakfast. After finishing his breakfast,
Anthony performs the mornings Bright Worka cardinal number brain teaser.
At 8:05, Anthony and his classmates move to the rug for Morning Meeting. The students greet each, a
classmate shares a family picture, then the class engages in a cheer, and finally each student places a
tally mark in response to the Morning Message on the wall: Do you like cheese or pepperoni pizza?
Paterson Collegiate Charter School, Section 1, School Culture & Supplemental Planning
1-16

At 8:17, Anthony and his classmates return to their seats for their phonics lesson of the tr consonant
blend, which is first modeled by Ms. Wen, practiced by the whole class, and then practiced individually
in the workbook. Prefects check the work to confirm mastery of the blend.
At 9:07, the class makes its way to music class and learns the rhythm of Susie Snowflake for the
Winter Show. During this time, Ms. Wen grades last nights homework. She responds to a note from a
parent inquiring why a recent homework assignment was marked incomplete. (The parent had neglected
to initial the reading log, confirming the number of pages read last night.) Ms. Wen also makes two
phone calls to parents to confirm report card conference appointments.
At 9:57 the class transitions back to homeroom for a math lesson in ordinal numbers taught in the teach-
practice-check model. At 10:47, Ms. Wen leads her class to the Integrated Testing and Learning lab to
take STAR test for that month.
At 11:37, Ms. Wen leads the students to whole class bathroom time during which all students wait
silently on line for their turn. Immediately after, the students enter the lunchroom silently in one straight
line, eventually splitting by gender. Today Ms. Wen is sharing lunch duty with two other fellow
teachers. The students pick up utensils, milk, the lunch tray while the designated student lunch team
leads the students to their seat. The scholars wait for everyone to get to their spots before sitting.
Anthony proceeds to eat with his classmate and discusses music class with his friend Derron. Anthony
and Derron both earn points for entering quietly and using restaurant voices while eating. A chime alerts
the students that there is one minute left to eat. Voices are off as last bites and sips are taken. A maraca
shake indicates clean-up time. After disposing their trays and milk, students line up until their
homeroom teacher arrives to lead them back to class.
At 12:27, Ms. Wens class goes to the rooftop playground for recess. Anthony chooses to play at the
relay race station. At 1:17, his class returns to the classroom for quiet time. Anthony closes his eyes and
rests his head on the table. After about 15 minutes, the teacher models a stretching exercise to reactivate
the students. At 1:32, students move to the rug for math meeting to practice counting by fives.
At 1:40 the Spanish teacher arrives back to give a less on body parts. They first sing Buenos Dias and
later play Simon Says to test body parts. During this time, Ms. Wen has lunch and reviews lesson plans
for the remaining periods and tomorrow morning. She prepares flash cards for the vocabulary of an
upcoming Anthology lesson on The Lion and The Mouse and tweaks the reading comprehension
questions in her lesson plan.
At 2:32, the class transitions back to the rug for Social Studies class regarding Thanksgiving and a
discussion on the reasons for why they are thankful. At 3:24, the students return to their seats for
Anthology class during which they learn the vocabulary for The Lion and The Mouse. Anthony acts out
the word gnaw and the class erupts in joyous laughter.
At 4:12 students pick up a healthy snack and pack up. The teacher returns Anthonys homework, which
includes the daily snapshot indicating that he arrived on time, his homework was complete, and he
remains in the college-bound track. At 4:25, Anthonys bus group is announced in the loudspeaker and
he walks with the group outside (led by staff members throughout the school building) to the designated
waiting area outside before entering the bus to return home.
After dismissal, Ms. Wen reviews tomorrows vocabulary lesson and makes a note to re-teach the word
scurry. She reviews her lesson plans and begins preparation of lesson materials
Paterson Collegiate Charter School, Section 1, Special Populations
1-1;

1. uescrlbe how Lhe charLer school wlll address Lhe needs of sLudenLs who may be:
a. AL-rlsk of academlc fallure or dropplng ouL,
b. Lllglble for speclal educaLlon and relaLed servlces,
c. Lngllsh language learners,
d. Lllglble for servlces under SecLlon 304 of Lhe 8ehablllLaLlon AcL of 1973, and
e. ulscuss how Lhe course scope and sequence, dally schedule, sLafflng plans, and supporL
sLraLegles and resources wlll meeL or be ad[usLed for Lhe dlverse needs of sLudenLs.

2. Lxplaln more speclflcally how Lhe program wlll ldenLlfy and meeL Lhe learnlng needs of Lhe sLudenL
groups ldenLlfled above. Speclfy Lhe programs, sLraLegles, and supporLs LhaL wlll be provlded, lncludlng
Lhe followlng:
a. MeLhods for ldenLlfylng sLudenLs (and avoldlng mlsldenLlflcaLlon),
b. Speclflc lnsLrucLlonal programs, pracLlces, and sLraLegles Lhe school wlll employ Lo provlde a
conLlnuum of servlces, ensure sLudenLs' access Lo Lhe general educaLlon currlculum, and ensure
academlc success,
c. lans for monlLorlng and evaluaLlng Lhe progress and success of sLudenLs wlLh dlverse needs Lo
ensure Lhe aLLalnmenL of each sLudenL's goals, whlch may be seL forLh ln an lndlvlduallzed
LducaLlon rogram (lL), where appllcable, and
d. lans Lo have quallfled and adequaLe sLafflng for Lhe anLlclpaLed speclal populaLlons.

3. Lxplaln how Lhe school wlll ldenLlfy and meeL Lhe learnlng needs of sLudenLs who are performlng below
grade level and monlLor Lhelr progress. Speclfy Lhe programs, sLraLegles, and supporLs LhaL wlll be used
for Lhese sLudenLs.

Special Education
Pre-referral
The schools process for pre-referral to special education is important because students learning gaps
must not be confused with disabilities. Certain findings will lead to immediate referral. Absent a clear
disability, however, a sequence of interventions will seek to address students learning gaps (which may
be the cause of the failure to progress) within the general education program: first, peer tutoring through
the Student Life peer tutoring program; second, staff tutoring; third, the Sabis pull-out Intensive
Program; and fourth, the full Intensive Program. The pull-out Intensive Program provides small-group
instruction for a limited time each day, depending on scholars needs; for example, if a student is
struggling in English language arts but keeping pace with his peers in math, he or she would be pulled
out for Intensive English instruction (when the rest of the class is also in an English language arts
period), but spend the rest of the day in the regular classroom. By contrast, scholars in the full Intensive
program would receive Intensive English language arts and math instruction in lieu of instruction in the
regular classroom (including science and social studies instruction, since the design establishes the
primacy of math and English language arts). Students in the full Intensive program return to the regular
classroom when the results of diagnostic assessments indicate their readiness.
If students are unable to meet the academic pacing and standards then they will be referred to the student
support team, composed of Ascends director of student services, special education teachers, school
counselor or social worker, dean of students, dean of instruction, and the students teachers. As detailed
below, the student support team will meet to develop a plan of action, which the team will share with
parents, inviting their insights and feedback. The plan will be monitored and amended as needed and
given a significant amount of time before the team evaluates its success. If the plan is not successful the
team and the family would meet to discuss alternatives such as special education services. If deemed
Paterson Collegiate Charter School, Section 1, Special Populations
1-18

appropriate and the family is in agreement, the child would be evaluated by the director of student
services to determine if there is a disability as classified in N.J.A.C. 6A:14-3.5.
Provision of Services
For students entering with an existing Individualized Education Plan (IEP), the director of student
services will reevaluate the IEP if a student were not evaluated under a pre-referral process as described
above. Concurrently, the transferred IEP will be implemented. Jennifer Young, Ascends director of
student services, will be responsible for coordinating all services provided directly by the school as well
as those provided by the local district, starting in the first year of operation. Having formerly served as
director of special education at Brooklyn Ascend Charter School, Young now works with the leadership
teams and faculties at all schools in the Ascend network to provide the structure and support services
needed to help every student succeed. She coaches teachers in filling students learning gaps quickly
through the Sabis Intensive Program, and oversees the provision of additional services required by
students with special needs and/or limited English proficiency.
Special education teachers providing Special Education Teacher Support Services (SETSS) and
overseeing instruction of all special needs students must have special education certification and
preferably a masters degree and three to five years of experience. Similar experience will be sought in
hiring the schools social worker, and New Jersey certification will be required (masters degree
preferred). State certification will also be required for any related service providers, for example, speech,
occupational, and physical therapists. As at all schools in the Ascend network, preference will be given
to applicants who speak Spanish to facilitate communication with English language learners and parents
who use Spanish exclusively.
Ascends director of student services will be responsible for delivering the general professional
development and training on special education provided to the schools leadership team and all general
education and special education teachers, including the referral process to the student support team;
development of a students IEP; implementation of a students IEP; evaluation of a students progress
toward meeting IEP goals and objectives; reporting requirements to parents and the New Jersey
Department of Education; confidentiality and student records; and discipline of students with
disabilities. With appropriate support from the director of student services, the schools director of
special education and the dean of instruction will also be responsible for ensuring that the teachers of
each student with an IEP fully understand the requirements of the IEP. The dean or the director will
assess this understanding through careful monitoring and a face-to-face review of each approved IEP
with individual teachers. The general education and special education teachers of every student with a
disability will be required to review the students IEP. All such reviews of the IEP will be recorded in
the schools access log, and teachers will not be permitted to keep separate copies of the IEP in their
files. All IEPs will be kept in a secure, locked repository.
The dean of instruction and the schools special education staff will be responsible for delivering all
special education services mandated by the students IEP. A New Jersey State certified special education
teacher(s) employed by the school will provide SETSS as well as pull-out and push-in services as
specified in the IEP. Counseling services will be provided by a certified social worker or counselor on
the schools staff; this individual will be responsible for overseeing all mandated reporting and assisting
in managing all student support team meetings. Certain other services, such as licensed speech
pathologists, occupational therapists, physical therapists, and paraprofessionals will be provided through
third-parties contracted and requested by the school as needed. In rare instances where the school cannot
provide the placement specified by the IEP, such as a 12:1:1 model, the Committee will secure the
student a place in a district school that provides the required services.
Paterson Collegiate Charter School, Section 1, Special Populations
1-1q

With this approach, every effort is made to adjust the general education setting for students. Students
who are struggling academically or behaviorally in the general education classroom will be considered
by the schools student support team, which will carefully review the data on the child including but not
limited to such academic data from the Sabis School Management System as periodic test results; end-
of-term test results; and beginning in the third grade, weekly Academic Monitoring System reports;
behavior records; and teacher observations. Based on this data, the team will develop academic and/or
behavioral interventions tailored to the specific needs of the struggling child to foster his or her success
in the general classroom. Behavioral modifications might include referral to a social worker or guidance
counselor, the development of a behavior modification plan, meetings with parents and/or teachers, or
referral to an outside mental health agency. Academic interventions could include enrollment in the
Sabis Intensive Program for either ELA or mathematics or both (where a dedicated Intensive teacher
provides small-group instruction to students who are below grade level in the subject), tutoring by a peer
tutor, or a change in instructional methods for the child.
The student support team shall meet regularly to carefully consider the childs progress and
effectiveness of the interventions. As noted in many cases, the intervention will be successful, because
the academic delays or behavioral problems will have proven to have stemmed from behavioral
management issues, a history of poor instruction, or ELL-related concerns, not from an underlying
disability as enumerated in federal and state special education law. If the interventions are unsuccessful,
the director of student services may perform an evaluation to determine if the child qualifies as a child
with a disability.
The second best-practice component of the schools planned approach is the SETSS model, in which
students remain with their general education peers for as much of the school day as is practicable,
pulling out to the special education classroom for between three and ten 50-minute periods a week,
depending on the childs IEP. In this model, the special education teacher also pushes into certain
classrooms to assist special education students, again, as prescribed in the IEP.
Evaluation
The principal measure of the efficacy of the program will be the academic progress of students with
special needs, which will be monitored by Ascends director of student services, who oversees special
education in schools managed by Ascend. Ascends chief operating officer and the schools board of
trustees will regularly review the directors report and findings. Another measure of program efficacy
will be the frequency of services. For certain but not all students, an important measure will be the
decertification from special education and return to general education.
At Brooklyn Ascend and Brownsville Ascend Charter Schools, which have implemented programs
identical to that proposed, a number of students have shed special education designation and the need for
special services. Over the course of the 2010-2011 school year at Brooklyn Ascend, 20 percent of the
schools special education population (ten students) was decertified. Last year at Brownsville Ascend,
two students were decertified, representing nine percent of the schools initial special education
population.
Services Under Section 504 of The Rehabilitation Act of 1973
Scholars at Paterson Collegiate Charter School who face challenges in day-to-day activities due to one
or more disabilities, have any history in facing such challenges, or are viewed as coping with such
challenges will receive assistance services in accordance with The Rehabilitation Act of 1973. Per the
Act, parents or guardians will be informed of his or her childs status for qualification of services and be
able to review any pertinent reports, request an unbiased hearing regarding Paterson Collegiate Charter
Paterson Collegiate Charter School, Section 1, Special Populations
1-zo

Schools to recommend the child for receiving accommodations under the Act, report a grievance the
director of student services, and report a grievance with the local Office for Civil Rights. Parents, school
personnel, or health care professionals in the community have to right to refer scholars to be evaluated
for services under the Act. The evaluation for whether or not a student qualifies for services will be
conducted by the student support team, with careful consideration of the following factors: history of
special needs, long-term assessments, report cards, teacher observations and behavioral reports, and
health records. The evaluation process will include interviews with people who know the student best,
including health service providers, teachers, parents, the social worker, and leadership team members.
The director of student services will draft a plan for any student who receives services under the Act.
The recommended plan will be subject to modifications and regular review as necessary to ensure
complete and up-to-date accommodations. The school shall also follow the least restrictive environment
principle with respect to the scholars general education placement.
English Language Learners
Charter schools may offer one of three models of instruction for English language learners: full
immersion, bilingual education, and dual language instruction. The school will offer a full-immersion
model, Structured English Immersion (SEI), for English as a Second Language (ESL).

ELL Identification
The school will use the state education departments process for identifying students who are English
language learners (ELL), employing an approved Home Language Questionnaire to screen all new
students for potential limited English proficiency. If the students home language is not English, or his
or her native language is not English, appropriate staff will conduct an informal interview in the
students home language and in English. If the student speaks a language other than English and little or
no English, the school will administer the Language Assessment Battery- Revised (LAB-R). A score
below the designated cut score for the child shall determine eligibility for services. The school will
administer the LAB-R only once to each incoming student. In accordance with the testing guidelines of
NCLB, testing and program placement will occur within 30 days of school opening for those students
who are enrolled on the first day of school and within 15 days for students who are enrolled after the
first day of school.

The schools faculty will be responsible for detecting potential limited English proficiency among
students. The school will train all teachers on techniques for detecting English language deficiencies and
on communicating with students designated as ELL. The school will test any student thought to have
limited English proficiency to determine what, if any, levels of services are necessary. Careful tracking
by the student support team will allow the school to ensure that English language learners are not
inappropriately designated as having special education needs. When the student support team is
determining whether or not a student is ELL, they will document how long the child has been in the
country and investigate whether any language issues are related to typical ELL stages of development.
Based on the demographics of the Paterson school district, the applicants anticipate that approximately
twenty percent of students will require ELL services.
Structured English Immersion
As determined by their Language Assessment Battery (LAB-R), students with little or no English will
rapidly acquire English language skills in an Intensive-style classroom, taught by teachers with
appropriate New Jersey State ESL certification. The school will use existing Sabis programs specifically
designed for ELL that focus on phonics, reading, fluency, comprehension, vocabulary acquisition, and
Paterson Collegiate Charter School, Section 1, Special Populations
1-z1

other English language fundamentals. Depending on their diagnostic results, students may be placed in
intensive English language instruction using the Sabis ELL Intensive Program, where they would be
educated alongside other ELL. Other students with different diagnostic results may require placement in
a Sabis Intensive class, which could include both ELL and non-ELL. The amount of time in Sabiss ELL
Intensive Program varies; for students in kindergarten and grade 1, it is typically less than a year. The
school will determine each students exit based on individual students needs and in accordance with
SED requirements.
A key focus of the program will be improving students ability not only to speak and understand spoken
English, but also to read and write in the language. This level of fluency will permit students to advance
quickly to a level of proficiency at which they can function successfully in their grade-level coursework.
The cognitive level or grade appropriateness of the content will not be altered. The schools ESL teacher
will work collaboratively with general education and special education teachers. All teachers will
receive professional development to help them communicate with students designated as ELL. The
schools schedule includes ample time for intensive English language instruction. Additionally, the
school will meet the English language development requirement by having the ESL teacher work with
all ELL on a pull-out basis for the amount of daily minutes required by New Jersey State guidelines.
In accordance with federal law, the school will not exclude ELL from curricular and extracurricular
activities because of their inability to speak and understand the language of instruction. In addition, the
school will not assign national-origin minority students to classes for the disabled because of their lack
of English skills. Notices and other information will be distributed in languages that families with
limited English proficiency can understand.
Paterson Collegiate Charter Schools ESL program will complement the world language program, an
essential component of the schools curriculum. It will be fully integrated, moreover, into the schools
general climate of cooperative learning and mutual respect. While English language learners whose
home language is Spanish undertake intensive studies in English language arts, their peers will receive
daily Spanish lessons starting in kindergarten. Teachers will regularly engage Spanish-speaking ELL to
assist their classmates in acquiring the skills of their native tongue and vice versa. Such cooperative
learning will validate each scholars strengths and underscore the value of diverse experiences, traditions
and customs, and points of view.
Staffing
The school will hire at least one individual with appropriate state ESL certifications to ensure that it is
well positioned to meet the needs of any English language learners who enroll. This individual will be
responsible for working with the school director to create the schools professional development
offerings related to the provision of ESL services, and will also assist the school director in recruiting
the initial ESL committee. The acquisition of textbooks and resources for ESL instruction will occur as
part of the schools overall procurement process. The school director will be accountable for ensuring
that there is proper facility space provided to meet the instructional requirements of the ESL program.
Program Evaluation
To ensure that the ESL program achieves the desired annual results, with students making clear progress
in acquiring English language skills and in the general curriculum, the school will conduct an annual
program evaluation. To determine if any programmatic modifications are necessary, the school will
evaluate the progress of all ELL on state-mandated assessments and on the schools internal assessments
against that of its non-ELL population. The school will also track students longitudinally to determine if
there is significant variation in the academic achievement of students who were once classified as ELL
Paterson Collegiate Charter School, Section 1, Special Populations
1-zz

and non-ELL as measured by the schools assessment program. The school will track how many
students are declassified as ELL and the number of instructional years it takes for this declassification to
occur.
An ELL committee, which will include the schools ESL teacher, the school director or another
administrator, and the English language learners classroom teachers, will regularly monitor the progress
of individual ELL. The committee will perform all duties required to identify, place, serve, and monitor
ELL. At the end of each academic year, the ELL committee will conduct the annual program evaluation.
The committees duties will include:
Initially identifying and placing English language learners
Communicating all placement, new designations, and exit decisions to parents or guardians
Reviewing ELL placements on an annual basis
Analyzing the schools assessment data to monitor student progress
Analyzing the progress of former ELL for two years after their exit from the program
Monitoring the maintenance of all ELL documentation and records.
Monitoring attainment of the three Annual Measurable Achievement Objectives per Title III, Part A,
Section 3122(a)

Struggling Students
Identification
The Sabis design includes specialized diagnostic tests, which will be administered at the schools launch
to all students (and each year thereafter to new students). The diagnostic tests will guide placement
decisions and detect learning gaps that impede student progress. They will also identify those who are
struggling students requiring remediation in the Sabis Intensive Program, designed to help students fill
pre-existing gaps in their knowledge. Persistently below-passing-level scores on Sabis Continuous
Assessment Tests (CAT) and end-of-term tests (EOT), described in Section 2: Goals and Objectives and
Performance Management, will also identify a student as struggling.
Beginning in grade 3, Sabiss weekly Academic Monitoring System (AMS) tests, also described in
Section 2, will promptly identify students who are struggling with concepts in the general education
program before their deficits accumulate and they fall far behind their peers.
Students who are struggling academically or behaviorally in the general education classroom will be
considered by the schools student support team, a standing committee consisting of the special
education teacher (or later, the director of special education), the dean of students, the dean of
instruction, and such teachers as may be assigned by the school director. After a careful review of the
data on the child (including but not limited to such academic data from the Sabis School Management
System as periodic test results; end-of-term test results; and beginning in the third grade, weekly AMS
reports; behavior records; and teacher observations) the team will develop academic and/or behavioral
interventions tailored to the specific needs of the struggling child to foster his or her success in the
general education classroom. Behavioral modifications might include referral to a social worker or
guidance counselor, the development of a behavior modification plan, meetings with parents and/or
teachers, or referral to an outside mental health agency. Academic interventions could include
enrollment in the Sabis Intensive Program for either English language arts (ELA), mathematics, or both
(where a dedicated Intensive teacher provides small-group instruction to students who are below grade
level in the subject), tutoring by a peer tutor, or a change in instructional methods for the child. The
student support team shall meet regularly to carefully consider the childs progress and effectiveness of
the interventions.
Paterson Collegiate Charter School, Section 1, Special Populations
1-z

Intensive Program
The school will place in the Sabis Intensive Program students in grades 1-5 who do not have a definable
disability but who are working below grade level in ELA and/or mathematics. On average, where this
model is employed, these classes have a substantially lower number of students than general classrooms.
Periodic assessments will determine when students are ready to return to general education classes. Both
the diagnostic tests and Intensive curricula have been refined over decades.
Peer Tutoring
Class prefects will provide one-on-one tutoring through the Peer Tutoring Program, which will combine
targeted instruction, practice, and peer mentorship under the supervision of faculty. Eventually, the
school may establish a Saturday morning peer tutoring program in which students with strong academic
achievement will assist their peers in mastering specific concepts in ELA and math.
Staffing
The primary personnel responsible for serving struggling students are the Intensive teachers. These
teachers instruct students enrolled in the Intensive Program, which provides small-group instruction on
essential concepts. The Intensive Program is designed to rapidly close learning gaps in English language
arts, math, or both subjects, which are preventing students from thriving in the general education
classroom. Once the learning gaps are addressed, the student returns to the general education classroom.
Education Model Adjustments
Given the likelihood of serving a student population with diverse needs, the Ascend Learning
educational design will need to be flexible in order to meet the individual needs of our learners. The
Sabis curriculum will always remain the core of the academic program at Paterson Collegiate Charter
School. However, for high-needs special education students, a supplemental curriculum called Wilson
Language Foundations will be administered. The curriculum is a multi-sensory approach to providing
instruction in phonics from kindergarten through grade two. Otherwise, students with individualized
education plans or English language learners may receive additional instruction in the Sabis curriculum
in the form of a lesson preview, lesson re-teaching immediately following the general education class,
classroom small group independent practice, or classroom pull-out or push-in sessions. During these
sessions, the approach to instruction may be modified and tailored to the specific need of the
participating students.
For special education, English language learning, or at-risk students who require additional periods of
tailored instruction, daily schedules will be adjusted to meet the demands of the core subjects of English
language arts and math first. To compensate for the extra periods of instruction, the students would lose
periods of class hierarchically: Spanish (unless said student is an English language learner), specials
classes (art and music), science, and social studies.
For struggling students, the staffing model builds in Intensives teachers to cover the potential remedial
needs of all grades. Staffing adjustments to the number of SPED teachers will depend on the number of
students with IEPs identified and the instructional setting(s) into which they are placed. Paterson
Collegiate Charter School will implement two settings for specialized instruction: collaborative team
teaching (a supporting special education teacher providing in-class small group practice) during every
period of instruction for a class and Special Education Teacher Support Services (SETSS), An additional
SETSS teacher will be hired when the limit of eight students per group is surpassed. An additional
SPED teacher for collaborative team teaching will be hired to ensure that the small group instruction
never exceeds forty percent of the class.
Paterson Collegiate Charter School, Section 1, Student Discipline
1-zq

uescrlbe Lhe phllosophy of sLudenL dlsclpllne LhaL supporLs Lhe school mlsslon and model. ulscuss how parenLs
wlll be lnformed of Lhe school dlsclpllne pollcy.
1. uescrlbe how Lhe charLer school wlll address sLudenL dlsclpllne lssues. Pow wlll Lhe school ensure LhaL
Lhe school's dlsclpllne code reflecLs Lhe mlsslon, goals, and ob[ecLlves of Lhe school?

2. rovlde, as Attachment Sb, Lhe school dlsclpllne pollcy, whlch should lnclude Lhe followlng:
a. racLlces Lhe school wlll use Lo promoLe good dlsclpllne, lncludlng boLh penalLles for lnfracLlons
and lncenLlves for poslLlve behavlor,
b. A prellmlnary llsL and deflnlLlons of Lhe offenses for whlch sLudenLs ln Lhe school musL (where
non-dlscreLlonary) and may (where dlscreLlonary) be suspended or expelled, respecLlvely ln
accordance wlLh N.I.5.A. 18A.J7 and N.I.A.c. 6A.16,
c. lnformaLlon on Lhe provlslon of alLernaLlve educaLlon programs pursuanL Lo N.I.A.c. 6A.16-9.1,
d. An explanaLlon of how Lhe school wlll Lake lnLo accounL Lhe rlghLs of sLudenLs wlLh dlsablllLles ln
dlsclpllnary acLlons and proceedlngs ln accordance wlLh N.I.A.c. 6A.14, and
e. rocedures for due process when a sLudenL ls suspended or expelled as a resulL of a code of
conducL vlolaLlon, lncludlng a descrlpLlon of Lhe appeal process LhaL Lhe school wlll employ for
sLudenLs faclng expulslon.

No Excuses Culture
In a No Excuses school culture, school leaders, teachers, and students adopt unrelentingly high
expectations for student performance and insist that every child is destined for college. Standardsfor
timely arrival, homework completion, behavior, and participationare uncompromising, because to
compromise would be to reduce expectations for the children. By teaching values, behaviors, and
procedures explicitly, the schools equip students with the tools to succeed at a high level and create a
setting where rigorous and engaging instruction can flourish.
True to their moniker, No Excuses schools reject excuses for under-achievement and poor behavior. By
explicitly teaching students classroom procedureshow to get their breakfast, pass out papers, or call
for helpand then waiting for 100-percent adherence to these practices, teachers build classroom
environments where learning can flourish and behavioral problems are a rarity. Low-level misbehavior
and incessant verbal corrections, which typically plague urban classrooms, are replaced with a
warm/strict embrace that helps students feel respected and academically successful. As the year
progresses, success builds on success, and students develop a new conception of themselves and their
futures.
The Student Life Program and Classroom Management System
The applicants are dedicated to creating a secure school environment in which student behavior supports
high-level academic learning. They believe it is the schools responsibility to provide direction, set
limits, and promote self-discipline to ensure all students reach their goal of attaining a college education.
To this end, the school will abide by a rigorous Code of Conduct, use a proven classroom management
system to encourage and reward positive behavior, and apply a progression of consequences in all cases
of misbehavior. School leaders and faculty will plan, guide, and reinforce positive discipline at all times.
To help create a culture of excellence, the school will establish just four simple rules:
1. Respect yourself. Come to school every day and be on time, be prepared, and follow directions.
2. Respect others. Keep your hands and feet to yourself, be polite, and help others in need.
3. Respect the environment. Take care of all school materials and help keep the school clean.
Paterson Collegiate Charter School, Section 1, Student Discipline
1-z

4. Work hard. Do your best in everything you do.

To track student success throughout the day and reinforce its focus on college readiness, the school will
display a three-level wall chart in every classroom which illustrates the alignment of the schools
behavior management system with its core values. Placing students names on the chart using clothes
pins, teachers will begin every day with all students on College Bound (top level). If a student falls
short of school expectations, he or she would move down a level, first to Fix It and then to Stop.
Consequences are clearly defined at every level to ensure appropriate expectations and consistent
responses. The goal of any consequence is to help students see the sense in discipline, understand that
certain actions lead to certain results, and recognize their power to influence outcomes. Inappropriate
behavior will result in one of four consequences: (1) when students mistakes result from simple
carelessness, impulsivity, or forgetfulness, reparations give them the opportunity to take responsibility
by fixing the damage they have caused; (2) students who fail to take responsibility for following the
rules and managing themselves appropriately suffer a loss of privileges; (3) when a student acts without
self-control and the two previous consequences are exhausted, time-out is a highly effective way to set
clear limits; and (4) egregious behaviors, including continually disrupting the class, extreme disrespect
for the teacher or others, or any physical altercation, result in the students immediate removal from the
class, referral to the dean of students, a phone call home, and/or suspension
Code of Conduct
Published in the Family Handbook provided to all families, the schools Code of Conduct will provide
the behavioral framework by which the school will conduct its day-to-day operations. The Code will
reflect academic standards and the right of every student to learn in a non-threatening environment. It
will further reflect the schools desire to protect each individuals right to have any violations of safety
issues addressed appropriately. The school will expect students to follow the schools Code of Conduct
before, during, and after school, in school buildings, on school grounds, on school buses, at school-
related activities, and on the way to and from these activities.
The Code will outline three categories of behaviors unacceptable at Paterson Collegiate Charter School:
those that lead to pre-suspension consequences (Category I), generally applied in the classroom as
described above; those that typically lead to an in-school or short-term suspension (Category II); and
those that typically lead to expulsion (Category III). See Attachment 5b for more information.
Dean of Students
The dean of students will be responsible for shaping and sustaining the schools distinctive culture and
ensuring that the students internalize the schools values and aspirations for academic excellence. The
dean of students has four responsibilities: (1) to manage students sent out of the classroom; (2) to coach
and work with teachers individually to strengthen their classroom cultures, improve their warm/strict
tone, and employ the Lemov techniques; (3) to engage with high-touch students who need regular
monitoring and communication throughout the day to stay on course behaviorally and adjust to the
schools expectations; and (4) to attend to the strategic development of the schools overall culture and
the realization of the goal of academic rigor, intellectual challenge, and joyfulness.
As the schools enrollment grows, Paterson Collegiate Charter School will hire a student management
coordinator, reporting to the dean, who will primarily handle office referrals and recordkeeping.

Paterson Collegiate Charter School, Section 1, Educational Program Capacity
1-z6

1. ldenLlfy Lhe key members of Lhe school and managemenL Leam's leadershlp. ldenLlfy ooly lndlvlduals
who wlll play a subsLanLlal and ongolng role ln school developmenL, governance and/or operaLlon, and
wlll Lhus share responslblllLy for Lhe school and/or neLwork's educaLlonal success. 1hese may lnclude
currenL or proposed governlng board members, school leadershlp/managemenL, LS/repllcaLlng enLlLy
managemenL, and any essenLlal parLners who wlll play an lmporLanL ongolng role ln Lhe school's
developmenL and operaLlon.

2. ldenLlfy any organlzaLlons, agencles, or consulLanLs LhaL are parLners ln plannlng and esLabllshlng Lhe
school, along wlLh a brlef descrlpLlon of Lhelr currenL and planned role and any resources Lhey have
conLrlbuLed or plan Lo conLrlbuLe Lo Lhe school's developmenL.

3. ldenLlfy Lhe Lead erson and explaln why Lhls lndlvldual ls well-quallfled Lo lead Lhe proposed school ln
achlevlng lLs mlsslon. Summarlze Lhe proposed leader's academlc and organlzaLlonal leadershlp record.

a. rovlde speclflc evldence LhaL demonsLraLes capaclLy Lo deslgn, launch, and manage a hlgh-
performlng charLer school.
b. lf Lhe proposed leader has never run a school, descrlbe any leadershlp Lralnlng programs LhaL
(s)he has compleLed or ls currenLly parLlclpaLlng ln.
c. Also provlde, as Attachment 6b, Lhe resume and professlonal blography for Lhls lndlvldual.
ulscuss Lhe evldence of Lhe leader's ablllLy Lo effecLlvely serve Lhe anLlclpaLed populaLlon.
d. lf Lhe Lead erson candldaLe ls noL cerLlfled, ldenLlfy Lhe [ob LlLle of Lhe person who wlll dlrecL
and gulde Lhe work of lnsLrucLlonal personnel, lncludlng, buL noL llmlLed Lo, Lhe supervlslon and
evaluaLlon of sLaff and Lhe developmenL and lmplemenLaLlon of Lhe currlculum. uescrlbe Lhe
quallflcaLlons, cerLlflcaLlon, and responslblllLles Lhls person wlll hold.
e. lf no candldaLe has been ldenLlfled, provlde, as Attachment 7b, Lhe [ob descrlpLlon or
quallflcaLlons for Lhe school leader and dlscuss Lhe Llmellne, crlLerla, and recrulLlng and selecLlon
process for hlrlng Lhe school leader.

4. uescrlbe Lhe responslblllLles and quallflcaLlons of Lhe school's leadershlp/managemenL Leam beyond Lhe
Lead erson. lf known, ldenLlfy Lhe lndlvlduals who wlll flll Lhese poslLlons and provlde, as Attachment
8b, Lhe resumes and professlonal blographles for Lhese lndlvlduals. lf Lhese poslLlons are noL yeL fllled,
explaln Lhe Llmellne and process for recrulLmenL and hlrlng, and provlde Lhe [ob descrlpLlon or
quallflcaLlons for Lhese poslLlons.

3. Lxplaln who wlll work on a full-Llme or nearly full-Llme basls lmmedlaLely followlng Lhe approval of Lhe
charLer appllcaLlon Lo lead developmenL of Lhe school. CuLllne Lhe plan Lo compensaLe Lhese lndlvlduals.

The lead applicant is Steven F. Wilson. As founder and president of Ascend Learning, a Brooklyn-based
charter school management organization, Wilson is an administrator; he is also a community resident. In
addition to his primary role as president of Ascend, Wilson is a senior fellow at Education Sector, a
Washington think tank, and he was previously a fellow at the John F. Kennedy School of Government at
Harvard. He is the former CEO of Advantage Schools, an urban school management company that
educated nearly 10,000 students; and he is a former executive vice president of Edison Schools. Wilson
founded Ascend Learning in 2007, and today he manages four schools in Brooklyn, based on the same
design as that proposed herein. Wilson and Ascends senior staff engaged those who shared their vision
and philosophy and could bring to the project proven experience in a relevant profession, as well as a
keen intellect and willingness to commit the time and energy needed to ensure a successful launch.
Ascend Learning
Paterson Collegiate Charter School, Section 1, Educational Program Capacity
1-z;

Paterson Collegiate Charter School would partner with Ascend Learning (after undergoing an RFP
process), a nonprofit charter management organization founded in 2007 and based in Brooklyn. Ascend
Learning manages three charter schools in underserved communities of Brooklyn, NY.
Management Organizations Responsibilities
The contract stipulates that Ascend Learning would be responsible for designing, selecting, acquiring,
and implementing the schools educational program, including but not limited to the schools curriculum
and pedagogy; services for students with limited English proficiency; special education services and
programs; school-year and school-day requirements; student assessment systems and materials;
extracurricular activities and programs; and instructional and curricular materials, equipment, and
supplies. Ascend Learning would also be responsible for recruiting, recommending, and training the
school director, and assisting the school director with selecting, reviewing, managing, and terminating
all other school personnel; designing and implementing professional development activities for all
school personnel; recommending the number, positions, and titles of all school personnel; and
establishing all other employment practices and policies relating to school personnel. Lastly, Ascend
Learning would manage the day-to-day business of the school, including but not limited to the schools
business administration; payroll; contracts with public or private entities for transportation, custodial,
and food services, and all other services procured for the school; facilities and equipment; purchases and
leases; and procurement of all other goods, services, or equipment that Ascend Learning deems
necessary to attain the schools educational objectives. For these services, Ascend shall be paid nine
percent of the sum of per-student revenues plus IDEA.
Through its licensing agreement with Sabis, Ascend would provide the school with Sabis educational
products, including its curriculum of hundreds of short titles, from kindergarten through Advanced
Placement courses; pacing charts; lessons plans; electronic testing systems and reports; and its School
Management System (SMS), an integrated system for managing every aspect of the Sabis program.
Ascend Learning has built a powerful recruiting function, through which it would identify candidates for
the school director, dean of instruction, dean of students, and director of operations. Ascends director of
talent and recruitment, Jaclyn Vargas, would develop, test, and employ this function successfully to
secure the strong founding leadership teams of Brooklyn Ascend, Brownsville Ascend, and Bushwick
Ascend Charter Schools. Using the same strategy, Ascend Learning would widely post the leadership
positions for the new school on its own website, with Teach For America, the Kennedy School of
Government, Net Impact, several social enterprise and school reform organizations, and through other
contacts and connectors. Ascend Learning would apply all effort and leverage every opportunity to
recruit the strongest possible leadership team for the school.
In recruiting a school director, Ascend Learning would seek a candidate who is demonstrably:
Committed to preparing every student for college
A bold, tireless, and engaging change agent and culture-creator; a visionary; a leader who inspires
and motivates children and adults
Driven to improve the minds and lives of students from underserved communities, dedicated to
doing whatever it takes to help all the schools students achieve academic success
Passionate about academic learning and insistent on academic excellence and rigor at all times
Self-motivated, an entrepreneur, and a team player; a confident and humble problem-solver
An effective and winning communicator, orally and in writing
A self-aware leader who knows how to treat all members of the schools community with respect,
appraises his or her strengths and weaknesses, and is perceptive about how he or she is regarded
Paterson Collegiate Charter School, Section 1, Educational Program Capacity
1-z8

A person of absolute integrity
Aligned with the educational philosophy and core beliefs of the school
Candidates must have a clear record of elevating student achievement in an urban classroom for at least
two years, with a strong understanding of pedagogy that drives results or of exceptional leadership
working with young people in urban communities; and a bachelors degree, with an advanced degree
strongly preferred. Because of the likelihood that some students families will speak other languages,
preference will be given to applicants who speak languages of the community.
Candidates would be sourced by Ascend Learning. The board will have the opportunity to interview
candidates, and reject those it deems inappropriate for the position. Only the board in its sole discretion
may make the decision of whom to hire as school director. The school and Ascend would be equally
focused on finding exceptionally talented staff for the remaining leadership positions. The qualifications,
skills, and attributes required for each position will be detailed in the schools job descriptions.
The Instructional Leadership Team
The instructional leadership team consists of the school director, dean of instruction, and dean of
students. The school director will be, above all, the schools instructional leader. The dean of instruction
will oversee academics at the school, including coaching and developing the teaching staff and ensuring
the accurate implementation of the school design. The dean of students will guide teachers in
implementing effective instructional techniques and oversee the development of the school culture. The
school director will be hired in April and would be compensated by Ascend Learning until July.
Expectations
The founders will communicate their expectations for teacher performance and student achievement
from the outset through the schools marketing materials and job postings. All teachers and instructional
assistants will attend a three-week Summer Institute before the start of each year as well as weekly
professional development on Friday afternoons, and all such sessions will underscore the schools
expectations and equip teachers with the specific tools needed to succeed.
Following are draft position descriptions for the three instructional leaders at the school. All such
materials will be available via the websites of Ascend Learning and the school. Brochures describing the
school design and the founders goals and broad expectations will be distributed in print as well.
All new hires will be immersed in the culture of high expectations during the Summer Institute prior to
the schools opening. At this time, they will learn about the philosophical and pedagogical underpinning
of the school design and receive training on how to achieve the schools ambitious goals reliably while
working at a sustainable pace. These lessons will be reinforced throughout the school year as part of the
culture-building process day-to-day and through frequent professional development sessions.
Roles and Responsibilities
School Director
The school director will be responsible for:
Academics. Ensuring the achievement of target academic results, including curriculum alignment,
pacing charts, exams, Intensives; special education and ELL compliance; and the precise
implementation of the Sabis educational system
Paterson Collegiate Charter School, Section 1, Educational Program Capacity
1-zq

Culture. Defining and building a transformative No Excuses school culture; managing student
discipline; and promoting a distinctive peer tutoring, collaborative learning, and student leadership
development program called the Student Life Organization
Staff. Supported by Ascend Learning, managing, developing, and evaluating the leadership team and
faculty, building a culture of relentless self-improvement among the entire school; planning staffing
needs and recruiting effectively with Ascend Learning; ensuring adherence to all human resources
procedures; managing the staff performance review and compensation review process in accordance
with established guidelines; maximizing staff retention; and addressing staff concerns
Founding Board. Aiding in recruiting community board members and a parent trustee
Parents. Ensuring positive school-parent relations and maintaining high levels of parent satisfaction
Operations, Finances, and Compliance. Overseeing the director of operations, while maintaining
ultimate accountability to Ascend Learning and to the schools board for the schools performance
and the achievement of the goals stipulated in its charter
Community. Developing partnerships with community organizations and stakeholders
Enrollment. Maintaining full enrollment and developing a waiting list for enrollment in the school
Dean of Instruction
The dean of instruction shall be responsible for academic operations at the school, coaching and
developing the teaching staff, and ensuring the accurate implementation of the school design.
Responsible for the academic success of students, the dean shall inspire teachers to excel in their jobs
and motivate students to achieve their highest potential. The dean will provide instructional and
administrative leadership to the teaching staff, oversee the implementation of the curriculum, coordinate
assessments, and monitor student academic performance.
The dean of instruction will be responsible for:
Academic Oversight. Ensuring the academic success of students; recommending necessary actions
and strategies; overseeing effective implementation of curriculum and instruction; reviewing and
implementing pacing charts; coordinating the administration of all assessments, including weekly
computerized tests; coordinating the timely and accurate recording of scores; thoroughly analyzing
test results and academic performance, identifying problems, recommending and implementing
solutions in a timely manner; reviewing report cards for accuracy in academic entries
Teacher Coaching. Coaching and mentoring the faculty; ensuring that teaching is at all times
intentional, engaging, and rigorous
Academic Operations. Ensuring textbooks and materials are provided for each classroom and
matched to the pacing charts; securing additional materials needed to meet state-mandated
curriculum and state testing requirements; coordinating referral of students with perceived special
needs to appropriate personnel; planning and leading assigned school events and programs
Admissions and Placement. Ensuring appropriate placement of applicants; actively participating in
explaining the Sabis educational system to staff, parents, students, and the community at large
Staff Management. Ensuring the right spirit, determining and recommending staffing needs and
teachers workloads; effectively assessing and recommending teacher candidates; monitoring and
assessing teacher performance, and ensuring required training and development; training and
supporting teachers in Ascend and Sabis methods
Internal Relationships. Ensuring smooth and efficient working relations that have a positive impact
on academics; working closely and efficiently with the director, the leadership team, and Ascend
Learning staff to ensure student success and smooth operations; requesting support as needed
Paterson Collegiate Charter School, Section 1, Educational Program Capacity
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Internal Reporting and Compliance. Ensuring the proper implementation of Sabis systems and
standards; maintaining a professional image; timely and accurately completing periodic reports
Student/Parent Relations. Reinforcing positive student behavior and establishing rapport with
students; counseling students with serious academic problems; reviewing and approving official
school communications regarding academic progress or updates; coordinating individual academic
student concerns with parents as appropriate
Dean of Students
The dean of students is responsible for shaping and sustaining the schools distinctive culture and
ensuring that the students internalize the schools values and aspirations for academic excellence. The
dean will oversee the creation of a culture of highly ambitious academic expectations, structure and
order, intellectual rigor, and joyfulness, devising distinctive assemblies, celebrations, and rituals;
coaching teachers on classroom management; meeting with students and parents; developing and
implementing a system of merits and demerits; and implementing the classroom prefect program
The dean of students will be responsible for:
School Culture. Defining and building a transformative school culture consistent with the school
design and inspired and informed by the top-performing urban schools in the country; with the
school director, designing and implementing programs that recognize and reward students; devising
school-wide rituals, that promote the culture and sustain the schools values; shaping and managing
the physical environment to underscore the schools culture and aspirations
Student Management. Selecting and implementing behavior management tools, including overseeing
staff training in behavior management policies, techniques, and strategies, and ensuring the
consistent deployment of such tools school-wide; meeting with students referred by teachers for
behavioral problems, communicating and meeting with the students parents/guardians, and ensuring
that consequences for infractions are fairly and consistently implemented throughout the school;
looking for patterns of misbehavior and coordinating appropriate measures as needed with the school
director and the dean of instruction; responding to acute behavioral issues; coordinating in-school
and out-of-school suspensions, ensuring regulatory compliance; and overseeing school safety
Teacher Resource. Serving as an expert resource to teachers on issues of school culture, classroom
management, discipline, and relationships with students; coaching teachers and staff in holding all
students to high and consistent behavioral expectations
Student Motivation. Communicating with students meeting with, listening to, and seeking to
understand them while helping them define aspirations and building a support network for students
Prefect Program and Student Life. Prior to the hiring of the director of student life in year three,
overseeing the Student Life program, including the use of class prefects in every classroom from the
earliest grades; guiding teachers in identifying prefects, devising and implementing training for the
prefect program, and ensuring that teachers fully leverage the power of class prefects to facilitate
learning, speed transitions, and build a caring culture where no student is permitted to fall behind;
overseeing the Student Life period; identifying and leading academic, artistic, and athletic activities
Attendance and Use of Time. Assertively engaging parents and students in realizing the schools
demanding standards for attendance and on-time arrival; managing transitions, minimizing loss of
time, and promoting a sense of urgency in learning
Documenting Incidents. Implementing and ensuring the school-wide use of Sabis information
technology tools for reporting and documenting infractions; ensuring that proper records are kept of
communications with parents regarding discipline
Paterson Collegiate Charter School, Section 2, Governance
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Lxplaln Lhe governance phllosophy LhaL wlll gulde Lhe board of LrusLees, lncludlng Lhe naLure and exLenL of
lnvolvemenL by key sLakeholder groups.

1. uescrlbe Lhe legal sLaLus of Lhe proposed school, lncludlng wheLher Lhe enLlLy proposlng Lo hold Lhe
charLer ls already lncorporaLed as a non-proflL and wheLher federal Lax-exempL sLaLus has already been
obLalned. rovlde, as Attachment 9b, a copy of Lhe ArLlcles of lncorporaLlon (lf flled), proof of non-
proflL sLaLus and Lax exempL sLaLus, as well as coples of Lhe proposed board bylaws and pollcles.

2. uescrlbe Lhe governance sLrucLure.
a. uescrlbe Lhe slze and composlLlon (currenL and deslred) of Lhe board of LrusLees. Lxplaln how
Lhe proposed governance sLrucLure and composlLlon wlll help ensure LhaL Lhere wlll be acLlve
and effecLlve represenLaLlon of key sLakeholders.
b. ulscuss Lhe powers and duLles of Lhe board of LrusLees. ldenLlfy key skllls, areas of experLlse,
and consLlLuencles LhaL wlll be represenLed.
c. Lxplaln how Lhls governance sLrucLure and composlLlon wlll help ensure LhaL
l. Lhe school ls achlevlng lLs mlsslon,
ll. Lhe school wlll be an educaLlonal and operaLlonal success, and
lll. Lhe board wlll evaluaLe Lhe success of Lhe school, school leader and LS (lf appllcable).

3. lf Lhe currenL appllcanL Leam does noL lnclude Lhe lnlLlal board of LrusLees, explaln how and when Lhe
LranslLlon Lo Lhe formal board wlll Lake place.

4. Lxplaln Lhe procedure by whlch board members have been and wlll be selecLed. ulscuss Lhe plans for
any commlLLee sLrucLure.

3. ldenLlfy any exlsLlng relaLlonshlps LhaL could pose acLual or percelved confllcLs lf Lhe appllcaLlon ls
approved, dlscuss speclflc sLeps LhaL Lhe board wlll Lake Lo avold any acLual confllcLs and Lo mlLlgaLe
percelved confllcLs. uescrlbe Lhe board's eLhlcal sLandards and procedures for ldenLlfylng and
addresslng confllcLs of lnLeresL.

6. uescrlbe plans for lncreaslng Lhe capaclLy of Lhe board of LrusLees.
a. Lxplaln how Lhe board wlll expand and develop over Llme,
b. Lxplaln how and on whaL Llmellne new members wlll be recrulLed and added, and how
vacancles wlll be fllled,
c. Lxplaln Lhe prlorlLles for recrulLmenL of addlLlonal board members, and
d. uescrlbe Lhe Lypes of orlenLaLlon or Lralnlng new board members wlll recelve, and whaL klnds of
ongolng developmenL exlsLlng board members wlll recelve ln addlLlon Lo mandaLed sesslons
provlded by Lhe new !ersey School 8oards AssoclaLlon. 1he plan for Lralnlng and developmenL,
lncluded as Attachment 10b, should lnclude a LlmeLable, speclflc Loplcs Lo be addressed, and
requlremenLs for parLlclpaLlon.

7. Lxplaln Lhe process LhaL Lhe school wlll follow should a parenL or sLudenL have an ob[ecLlon or grlevance
as relaLed Lo a board pollcy or declslon, admlnlsLraLlve procedure, or pracLlce aL Lhe school.

8. uescrlbe any advlsory bodles or counclls Lo be formed, lncludlng Lhe roles and duLles of LhaL body.
uescrlbe Lhe planned composlLlon of Lhe advlsory body, Lhe sLraLegy for achlevlng LhaL composlLlon, Lhe
role of parenLs, sLudenLs, and Leachers (lf appllcable), and Lhe reporLlng sLrucLure as lL relaLes Lo Lhe
school's governlng body and leadershlp.
Paterson Collegiate Charter School, Section 2, Governance
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The board shall have ultimate responsibility for the school, for broad policy, and for managing and
evaluating Ascend Learning, with whom it will be proposed to enter into a five-year management
agreement upon execution of the charter agreement. The board shall be accountable to the authorizer for
the achievement of the schools goals defined in the Goals and Objectives and Performance
Management section of this application and for the requirements of its charter agreement. The board
shall oversee and monitor Ascend Learning, which would be responsible for providing the schools
educational program; selecting and acquiring instructional materials; recruiting, recommending, and
training the school director; assisting the school director with recruiting and hiring school personnel; and
training the faculty. Ascend Learning would also be responsible for day-to-day operations, including
business administration, contracting, payroll, and maintenance of the schools facilities. At monthly
meetings of the board, Ascend Learning shall report to the board on its fulfillment of its contractual
responsibilities, on the schools progress toward its performance goals, and on the schools compliance
with the charter and applicable laws and regulations.
By March of each year, the board shall adopt a self-assessment tool. Such self-evaluation shall be
completed before the annual meeting at which the trustees are elected. The self-evaluation instrument
shall be based on the Board Governance Indicators Assessment from the National Council of Nonprofits
and the Board Governance Assessment Tool from the National Association of Independent Schools.
The board will objectively gauge the performance of Ascend Learning by: (1) tracking Ascend
Learnings fulfillment of its educational, operational, and financial responsibilities under its
management contract with the school; and (2) rigorously and regularly monitoring the schools progress
toward attaining its performance goals. Ascend Learning and the board will agree on a Dashboard for
use at each board meeting to provide an at-a-glance summary of performance against both sets of
measures. The board will also require Ascend Learning to provide an oral report, with an accompanying
memo, of progress each month, which will be delivered by the school director or Ascend Learning staff.
Selecting, Evaluating and Holding Accountable the School Leader
Ascend Learning will be responsible for recruiting exceptional candidates for the school director and
recommending such candidates to the board for hire. The board will have the sole authority to select and
hire a candidate. However, Ascend will assist the board in evaluating the school director through the use
of an annual formal evaluation tool. This tool, developed by Ascend Learning and implemented in the
other schools Ascend manages, will evaluate the school director in all areas, including belief alignment,
academic performance of the school, student and parent relations, and the financial and operational
management of the school. The board may remove a school director at its sole discretion.
Evaluating and Holding Accountable Ascend Learning
The board of trustees will objectively gauge whether Ascend Learning is complying with the terms of
the management agreement by: (1) tracking Ascend Learnings fulfillment of its educational, operational
and financial responsibilities under the management agreement; and (2) rigorously and regularly
monitoring the schools progress toward attaining the goals in the Accountability Plan.
The Dashboard that is used at each board meeting provides an at-a-glance summary of performance
against both sets of measures. The board will also require Ascend Learning to provide an oral and
written report of progress each month, which will be delivered by the school director or Ascend.
Lastly, to evaluate Ascend Learnings performance formally on an annual basis, the board shall use an
evaluation tool that will catalog each of the deliverables and services under the management agreement
Paterson Collegiate Charter School, Section 2, Governance
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and divided into the broad categories of education, operations and finance. Through the formal
evaluation instrument the board will:
conduct a scaled evaluation of whether each of the products and services has been delivered
pursuant to the agreement;
track the implementation of the complete school design to illuminate which components are fully
in place, which are partly in place, and which have not yet been implemented, and how this
implementation compares to the previous period;
track the schools progress over the course of the previous year against each of its performance
goals, which represent the ultimate accountability measures of the school; and
examine data from surveys of staff, parents and students, including their satisfaction levels with
various aspects of the school and its program
Based on these guidelines, the board of trustees shall develop and adopt an evaluation instrument in the
spring of each year and will commence the evaluation of Ascend at the end of each school year. Upon
completing the evaluation, the board shall have such rights as stipulated in the management agreement,
including but not limited to requiring corrective action.

Number of Trustees
The initial board of trustees shall consist of five trustees. The number of trustees constituting the entire
board shall never be fewer than five and not more than eleven. Such number may be fixed from time to
time by action of the trustees or, if the number is not so fixed, the number shall be seven. In any event,
the fixed number of trustees shall be an odd number.
Recruitment and Selection
The school will recruit five trustees upon being approval of the Phase Two application. Prior to the
schools opening, the board of trustees may expand to include up to two additional trustees affiliated
with community-based organization under the direction of the qualifying founder, Carol Burt-Miller. In
keeping with the practices for board development advanced by Building Excellent Schools, Ascend
Learning performs all necessary due diligence to ensure that each candidate is thoroughly familiar with
the school, its philosophy and its specific programs, as well as with the responsibilities of trusteeship.
Ascend Learning screens all candidates for the qualifications set forth in the trustee job description, and
requires each trustee to sign a Statement of Privileges and Responsibilities. Once the school is
operational, candidates for open trustee positions will be forwarded to the boards nominating
committee, which will interview them and evaluate their candidacy. The full board will vote on all
candidates nominated by the committee, in accordance with the schools by-laws.
Trustee Job Description
Responsibilities
The school is organized as a New Jersey State education corporation governed by a Board of Trustees
consisting of five or more trustees. The Trustees are together responsible for:
1. Oversight of the school. The Board is ultimately responsible for the school, including its compliance
with its Charter and other governing documents. The Board is accountable to the schools authorizer, the
SUNY Charter Schools Institute, for the achievement of the schools goals.
2. Policy. The Board considers and adopts broad policies of the school, including fiscal policies and
procedures, and those involving student discipline.
Paterson Collegiate Charter School, Section 2, Governance
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3. Managing the schools charter management organization. The board oversees and monitors
Ascend Learning, with which it has entered into a five-year management agreement. Ascend is
responsible for providing the schools educational program, selecting and acquiring instructional
materials, recruiting, recommending, and training the school director, assisting the school director with
recruiting and hiring school personnel, and training the faculty. Ascend Learning is responsible for
day-to-day operations, including business administration, contracting, payroll, and maintenance of the
schools facilities. At meetings of the Board, Ascend Learning reports to the Board on its fulfillment of
its contractual responsibilities, on the schools progress toward its performance goals, and on the
schools compliance with the Charter and applicable laws and regulations.
4. Selecting the school director. Under the terms of its Charter and its management agreement with
Ascend Learning, Ascend recommends candidates to the Board for school director. The Board considers
these recommendations and appoints the director. The director of operations (who shall oversee all
non-instructional staff), a dean of instruction, a dean of students, and a director of special education (in
year four and thereafter) all report to the school director.
5. Budget and financial resources. Ascend Learning prepares an annual budget for consideration by
the Board. The Board approves the budget and reviews the schools financial performance and position
at each meeting.
6. Annual financial audit. The Board hires the schools auditor and receives the annual audit.
7. Appeals by parents. The Board hears appeals by parents on matters of student discipline, including
student expulsions.
8. Enhancing the organizations standing. The Trustees are ambassadors of the school to the
community and work individually and collectively to increase the organizations standing the in
community.
9. Ensure legal and ethical integrity. The Trustees ensure that the school adheres to all laws,
regulations, and rules, and that it conforms to the highest standards of ethical conduct.
10. Fundraising. The Board assists Ascend Learning in fundraising, including with the schools
applications for public grants (categorical and discretionary) and private donations from foundations,
corporations, and individuals.
11. Strategic planning. The Board, in conjunction with Ascend, develops a strategic plan for the school
and monitors its implementation.
Qualifications, Skills, and Traits
All Trustees must:
Demonstrate a commitment to, and understanding of, the community, its needs, and its concerns;
believe in charter schools as an effective school reform strategy, subscribe to the mission of the
school, and manifest passion for it;
have as an enduring priority not the adults who work in the school but the academic achievement
of the schools students, and believe that all children can be prepared to attend college, regardless
of the circumstances into which they were born;
demonstrate an alignment with the schools education philosophy and program;
hold a deep understanding of the distinction between governing and managing the organization,
and the imperative of upholding this distinction;
evidence effectiveness at working in groups and mobilizing others, and personal motivation to
advance the school, not control it;
demonstrate respect for all the schools stakeholders and clients, regardless of race, ethnicity,
gender, economic class, education, or creed;
be available to participate meaningfully in the development of the new and growing school;
Paterson Collegiate Charter School, Section 2, Governance
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have the professional expertise, maturity, financial competence, and integrity to function as a
fiduciary of what will become, at maturity, an organization with more than twelve million dollars in
public revenues; and
be willing to leverage personal and professional networks on behalf of the school.

Senior professionals will also be expected to:
Show evidence of an unambiguous record of successful leadership in private or public organizations;
demonstrate expertise in law, real estate, financial management, governance, marketing, fundraising,
community organizing and outreach, and/or strategic planning, and be prepared to use such skills in
service of the school; and
have personal experience with entrepreneurship and working with a diverse team.

Duties and Compensation
Trustees are elected to one-year, unpaid terms. The Board meets monthly at the school. Trustees
occasionally also appear before the authorizer or regulatory agencies, host important visitors to the
school, or participate in hearings and other events to advance charter schools in the city.
Positions, Committees, Frequency, and Delegation
As set forth in the bylaws, the officers of the school shall be a president, treasurer, secretary, and such
other officers, which may include a controller, one or more vice presidents, assistant treasurers, assistant
secretaries or assistant controllers, as the board of trustees may, at its discretion, elect or appoint.
As set forth in the by-laws, the board of trustees shall appoint from their number five or more trustees to
constitute an Executive Committee, and shall appoint from their number three or more trustees to
constitute a Finance Committee and an Education/Accountability Committee.
Board meetings shall be held every month at the school. Committee meetings shall be held as needed.
As set forth in the by-laws, responsibility for the policy and operation of the school shall be vested in
and exercised by the board of trustees. To the extent permitted by law, the board of trustees may, by
general resolution, delegate to officers, the school director or employees of the school such powers as
they may see fit.
Open Meetings Law
Pursuant to the Open Meetings Law, appropriate notice of all board meetings shall be given to trustees
and also shall be posted at the school and on the schools website at least 72 hours in advance of all
board meetings, or a reasonable time prior thereto. All meetings, including Special Meetings, shall be
held in accordance with the Open Meetings Law. A record shall be kept and maintained of all meetings
of the board of trustees or committees thereof, including the time, date and location of the meeting; the
trustees present at the meeting; and a record or summary of all motions, proposals, resolutions and any
other matter formally voted upon and the vote thereon. The record of all meetings shall be made
available to the public in accordance with the Open Meetings Law.
Complaint Procedures
The Family Handbook sets forth in detail the schools grievance process. For a complaint to be reviewed
and entered on the board agenda, it must be received at least five business days prior to the next
regularly scheduled board meeting. Should the complaint be related to an issue that is particularly urgent
or time-sensitive, the complainant may submit the complaint directly to the chair of the board. The chair
Paterson Collegiate Charter School, Section 2, Governance
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will have discretion as to whether the matter necessitates calling an emergency meeting of the board or
the boards governance/executive committee, to which the board may delegate pressing business if a full
board meeting cannot be convened because of time constraints or quorum issues.
The board or the executive/governance committee will review the points laid forth in the complaint and
hear testimony and review evidence to determine the facts of the matter and an appropriate resolution. In
most cases, the board will attempt to make a determination at the meeting where the complaint was first
reviewed. However, it will reserve the right to postpone a decision so that it can fully review the relevant
information and evidence, and shall inform the complainant in writing of the proposed timetable for
reviewing the information and rendering a decision. The board will issue a formal written response to
the complaint upon the conclusion of its investigation and review. In addition, a summary of the
complaint and the boards response will be entered into the minutes of the board.
Complaint and Grievance Policy
Section 18A:36A-15 of the New Jersey statutes allow any individual or group to bring a complaint to the
board of trustees of a charter school alleging a violation of the provisions of the act. The board is
required to establish an advisory grievance committee consisting of both parents and teachers who are
selected by the parents and teachers of the school to make nonbinding recommendations to the board
concerning the disposition of a complaint.

At Paterson Collegiate Charter School the board will work with the school director to establish an
advisory grievance committee comprised of only parents and teachers. The parents and teachers will be
nominated by school parents and teachers prior to June of each school year, and will serve one-year
terms. During the summer prior to the opening of the school, the board will advertise the formation of
the advisory grievance committee to all teachers and parents. After the opportunity has been properly
advertised, the president of the board will then appoint the members of the advisory grievance
committee for this first term of service. In all subsequent years the committee members will be selected
by parents and teachers of the school.

This advisory grievance committee will be responsible for reviewing complaints from individuals and
groups and making nonbinding recommendations to the board concerning their disposition.

Complaint Process
Any individual or group who believes a charter school has violated the provisions of the Paterson
Collegiate Charter School or the schools charter, or any other law relating to the management or
operation of the charter school, may bring a complaint to the board of trustees for resolution. The
complainant may leave the complaint or grievance at the schools main office to the attention of the
board chair.
The complaint must include (1) a detailed statement of the complaint or grievance, including the law or
regulation allegedly violated, names of individuals at the school who allegedly took the actions at issue,
and the time, date, and place of occurrence; (2) relevant correspondence; (3) what action the
complainant is seeking from the board of trustees; and (4) the complainants name, address, and
telephone number.
The board of trustees must acknowledge receipt of the complaint or grievance within one week, share
the complaint with its advisory grievance committee, and indicate what steps the committee and the
board plan to take to investigate the allegations.
Paterson Collegiate Charter School, Section 2, Governance
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Complaints and grievances will be addressed at the next board meeting unless the board chair
determines that the issue is of such urgency that a special meeting must be called. This decision is made
at the sole discretion of the board chair.
Prior to the board meeting, the advisory grievance committee will attempt to collect evidence needed to
assess the merits of the complaint or grievance; analyze the allegations and all available evidence; and
write a report summarizing the investigation and its nonbinding recommendations. At the board
meeting, the advisory grievance committee will present the report to the board members, either during
the public meeting or during executive session.
In some instances a decision may be rendered by the board at the meeting based on the committees
report. In other instances additional fact-finding and due diligence will be required by the board.
The chair will conclude the discussion of the complaint or grievance by either (a) issuing a decision or
(b) requiring specific further investigation, including a timeline, and assigning specific individuals to
carry out the next steps. The chair will proceed by either writing a decision letter and sending it to the
complainant and entering it into the boards minutes at the next meeting, or continuing and concluding
the investigation, as per the plan, and then issuing a decision letter.
If the complainant remains unsatisfied with the response of the board, he or she may bring the complaint
to the authorizer.
Conflicts of Interest
As the board members have not yet been selected, there are currently no potential conflicts of interest.
The General Municipal Law defines prohibited conflicts of interest for school trustees, officers and
employees.
Under the General Municipal Law, no school officer or employee may have an interest, direct or
indirect, in any contract with the school, when such trustee, officer or employee, individually or as a
member of the board, has the power or duty to (a) negotiate, prepare, authorize or approve the contract,
or authorize or approve payment under the contract; (b) audit bills or claims under the contract; or (c)
appoint an officer or employee who has any of the powers or duties set forth above. No treasurer may
have an interest, direct or indirect, in a bank or trust company designated as a depository or paying agent
or for investment of funds of his/her school. This provision, however, does not preclude payment of
lawful compensation and necessary expenses of a school employee in one or more public offices or
positions of employment, the holding of which is not prohibited by law.
Exceptions to Law
The General Municipal Law enumerates a number of exceptions to its general rule prohibiting
conflicts. Specifically, the statute provides that its prohibitions on conflict of interest do NOT apply to:
a) The designation of a bank or trust company as a depository, paying agent, registration agent or for
investment of funds of a municipality except when the chief fiscal officer, treasurer, or his/her
deputy or employee, has an interest in such bank or trust company; provided, however, that where
designation of a bank or trust company outside the municipality would be required because of the
foregoing restriction, a bank or trust company within the municipality may nevertheless be so
designated
Paterson Collegiate Charter School, Section 2, Governance
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b) A contract with a person, firm, corporation or association in which a municipal officer or employee
has an interest that is prohibited solely by reason of employment as an officer or employee thereof, if
the remuneration of such employment would not be directly affected as a result of such contract and
the duties of such employment would not directly involve the procurement, preparation or
performance of any part of such contract
c) The designation of a newspaper, including but not limited to an official newspaper, for the
publication of any notice, resolution, ordinance or other proceeding where such publication is
required or authorized by law
d) The purchase by a municipality of real property or an interest therein, provided the purchase and the
consideration therefore is approved by order of the supreme court upon petition of the governing
board
e) The acquisition of real property or an interest therein, through condemnation proceedings according
to law
f) A contract with a membership corporation or other voluntary non-profit corporation or association
g) The sale of lands and notes pursuant to Section 60.10 of the local finance law
h) A contract in which an officer or employee has an interest if such contract were entered into prior to
the time he/she were elected or appointed as such officer or employee, but this does not authorize a
renewal of any such contract
i) Employment of a licensed physician as school physician for a school upon authorization by a two-
thirds vote of the board of trustees
j) A contract with a corporation in which an officer or employee has an interest by reason of
stockholdings when less than five percent of the outstanding stock of the corporation is owned or
controlled directly or indirectly by such officer or employee
k) A contract for the furnishing of public utility services when the rates or charges therefore are fixed
or regulated by the public service commission
l) A contract for the payment of a reasonable rental of a room or rooms owned or leased by an officer
or employee when the same are used in the performance of his/her official duties and are so
designated as an office
m) A contract for the payment of a portion of the compensation of a private employee of an officer
when such employee performs part-time service in the official duties of the office
n) A contract in which a school officer or employee has an interest if the total consideration payable
thereunder, when added to the aggregate amount of all consideration payable under contracts in
which such person had an interest during the fiscal year, were not to exceed $150
o) A contract with a member of private industry council established in accordance with the federal job
training partnership act or any firm, corporation or association in which such member holds an
interest, provided the member discloses such interest to the council and the member does not vote on
the contract

Express Prohibitions
In addition, the law clearly states that a trustee, officer, or employee may not:
a) Directly or indirectly, solicit any gift, or accept or receive any gift having a value of $75 or more,
whether in the form of money, service, loan, travel, entertainment, hospitality, thing, or promise, or
in any other form, under circumstances in which it could reasonably be inferred that the gift was
intended to or could reasonably be expected to influence him/her in the performance of his/her
official duties, or was intended as a reward for any official action on his/her part
b) Disclose confidential information acquired in the course of his/her official duties or use such
information to further his/her personal interests
Paterson Collegiate Charter School, Section 2, Governance
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c) Receive, or enter into any agreement, express or implied, for compensation for services to be
rendered in relation to any matter before the board; or
d) Receive, or enter into any agreement, express or implied, for compensation for services to be
rendered in relation to any matter before the board whereby the compensation is to be dependent or
contingent upon any action by the agency. This provision does not prohibit the fixing of fees based
upon the reasonable value of services rendered.

Penalties
Any contract willfully entered into by or with a school in which there is a prohibited interest is void and
unenforceable. In addition, any trustee, officer or employee who willfully and knowingly violates the
foregoing provisions shall be guilty of a misdemeanor.
It should be noted that competitive bidding does not cure the prohibition against having any interest in a
contract when the trustee, officer, or the employee has the power to approve the contract.
The law further authorizes, in addition to any other penalty imposed, that any person who knowingly
and intentionally violates the above may be fined, suspended, or removed from office or employment in
the manner provided by law.
Disclosure of Interests
The Legislature has also enacted various disclosure requirements, in an effort to protect the public and to
publicize conflicts of interest, so that both the public and the governing body might take appropriate
account of any personal interests in assessing the public benefit of a personal transaction.
Any trustee, officer, or employee who has, will have, or later acquires an interest in any actual or
proposed contract with the board must publicly disclose the nature and extent of such interest in writing
to the board as soon as he/she has knowledge of it.
Although certain interests may not be expressly prohibited, they are still subject to disclosure
requirements. Legal counsel will be sought concerning questions regarding disclosure of specific items.
The law requires that written disclosure be made part of and set forth in the minutes of the board. Once
made, no further disclosures with respect to additional contracts with the same party during the
remainder of the fiscal year need be made.
Advisory Bodies
At this time, no advisory bodies are planned for the proposed schools board of trustees.
Legal Status
The founders plan to submit an application to incorporate the proposed school in January 2013.
Subsequently, the founders will apply to obtain federal tax-exempt status.

Paterson Collegiate Charter School, Section 2, Parent & Community Involvement
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1. uescrlbe how Lhe school wlll engage parenLs. Lxplaln Lhe plan for bulldlng famlly-school parLnershlps
LhaL supporL learnlng and encourage parenLal lnvolvemenL.

2. ulscuss Lhe communlLy resources LhaL wlll be avallable Lo sLudenLs and parenLs. uescrlbe any
parLnershlps Lhe school wlll have wlLh communlLy organlzaLlons, buslnesses, or oLher educaLlonal
lnsLlLuLlons. Speclfy Lhe naLure, purposes, Lerms, and scope of servlces of any such parLnershlps,
lncludlng any fee-based or ln-klnd commlLmenLs from communlLy organlzaLlons or lndlvlduals LhaL wlll
enrlch sLudenL learnlng opporLunlLles. Lnsure compllance Lo ubllc School ConLracL Culdellnes for all
fee-based relaLlonshlps. lnclude, as Attachment 11b, exlsLlng evldence of supporL from lnLended
communlLy parLners such as leLLers of lnLenL/commlLmenL, memoranda of undersLandlng, and/or
conLracLs.

Mission Clarity
The school director will have primary responsibility for communicating with and engaging parents,
guardians, and other family members. Families, like students, will find that the school has clear and
simple convictions: The goal for every child is admission to a selective college or university. Knowledge
is the ticket to a bright future. Effort, not talent, is the determinant of success.
School-Parent Compact
Parents or guardians, students, and teachers will all be asked, but not obligated, to sign a compact that
underscores their joint commitment to supporting the schools rules, values, and procedures. Through
this compact, parents will pledge to support their childrens education by ensuring timely arrival,
checking that homework is completed every night, communicating with the school, and making certain
that their children uphold the schools values.
Events
The school will periodically send letters home with students to communicate developments at the
school, opportunities for families to get involved, and reminders of specific ways that families can
support their students academic success. The school will also schedule occasional Family Forums to
inform parents and guardians about the schools expectations, programs, policies, and procedures; to
engage families in the creation of a strong school community and vibrant culture of achievement; and to
afford family members an organized forum for sharing ideas and concerns, and problem-solving.
Family Association
After the school opens, it will coordinate a Family Association to advance the following goals:
Facilitate communication between parents and the schools leadership team by planning and
overseeing events, such as meetings featuring a speaker from the school on topics of the
families choice (e.g., a particular curricular program, computer programming, homework
policies, Student Life), or evenings with the school director to facilitate informal dialogues and
discussions on a variety of topics
Provide social, cultural, and developmental opportunities for students by fundraising to offset
some of the cost of after-school, weekend, and holiday activities for students, and by planning
and overseeing other student-centered events
Facilitate interaction among families through social events and meetings, and Family Link-ups
(i.e., matching families with compatible needs for car pools, emergency pick-ups, cooperative
babysitting arrangements during meetings and events, etc.)
Coordinate used uniform sales and scholarships
Paterson Collegiate Charter School, Section 2, Parent & Community Involvement
z-q1

Provide a structure for family volunteer functions, such as library and computer lab aides,
crossing guards, after-school activity coordinators and leaders, and recess and lunch monitors

The founder will recommend events at Paterson Collegiate Charter School, including Fitness Night by
Fit for Life, scholar end-of-year celebration at a local amusement park, teacher appreciation boat cruise,
summer activities, child safety with a police officer and fireman as guest speakers, Pajama Story Night,
theater productions, food drive, Career Day, dance party fundraiser, and grade-level trips to museums,
colleges, a local zoo, and a local aquarium.
WebParent
Through Ascend Learnings licensing agreement with Sabis, parents at Paterson Collegiate Charter
School would benefit from Sabis WebParent software, a website specific that will allow them to view
information concerning their childrens progress and performance. Parents may also use the site to
access attendance and discipline information on a weekly, term, and year-to-date basis; review home
assignments; and learn about upcoming school events. Parents of enrolled students will be able to access
WebParent through a portal on Ascends website.
Ascend will administer a year-end survey of parents and guardians, which will assist the school in
assessing the extent to which families expectations were met during the preceding year and identifying
areas where improvement may be necessary. Also, the school will ask parents who choose to withdraw
their children to participate in an exit interview to determine the reasons for the students removal. The
school will thus uphold its commitment to the constant improvement of the quality of service provided.
Parent Participation in Board Activities
After the school opens, the schools board, in consultation with the school director, shall appoint as a
trustee a parent or guardian of a child or children enrolled in the school. The parent trustee shall recuse
himself or herself from board decisions involving individual instances of student disciplinary action.
Parents may also participate at any board meetings by attending, and offering input during the open
comment period that will take place at each meeting. There may also be instances where a representative
of the Family Association attends a board meeting to update the board on pertinent developments.
Parents may file grievances with the board of trustees through the grievance process.
Annual Survey
Every year, parents will be invited to participate in a survey conducted by the New York City
Department of Education. The four main topics covered in the survey are academic expectations
communication, engagement, and safety and respect.
Other Parent Participation
The school director shall appoint a parent to serve as an occasional advisor in connection with certain
activities during which such participation is required, in accordance with Title I and SAVE legislation.
Community Partnerships
Currently, there are no planned community partnerships, but the school will make use of the community
connections maintained by the qualifying founder, Carol D. Burt-Miller, to make available any resources
needed or requested by parents and students.
Paterson Collegiate Charter School, Section 2, Student Recruitment and Enrollment
z-qz

Lxplaln Lhe plan for sLudenL recrulLmenL and markeLlng LhaL wlll, Lo Lhe maxlmum exLenL posslble, seek Lhe
enrollmenL of a cross-secLlon of Lhe communlLy's school-age populaLlon.

1. uescrlbe Lhe pollcles and pracLlces relaLed Lo admlsslons, loLLery, walLlng llsLs, and open recrulLmenL as
requlred by law.

2. rovlde, as Attachment 12b, Lhe School LnrollmenL ollcy:

Outreach Plan
The school will embark on an extensive public information and student recruitment campaign once it is
chartered and again in the fall and winter of each year. All marketing materials, which will be broadly
distributed and translated into Spanish, will communicate that the school is a tuition-free public school
of choice and welcomes and serves all children in the served grades. The school director, once hired,
will lead the enrollment campaign, assisted by school staff and staff from Ascend Learning. Until such
time as the school director is hired, Ascends director of school operations will lead the campaign. The
school will impose no admissions preconditions or requirements on interested families. As such,
families will not be required to attend meetings or information sessions, nor will they be required to
adhere to the schools mission or philosophy, or to sign any agreements or contracts imposing
responsibilities or commitments such as reviewing homework, attending parent conferences, or
volunteering for the school. The school will encourage families to learn as much about the school as
possible and to participate actively in their childrens education.
During the fall and winter of each school year, the school will offer frequent informational events both
at the school and at local community venues where the school director, trustees, and staff from the
school and Ascend Learning will make presentations and answer questions about the school. In addition,
the school will market itself through traditional means, such as direct mail or media buys that can reach
the broader community, as well as grassroots and community-based marketing strategies, such as
participation in community fairs, picnics, and cultural events, to build awareness of the school among
those families who may not be reached by more traditional methods. For example, the school will target
and seek permission to leave marketing materials at local daycare centers (including Head Start
facilities) and local businesses such as convenience stores, Laundromats, barber shops, and salons.
Outreach to English Language Learners and Children with Disabilities
The school will make good faith efforts to attract and retain students with disabilities and English
language learners (ELL) comparable to the Paterson school district. The school will ensure that such
students are welcomed and served in an effective manner. The planning team and staff of the school will
recruit families of students who are ELL and have IEPs. To promote the school among these special
populations, the planning team and staff will visit neighborhood feeder schools that serve high
populations of students who are ELL and who have special education needs. The planning team and
staff also will recruit students by reaching out to doctors offices and diverse community organizations.
The founders will continue cultivating relationships with a number of businesses and organizations in
Paterson, particularly by way of the community reach of the qualifying, Carol Burt-Miller. In its
ongoing outreach efforts, the school will continue to target stores that are owned by members of
minority-language communities or are frequented by non-English speakers, such as ethnic grocery stores
and restaurants, as well as churches and daycare centers that serve minority-language populations. The
school will make arrangements to drop-off or distribute at these locations flyers in English, Spanish, and
other languages spoken in the district.
Paterson Collegiate Charter School, Section 2, School Staff Structure
z-q

CompleLe Lhe Lable below ouLllnlng your school sLafflng plan. Ad[usL or add funcLlons and LlLles as needed.
lease explaln lf proposlng a sLafflng model LhaL dlverges from Lhe norm.

Schoo| Staff|ng Mode| and ko||out
ear ear 1 ear 2 ear 3 ear 4
School ulrecLor 1 1 1 1
uean of lnsLrucLlon 1 1 1 1
uean of SLudenLs 1 1 1 1
ulrecLor of CperaLlons 1 1 1 1
Classroom 1eachers (Core Sub[ecLs) 8 12 16 20
lnLenslves 1eachers 0.3 1.3 2.3 3
Classroom 1eachers (Speclals) 1 2 3 3
Spanlsh 1eachers 1 2 2 3
SLu 1eacher 0.3 2 2.3 3.3
Soclal Worker 1 1 1 1
SLudenL ManagemenL CoordlnaLor 1 1
Academlc CperaLlons AssoclaLe 1 1 1
AssoclaLe 1eacher 1 2 2
Cfflce Manager 1 1 1 1
CperaLlons AssoclaLe 1
1ota| I1Ls 17.S 27.S 36 43.S

2. noLe Lhe Leacher-sLudenL raLlo, as well as Lhe raLlo of LoLal adulLs Lo sLudenLs.

ear ear 1 ear 2 ear 3 ear 4
SLudenLs 212 324 436 348
lnsLrucLlonal SLaff 11.3 20.3 28 34.3
1oLal SLaff 17.3 27.3 36 43.3
1eacher to Student kat|o 0.0S 0.06 0.06 0.06
Staff to Student kat|o 0.08 0.08 0.08 0.08

Paterson Collegiate Charter School, Section 2, Staffing Plans, Hiring, Management, and
Evaluation
z-qq

1. CuLllne Lhe salary ranges and employmenL beneflLs for all employees, as well as any lncenLlves or
reward sLrucLures LhaL may be parL of Lhe compensaLlon sysLem.

The base starting salary for teachers is $54,600; for Intensives $50,000, and leadership team members
$75,000-$100,000. The base annual increase is 3 percent for staff. Moreover, should the schools board
elect to establish a bonus program for the school year (and allocate money for the purpose in the
schools budget), high-performing teachers would also receive financial bonuses. The amount of the
bonus would be based on the teachers weighted rankings on the annual performance evaluation. The
potential bonus award for each teacher would also be a function of annual policy, but the founders
would regard a sum less than $2,500 to be insufficient to serve as an effective incentive or appropriate
reward. Performance pay and value-added measures are currently the focus of considerable academic
research and policy experimentation, and the founders are closely following developments in this area.
The school may decide, in light of findings, to alter its performance pay policy.

2. uescrlbe Lhe sLraLegy, plans, and Llmellne for recrulLlng and hlrlng Lhe Leachlng sLaff. Lxplaln key
selecLlon crlLerla and any speclal conslderaLlons relevanL Lo Lhe school mlsslon and deslgn.

Staff Recruitment and Retention
The board will engage Ascend Learning to assist the school director in the recruitment and staffing of
the school. The school director will interview, hire, assign, manage, review, and terminate teachers as
necessary, with advice from Ascend Learning. Ascend Learning will post detailed job descriptions
online. These descriptions will serve as a guide in all hiring decisions. For prospective candidates, they
will clearly delineate the schools high expectations and standards for performance.
To teach at Paterson Collegiate Charter School, candidates must have:
A bachelors degree in the subject area to be taught, preferably from a selective college or
university (masters degree preferred)
High GPA in an academic major
At least two years of urban teaching experience
Preferably, candidates will also have certification in the subject area to be taught.

Teaching candidates also must:
Demonstrate an unwavering belief that all students can achieve at high levels
Manifest a total commitment to do whatever it takes to prepare all of the schools students for
college
Demonstrate a record of producing dramatic student achievement gains as a teacher in a tightly
disciplined setting
Be passionate about urban education and closing the achievement gap
Be committed to education standards, statewide testing, and accountability
Believe in a structured, predictable environment for children, and a No Excuses classroom
Be willing to be the authority in the classroom and to set the rules
Be prepared to invest in building relationships with students
Value being effective over being creative
Have a can do attitude and be a team player
Be relentless in the pursuit of the schools academic objectives
Paterson Collegiate Charter School, Section 2, Staffing Plans, Hiring, Management, and
Evaluation
z-q

Be hard-working and willing to absorb feedback by engaging in a process of self-improvement

The school will prize diversity in its workforce, as a diverse staff brings a valuable breadth of
perspectives to tasks and decisions. Discrimination against any individual on the basis of race, religion,
color, national origin, gender, age, sexual orientation, disability, medical condition, marital status, or
veteran status will not be tolerated. Employees will be selected, retained, and promoted solely on the
basis of their qualifications and job performance, and all reasonable accommodations will be made for
those covered by the Americans with Disabilities Act.
The schools firm commitment to diversity means that, beyond providing equal opportunities to all
employees, the school will take positive action to hire and promote people of color, women, disabled
persons, and veterans. Diversity will apply to all personnel activities, including employment advertising
and recruiting; hiring, upgrading, and transferring; establishing rates of pay and other benefits; and
providing opportunities for training and development.
As a prerequisite for working in the school, all faculty and staff will be required to clear FBI background
checks, including fingerprinting. The school will require that a minimum of two professional references
be verified before an offer of employment is made. In accordance with Section 2854(3)(a-1) of the
Education Law, no more than 30 percent of the teaching staff, or five teachers, whichever is less, will
lack New York certification. Such uncertified persons may only be hired if they satisfy one of the
following conditions: they have at least three years of elementary, middle, or secondary classroom
teaching experience; they are tenured or tenure-track college faculty; they have two years of satisfactory
experience through the Teach For America program; or they possess exceptional business, professional,
artistic, athletic, or military experience. In no instance may this final provision be interpreted as a
blanket waiver of the general requirements; it will apply only in those rare cases where an individual
possesses unique qualifications or a particular record of success that relates directly to the particular
subject he or she will be teaching, e.g., a concert violinist serving as a music teacher, or a respected
journalist serving as an English instructor. All special education teachers will be New York State
certified in special education and will be Highly Qualified as defined by NCLB and IDEA. All teaching
staff will meet the requirements of both NCLB and IDEA.
To help identify candidates whose philosophy and work ethic are aligned with those of the school and
Ascend Learning, the school will work collaboratively with such like-minded organizations as Teach
For America, Education Pioneers, The New Teacher Project, New Leaders for New Schools, and will
look for alumni of these programs to apply. Ascend Learning has already developed fruitful bonds with
these organizations in staffing the Brooklyn Ascend, Brownsville Ascend, and Bushwick Ascend
Charter Schools.
Because of the likelihood that some students families will speak other languages, preference will be
given to teaching candidates who speak languages from the community.
3. CuLllne Lhe procedures for hlrlng and dlsmlsslng school personnel. lnclude Lhe proposed 8oard pollcy for
sLreamllned Lenure.

The board will engage Ascend Learning to recruit and recommend the school director and to assist the
school director in the recruitment and staffing of the school. Once hired, the school director will
interview, hire, assign, manage, review, and terminate teachers as necessary, with advice from Ascend
Learning. Job descriptions detailing the qualifications required and the specific roles of each position
Paterson Collegiate Charter School, Section 2, Staffing Plans, Hiring, Management, and
Evaluation
z-q6

will serve as a guide in all hiring decisions. For prospective candidates, they will clearly delineate the
schools high expectations and standards for performance.
4. Lxplaln how Lhe school leader wlll be supporLed, developed, and evaluaLed each school year. rovlde, ln
Attachment 13b, your leadershlp evaluaLlon Lool(s).

Working in partnership with Building Excellent Schools, the Ascend network will conduct Summer
Institutes annually to develop leadership team and teachers fluency in the curriculum and Ascend
Learnings No Excuses school culture. Both formal and anecdotal feedback has underscored the value of
these intensive sessions for participants.

Paterson Collegiate Charter Schools school director and deans will routinely participate in Weekend
Warriors trainings held quarterly by Building Excellent Schools (BES). This program includes an in-
depth visit to a top-performing No Excuses school and training on topics such as hiring, teacher
feedback, and the warm/strict culture. In addition, Ascend arranges for instructional leaders to make
frequent visits to top-performing No Excuses schools, such as North Star Elementary in Newark and
Excel Academy in Boston. Ascend also purchases extensive follow on consulting services from BES:
An experienced former No Excuses regional leader at BES works closely throughout the year with
school directors and deans of instruction facing specific instructional challenges. For example, in the
2011-12 year, BES worked with the new Brooklyn Ascend Middle Schools director to improve student
engagement by introducing turn and talks and other non-direct instructional learning activities. She
also helped the director to sharpen her delegation to the deans and establish clearer accountabilities.

Ascend Learning also supports leadership team training by Doug Lemov on the Taxonomy of Effective
Teaching Practices. This program trains school leaders to: (1) help teachers understand proven teaching
skills that drive student achievement and be able to describe and explicate their effective application by
champion teachers; (2) develop and lead training activities that broaden teachers capacity to apply
effective techniques; and (3) plan to implement training and embed the skills in their schools
professional development program.

Ascend will assist the board in evaluating the school director through the use of an annual formal
evaluation tool. This tool, developed by Ascend Learning and implemented in the other schools Ascend
manages, will evaluate the school director in all areas, including belief alignment, academic
performance of the school, student and parent relations, and the financial and operational management
of the school. The board may remove a school director at its sole discretion.

3. Lxplaln how Leachers wlll be supporLed, developed, and evaluaLed each school year. rovlde, ln
Attachment 14b, your Leacher evaluaLlon Lool(s).

Grade Team Meetings and Individual Professional Development Plans
After building a foundation in the Ascend model the three-week Summer Institute (explained in depth in
the Professional Development section), the lead teacher and the grade-level team will meet with the dean
of instruction weekly during the school year to explore ways to sharpen their skills and strengthen their
practice through a relentless drive for self-improvement, the hallmark of top-performing schools.
Teachers will be encouraged to offer constructive critical feedback by identifying potential
improvements and adjustments in the schools practices that will promote quality.
Paterson Collegiate Charter School, Section 2, Staffing Plans, Hiring, Management, and
Evaluation
z-q;

The school director and the dean of instruction will regularly review each teachers instruction in depth,
monitoring an entire lesson and then providing direct, candid, and systematic feedback. As a teacher
coach, the dean of instruction will be a frequent presence in the classroom, suggesting improvements,
interacting with students, and even stopping the lesson to model instruction all to improve the craft of
instruction. As the year unfolds, each teacher will have an individualized professional development plan,
identifying the specific areas of improvement targeted for that teacher. Senior teachers will supplement
such coaching for novice teachers at each grade level, offering the more frequent monitoring and
modeling and structured mentorship needed to ensure their success.
The schools career ladder, moreover, will provide school leaders and teachers with professional
development and advancement opportunities as well as increased compensation over time. The ladder
will detail responsibilities and performance standards at each rung, from novice to lead teacher to school
leadership roles, to provide a clear pathway for professional growth.
Broadly speaking, the adult culture of the school will be one of professional community, distinguished
by its clarity of mission and purpose, collaboration, collective focus on academics, reflective dialogue
about teaching, and de-privatized practice, where teachers observe one anothers teaching and gain
constructive feedback from colleagues. The schools credo will be that only by constantly engaging the
expertise, creativity, and recommendations of the classroom teacher can the school continuously refine
its practices to achieve and sustain excellence.
Observation and Formal Evaluation
The dean of instruction will also make rigorous and frequent classroom observations.
The dean of instruction will evaluate all instructional staff formally at mid-year and again at years end.
Lead teachers, the dean of instruction, the school director, and/or instructional experts from Ascend
Learning will take immediate action, using pre-defined interventions, to bolster teacher effectiveness
whenever instruction is found lacking. The evaluation instrument has six sections: student performance,
daily lesson planning, lesson development and delivery, classroom management and culture,
assessments (i.e., homework and grading), and teacher expectations (of his or her students). For each
section the teacher would earn a score from 1 to 4. Teachers who consistently earn 3 (meets the
standard) or 4 (exceeds the standard) would be considered high-performing. Scores on each of the six
sections might not be weighted equally; for instance, academic performance might be weighted more
heavily. This approach relies on fully heterogeneous sections by academic performance in each grade. If
this were not the case, a value-added measure for the first student performance would be required.
6. Lxplaln how Lhe school and organlzaLlon lnLend Lo handle unsaLlsfacLory leadershlp or Leacher
performance, as well as leadershlp/Leacher changes and Lurnover.

Teacher Performance
Understanding that teacher quality is the single greatest determinant of student achievement and that
strong school leadership is crucial, the applicant has crafted evaluation tools and processes designed to
illuminate the actual effectiveness of those hired at the new school. The applicants believe that every
evaluation, whether formal or informal, should focus on the essential question: To what extent is the
subject raising students achievement and advancing their progress toward college? The formal
evaluation tools provided in Attachments 13b and 14b are aligned with the schools job descriptions,
which clearly delineate the schools values as well as the responsibilities of each position and the skills,
Paterson Collegiate Charter School, Section 2, Staffing Plans, Hiring, Management, and
Evaluation
z-q8

traits, and attributes required. Detailed rubrics define performance standards to ensure consistent
expectations and eliminate subjectivity.
Throughout the school year, the weekly Sabis Academic Monitoring System exams and Sabis periodic
tests to assess students mastery of concepts and skills are also useful tools for gauging teacher
performance, that is, it is a reliable way to signal which teachers instruction are not leading to adequate
student learning and mastery attainment. In such cases, the dean of instruction and dean of instruction
will intervene immediately through an intensive individualized instruction plan that targets the most
crucial pedagogical skills requiring improvement. Should the intervention not be successful, the
leadership team reassigns or replaces the teacher. The process is performed early, routinely, and
promptly since any delays in repairing a failing classroom could be detrimental to the process of
impressing onto students the necessary foundations to obtain full mastery in a course.
Leadership Performance
The school director is assessed first and foremost by objective measures of the schools academic
performance. Those measures are the weekly computerized tests, periodic exams, end-of-term exams,
and also by weekly computerized tests. (See Goals and Objectives and Performance Management for a
description of each assessment.) The chief academic officer of the proposed education service provider
(to whom the school director reports) will exam these data monthly and especially as compared to the
performance of other managed by Ascend Learning. If a school is underperforming compared to their
peers and not achieving the intended standard average score of 80 or more in all disciplines, then the
chief academic officer will research and identify the factor(s) resulting in the underperformance and
work cooperatively with the school director to remedy the issues. If the school leader is unable to get
back on track, then he or she would be put on a performance improvement plan. However, if there is still
no appreciable turnaround made, then the director would be subject to a corrective action plan.
Ultimately, continuous unsatisfactory performance would lead to a recommendation to the school board
for the director to be replaced.
It is the experience of the founders that leadership turnover in charter schools and charter school
networks results chiefly from defective recruitment and hiring. The proposed charter school
management organization possesses a record of stability in its schools leadership for all current schools.
Brooklyn Ascend Lower School did experience leadership instability in the first years at its launch
(during which recommendations of replacement to the board took place), but Brandon Sorlie is currently
in his third year as school director of the Ascend flagship school. Likewise, Kelly Bowers is currently in
her third year as school director of the Brownsville Ascend Lower School. Dellianna Burrows, the
school director of Ascend Learnings third school, Bushwick Ascend Charter School, has held the same
position since the schools inception.
7. Lxplaln Lhe school's sLraLegy for reLalnlng hlgh-performlng Leachers.

Career Ladder
A career ladder will also heighten accountability by providing the structure by which high-performing
teachers will be rewarded and under-performing teachers will be removed from the classroom.
Maintaining ones current position on the ladder and progressing up the ladder will require demonstrated
success in meeting the clear performance objectives defined in the evaluation tool. High-performing
teachers will be rewarded with opportunities for promotion, including to school leadership positions in
the school and other schools managed by Ascend Learning as such opportunities arise.
Paterson Collegiate Charter School, Section 2, Staffing Plans, Hiring, Management, and
Evaluation
z-qq

8. Lxplaln Lhe relaLlonshlp LhaL wlll exlsL beLween Lhe proposed charLer school and lLs employees, lncludlng
wheLher Lhe employees wlll be aL-wlll and wheLher Lhe school wlll use employmenL conLracLs. lf Lhe
school wlll use conLracLs, explaln Lhe naLure and purpose of Lhe conLracLs. rovlde, as Attachment 1Sb,
any personnel pollcles or an employee manual, lf developed.

Hiring Policy
The schools hiring and dismissal policies will be set forth in the Staff Handbook. The school will seek
staff members who are aligned with the schools mission, and committed to the education program that
will be implemented at the school. Hiring will also depend on a strong track record of professional
excellence and commitment. Jobs will be posted and the school will seek referrals through the networks
of current staff members and board members. Candidates will first be screened via telephone, and then
will be asked to come to the school to conduct a demonstration lesson in front of students (when
possible). The school director will extend offers of employment to the most successful candidates.
Employee Contracts
All employees will be give one-year employment contracts, subject to Public School Contract Law
N.J.S.A.18A:18A. The contract will state the title/position, duties, salary, and the scope of benefits
offered. All letters of employment will be renewed annually in accordance with the schools policies and
procedures.
All instructional staff members will receive two evaluations each yearone mid-year and one at the end
of the school year. All other staff members will receive at least one formal evaluation each year.
All employees who are employed by the school for three consecutive years will be offered tenure after
successful completion of their third year of employment.
Dismissal Policy
Dismissal for non-tenured employees will be subject to progressive disciplinary and corrective actions,
unless the health and safety of the school is at risk by a staff members illegal or dangerous behavior.
Once an employee has obtained tenure, he or she will not be dismissed or receive reduced compensation
except in the event of inefficiency, incapacity, conduct unbecoming or some other just cause. In the
event that an employee is to be terminated or receive reduced compensation, the school will follow all
stated procedures for tenure charges.
Employee Benefits
The school will offer access to a health benefits plan as well as other benefits to be determined by the
school director. The package will include health care, dental, vision, short and long term disability
insurance and a retirement plan.
Paterson Collegiate Charter School, Section 2, Professional Development
z-o

uescrlbe Lhe professlonal developmenL expecLaLlons and opporLunlLles, lncludlng Lhe followlng:
1. ulscuss Lhe core componenLs of professlonal developmenL and how Lhese componenLs wlll supporL Lhe
mlsslon and effecLlve lmplemenLaLlon of Lhe educaLlonal program. ueflne who wlll be responslble for
professlonal developmenL. ulscuss Lhe exLenL Lo whlch professlonal developmenL wlll be conducLed
lnLernally aL Lhe school, by Lhe LS, or exLernally and Lhe exLenL Lo whlch lL wlll be lndlvlduallzed or
unlform for each Leacher.

2. rovlde, ln Attachment 16b, a schedule and explanaLlon of professlonal developmenL LhaL wlll Lake
place prlor Lo school openlng. rovlde deLalls of Loplcs Lo be covered durlng Lhls lnducLlon perlod and
how Leachers wlll be prepared Lo dellver any unlque or parLlcularly challenglng aspecLs of Lhe currlculum
and lnsLrucLlonal meLhods.

3. uescrlbe Lhe expecLed number of days/hours for professlonal developmenL LhroughouL Lhe school year,
and explaln how Lhe school's calendar, dally schedule, and sLafflng sLrucLure accommodaLe Lhls plan.
lnclude Llme scheduled for common plannlng or collaboraLlon, and how such Llme wlll Lyplcally be used.

Professional Development Overview
The schools faculty will receive intensive and ongoing professional development through pre-service
training, professional development days and after-school sessions throughout the school year, weekly
grade-team meetings, and ongoing modeling.
Pre-service Summer Institute
Prior to the schools opening, the leadership team and all faculty members will participate in an
intensive three-week training program, including approximately one week of training in the Sabis
academic program. Sabis senior staff members will deliver the Sabis training and school leaders and
senior staff from Ascend Learning will deliver the remainder of the facultys pre-service training. See
Attachment 16b for a detailed overview on the program.
Ongoing Professional Development
In addition to the 15 days of intensive summer training and development, professional development will
be held each Friday from 2:30 pm to 4:30 pm. The dean of students will plan professional development
sessions for the year, but leave every other Friday open to address the evolving strengths and
weaknesses in instruction as assessed during weekly meetings by the leadership team. Sessions will
cover topics such as refining the use of the Sabis Point System; refining lesson plans through the Point-
Teach-Practice-Check cycle of Sabis lessons; and raising the standard for behavior management by
using the least invasive correction. Many sessions will focus on teaching and practicing one of the
culture-building or instructional techniques in the Lemov taxonomy. Examples include effective least
invasive corrections, cold-calling techniques, right is right, 100 percent, and narrating the
positive. Lastly, some sessions will involve the detailed analysis of a faculty members instruction
using video of the teachers actual class.
During one professional day during the school year, the faculty will visit a high-achieving charter school
implementing the No Excuses school culture model to discuss best practices with experienced teachers
and to see the model in a mature stage of implementation. In the past, the staff at Ascend schools has
visited the North Star Elementary in Newark, New Jersey, for this purpose.
Paterson Collegiate Charter School, Section 2, Professional Development
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Based on the proposed calendar in Attachment 3b, there will be 40 early dismissal days in the 2013-
2014 school year. Of these days, 35 will be designated as the two-hour days of professional
development, making for a total of 70 hours of ongoing training throughout the school year.
Wrap-up
Three planned days at the end of the school year will allow staff to assess what went well over the
course of the preceding year and to identify and discuss areas requiring improvement. The first day will
be devoted primarily to staff surveys, brainstorming, and free and facilitated discussion (both in grade-
level teams and faculty-wide); the following days will be action-oriented, with staff problem-solving and
developing concrete plans for broadening successful practices so they are ready for implementation
when students return in the fall.
Collaborative Lesson Planning
Every teacher will have at least one 50-minute period a day for planning and collaboration with other
section teachers and the dean of instruction, who will serve as the liaison to school support staff. Grade-
level teams will meet formally once a week during this planning period, led by the lead teacher and the
dean of instruction.
Teachers will submit their lesson plans one week before they will teach them. Teachers in a grade-level
team will share lesson plans, with one teacher planning one week of lessons in one subject. Teachers
will first submit plans to the dean of instruction for review and comment. After any necessary revision,
the dean will send plans to the teachers in the grade level. They will use the final collaborative planning
period for discussion of best practices in delivering the lesson, sharing materials, and addressing
questions.

Paterson Collegiate Charter School, Section 2, Goals and Objectives and Performance
Management
z-z

n! uCL wlll evaluaLe Lhe performance of every charLer school annually accordlng Lo a seL of academlc, flnanclal,
and organlzaLlonal performance sLandards LhaL wlll be lncorporaLed lnLo Lhe charLer agreemenL and known as
Lhe erformance lramework" (erformance lramework). 1he academlc performance sLandards wlll conslder
sLaLus, growLh and comparaLlve performance based on federal, sLaLe, and school-speclflc measures. 1he
flnanclal performance sLandards wlll be based on sLandard accounLlng and lndusLry sLandards for sound flnanclal
operaLlon. 1he organlzaLlonal performance sLandards wlll be based prlmarlly on compllance wlLh legal
obllgaLlons, lncludlng fulflllmenL of Lhe governlng board's flduclary obllgaLlons relaLed Lo sound governance.
rovlde a seL of SMA81" (Speclflc, Measureable, ALLalnable, 8elevanL and 1lme-8ased) goals relaLed Lo Lhe
school's plan for achlevlng Lhe sLandards seL forLh ln Lhe erformance lramework. AppllcanLs may propose Lo
supplemenL n! uCL's performance sLandards wlLh school-speclflc academlc or organlzaLlonal goals.

1. uescrlbe any mlsslon-speclflc educaLlonal goals and LargeLs LhaL Lhe school(s) and/or organlzaLlon wlll
have. SLaLe goals clearly ln Lerms of Lhe measures or assessmenLs you plan Lo use.
Goal I: Language Arts Literacy
Goal - All students will obtain proficiency in English reading, comprehension, and verbal and written
communication as the foundation for progress in all academic subjects.
Absolute Measure - Each year, 75 percent of third- through fourth-graders will proficiency on the New
Jersey Assessment of Skills and Knowledge (NJASK3) language arts literacy exam.
Comparative Measures - Each year, a greater percentage of third- through fourth-graders will achieve
proficiency on the NJASK language arts literacy exam than those students in the same tested grades in
the Paterson school district.
Growth Measure - For years three through four of the proposed charter, grade-level cohorts of the same
students (i.e., students who are in the school for two consecutive years) will reduce the gap between the
percentage of proficient student on the previous years NJASK language arts literacy exam and percent
proficient on the current years language arts literacy exam. For schools in which the number of students
scoring proficiency in a grade-level cohort exceeded 90 percent on the previous years NJASK language
arts literacy exam, the school will demonstrate growth (from proficient to advanced) in the current year.
Goal II: Mathematics
Goal - Students will learn the theory, logic, and application of mathematics.
Absolute Measure - Each year, 75 percent of third- through fourth-graders will achieve proficiency on
the NJASK3 mathematics exam.
Comparative Measures - Each year, a greater percentage of third- through fourth-graders will achieve
proficiency on the NJASK3 mathematics exam than that of students in the same tested grades in the
Paterson school district.
Growth Measures - For years three through four of the proposed charter, grade-level cohorts of the same
students (i.e., students who are in the school for two consecutive years) will reduce the gap between the
percentage of proficient student on the previous years NJASK language arts literacy exam and percent
proficient on the current years mathematics exam. For schools in which the number of students scoring
proficiency in a grade-level cohort exceeded 90 percent on the previous years NJASK mathematics
exam, the school will demonstrate growth (from proficient to advanced) in the current year.
Goal III: NCLB
Goal - The school will abide by the requirements of the states accountability system under the federal
Paterson Collegiate Charter School, Section 2, Goals and Objectives and Performance
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No Child Left Behind (NCLB) law.

Absolute Measures - Each year, in language arts literacy and mathematics, the schools aggregate
Performance Index on the state exam will make adequate yearly progress in the states NCLB
accountability system.
2. uescrlbe any mlsslon-speclflc organlzaLlonal goals and LargeLs LhaL Lhe school(s) and/or organlzaLlon wlll
have. SLaLe goals clearly ln Lerms of Lhe measures or assessmenLs you plan Lo use.
Student Attendance
Goal - Each year, the school will maintain a daily attendance average higher than the average at
the Paterson school district.
Measure - Each year, the school will have an average daily student attendance rate of at least 95 percent,
as recorded in Automate the Schools (ATS).
Student Retention
Goal - Each year, at least 95 percent of all students enrolled on the last day of the school year will return
the following September.
Measure - Attendance will be measured on the tenth school day of each school year.
Enrollment Stability
Goal - The school will maintain enrollment stability by way of student retention.
Measure - Student enrollment will remain within 15 percent of full enrollment as defined in the schools
contract. Ascend Learning will monitor enrollment on a bi-monthly basis by use of the Sabis student
management system attendance reports.
Financial Compliance
Goal - Annual audits of the school will result in an unqualified opinion and no major findings.
Measure - Upon completion of the schools first year of operation and every year thereafter, the school
will undergo an independent financial audit that will result in an unqualified opinion and no major
findings. A major finding would indicate a deliberate act of wrongdoing or reckless conduct, cause a
loss of confidence in the abilities or integrity of the school, or seriously jeopardize the continued
operation of the school.
Financial Viability
Goal
Each year, the school will operate on a balanced budget (i.e., revenues equal or exceed expenditures)
and maintain a stable cash flow.
Measure - Ascend Learning will review financial statements on a monthly basis.
Governance
Goal - The board will provide an effective forum for public input into the governance of the school.
Measure - The board will hold monthly board meetings and standing committee meetings, all of which
will conform to the standards of the Open Meeting Law, and will make available the minutes of all such
Paterson Collegiate Charter School, Section 2, Goals and Objectives and Performance
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meetings upon request. Additionally, the board will offer the opportunity before every full board
meeting for citizens to address board members. The board will call executive sessions as needed.
Staff Satisfaction and Retention
Goal - Each year, faculty and staff will express satisfaction with school leadership, professional
development opportunities, and school culture.
Measure - Each year, 90 percent or more of the faculty and staff will respond favorably on a survey to
be developed by or for the school.
1

Goal - Each year, the school will retain at least 80 percent of its faculty from the previous year.
Measure - Staff attendance at the schools Summer Institute, held during the second week of August
each year, will indicate the number of returning faculty.
Parent Satisfaction
Goal - Parents will express satisfaction with the school with regard to safety, school rules, academic
expectations, and other aspects of the schools culture.
Measure - Each year, 90 percent or more of the parents will respond favorably on a survey to be
developed by or for the school.
Student Satisfaction
Goal - Each year, students will express satisfaction with the school with regard to safety, school rules,
academic expectations, and other aspects of the schools culture.
Measure - The school will administer a survey designed to measure satisfaction in the spring of each
year.
Adherence to Applicable Law and Contractual Requirements
Goal - The school will comply with all applicable laws, rules, regulations and contractual requirements
including, but not limited to, the New York Charter Schools Act, the New York Freedom of Information
Law, the New York Open Meetings Law, the federal Individuals with Disabilities Education Act
(IDEA), and the federal Family Educational Rights and Privacy Act (FERPA).
Measure - Ascend Learning and the board will establish processes and policies that incorporate
requirements of applicable laws, regulations, and the charter.

3. uescrlbe how Lhe school wlll collecL basellne assessmenL daLa for all enLerlng sLudenLs.

The Sabis Diagnostic Testing Program is an in-depth evaluation process consisting of multiple
assessments whose purpose is to determine the specific learning needs of individual students so that
their optimal placement is achieved. Students entering the school will take diagnostic tests in
mathematics and English language arts.
Sabis diagnostic tests detect specific learning gaps that may impede student progress in content areas.
Diagnostic tests assess mastery of key concepts from previous grades to determine whether the student

1
Ascend eurnIng Is experIenced In LIe deveIopmenL und use oI sucI InsLrumenLs, IuvIng used LIem eIIecLIveIy In
LIe scIooIs IL currenLIy munuges.
Paterson Collegiate Charter School, Section 2, Goals and Objectives and Performance
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has the knowledge essential for the grade in which the student wishes to enroll. Every effort will be
made to keep children with their age mates in the lower school. In the upper grades, students are
grouped according to their background knowledge and competency level.
When diagnostic testing reveals serious academic deficiencies, the Sabis program prescribes solutions,
including the following:
Special/intensive lessons in English or mathematics
Peer tutoring
Summer school
A full special course
Repeat of a school year
In summary, the school will conduct diagnostic testing of students using Sabis math and English
language arts to determine proper placement and create a successful community of learners.
Starting at the third-grade level when students are assessed through AMS, Sabis identifies so-called
essential concepts, and demonstrated mastery of these concepts is required for student promotion. It is
important to note, however, that mastery of the essential concepts alone is not enough to pass a course.
For example, a student who only knows the essential concepts in math for grade 3 would struggle in
grade 4. The set of essential concepts is not sufficient for successful completion of a course; rather it is
the most important subset of what is sufficient. The skills and concepts identified in Attachments 1b and
2b, represent the full scope of what students must know to succeed.
4. ln addlLlon Lo Lhe mandaLory n! ASk or PSA assessmenLs, ldenLlfy Lhe prlmary lnLerlm assessmenLs Lhe
school wlll use Lo assess sLudenL learnlng needs and progress LhroughouL Lhe year. Lxplaln how Lhese
lnLerlm assessmenLs allgn wlLh Lhe currlculum, performance goals, and sLaLe sLandards.

Summative Tests
School leaders work directly with the Sabis curriculum team to develop in-class exercises and periodic
assessments that reflect the level of rigor and assessment design of the New Jersey State tests. Teachers
will assess students in the curriculum they have just taught on a monthly basis in each subject and sub-
subject using the Sabis continuous assessment tests (CAT). The dean of instruction and teachers will use
the CAT results to guide pacing decisions for the remainder of the term. They will also test students at
the end of each of the three terms using Sabis end-of-term tests (EOT), and at the end of the year using
Sabis end-of-year tests (EOY). Exams at the end of the first and second terms will assess mastery of the
material taught during the term. Final exams, administered at the end of the third term will measure
student achievement over the course of the entire academic year. Final exams will account for 40
percent of students grades in English and mathematics and 50 percent of students grades in all other
subjects.
Beginning in grade 3, teachers will assess students mastery of each weeks material through short
weekly electronic tests that are scored with Sabiss proprietary Academic Monitoring System (AMS
tests). Students will take the brief weekly English language arts and math tests on their laptops and the
system will instantly compile the results and disseminate them to their teachers and to the schools
leadership team. Teachers will thereby not only identify the strengths and weaknesses of their students
as they form but also assess the efficacy of their own teaching techniques.
Paterson Collegiate Charter School, Section 2, Goals and Objectives and Performance
Management
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An important strength of the Sabis education system is that it replaces subjective accounts of student
performance (which are often unreliable, incomplete, or inaccurate) with objective data that tell teachers,
parents, and students exactly how each student is doing. Grading practices are very consistent from
teacher to teacher. To help ensure consistency, the dean of instruction meets with teachers to norm not
only anticipated answers but also to norm the actual exams. Also, and very importantly, teachers do not
grade their own classes independently. Instead, one teacher is designated to grade a subject exam
(phonics, for example) for the entire grade. For short-answer writing assessments as well as the writing
exam, rubrics designed by Sabis guide teachers grading. Ambitious and committed teachers welcome
this meaningful assessment strategy; they see it as an invaluable tool to their craft. Families are grateful
for objective and reliable information about their students progress, preferring the solidity of data-
driven discussions to feel-good conversations with no basis in fact.
Summarizing the unique value of the AMS assessments, one teacher explained, Its more than just
being able to check the class average to determine if the class can move on to new material. The AMS
results tell you exactly which questions the students got wrong along with the answers that they chose. I
can spot trends to see if they may have missed a particular point in the question. The results are broken
down even further: Each question has a percentage next to it indicating how much of the class mastered
that concept. Obviously, if 80 percent of the kids got a question wrong and they all picked the same
answer, theres a problem there. I can revisit this question with them and find out what went wrong. And
because each question addresses an essential concept, I can determine immediately if I need to re-teach
that material.
An important benefit of having the same lesson plans used by all the teachers in any given grade and of
an objective assessment system administered every week (AMS) and every month (CAT), is that leaders
can objectively assess the effectiveness of each teacher. If the mastery results on a CAT test, for
example, were significantly lower in one section than in the rest of the grade, the dean of instruction
would ensure that the teacher receive targeted professional development to improve his or her
instruction. As noted, the dean would also use these data to adjust pacing for the remainder of the term.
Each year, Sabiss Academic Development Division and a school-level team led by the dean of
instruction will perform separate analyses of students performance on the state exams. The objective
will be to determine the cause of any poor results on specific strands, e.g. the content was not covered
(alignment failure), the teacher did not get to it (pacing failure), or it was not properly taught (teaching
failure). The two teams will then compare their findings and agree on actions, e.g., to address a
particular weakness by developing new material or supplementing with outside material.
Ascend Learning added the TerraNova to the battery of assessments at its schools because it provides
school staff and external parties with a measure of how students in the school are performing relative to
their peers in other New York City schools and nationwide.
Formative Testing
Students in grade 3 and higher will take three to four practice tests to gauge their progress toward
meeting the states expectations for the grade. These assessments are past years tests released by the
state, but the school will use the states current scoring criteria. The dean of instruction and Ascends
director of data and analytics will study these results to identify skill strands and sub-strands where
students are not at mastery. Pacing charts and small group tutoring may result from these analyses.
Teachers will receive extensive professional development to facilitate the assessment process as part of
Ascend Learnings three-week Summer Institute pre-service program.
Paterson Collegiate Charter School, Section 2, Goals and Objectives and Performance
Management
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3. Lxplaln how academlc progress wlll be measured and evaluaLed ln Lerms of
a) lndlvldual sLudenLs,
b) sLudenL cohorLs, and
c) proposed school vs. oLher schools currenLly operaLlng.

Academic progress will primarily be measured by Sabis periodic tests and the NJASK3 exams. The
benchmark for individual students on the Sabis periodic tests is a score of 75 and on the NJASK3 exams
is to achieve proficiency. At the school level, Sabis periodic test averages of classes from the same grade
will be compared at least monthly to reveal any needs for remedial action plans. At the network level,
tests averages of the same grade cohorts will be compared for the same purpose. The proposed schools
performance on the NJASK3 exams will be evaluated not only against the goal of 75 percent
proficiency, but also against the achievement of other Ascend schools, Paterson district schools, and
New Jersey state schools.

6. uescrlbe Lhe role of each of Lhe followlng ln Lhe self-evaluaLlon process and how Lhls process wlll asslsL
Lhe charLer school ln meeLlng lLs goals and ob[ecLlves: board of LrusLees, admlnlsLraLlve sLaff, Leachlng
sLaff, parenLs, sLudenLs, and consulLanLs.

The board of trustees will objectively gauge whether Ascend Learning is complying with the terms of
the management agreement by: (1) tracking Ascend Learnings fulfillment of its educational, operational
and financial responsibilities under the management agreement; and (2) rigorously and regularly
monitoring the schools progress toward attaining the goals in the Accountability Plan. The Dashboard
and the CMO-prepared oral and written report will provides an at-a-glance summary of performance
against both sets of measures. To evaluate Ascend Learnings performance formally on an annual basis,
the board shall use an evaluation tool that will catalog each of the deliverables and services under the
management agreement and divided into the broad categories of education, operations and finance. See
Section 2: Governance for more information.
To evaluate school performance, the leadership team will look at the academic performance of teachers
and also formal feedback received from detailed surveys of the faculty and anecdotal evidence. It is the
goal of the founders for 90 percent or more of the faculty and staff will respond favorably on a survey to
be developed by or for the school.

Ascend will administer a year-end survey of parents and guardians, which will assist the school in
assessing the extent to which families expectations were met during the preceding year and identifying
areas where improvement may be necessary. Also, the school will ask parents who choose to withdraw
their children to participate in an exit interview to determine the reasons for the students removal.

The multi-level evaluations described are in keeping with the proposed No Excuses school culture.
Unrelentingly high expectations will not only be expected of the enrolled students, but also after school
staff, managers, and of the school as a whole.

7. Lxplaln how Lhe school wlll collecL and analyze sLudenL academlc achlevemenL daLa, use Lhe daLa Lo
reflne and lmprove lnsLrucLlon, and reporL Lhe daLa Lo Lhe school communlLy. ldenLlfy Lhe poslLlon(s)
LhaL wlll be responslble and lnvolved ln Lhe collecLlon and analysls of assessmenL daLa.

As illustrated by the following sample report, teachers will be able to evaluate at a glance which
components of the material presented their students have mastered from the previous week and which
Paterson Collegiate Charter School, Section 2, Goals and Objectives and Performance
Management
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components require re-teaching before students learning gaps impede future learning. A novel system
of peer tutoring, integral to the program will ensure that students who continue to struggle receive
immediate help from specially trained, capable classmates.
The Exam Generation Module of Sabiss School Management System will create the electronic tests
instantly, after the dean of instruction enters the range of material taught the previous week or month.
Drawing from a large proprietary database of psychometrically proven test items, AMS tests not only
align with the curricula but also match exactly what was taught in any given week. This approach stands
in sharp contrast to formative assessment software available commercially in the United States. Such
software assesses only the students capacity to answer items like those that will appear on the states
year-end tests and is of far less value to the classroom teacher than tests of curriculum mastery.
Assisted by the dean of instruction, each grade-level teaching team will meet weekly at a scheduled time
to review the results of the Sabis Academic Monitoring System (AMS) testing, as well as that of
monthly continuous assessment tests and end-of-term tests. Computerized reports prepared
automatically from AMS will tell teachers precisely which of the individual points they taught the
previous week have been mastered by their students and which require re-teaching. Immediate feedback
to teachers will prevent learning gaps from forming; students requiring tutoring will receive it promptly,
before they fall behind.
At the grade-team meetings, teachers will be empowered to:
Identify and remedy variances from pacing charts
Ensure that students who need tutoring receive it
Mine instructional data to understand why students failed to master material and how this material
could be presented more clearly or effectively
Engage in constructive feedback by searching for ways to improve and adjust their own and the
schools practices

Nina Ivory, the data and analytics associate at Ascend Learning, will head up the initiative of founding a
data culture in Paterson Collegiate Charter School. Ivory will be responsible for the full deployment of
information systems at the school, including the Sabis School Management System (SSMS), the
comprehensive school management software; coordinating the development of new strategic data
systems initiatives, including maintenance of the lesson and resource bank project with Sabis; and, in
conjunction with the schools leadership teams, ensuring that the deans of instruction and faculties use
academic data to adjust and improve their instructional practices.

Throughout each school year, monthly network-wide data meetings will be scheduled assisted by
Ascend Learning and the leadership team members of Ascends schools in order to develop and refine
the plan for effectively collecting and using student data throughout the school year. At each meeting,
Ivory will present compiled and compared results from the Sabis continuous assessment tests (CAT),
Sabis periodic tests, and state mock exams, facilitating discussion on discrepancies in achievement and
corrective action recommendations.

8. Who wlll be responslble for managlng Lhe daLa, worklng wlLh classroom Leachers Lo analyze Lhe daLa,
and leadlng or coordlnaLlng professlonal developmenL Lo lmprove sLudenL achlevemenL?

Paterson Collegiate Charter School, Section 2, Goals and Objectives and Performance
Management
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Nina Ivory, data and analytics associate at Ascend Learning, in conjunction with the academic
operations officer at the Paterson Collegiate Charter School will manage data and analytics.

9. WlLhln Lhe currenLly operaLlng schools, descrlbe Lhe overall approach Lo academlc underperformance
for schools LhaL fall shorL of sLudenL academlc achlevemenL expecLaLlons or goals aL Lhe school wlde,
classroom, or lndlvldual sLudenL level.
Struggling Students
The Sabis design includes specialized diagnostic tests, which will be administered at the schools launch
to all students (and each year thereafter to new students). The diagnostic tests will guide placement
decisions and detect learning gaps that impede student progress. They will also identify those who are
struggling students requiring remediation in the Sabis Intensive Program, designed to help students fill
pre-existing gaps in their knowledge. Persistently below-passing-level scores on Sabis Continuous
Assessment Tests (CAT) and end-of-term tests (EOT), will also identify a student as struggling.
Beginning in grade 3, Sabiss weekly Academic Monitoring System (AMS) tests, also described above,
will promptly identify students who are struggling with concepts in the general education program
before their deficits accumulate and they fall far behind their peers.
Students who are struggling academically or behaviorally in the general education classroom will be
considered by the schools student support team, a standing committee consisting of the special
education teacher (or later, the director of special education), the dean of students, the dean of
instruction, and such teachers as may be assigned by the school director. After a careful review of the
data on the child (including but not limited to such academic data from the Sabis School Management
System as periodic test results; end-of-term test results; and beginning in the third grade, weekly AMS
reports; behavior records; and teacher observations) the team will develop academic and/or behavioral
interventions tailored to the specific needs of the struggling child to foster his or her success in the
general education classroom. Behavioral modifications might include referral to a social worker or
guidance counselor, the development of a behavior modification plan, meetings with parents and/or
teachers, or referral to an outside mental health agency. Academic interventions could include
enrollment in the Sabis Intensive Program for either English language arts (ELA), mathematics, or both
(where a dedicated Intensive teacher provides small-group instruction to students who are below grade
level in the subject), tutoring by a peer tutor, or a change in instructional methods for the child. The
student support team shall meet regularly to carefully consider the childs progress and effectiveness of
the interventions. In many cases, the intervention will be successful because the academic delays or
behavioral problems will have proven to have stemmed from behavioral management issues, a history of
poor instruction, or ELL-related concerns, not from an underlying disability as enumerated in federal
regulations.
Intensive Program
The school will place in the Sabis Intensive Program students in grades 1-5 who do not have a definable
disability but who are working below grade level in ELA and/or mathematics. On average, where this
model is employed, these classes have a substantially lower number of students than general classrooms.
Periodic assessments will determine when students are ready to return to general education classes. Both
the diagnostic tests and Intensive curricula have been refined over decades.
Peer Tutoring
Paterson Collegiate Charter School, Section 2, Goals and Objectives and Performance
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Class prefects will provide one-on-one tutoring through the Peer Tutoring Program, which will combine
targeted instruction, practice, and peer mentorship under the supervision of faculty. Eventually, the
school may establish a Saturday morning peer tutoring program in which students with strong academic
achievement will assist their peers in mastering specific concepts in ELA and math.
Classroom Underperformance
Schools will address any classroom-specific underperformance through school-level data meetings,
teacher-specific professional development for struggling teachers, and frequent classroom observations.
However, if classrooms are chronically not meeting academic standards, then performance improvement
plans and corrective action plans may be implemented. For instances of prolonged underperformance by
a teacher in a subject, it would not be unusual for another teacher or a junior instructional staff member,
an associate teacher, to step in and teach English, math, or both core subjects to obviate the widening or
formation of achievement gaps.
In the fall of this year at Brownsville Ascend Charter School, Ascend Learnings second school,
Anecdote BV, early observations and performance in grade 3 English did not meet the standards of
Ascend-managed schools. (At Brownsville Ascend Lower School, for each grade in 3 and 4, there is one
English and one math teacher). Given the early assessment, the school immediately arranged for the four
English classes to be taught by the school director and the dean of instruction to prevent students from
falling behind in the core subject. Meanwhile a new teacher was recruited and took over those classes
after undergoing the onboarding process. Such a practice is not unusual for the reason that students
cannot afford to fall behind in the core subjects of English and math.
School-wide Underperformance
School-wide underperformance will be determined by the results of the periodic exams, end-of-term
exams, and by the weekly computerized tests. The chief academic officer will work with the school
director to target the causes of underperformance. It is the experience of the applicants that academic
performance across the grades is an indicator of infidelity to the Sabis model. Ascend Learning will
work with the school director and dean of instruction to identify which aspect of the Sabis of the
implementation is failing and promptly correct the misapplication.
More typically, academic underperformance can occur across one or two single grades and not others.
To cite an example, in the first Ascend-network data meeting of the current school year (at which all
school directors and deans of instruction attend), it was apparent that the Brooklyn Ascend Lower
School results in kindergarten through grade two were exceptional, but their results in grades three and
four, particularly in math, were sharply below the other schools in the network. Within days after the
meeting, the associate deans of instruction and associate deans of culture for those grades pressed the
school director to kindle bold changes in the form of temporary classroom take-over by the associate
deans and discontinuation of the practice of one dedicated English and math teacher for grades three and
four each. Instead, the staffing model was adjusted to have a single teacher dedicated to math and
another to English for grades three and four each (as recommended by Sabis). This example illustrates
how frequent data meetings and the resulting healthy competition between the schools impartially
exposes performance problems and drives the schools leadership teams to make necessary changes.
Paterson Collegiate Charter School, Section 2, Facilities
z-61

rovlde Lhe compleLe address and a full descrlpLlon of Lhe faclllLy where Lhe charLer school wlll be locaLed.
lnclude Lhe square fooLage, Lhe number of classrooms, mulLl-purpose room(s), offlces, gymnaslum, cafeLerla,
resLrooms, eLc.

1. rovlde deLall regardlng Lhe currenL use of Lhe ldenLlfled faclllLy and Lhe faclllLy's use group. lnclude, as
Attachment 17b, a copy of Lhe currenL CerLlflcaLe of Cccupancy, lf avallable.

2. rovlde Lhe flnanclng plans and a speclflc LlmeLable for Lhe acqulslLlon and renovaLlons of Lhe faclllLy.
ldenLlfy who wlll be responslble for any anLlclpaLed renovaLlons Lo Lhe faclllLy. lnclude deLall of how
renL, morLgage and any relaLed renovaLlon cosLs are calculaLed (l.e. amounL for square fooLage, eLc.).
Lnsure LhaL Lhese amounLs agree wlLh Lhe amounLs lncluded ln Lhe budgeL. uemonsLraLe LhaL no sLaLe
and local funds are uLlllzed for Lhe consLrucLlon of a new faclllLy, lf appllcable.

The intended location of Paterson Collegiate Charter School is 404 Grand Street, Paterson, NJ 07505.
The site is a full square block of connected manufacturing loft buildings constructed in 1895. The
facility is between Spring Street and Prince Street and near the City Hall-Municipal Courthouse complex
in downtown Paterson. The buildings are situated around an inner, rear courtyard accessible by a
driveway on Prince Street and appear to be in very good condition throughout. According to the
landlord, the site has been in continuous use since its completion.

The landlord currently uses the majority of the property for a self-storage business with an office
accessible via the rear courtyard. The ground floor space on Grand Street houses a law office and a high
school completion program. The landlord currently has approximately 74,000 square feet of available
space: 26,000 square feet on the ground floor and 12,000 per floor in the four upper floors. The existing
high school program currently occupies 10,000 square feet on the ground floor and has a short-term
lease. There is an unattached parking lot that could be used for playground space on Spring Street and
another playground across from the property on Slater Street. Basement space is partly crawl space and
not suitable for occupancy.

Construction for the first phase would consist of twelve classrooms, a large multipurpose room space,
kitchen, bathrooms, and administrative offices on the ground floor. Additional phases will replicate this
general layout on upper floors.

The proposed charter management organization is in equally advanced stages of negotiations for one
other property: 297 Getty Avenue, Paterson, NJ 07503.

The landlord will finance the build-out of the facility with no state and local funds to be utilized for the
construction of a new facility. The budget allows for 17 percent of total revenues to be allocated for rent.
Both spaces are in adequate physical condition to allow for timely build-out for school operations in the
fall of 2013.

Paterson Collegiate Charter School, Section 2, ESP Vision, Growth Plan, & Capacity
z-6z

1. rovlde, as Attachment 18b, a deLalled sLarL-up plan for Lhe school, speclfylng Lasks, Llmellnes, and
responslble lndlvlduals. 1hls plan should allgn wlLh Lhe SLarL-up 8udgeL. 8efer Lo Lhe Start-up |an
1emp|ate Lxh|b|t 1b.

2. rovlde Lhe school plan for safeLy and securlLy for sLudenLs, Lhe faclllLy, and properLy. Lxplaln Lhe Lypes
of securlLy personnel, Lechnology equlpmenL, and pollcles Lhe school wlll employ.

Visitors
All visitors will be asked to state the purpose of their visit, the entity and the individual with whom they
are visiting. Unexpected walk-in visitors are not permitted in the building. As the building that will
house Paterson Collegiate Charter School will be a private building, a security guard will be contracted
through Securitas USA. Within the building, the security guards post will be at the main entrance of the
building. At the post, the security guard will have access to a phone, a list of emergency phone numbers,
and a list of approved student pick-up and drop-off information.
The security guard may be called to another part of the school for any disruptive situations caused by an
adult. In addition, the security guard will be called if a school administrator determines that a student
needs to be searched due to safety concerns. the security guard is called away from his or her post,
another trained staff person will be asked to cover the desk.
Incident Command System
The school will institute the Incident Command System (ICS) for all emergency situations. In this
system, the Incident Commander (IC) is responsible for determining all appropriate actions. The
Incident Commander is determined by the highest member of the schools Chain of Command (school
director, followed by the director of operations, dean of students, and dean of instruction). If none of
these people are present or available, the most senior pedagogical member of schools staff (as
determined by the number of years at the school) will be the Incident Commander. The Incident
Commander is responsible for the following:
Establish immediate priorities especially the safety of responders, other emergency workers,
bystanders, and people involved in the incident.
Stabilize the incident by ensuring life safety and managing resources efficiently and cost effectively.
Determine incident objectives and strategy to achieve the objectives.
Establish and monitor incident organization.
Approve the implementation of the written or oral Incident Action Plan.
Ensure adequate health and safety measures are in place.
Law Enforcement Violent Incident
Incidents in which law enforcement officials need to be summoned to the school will be done so by the
people designated in the schools chain of command.
Parent and Guardian Notification
The school will maintain up-to-date records of parent contact information, as well as emergency contact
information for each child. This information will be stored electronically and in paper format.
The school will use all land lines and cellular phones to contact caregivers and/or emergency contacts in
case an emergency situation warrants this. All available non-instructional staff will assist teachers in
calling their students families. In case cell phone communication is difficult, calling stations will be set-
up at the schools offices in order to use the many land-lines the school will have available. The school
Paterson Collegiate Charter School, Section 2, ESP Vision, Growth Plan, & Capacity
z-6

will maintain a mass calling system which can be used to call and text any messages necessary for
parent communication.
Emergency Response Plans
Code Blue Emergency
A Code Blue emergency includes all potentially life-threatening emergencies that occur on the Brooklyn
Ascend campus. Life-threatening emergencies include but are not limited to: extreme trouble breathing,
cardiac arrest, severe bleeding, allergic reactions, and seizures. If a student or an adult is experiencing a
life threatening emergency, staff members must act immediately.
Code Blue emergencies will be reported in person or by phone to the main office. The caller must
provide the location of the emergency, the name of victim (if known), and the nature of the emergency.
Upon notification, the main office personnel will make an announcement on the schools intercom
announcing Code Blue and the location. The school-wide announcement will alert the Emergency
Response Team to immediately go to the location of the emergency and take appropriate next steps.
The main office staff will then contact the security guard who will remain at his desk to limit incoming
visitors to emergency personnel. The security guard will provide approved visitors with a school map
and directions to the location of the emergency situation. No other visitors will be permitted to enter the
building. Once there is a resolution the message Code Blue all clear will be announced.
During a Code Blue Emergency or Code Blue Drill, teachers will not permit students to leave the room.
Nor will teachers transition their classes at this time. Once the all clear message is sent, transitions
may resume as normal.
Code Red Emergency
A lockdown emergency occurs when there is an intruder or dangerous presence in the school building.
Code Red emergencies are reported by phone to the main office. The caller must provide the location of
the emergency, and the nature of the emergency. Upon notification, the main office staff will announce
on the schools intercom, Code Red, this is a Code Red.
Immediately following the alert, the building must be secured as follows:
1) Stay in, or enter the closest and safest room.
2) Look in the hallway and bathroom and pull any unattended students into the room.
3) Lock the door, cover the hallway window, and close the blinds on the windows

After the room is in lockdown, staff members will conduct a head-count and be prepared to give an
account of who is in the room. Teachers will report any missing scholars or staff members known to
have attended that school day. The highest member on the chain of command will call 911, call each
room and record all students and staff missing or found, call outside stakeholders. A Code Red is over
when the IC receives clearance from the police.
Hostage/Kidnapping Procedures
The same procedure for intruders will be followed.
Other Emergencies
Gas Leak/Fire
Paterson Collegiate Charter School, Section 2, ESP Vision, Growth Plan, & Capacity
z-6q

In the event of a gas leak or fire, students will be evacuated under the fire warning system. An
administrator or their designee will call emergency services to report the incident. Depending on the
severity of the situation, attempts to inform the local media will be made in order to reach
communication with parents. Floor plans of the school which include entrances and stairwells will be on
file with the local fire department.
School Bus Accident
In the event of a school bus accident, the bus driver or matron is to call the school and report the
accident immediately after reporting it to local authorities. If on a school field trip, it is expected that the
teacher in charge is also to call the school and report to the administrator the severity of the situation. If
deemed necessary, phone calls to parents will be made by auxiliary staff to inform them of the situation.
All bus incidents will be documented and filed with the Office of Student Transportation.
Threats of Violence
Staff members will make every effort possible to diffuse any situation where an act of violence is
possible. School administrators will be notified of any implied or direct threat as soon as possible by
staff involved in the situation. Members of the administration, along with any other staff members
involved in the situation will determine the level of the threat. The next step would be to contact any
other parties pertinent to the situation. If the situation warrants, the local law enforcement agencies
would be called also. This situation would be monitored and plans adjusted as necessary. An implied
threat will include any statement or action that can be interpreted as wanting to cause harm or
endangering the welfare of any individual or group(s) of people, the school building, or other items.
Acts of Violence
Staff members are to report any act of violence immediately to any of the administrators in the Chain of
Command. The Incident Commander will be responsible for analyzing the situation according to the
guidelines defined under Incident Command System. Staff members will make every effort possible to
diffuse any situation where an act of violence is possible. School administrators will be notified of any
act of violence as soon as possible by staff involved in the situation. Members of the schools
administration, along with any other staff members involved in the situation will determine the level of
the threat.
The next step would be to contact any other parties pertinent to the situation. If the situation warrants,
the local law enforcement agencies would be called also. This situation would be monitored and plans
adjusted as necessary. The school employs a zero tolerance policy for an act of school violence.
Evacuation
An evacuation may arise in case of an unforeseen emergency such as a fire, gas leak, bomb scare, act of
war, act of terrorism or any other situation where the administration of the school feels it is students
and/or staff is in danger. In the event that the students must be split into groups, the IC will stay with one
group and the next highest person in the Chain of Command will stay with the other group and assume
responsibilities of IC there. The school will maintain communication via walkie-talkie systems or direct
contact between the schools via phone.
Once the IC has determined that an evacuation is necessary, the next two school leaders in the Chain of
Command will inform teachers through the schools PA system. If the PA system is unavailable or not
deemed appropriate for use, flyers will be distributed by these leaders and distributed to teachers with
precise instructions. Teachers will evacuate the building using the fire evacuation routes if safe and
possible. (If other egress routes are necessary, they will be specified in the evacuation announcement.)
Paterson Collegiate Charter School, Section 2, ESP Vision, Growth Plan, & Capacity
z-6

1. uescrlbe Lhe sLraLeglc vlslon, deslred lmpacL, and four-year growLh plan for developlng new schools ln
new !ersey and oLher sLaLes, lf appllcable. lnclude Lhe followlng lnformaLlon, regardless of school
locaLlon: proposed years of openlng, number and Lypes of schools, any pendlng appllcaLlons, all
currenLly LargeLed markeLs/communlLles and crlLerla for selecLlng Lhem, and pro[ecLed enrollmenLs.

Ascend Learnings mission is to develop a scaleable solution to the underachievement of economically
disadvantaged children. In choosing a target community for a school, Ascend seeks to serve students
living in school districts which exhibit grave underperformance on annual state tests, high levels of
poverty, and significant concentrations of traditionally underserved ethnic groups, such as African-
Americans and Hispanics. Ascend Learnings strategic vision for developing schools in underserved
districts of New Jersey and Brooklyn, NY is to systematically implement the Ascend educational model
and close the achievement gap and set students on a path to college. The central objectives for each
school are as follow: (1) enroll by lottery at each school a student population representative of its
surrounding community, (2) close the achievement gap at each school by demonstrating the achievement
levels on state exams equal to or greater than the percentage of students in comparison districts serving
affluent, primarily white students, (3) place virtually every student on the path to college, and (4)
demonstrate financial and staffing sustainability at each school by executing the model without relying
on philanthropic gifts or experiencing excessive staff turnover.

In addition to opening Paterson Collegiate Charter School, Ascend Learning also plans to open two new
Brooklyn-based charter schools in 2013Canarsie Ascend Charter School and Williamsburg Ascend
Charter Schoolboth of which have approved charters. In 2014, Ascend Learning plans to open one
new Brooklyn-based school; in 2015, a new Brooklyn and a new New Jersey school (in Paterson); and
in 2016, a new Brooklyn and a new New Jersey school (in Trenton). Each school will begin its first
operational year serving kindergarten and first grade. Each consecutive year, the school will grow by
one grade until grades span kindergarten through twelve at maturity. At maturity, each Ascend-managed
charter school would serve 1,289 students in grades K-12.

2. lf Lhe exlsLlng porLfollo or growLh plan lncludes schools ln oLher sLaLes, explaln speclflcally how new
!ersey flLs lnLo Lhe overall growLh plan.

Outside of Brooklyn, New York (where the current three Ascend charter schools are located), New
Jersey is the only other state in which the proposed education service provider plans to operate.
3. rovlde evldence of organlzaLlonal capaclLy Lo open and operaLe hlgh quallLy schools ln new !ersey and
elsewhere ln accordance wlLh Lhe overall growLh plan. CuLllne speclflc Llmellnes for bulldlng or
deploylng organlzaLlonal capaclLy Lo supporL Lhe proposed school.

Below is the proposed plan for building out the Ascend Learning network staff for the 2013-2014
academic year:

Proposed Date Functional Area Role and Description of Impact
April 2013 Academics The chief academic officer will support the overall vision
and implementation of the academic model.
January 2013 Operation The director of real Estate will be responsible for
identifying, securing, developing and delivering an
effective facility for the location of our school.
April 2013 Operations The manager of community development will be
responsible for ensuring that our school is fully enrolled
Paterson Collegiate Charter School, Section 2, ESP Vision, Growth Plan, & Capacity
z-66

for each academic year.

4. ulscuss Lhe resulLs of pasL repllcaLlon efforLs and lessons learned - lncludlng parLlcular challenges or
Lroubles encounLered, how you have addressed Lhem, and how you wlll avold or mlnlmlze such
challenges for Lhe proposed school.

With each successive school launch, Ascend Learning has refined its capacity to open new schools. In
October of the first operational year at Bushwick Ascend Charter School (Ascend Learnings newest
school), every component of the Sabis curriculum was in place and, according to observations by
Ascends stakeholders, the early strength of the school culture was palpable. Additionally, Bushwick
Ascend experienced dramatic academic gains in its first eight months of operations, and built the most
robust system of data retrieval and analytics in the Ascend network to date.
Despite progressively better school openings, Ascend has learned the critical importance of recruiting a
fitting school leader, dean of instruction, and dean of students; and their development of a sound
professional camaraderie. Also, as explained with detail in Section 4, the track record of each Ascend
school has demonstrated the importance of strict adherence to the academic model, especially the Sabis
educational system, for establishing a high-performing charter school.
3. ulscuss Lhe greaLesL anLlclpaLed rlsks and challenges Lo achlevlng Lhe organlzaLlon's deslred ouLcomes ln
new !ersey over Lhe nexL flve years and how Lhe organlzaLlon wlll meeL Lhese challenges and
mlLlgaLe rlsks.

The single greatest risk by far is hiring mission-fit, qualified, and organizationally aligned directors,
deans of instruction, deans of students, and directors of operations. Recruitment efforts will be led by the
director of talent recruitment, the talent and recruitment associate, and outsourcing to two search firms,
On Ramps and Carney, Sandoe & Associates.
6. rovlde, as Attachment 19b, an organlzaLlon charL for Lhe LS or repllcaLlng enLlLy for ?ear 1 and Lhe
pro[ecLed charL for ?ear 4. ldenLlfy Lhe organlzaLlon's leadershlp Leam and Lhelr speclflc roles and
responslblllLles.

7. rovlde, as Attachment 20b, Lhe organlzaLlon's annual reporLs for Lhe lasL Lwo years and any currenL
buslness plan for Lhe organlzaLlon or neLwork.

8. ulscuss Lhe resulLs of pasL repllcaLlon efforLs and lessons learned - lncludlng parLlcular challenges or
Lroubles encounLered, how Lhey have been addressed, and how Lhey wlll be avolded or mlnlmlzed
for Lhe proposed school.

See the response to question 4 above.
Note: 1he orqonitotion chorts shou/d c/eor/y de/ineote the ro/es ond responsibi/ities of - ond /ines of outhority ond reportinq omonq - the boord of
trustees, stoff, ony re/oted bodies {such os odvisory bodies or porent/teocher counci/s), ond ony externo/ orqonitotions thot wi// p/oy o ro/e in monoqinq
the schoo/s. 1he schoo/-/eve/ orqonitotion chorts shou/d /ikewise present c/eor /ines of outhority ond reportinq within the schoo/.


Paterson Collegiate Charter School, Section 2, School Management Contracts
z-6;

lf any proposed school lnLends Lo conLracL wlLh an LS, lncludlng elLher a charLer managemenL organlzaLlon
(CMC) or an educaLlon managemenL organlzaLlon (LMC), provlde Lhe followlng lnformaLlon:

1. An explanaLlon of how and why Lhe LS was selecLed.

The lead founder of the application to establish Paterson Collegiate Charter School is Steven F. Wilson,
founder and CEO of Ascend Learning. Ascend Learning has been selected as the proposed education
service provider given the charter management organizations track record of remarkable academic
success in the underserved urban districts of Brownsville and Bushwick in Brooklyn. (See Section 4.)
2. ueLalls regardlng Lhe LS conLracL:

The term is four years. Per the draft contract, Ascend would agree to assume responsibility to the board
for the education of students enrolled at Paterson Collegiate Charter School and provide the following
services: designing, selecting, acquiring, and implementing the educational program; recruiting,
supervising, and evaluating the school director; and day-to-day business management of the school.
Ascend would provide the board with an annual report of the schools progress toward the standards and
performance criteria set forth in the charter. Ascend would also provide the board with quarterly
unaudited financial statements. The school would engage a Certified Public Accountant to conduct an
annual financial audit of the school and Ascend would cooperate with the school on any such audit.
Each year, the school will pay to Ascend a fee of nine percent of the sum of the schools general
operating revenues from the school district for the school year plus federal receipt funds under the
Individuals with Disabilities Education Act. The school would be able to terminate the agreement at any
time if a trustee or receiver of Ascends property is appointed; Ascend makes an assignment for the
benefits of creditors; a petition in bankruptcy is filed by or against Ascend; Ascend terminates or
liquidates its operations or announces its intention to do so; Ascend makes fraudulent use of the schools
funds; Ascends conduct jeopardizes the health or safety of the schools students, or, at any point after
the initial charter school of the schools operation, the school has failed to make reasonable progress
toward the achievement of the goals and objectives section of the schools charter application.

4. LxplanaLlon of Lhe relaLlonshlp beLween Lhe school board and Lhe LS, speclfylng how Lhe board wlll
monlLor and evaluaLe Lhe performance of Lhe LS, Lhe lnLernal conLrols LhaL wlll gulde Lhe relaLlonshlp,
and how Lhe board wlll ensure fulflllmenL of performance expecLaLlons.

The board shall have ultimate responsibility for the school, for broad policy, and for managing and
evaluating Ascend Learning, with whom it will be proposed to enter into a five-year management
agreement upon execution of the charter agreement. The board shall be accountable to the authorizer for
the achievement of the schools goals and for the requirements of its charter agreement. The board shall
oversee and monitor Ascend Learning. Ascend Learning would also be responsible for day-to-day
operations, including business administration, contracting, payroll, and maintenance of the schools
facilities. At monthly meetings of the board, Ascend Learning shall report to the board on its fulfillment
of its contractual responsibilities, on the schools progress toward its performance goals, and on the
schools compliance with the charter and applicable laws and regulations. (See Section 2: Governance.)
3. ulsclosure and explanaLlon of any exlsLlng or poLenLlal confllcLs of lnLeresL beLween Lhe school board
and Lhe proposed LS or any afflllaLed buslness enLlLles.

As the school board has not yet been formed, there are currently no potential conflicts of interest
between the school board and Ascend Learning.
Paterson Collegiate Charter School, Section 2, Waivers or Equivalencies of Regulation
z-68

lf requesLlng a walver or equlvalencles of regulaLlons:

1. uescrlbe any walvers or equlvalencles of regulaLlons (noL sLaLuLes) whlch Lhe charLer school may requesL
Lhrough Lhe new !ersey ueparLmenL of LducaLlon's 8egulaLory Lqulvalency and Walver rocess." noLe
LhaL Lhe Commlssloner may noL exempL any laws and may only exempL regulaLlons LhaL do noL perLaln
Lo assessmenL, clvll rlghLs, speclal educaLlon or sLudenL healLh and safeLy.

2. rovlde a [usLlflcaLlon for each walver or equlvalency whlch ls requesLed, explalnlng how Lhe exempLlon
wlll advance Lhe educaLlonal goals and ob[ecLlves of Lhe school.

The founders do not plan to request any waivers or equivalencies of regulations.

Paterson Collegiate Charter School, Section 3, Financial Plan
-6q

1. uescrlbe Lhe sysLems and processes by whlch Lhe school wlll manage accounLlng, purchaslng, and
payroll. Speclfy any admlnlsLraLlve servlces expecLed Lo be conLracLed, and descrlbe Lhe crlLerla and
procedures for Lhe selecLlon of conLracLors.

The systems and processes by which Paterson Collegiate Charter School will manage accounting,
purchasing, and payroll are found in the Fiscal Policies and Procedures Manual, which have been
adopted by each school managed by the proposed education service provider, Ascend Learning.
Below is a table of contents of the manual:
100 Introduction
Organization and Legal Status
101 Scope and Organization
102 Purpose of Manual
103 Amending the Manual

PART I - POLICIES
200 Internal Control Policies
201 Introduction
202 Compliance with Laws
203 Organizational Conflict of Interest or
Self-Dealing (Related Parties)
204 Board of Trustees Authorities
205 Signature Authorities
206 Government Access to Records
207 Security of Financial Data
208 Security of School Documents
209 Use of School Assets
210 Use Of School Credit Cards
300 Financial Management Policies
301 Basis Of Accounting
302 Accounting Policies
303 Basis of Presentation
304 Revenues
305 Expenditures
306 Incurred Costs
307 Cash Management
308 Grants Receivable Aging Criteria
309 Grant/Contract Invoicing
310 Budgets
311 Insurance and Bonding
312 Record Retention and Disposal
313 Financial Reporting
314 Audit
315 Audit/Finance Committee
316 Chart Of Accounts
400 Policies Related to Assets, Liabilities
and Fund Equity
401 ASSETS
402 Bank Accounts
403 Petty Cash Payments
404 Criteria for Recording Equipment in
the Property and Equipment Fund
405 Impairment of Assets
406 Betterments
407 Liabilities and Fund Equity
408 Accounts Payable
409 Accounts Payable Payment Policy
410 Accrued Liabilities
411 Liability for Compensated Absences

412 Debt
413 Net Assets
500 Revenue
501 Revenue Recognition
600 Cost Accounting Policies
601 Consistency in Cost Accounting
602 Unallowable Costs
603 Separate Records of Unallowable
Costs
604 Cost Accounting Period
605 Gain Or Loss on Disposition Of
Assets
700 Property Management Policies
701 Property and Equipment
702 Identification of Property
703 Record And Report of Property
704 Physical Inventories
800 Procurement Policies
801 Procurement
900 Travel Policies
Paterson Collegiate Charter School, Section 3, Financial Plan
-;o

901 Employee Mileage Reimbursement

1000 Consultants and Contractors
1001 Consultant Utilization
1002 Independent Contractors

PART II - PROCEDURES
1100 General Accounting Procedures
Overall Accounting System Design
General Ledger Activity
General Ledger Close-out
1200 Cash Management Procedures
Cash Receipts
Cash Disbursements
Petty Cash Funds
Prepaid Items
1300 Grants Receivable Procedures
Revenue Recognition Invoicing
Grants Receivable
1400 Payroll Procedures and Policies
Personnel Requirements
Personnel Data
Timekeeping
Preparation of Payroll
Payroll Payment
Payroll Withholding
1500 Property and Equipment (P&E)
Procedures
Property and Equipment Aquisitions
Recordkeeping Over Property and Equipment

Depreciation
Inventory of Property and Equipment
Disposal of Property and Equipment
Government-Furnished and School-Acquired
Property and Equipment
1600 Accounts Payable Procedures
Accounts Payable
Purchasing
Expense Reimbursement
1700 Procedures for Other Liabilities
Accrued Liabilities
1800 Management Reporting Procedures

Annual Budget
Financial Reporting
Payroll Tax Compliance
1900 Whistle-Blower Policy

Paterson Collegiate Charter School, Section 3, Financial Plan
-;1

2. uescrlbe how you wlll provlde an lndependenL annual audlL of school-level flnanclal and admlnlsLraLlve
operaLlons.

Audit
Upon completion of the schools first year of operation and every year thereafter, the school will
undergo an independent financial audit that will result in an unqualified opinion and no major findings.
(A finding shall be considered major if it indicates a deliberate act of wrongdoing, reckless conduct, or
causes a loss of confidence in the abilities or integrity of the school or seriously jeopardizes the
continued operation of the school.) Documentation for the annual audit will be prepared by the finance
department of the proposed education service provider in coordination with the schools director of
operations.
For the purpose of conducting an annual independent audit, the board shall retain an independent
Certified Public Accountant in accordance with the provisions of the Charter, N.J.S.18A:23-1 of the
Charter School Program Act, and with auditing standards generally accepted in the United States of
America and Government Auditing Standards issued by the Comptroller General of the United States.
The main schedules contained in the annual audit (statement of financial position, activities, cash flow,
and functional expenses) must be completed using the Institutes mandatory audit templates.
3. uescrlbe Lhe school's fundralslng goals, and how Lhey wlll be aLLalned over Lhe nexL years. (lease noLe
LhaL fundralslng dollars cannoL be lncluded ln Lhe budgeL unless Lhere ls evldence provlded of funds
already recelved.)
Besides submitting an application for the Charter School Grant Program grant, the founders do not plan
any other fundraising efforts for the school during the charter term.
4. rovlde, as Attachment 22b, a llsL of Lhe Lypes of lnsurance coverage Lhe school wlll secure, lncludlng a
descrlpLlon of Lhe levels of coverage. 1ypes of lnsurance should lnclude workers' compensaLlon, llablllLy,
properLy, lndemnlLy, dlrecLors and offlcers, auLomoblle, and oLher. lnclude any quoLes already recelved.












Paterson Collegiate Charter School, Section 4, Portfolio Review/Performance Record
q-;z

rovlde Lhe followlng lnformaLlon abouL schools currenLly belng operaLed by elLher Lhe LS or Lhe repllcaLlng
enLlLy.
1. SelecL one of Lhe conslsLenLly hlgh-performlng schools LhaL ls belng operaLed, and dlscuss Lhe school's
performance.

a. lnclude sLudenL achlevemenL sLaLus, growLh, absoluLe, and comparaLlve academlc resulLs, as
avallable.
b. uescrlbe any noLable challenges LhaL Lhe school has overcome ln achlevlng lLs resulLs and
dlscuss Lhe prlmary causes Lo whlch Lhe school's dlsLlncLlve performance can be aLLrlbuLed.
c. ldenLlfy any ways ln whlch Lhe school's success has lnformed or affecLed how oLher schools ln
Lhe neLwork operaLe. Lxplaln how Lhe effecLlve pracLlce or sLrucLure or sLraLegy was ldenLlfled
and how lL was lmplemenLed elsewhere ln Lhe neLwork.

With each successive school launch, Ascend Learning has refined its capacity to open new schools.
Bushwick Ascend Charter School, Ascend Learnings third and newest school, experienced dramatic
academic gains in its first eight months of operations, and established the most robust system of data
retrieval and analytics in the Ascend network to date. After opening in September 2010, students
increased from the 22nd percentile in reading to top the 52nd percentile in just eight months.
In October 2010, no more than two months after opening, Bushwick Ascend hosted a site visit for the
Sabis leadership team, which included the president of the Sabis education company, Carl Bistany. In a
subsequent email from Bistany to the Ascend president, Steven F. Wilson, he expressed thorough
satisfaction with the new schools implementation of the educational model. What I was most happy to
see, he wrote, was that in spite of it being very early in the school year in a school in its first year of
operation, students in all the classrooms that I visited were fully engaged in the learning process.
In the past school year, Bushwick Ascend continued strengthening the implementation of its core
program from Sabis, recognizing the findings of an analysis of 2010-11 New York State test
performance which found that nearly all students who scored 80 or higher on Sabis curriculum tests
were found proficient on the state test. In June 2011, Bushwick Ascend Charter School outperformed its
sister schools in nearly all shared grades and core subjects:
2011 Sabis End-of-Year Averages
Grade Subject School Average
Grade 1
ELA
Brooklyn Ascend CS 83.2
Brownsville Ascend CS 83.5
Bushwick Ascend CS 88.1
Math
Brooklyn Ascend CS 85.1
Brownsville Ascend CS 82.5
Bushwick Ascend CS 83.9
Grade 2
ELA
Brooklyn Ascend CS 74.8
Brownsville Ascend CS 75.5
Bushwick Ascend CS 82.9
Math
Brooklyn Ascend CS 81.1
Brownsville Ascend CS 84.5
Bushwick Ascend CS 90.1

Paterson Collegiate Charter School, Section 4, Portfolio Review/Performance Record
q-;

In a sense, Bushwick Ascends academic achievements during the past two school years is remarkable
considering the operational challenges faced by the school when entering a facility that was passable for
use, but required extensive repairs. Ascend Learning had to undertake a range of mechanical, electrical,
plumbing, and carpentry repairs to make the occupied portions of the building functional. Teachers
overwhelmingly reported the buildings deficits as their single greatest obstacle and concern. By the end
of the first school year in 2010, the school retained only 72.7 percent of its faculty the following year,
constituting a loss in teachers trained in the Sabis and No Excuses model. In spite of the attrition, the
schools continued exacting adherence to the Sabis education model produced greater achievement
results in Sabis tests the following year.
During the course of the current school year, Bushwick Ascends consistently high performance on
Sabis tests has informed a stricter implementation of the Sabis program at the flagship school, Brooklyn
Ascend Charter School. For example, the school is holding true to the recommended annual curriculum
pacing by not going off pace, for instance, to dedicate additional time to practice a skill like context
clues.
2. SelecL one of Lhe schools whose performance ls relaLlvely low or noL saLlsfacLory and dlscuss Lhe
school's performance.

a. lnclude sLudenL sLaLus, growLh, absoluLe, and comparaLlve academlc resulLs, as avallable.
b. uescrlbe Lhe prlmary causes Lo whlch Lhe school's problems can be aLLrlbuLed.
c. Lxplaln Lhe speclflc sLraLegles LhaL are belng employed Lo lmprove performance.
d. WhaL are Lhe expecLaLlons for saLlsfacLory performance ln Lerms of performance levels and
Llmlng?

There are no schools at Ascend Learning whose performance is low or not satisfactory. However,
compared to the start-up of its sister schools, Brooklyn Ascend Charter Schools performance was
comparatively low. During the course of the current school year, Bushwick Ascends consistently high
performance on Sabis tests has informed a stricter implementation of the Sabis program at the flagship
school, Brooklyn Ascend Charter School.
In the Brooklyn Ascend Charter Schools first year, second-graders rose from the 24th percentile in
reading in the fall (76 percent of their peers nationally were better readers) to the 63rd percentile in the
spring (better than all but 37 percent of test-takers nationally), a 39-point climb in nine months.
Expressed as grade-level equivalents, second-graders began the year reading at 1.3 (equivalent to the
average first-grader in December) and ended at 3.8 (typical of a third-grader in May). They made 2.5
years of progress in one year. In math, they jumped from the 24th percentile to the 56th percentile, a 32-
point gain. Every grade made gains of at least 30 percentile points in both reading and math.

Even with the dramatic first-year gains, the schools performance on the state test in its first year of
testing (2010) did not meet the academic goals of student proficiency. In 2010, the percentage of third-
graders at Brooklyn Ascend Charter School who achieved proficient scores on the New York State exam
were 49.1 and 43.4 percent in ELA and math, respectively. Comparatively, the third-graders of
Brownsville Ascend Charter School (Ascend Learnings second school) which recently completed its
first year of state testing scored proficiency percentages of 59.3 and 73.6 in ELA and math, respectively.
In retrospect, a key factor in the underperformance was the straying from precise implementation of the
Sabis educational model. Specifically, the school did not strictly follow the curriculum pacing chart, and
grade 3 and 4 teachers taught all core subjects of English, math, science, and social studies (as opposed
to having subject-specific instructors). This year, homeroom teachers of tested elementary school grades
Paterson Collegiate Charter School, Section 4, Portfolio Review/Performance Record
q-;q

(3 and 4) are teaching math and English to their classes while there is a dedicated science and social
studies teachers for said grades.

Since its first year of state testing, the academic performance of Brooklyn Ascend Charter School has
improved tremendously. In the spring of 2012, fourth- and fifth-graders at Brooklyn Ascend Lower
School and Brooklyn Ascend Middle School, the network's oldest students, posted the highest English
scores on the 2012 state test of all Brooklyn schools run by charter management organizations.

Sixty-seven percent of Brooklyn Ascend fifth-graders demonstrated proficiency in ELA; in math, 85
percent scored proficient or advanced. Brooklyn Ascends fourth-graders also topped their peers in this
cohort on the ELA exam, with 76 percent scoring in the proficient and advanced range. These results
also significantly exceeded the average for all schools in New York State, the community school district
in which the school is located, and New York City. The results are remarkable for their consistencyin
every school, grade, and subject, proficiency levels were higher than any of the three comparison
groups.

Across the Ascend Learning, the chief academic goals are for 75 percent or more students to achieve
proficiency levels on the state-administered exams; students to score, on average, 85 or above on Sabis
periodic exams; and for students reading who begin the year reading below grade level to demonstrate
1.5 years of reading progress by the end of the final school term.

3. uescrlbe Lhe plans Lo monlLor performance of Lhe porLfollo as a whole. WhaL acLlons wlll be Laken lf
Lhere ls fallure Lo meeL esLabllshed goals?

The Ascend Learning education model produces results if implemented exactingly. The lack of adequate
results in student academic achievement, a stable school culture, and parent and staff satisfaction,
signifies a problem with execution of the model. In the event that the school does not meet established
goals, the president and chief academic officer of Ascend Learning will diagnosis the problem,
identifying the area of inaccurate implementation through school/classroom observations, review of
academic data, and review of staff and guardian surveys. Ascend will then work with the school director
to correct the issue. If the director is incapable of carrying out the fix, then Ascend Learning, in
consultation with the board of trustees, will consider restructuring the leadership or dismissing the
school leader.

4. ulscuss how Lhe organlzaLlon assesses lLs readlness Lo grow and under whaL clrcumsLances Lhe
organlzaLlon wlll delay or modlfy lLs growLh plan.

Ascend Learning assesses its readiness to grow by (1) evaluating the academic performance and stability
of its existing schools and (2) assessing the capacity of the charter management organization to support
the opening of new schools while continuing to provide services to its current portfolio.

Ascend Learning would not carry on its growth plan if the projected or actual performance on state tests
does not sustain the management organizations reputation on academic excellence. An example of such
a case would be a downgrade in the letter score on the New York City Department of Education
Progress Report from A to B at a given Ascend school. However, fall 2012 results on the Sabis periodic
assessments suggest that all schools are on track to achieving performance on the New York State tests
that would be consistent with last years results.

Paterson Collegiate Charter School, Section 4, Portfolio Review/Performance Record
q-;

Regarding capacity, the network might decide not to expand if the chief academic officer already had
four directors whom report to him or her without a regional academic officer to provide additional
support. In such a case, adding another school would almost certainly spread thinly the chief academic
officers span of control. The same might hold true if the capacity for providing financial services to the
network were not sufficiently undergirded. Then again, Ascend Learning presently feels comfortable
opening new schools in 2013.

Two circumstances for delaying or modifying its growth plan would be if either of the two situations
above occurred or if any one of the following three conditions were not met for each new opening: (1)
identification of an appropriate facility with sufficient time to execute the development of the site, (2)
identification of a powerful school leader, or (3) full enrollment of the school with a substantial waiting
list in the event of any early attrition.

3. Lxplaln any performance deflclencles or compllance vlolaLlons LhaL have led Lo formal auLhorlzer
lnLervenLlon wlLh any school currenLly operaLed ln Lhe pasL and how such deflclencles or vlolaLlons were
resolved.

There have been no instances of performance deficiencies or compliance violations leading to formal
intervention by the authorizer at any school currently operated by Ascend Learning.
6. ldenLlfy any currenL or pasL llLlgaLlon, lncludlng arblLraLlon proceedlngs, by school, LhaL has lnvolved Lhe
LS or any charLer schools lL operaLes. lf appllcable, provlde ln Attachment 2Sb (1) Lhe demand, (2) any
response Lo Lhe demand, and (3) Lhe resulLs of Lhe arblLraLlon or llLlgaLlon.

There is no past, current, or threatened litigation at any school in the network or Ascend Learning.
7. rovlde lnformaLlon regardlng Lhe LS's or repllcaLlng enLlLy's currenL board of LrusLees.

Steven F. Wilson, Board Chairman
Steven F. Wilson is the president of Ascend Learning.

Matthew Clark, Director
Matthew Clark is marketing director for the global strategy practice of The Boston Consulting Group
(BCG) and a member of the practice's leadership team.

Prior to joining BCG, Matthew was an independent marketing, R&D, and editorial advisor to several
consulting firms working in the areas of strategy, innovation, corporate social responsibility, and
nonprofit management. Previously, he was vice president of global relationship marketing at Mercer
Management Consulting. In addition, he played a central role in idea development and served as
chairman of the editorial board of the Mercer Management Journal. He is a graduate of Harvard College
and the Harvard Graduate School of Business Administration.

Joshua Solomon, Esq., Director
Josh Solomon is a partner at the Boston-based firm, Sullivan & Worcester LLP, with a practice focused
on securities and general commercial litigation. Solomon previously served as a law clerk for Judge
Andrew J. Kleinfeld on the U.S. Court of Appeals for the Ninth Circuit. He is a graduate of Harvard
College and Harvard Law School, where he served as an editor of The Harvard Law Review.
Attachment 1b Curricular Choices
1b-;6

Mission Alignment

The mission of Paterson Collegiate Charter School is to equip every student with the knowledge,
confidence, and character to succeed in college and beyond. Students will, from the earliest
grades, steadily build a strong foundation of learning habits, critical thinking skills, and
knowledge; excel academically as they progress through the program, mastering high-level math
and science; and graduate as confident young adults, prepared to succeed as college students,
citizens, and leaders in their chosen fields.
At the heart of Sabiss approach is a detailed, college-preparatory curriculum that is tightly
linked to an electronic assessment system, innovative pedagogical protocols, tools for building a
transformative school culture, and state-of-the-art school management software. These five
elements function as a seamless whole. Rigorously implemented, the system enables students of
average abilities to progress at an accelerated rate, especially in the middle- and high-school
grades.
Specialized diagnostic tests, administered at the schools launch to all students (and each year
thereafter to new students), guide placement decisions and detect learning gaps that impede
student progress. More than 900 short textsspanning kindergarten through college-level AP
classesexplicitly identify the points teachers cover in daily lessons. After the teacher
presents each point, prefectsacademically able students trained to help their peers learn
ensure that their classmates have grasped the point. Weekly computer-based tests assess students
mastery of the material; a state-of-the-art school management system reports results immediately
to teachers and school administrators. Teachers address learning gaps by re-teaching material or
arranging targeted peer tutoring. Crucially, the model extends through the high school grades,
where it produces its most striking achievement outcomesincluding, when implemented
faithfully, near universal college admission.

Course Outcomes

The Sabis curriculum as adopted by the network of Ascend Learning charter schools were
carefully aligned to New York State standards. Ninety-five percent of the Sabis instructional
materials were found to fulfill the standards set by New York State. Where content required by
New York State was found lacking in the Sabis curriculum or not covered at the appropriate time,
Sabis modified existing material, developed supplemental materials, or purchased commercial
materials. Since the state has adopted the Common Core State Standards (CCSS) for English and
math, Sabis has incorporated updates to the curriculum to align it to the additional standards.
Thus, for these two subjects, the Sabis curriculum as licensed by Ascend Learning will already
align with the New Jersey State standards. For the subjects of science, social studies, and world
language (Spanish), the Academic Development Division of Sabis is currently working to
carefully realign the curricula to include the CCSS. Meanwhile, Ascend Learning is working to
ensure that the CCSS are covered in the spheres of the fine arts, health education, physical
education, technology, and what career development and occupational studies.
Enclosed in Attachment 1b is a summary of course outcomes in English language arts, math,
social studies, science, and Spanish (world language) as aligned to the Common Core State
Standards:
2012-2013 Scope and Sequence: Lngllsh Level 8 new !ersey !une 7, 2012


New Iersey
5A8l5 5cbool Netwotk
Lng||sh
Leve| 8 / Crade kC
10 erlods er Week

Week
Learn|ng Cb[ect|ves Common Core
State Standards Leve| kG Lng||sh

Genera| Concepts & Standards Met 1hroughout the Lng||sh Curr|cu|um
o Ask and answer quesLlons abouL deLalls ln LexLs, unknown words
o ldenLlfy dlfferenL Lypes of LexLs
o ldenLlfy Lhe auLhor and lllusLraLor of each LexL
o ldenLlfy Lhe maln ldea or Loplc of each LexL
o ldenLlfy or descrlbe Lhe connecLlon beLween lndlvlduals, evenLs, ldeas, or lnformaLlon ln a LexL
o Croup readlng acLlvlLles
o SLandards and concepLs under foundaLlonal skllls for kC are covered LhroughouL Lhe currlculum
o !ournallng on speclflc Loplcs Lo connecL wlLh LexLs every week , sLaLe an oplnlon abouL a Loplc,
explaln or lnform, or Lell a sLory
o Learn 10 slghL words per week
o 8ecall lnformaLlon from experlences
o CollecL lnformaLlon abouL experlences or Loplcs from sources ln order Lo dlscuss or answer quesLlons
o Croup dlscusslons
o uemonsLraLe command of Lhe convenLlons of sLandard Lngllsh grammar and usage when wrlLlng or
speaklng
o rlnLlng upper and lowercase leLLers LhroughouL Lhe handwrlLlng currlculum weeks 1-16 and Lhen
relnforced Lhrough senLence wrlLlng, [ournallng, and wrlLlng
o honlcs readers 1-3 LhroughouL Lhe currlculum

o roduce compleLe senLences
o learnlng new vocabulary and applylng lL ln wrlLlng, [ournallng, and speaklng
LlLeracy.L.k.3 LlLeracy.L.k.6
LlLeracy.8L.k.1, 4-6, 10
LlLeracy.8L.k.3-6
LlLeracy.8L.k.6
LlLeracy.8l.k.1-4
LlLeracy.8l.k.10
LlLeracy.8L.k.10
LlLeracy.8l.k.1-4
LlLeracy.W.k.1-3,3
LlLeracy.SL.k.4-6
L.k.2a-d
LlLeracy.W.k.8
LlLeracy.W.k.8
LlLeracy.W.k.8
LlLeracy.SL.k.1-3, SL.k.6
LlLeracy.L.k.1
LlLeracy.L.k.1a

LlLeracy.L.k.1b-c, e L.k.2a-d
LlLeracy.L.k.4b
LlLeracy.L.k.1f, L.k.2a-d
LlLeracy.L.k.4a-b
1-3
o AlphabeL cards a-c
o WrlLe upper and lower case leLLers
o SlghL words
o ldenLlfy parLs of a book, how Lo read a book, how Lo Lurn pages
o 8eLell sLorles and ldenLlfy Lhe lmporLanL deLalls
o Compare and conLrasL Lhe evenLs and experlences of characLers
o ldenLlfy or descrlbe Lhe connecLlon beLween lndlvlduals, evenLs, ldeas, or lnformaLlon ln a LexL
o ldenLlfy or descrlbe Lhe connecLlon beLween plcLures/lllusLraLlons wlLh Lhe sLory
o LlsLen Lo a varleLy of sLorles
LlLeracy.8l.k.1-4
LlLeracy.L.k.1a
LlLeracy.8l.k.3c
LlLeracy.8l.k.3
LlLeracy.8L.k.2
LlLeracy.8L.k.9
LlLeracy.8L.k.2
LlLeracy.8L.k.9
LlLeracy.8l.k.3
1b-77
2012-2013 Scope and Sequence: Lngllsh Level 8 new !ersey !une 7, 2012

o ulscusslons and qulck quesLlons abouL sLorles LlLeracy.8l.k.7 L.k.1d
4
o Lxplaln and dlscuss poeLry
o AlphabeL card d
o WrlLe upper and lower case leLLers
o SlghL words
o 8eLell sLorles and ldenLlfy Lhe lmporLanL deLalls
o ulscusslons and qulck quesLlons abouL sLorles
o Medla acLlvlLy
LlLeracy.8L.k.3
LlLeracy.8l.k.1-4
LlLeracy.L.k.1a
LlLeracy.8l.k.3c
LlLeracy.8L.k.2
LlLeracy.L.k.1d
LlLeracy.W.k.6
S
o ldenLlfy parLs of a book
o ldenLlfy characLerlsLlcs of poeLry
o AlphabeL card e
o SlghL words
o WrlLe upper and lower case leLLers
o ulscusslons and qulck quesLlons abouL sLorles
LlLeracy.8l.k.3
LlLeracy.8L.k.3
LlLeracy.8l.k.1-4
LlLeracy.8l.k.3c
LlLeracy.L.k.1a
LlLeracy.8l.k.7 L.k.1d
6
o ldenLlfy Lhe auLhor and lllusLraLor of a LexL and explaln Lhe dlfference beLween Lhe Lwo
o ldenLlfy Lhe reasons an auLhor glves Lo supporL polnLs ln a LexL
o ldenLlfy slmllarlLles and dlfferences beLween Lwo LexLs on Lhe same Loplc
o 8eclLe poems
o AlphabeL cards f, g
o WrlLe upper and lower case leLLers
o SlghL words
o ulscusslons and qulck quesLlons abouL sLorles
o CaLegorlze and classlfy
LlLeracy.8l.k.6
LlLeracy.8l.k.8
LlLeracy.8l.k.9

LlLeracy.8l.k.1-4
LlLeracy.L.k.1a
LlLeracy.8l.k.3c
LlLeracy.L.k.1d
LlLeracy.L.k.3a
7
o ldenLlfy Lhe maln Loplc
o 8eLell or summarlze Lhe LexL
o SlghL words
o ldenLlfy vocabulary wlLh mulLlple meanlngs
o AlphabeL cards h, l
o WrlLe upper and lower case leLLers
o ulscusslons and qulck quesLlons abouL sLorles
o Medla acLlvlLy
o CaLegorlze and classlfy
LlLeracy.8l.k.2
LlLeracy.8l.k.2
LlLeracy.8l.k.3c
LlLeracy.L.k.4
LlLeracy.8l.k.1-4
LlLeracy.L.k.1a
LlLeracy.L.k.1d
LlLeracy.W.k.6
LlLeracy.L.k.3a
8
o Ask and answer quesLlons abouL lmporLanL deLalls ln a LexL
o ldenLlfy Lhe maln Loplc
o 8eLell or summarlze Lhe LexL
o AlphabeL cards [, k
o WrlLe upper and lower case leLLers
o ulscusslons and qulck quesLlons abouL sLorles
LlLeracy.8l.k.1
LlLeracy.8l.k.2
LlLeracy.8l.k.2
LlLeracy.8l.k.1-4
LlLeracy.L.k.1a
LlLeracy.L.k.1d
1b-78
2012-2013 Scope and Sequence: Lngllsh Level 8 new !ersey !une 7, 2012

o Croup acLlvlLy - wrlLlng poems
o Medla acLlvlLy
LlLeracy.8L.k.10
LlLeracy.W.k.6
9-10
o 8eLell sLorles and ldenLlfy Lhe lmporLanL deLalls
o ldenLlfy characLers, seLLlngs, and ma[or evenLs ln a sLory
o ldenLlfy or descrlbe Lhe connecLlon beLween plcLures/lllusLraLlons wlLh Lhe sLory
o Compare and conLrasL Lhe evenLs and experlences of characLers
o AlphabeL cards l, m, n
o WrlLe upper and lower case leLLers
o ulscusslons and qulck quesLlons abouL sLorles
o WrlLe a poem on an asslgned Loplc and creaLe an lllusLraLlon Lo represenL Lhe poem
o Medla acLlvlLy
o uevelop quesLlons
o ldenLlfy connecLlons beLween words and Lhelr use
LlLeracy.8L.k.2
LlLeracy.8L.k.3
LlLeracy.8L.k.7
LlLeracy.8L.k.9
LlLeracy.8l.k.1-4
LlLeracy.L.k.1a
LlLeracy.L.k.1d

LlLeracy.W.k.6
LlLeracy.L.k.1c
LlLeracy.L.k.3c
11
o 8eLell sLorles and ldenLlfy Lhe lmporLanL deLalls
o ldenLlfy characLers, seLLlngs, and ma[or evenLs ln a sLory
o ldenLlfy or descrlbe Lhe connecLlon beLween plcLures/lllusLraLlons wlLh Lhe sLory
o Compare and conLrasL Lhe evenLs and experlences of characLers
o AlphabeL cards o, p, q
o WrlLe upper and lower case leLLers
o ulscusslons and qulck quesLlons abouL sLorles
LlLeracy.8L.k.2
LlLeracy.8L.k.3
LlLeracy.8L.k.7
LlLeracy.8L.k.9
LlLeracy.8l.k.1-4
LlLeracy.L.k.1a
LlLeracy.L.k.1d
12
o 8eLell sLorles and ldenLlfy Lhe lmporLanL deLalls
o ldenLlfy characLers, seLLlngs, and ma[or evenLs ln a sLory
o ldenLlfy or descrlbe Lhe connecLlon beLween plcLures/lllusLraLlons wlLh Lhe sLory
o AlphabeL cards r, s, L
o WrlLe upper and lower case leLLers
o ulscusslons and qulck quesLlons abouL sLorles
o CaLegorlze and classlfy
LlLeracy.8L.k.2
LlLeracy.8L.k.3
LlLeracy.8L.k.7
LlLeracy.8l.k.1-4
LlLeracy.L.k.1a
LlLeracy.L.k.1d
LlLeracy.L.k.3a
13
o 8eLell sLorles and ldenLlfy Lhe lmporLanL deLalls
o Compare and conLrasL Lhe evenLs and experlences of characLers
o ulscusslons and qulck quesLlons abouL sLorles
o LlsLen Lo a varleLy of nursery rhymes
o Medla acLlvlLy
o ldenLlfy and wrlLe synonyms and anLonyms
LlLeracy.8L.k.2
LlLeracy.8L.k.9
LlLeracy.L.k.1d

LlLeracy.W.k.6
LlLeracy.L.k.3b
14
o ulscusslons and qulck quesLlons abouL sLorles
o AlphabeL cards u, v, w
o WrlLe upper and lower case leLLers
o ldenLlfy leLLers vs. words
o Compare and conLrasL nursery rhymes
LlLeracy.L.k.1d
LlLeracy.8l.k.1-4
LlLeracy.L.k.1a
LlLeracy.L.k.1
1b-79
2012-2013 Scope and Sequence: Lngllsh Level 8 new !ersey !une 7, 2012

1S
o ldenLlfy or descrlbe Lhe connecLlon beLween lndlvlduals, evenLs, ldeas, or lnformaLlon ln a LexL
o ulscusslons and qulck quesLlons abouL sLorles
o ulscuss genre
o WrlLe shorL nursery rhymes
o CaLegorlze and classlfy
LlLeracy.8l.k.3
LlLeracy.L.k.1d
LlLeracy.L.k.1d

LlLeracy.L.k.3a
16
o ldenLlfy or descrlbe Lhe connecLlon beLween plcLures/lllusLraLlons wlLh Lhe sLory
o ldenLlfy Lhe reasons an auLhor glves Lo supporL polnLs ln a LexL
o ulscusslons and qulck quesLlons abouL sLorles
o AlphabeL cards x, y, z
o WrlLe upper and lower case leLLers
o Medla acLlvlLy
o lllusLraLe Lo explaln readlng and wrlLlng
LlLeracy.8l.k.7
LlLeracy.8l.k.8
LlLeracy.L.k.1d
LlLeracy.8l.k.1-4
LlLeracy.L.k.1a
LlLeracy.W.k.6
LlLeracy.8L.k.7
17
o ulscusslons and qulck quesLlons abouL sLorles
o CaLegorlze and classlfy
o ldenLlfy and wrlLe synonyms and anLonyms
o ldenLlfy characLers and seLLlng
o CreaLe a nursery rhyme book
o 8ead and predlcL
o 8ead dlfferenL lnLerpreLaLlons of poems
LlLeracy.L.k.1d
LlLeracy.L.k.3a
LlLeracy.L.k.3b
LlLeracy.8L.k.3

LlLeracy.8L.k.10
LlLeracy.8L.k.3-6
18-21
o ldenLlfy Lhe maln Loplc
o 8eLell or summarlze Lhe LexL
o ldenLlfy or descrlbe Lhe connecLlon beLween lndlvlduals, evenLs, ldeas, or lnformaLlon ln a LexL
o ldenLlfy Lhe auLhor and lllusLraLor of a LexL and explaln Lhe dlfference beLween Lhe Lwo
o ldenLlfy Lhe reasons an auLhor glves Lo supporL polnLs ln a LexL
o ulscusslons and qulck quesLlons abouL sLorles
o Shared readlng
o 8ead lnformaLlonal LexL
LlLeracy.8l.k.2
LlLeracy.8l.k.2
LlLeracy.8l.k.3
LlLeracy.8l.k.6
LlLeracy.8l.k.8
LlLeracy.L.k.1d
LlLeracy.8L.k.10
LlLeracy.8L.k.10
22
o ldenLlfy or descrlbe Lhe connecLlon beLween lndlvlduals, evenLs, ldeas, or lnformaLlon ln a LexL
o ldenLlfy Lhe auLhor and lllusLraLor of a LexL and explaln Lhe dlfference beLween Lhe Lwo
o ulscusslons and qulck quesLlons abouL sLorles
o 8ead lnformaLlonal LexL
o 8ead and predlcL
LlLeracy.8l.k.3
LlLeracy.8l.k.6
LlLeracy.L.k.1d
LlLeracy.8L.k.10

23
o ldenLlfy characLers, seLLlngs, and ma[or evenLs ln a sLory
o Compare and conLrasL Lhe evenLs and experlences of characLers
o ulscusslons and qulck quesLlons abouL sLorles
o 8ead lnformaLlonal LexL
o 8ead a drama
o ldenLlfy an auLhor's perspecLlve and sequence of evenLs
LlLeracy.8L.k.3
LlLeracy.8L.k.9
LlLeracy.L.k.1d
LlLeracy.8L.k.10
LlLeracy.8L.k.3-6

1b-80
2012-2013 Scope and Sequence: Lngllsh Level 8 new !ersey !une 7, 2012

24-2S
o 8eLell sLorles and ldenLlfy Lhe lmporLanL deLalls
o ldenLlfy characLers, seLLlngs, and ma[or evenLs ln a sLory
o Compare and conLrasL Lhe evenLs and experlences of characLers
o ulscusslons and qulck quesLlons abouL sLorles
o ldenLlfy and use homographs
o Medla acLlvlLy
LlLeracy.8L.k.2
LlLeracy.8L.k.3
LlLeracy.8L.k.9
LlLeracy.L.k.1d
LlLeracy.L.k.4a
LlLeracy.W.k.6
26-28
o ulscusslons and qulck quesLlons abouL sLorles
o ldenLlfy Lhe maln Loplc
o 8eLell or summarlze Lhe LexL
o ldenLlfy verbs and Lhelr shades of meanlng
o 8ead exposlLory LexL
o ldenLlfy maln ldea
LlLeracy.L.k.1d
LlLeracy.8l.k.2
LlLeracy.8l.k.2
LlLeracy.L.k.3d
LlLeracy.8L.k.10
LlLeracy.8l.k.2
29-30
o ulscusslons and qulck quesLlons abouL sLorles
o CaLegorlze and classlfy
o ldenLlfy connecLlons beLween words and Lhelr use
o ulscuss legends
o 8ralnsLorm a Lo do llsL
o 8eLell evenLs
LlLeracy.L.k.1d
LlLeracy.L.k.3a
LlLeracy.L.k.3c
LlLeracy.8L.k.10

LlLeracy.8l.k.2
31
o ldenLlfy or descrlbe Lhe connecLlon beLween lndlvlduals, evenLs, ldeas, or lnformaLlon ln a LexL
o ldenLlfy slmllarlLles and dlfferences beLween Lwo LexLs on Lhe same Loplc
o ulscusslons and qulck quesLlons abouL sLorles
o arLlclpaLe ln shared research and wrlLlng pro[ecLs
LlLeracy.8l.k.3
LlLeracy.8l.k.9
LlLeracy.L.k.1d
LlLeracy.W.k.7
32
o ldenLlfy Lhe maln Loplc
o 8eLell or summarlze Lhe LexL
o ldenLlfy or descrlbe Lhe connecLlon beLween plcLures/lllusLraLlons wlLh Lhe sLory
o ulscusslons and qulck quesLlons abouL sLorles
o arLlclpaLe ln shared research and wrlLlng pro[ecLs
o ldenLlfy connecLlons beLween LexLs across sub[ecLs
LlLeracy.8l.k.2
LlLeracy.8l.k.2
LlLeracy.8l.k.7
LlLeracy.L.k.1d
LlLeracy.W.k.7
LlLeracy.8l.k.3
33-34
o ulscusslons and qulck quesLlons abouL sLorles
o arLlclpaLe ln shared research and wrlLlng pro[ecLs
o 8eLell sLorles and ldenLlfy Lhe lmporLanL deLalls
o Medla acLlvlLy
o ldenLlfy and wrlLe synonyms and anLonyms
LlLeracy.L.k.1d
LlLeracy.W.k.7
LlLeracy.8L.k.2
LlLeracy.W.k.6
LlLeracy.L.k.3b
3S-36
o 8eLell sLorles and ldenLlfy Lhe lmporLanL deLalls
o 8e-enacL sLorles
o ldenLlfy or descrlbe Lhe connecLlon beLween lndlvlduals, evenLs, ldeas, or lnformaLlon ln a LexL
o ulscusslons and qulck quesLlons abouL sLorles
o Medla acLlvlLy
LlLeracy.8L.k.2

LlLeracy.8l.k.3
LlLeracy.L.k.1d
LlLeracy.W.k.6
1b-81
2012-2013 Scope and Sequence: Lngllsh Level 8 new !ersey !une 7, 2012

37
o ldenLlfy slmllarlLles and dlfferences beLween Lwo LexLs on Lhe same Loplc
o ulscusslons and qulck quesLlons abouL sLorles
o ldenLlfy verbs and Lhelr shades of meanlng
o 8eLell sLorles and ldenLlfy lmporLanL deLalls
o Answer llLeral quesLlons abouL Lhe sLorles
LlLeracy.8l.k.9
LlLeracy.L.k.1d
LlLeracy.L.k.3d
LlLeracy.8L.k.2
LlLeracy.8L.k.1
38-40
o ldenLlfy slmllarlLles and dlfferences beLween Lwo LexLs on Lhe same Loplc
o ulscusslons and qulck quesLlons abouL sLorles
o arLlclpaLe ln shared research and wrlLlng pro[ecLs
o ldenLlfy verbs and Lhelr shades of meanlng
o Compare genres
o ldenLlfy connecLlons beLween LexLs and across sub[ecLs
LlLeracy.8l.k.9
LlLeracy.L.k.1d
LlLeracy.W.k.7
LlLeracy.L.k.3d
LlLeracy.8L.k.3-6
LlLeracy.8l.k.3

1b-82
2012-2013 Scope and Sequence: Lngllsh Level C new !ersey !une 8, 2012


New Iersey
5A8l5 5cbool Netwotk
Lng||sh
Leve| C / Crade 1
10 erlods er Week

Un|t
Learn|ng Cb[ect|ves Common Core
State Standards Leve| C Lng||sh art 1

Genera| Concepts & Standards Met 1hroughout the Lng||sh Curr|cu|um

LlLeracy.8l.1.1-4a-c
LlLeracy.L.1.1-2, 6
LlLeracy.SL.1.1-6
LlLeracy.8L.1.3
LlLeracy.L.1.1-2e, L.1.3-6
LlLeracy.8l.1.10, 8L.1.10
1
o ldenLlfy clues Lo deLermlne Lhe meanlng of a word
o ulsLlngulsh lnformaLlon provlded by plcLures and lnformaLlon provlded by words
o Answer quesLlons abouL deLalls ln a LexL
o Answer quesLlons Lo deLermlne Lhe meanlng of words and phrases ln a LexL
o ulsLlngulsh beLween lower case and upper case leLLers when wrlLlng senLences
o uraw Lo represenL acLlon words and clarlfy ldeas
o arLlclpaLe ln conversaLlons or lnLervlews wlLh classmaLes, follow rules for dlscusslon, and
respond Lo commenLs made by classmaLes
o Ask and answer quesLlons abouL key deLalls ln a LexL orally or Lhough classroom dlscusslon
o Spell, wrlLe, and pronounce slngle leLLer sounds, medlal vowels, and CvC sounds
o ldenLlfy Lhe auLhor and Lhe audlence
o know Lhe parLs of a senLence and how Lo use slngular and plural nouns wlLh verbs ln baslc
senLences
o ldenLlfy dlfferenL Lypes of senLences and know how Lo use correcL puncLuaLlon and end
marks
o know how Lo wrlLe lnformaLlve and correcL senLences ln whlch Lhey supply some facLs abouL
a Loplc.
o WrlLe a senLence uslng lnformaLlon provlded by plcLures and key words Lo descrlbe lL
o ldenLlfy and use preposlLlons or spaLlal words
o ldenLlfy and descrlbe characLers ln a sLory (maln and mlnor characLer)
o ldenLlfy a folkLale and descrlbe lLs feaLures
o 8eLell sLorles, lncludlng key deLalls, and demonsLraLe undersLandlng of Lhelr cenLral message
or lesson
o uescrlbe characLers, seLLlngs, and ma[or evenLs ln a sLory, uslng key deLalls
o WrlLe a Lwo word senLence and a Lhree word senLence and share wlLh Lhe class
LlLeracy.L.1.4a
LlLeracy.8l.1.6
LlLeracy.8L.1.1
LlLeracy.8l.1.4
LlLeracy.L.1.1a
LlLeracy.SL.1.3
LlLeracy.SL.1.1a-b

LlLeracy.SL.1.2
LlLeracy.8l.1.2c

LlLeracy.L.1.1c
LlLeracy.8l.1.1a
LlLeracy.8l.1.1a

LlLeracy.W.1.2

LlLeracy.8L.1.7
LlLeracy.L.1.1.l
LlLeracy.8L.1.3
LlLeracy.8L.1.3
LlLeracy.8L.1.2

LlLeracy.8L.1.3
LlLeracy.8l.1.1a, SL.1.6
1b-83
2012-2013 Scope and Sequence: Lngllsh Level C new !ersey !une 8, 2012

2
o Answer quesLlons abouL deLalls ln a LexL
o Spell, wrlLe, and pronounce slngle leLLer sounds, medlal vowels, CvC sounds, and flnal sounds
o ldenLlfy reallsLlc flcLlon and descrlbe lLs feaLures
o know Lhe seLLlng of a sLory ( when and where)
o ldenLlfy and use nouns
o WrlLe a slmple sLory
o WrlLe a Lhank you leLLer
o ldenLlfy nonflcLlon, fable and descrlbe Lhelr feaLures
o ldenLlfy and use possesslve nouns
o know how Lo make slngular nouns plural by addlng -s
o ulsLlngulsh acLlon words and know how Lo wrlLe Lhe correcL form (slngular or plural)
o ldenLlfy and use deLermlners, demonsLraLlve arLlcles, and deflnlLe and lndeflnlLe arLlcle
o ulsLlngulsh beLween Lhe seLLlng and Lhe ploL of a sLory
o ldenLlfy and use preflxes and sufflxes
o ldenLlfy and dlsLlngulsh beLween cause and effecL
o know how Lo form a compound word
o 8ecounL Lhe sequence of evenLs ln a sLory
o know Lhe dlfference beLween repeLlLlon and a dlalogue
LlLeracy.8L.1.1
LlLeracy.8l.1.2c
LlLeracy.8L.1.3
LlLeracy.8L.1.3
LlLeracy.L.k.1b
LlLeracy.W.1.3
LlLeracy.W.1.3
LlLeracy.8L.1.3
LlLeracy.L.1.1b
LlLeracy.L.1.1c
LlLeracy.L.1.1c,e
LlLeracy.L.1.1.h
LlLeracy.8L.k.3
LlLeracy.L.1.4b
3
o Answer quesLlons abouL deLalls ln a LexL
o Spell, wrlLe, and pronounce consonanL palrs and r-conLrolled vowels
o ldenLlfy falryLale, reallsLlc flcLlon and descrlbe Lhelr feaLures
o 8ecognlze and ldenLlfy auLhor's purpose of a LexL
o ldenLlfy, use, and know how Lo wrlLe proper nouns
o SorL and caLegorlze nouns ln groups
o ueLermlne word meanlng Lhrough conLexL
o ldenLlfy and descrlbe characLers and evenLs LhaL are found ln reallsLlc flcLlon LexLs
o WrlLe names of people and daLes correcLly
o WrlLe oplnlon pleces
o ldenLlfy Lhe maln ldea and supporLlng deLalls of LexLs
o lnLerpreL lnformaLlon found ln headlngs and LlLles of nonflcLlon LexLs Lo flnd Lhe Loplc
o use Lhe lllusLraLlons and deLalls ln a LexL Lo descrlbe lLs key ldeas
o ldenLlfy Lhe reasons an auLhor glves Lo supporL polnLs ln a LexL
o ldenLlfy baslc slmllarlLles ln and dlfferences beLween Lwo LexLs on Lhe same Loplc (e.g., ln
lllusLraLlons, descrlpLlons, or procedures)
o ldenLlfy who ls Lelllng Lhe sLory aL varlous polnLs ln a LexL
o Spell, wrlLe, and pronounce slngle leLLer sounds, medlal vowels, CvC sounds, and flnal sounds
LlLeracy.8L.1.1
LlLeracy.8l.1.2c
LlLeracy.8L.1.3
LlLeracy.8l.1.8
LlLeracy.L.1.1b
LlLeracy.L.1.3a
LlLeracy.L.1.4-4a
LlLeracy.8L.1.3
LlLeracy.L.1.2a,c
LlLeracy.W.1.1
LlLeracy.8l.1.2
LlLeracy.8l.1.3
LlLeracy.8l.1.7
LlLeracy.8l.1.8
LlLeracy.8l.1.9

LlLeracy.8L.1.6
LlLeracy.8l.1.2-3g
1b-84
2012-2013 Scope and Sequence: Lngllsh Level C new !ersey !une 8, 2012

4
o Answer quesLlons abouL deLalls ln a LexL
o Spell, wrlLe, and pronounce r-conLrolled vowels, long and shorL sounds, and dlphLhongs
o WrlLe a narraLlve LexL (Lrue sLory)
o ldenLlfy baslc slmllarlLles ln and dlfferences beLween Lwo LexLs on Lhe same Loplc (e.g., ln
lllusLraLlons, descrlpLlons, or procedures)
o use Lhe lllusLraLlons ln a LexL Lo descrlbe and ldenLlfy lLs characLers and lmporLanL deLalls
o ldenLlfy Lhe maln ldea and supporLlng deLalls of LexLs
o uescrlbe connecLlon beLween Lwo lndlvlduals ln an lnformaLlonal LexL
o Compare and conLrasL Lhe experlence of characLers ln a LexL
o ldenLlfy a paLLern and know LhaL rhymes make paLLerns ln a poem
o WrlLe a summary of a sLory wlLh Lhe mosL lmporLanL ldeas lncluded
o ldenLlfy rooL words and base words
o Compare and conLrasL lnformaLlon from Lwo sLorles uslng a venn dlagram
o ulsLlngulsh beLween a folkLale and a dlalogue and know Lhe elemenLs of each
o use personal, possesslve, and lndeflnlLe pronouns
o use ad[ecLlves and conLracLlons
o WrlLe oplnlon pleces
o Shades of meanlng among verbs
o ulsLlngulsh beLween reallLy and fanLasy
o lnLerpreL graphlc organlzers
LlLeracy.8L.1.1
LlLeracy.8l.1.2-3g
LlLeracy.W.1.3
LlLeracy.8l.1.9

LlLeracy.8L.1.7
LlLeracy.8l.1.2
LlLeracy.8l.1.3
LlLeracy.8L.1.9
LlLeracy.8L.1.10
LlLeracy.W.1.8
LlLeracy.L.1.4c
LlLeracy.8L.1.9
LlLeracy.8L.1.3
LlLeracy.L.1.1d
LlLeracy.L.1.1f
LlLeracy.W.1.1
LlLeracy.L.1.3d
S
o Answer quesLlons abouL deLalls ln a LexL
o Spell, wrlLe, and pronounce long vowel paLLerns, consonanL blends sounds
o WrlLe a narraLlve LexL - flcLlon and a Pow Lo" LexL
o ldenLlfy who ls Lelllng Lhe sLory
o uescrlbe Lhe connecLlon beLween Lwo lndlvlduals, evenLs, ldeas, or pleces of lnformaLlon ln a
LexL
o ulsLlngulsh beLween lnformaLlon provlded by plcLures or oLher lllusLraLlons and lnformaLlon
provlded by Lhe words ln a LexL
o use Lhe lllusLraLlons ln a LexL Lo descrlbe and ldenLlfy lLs characLers and lmporLanL deLalls
o ldenLlfy Lhe reasons an auLhor glves Lo supporL polnLs ln a LexL
o know how Lo look up new lnformaLlon abouL Lhlngs uslng dlfferenL source ( compuLer, llbrary
book, encyclopedla .)
o lnLerpreL Lables and know how Lo read Lhe lnformaLlon provlded ln order Lo undersLand and
answer quesLlons
o ldenLlfy and use con[uncLlons
o know whaL a paragraph ls and LhaL an lndenL ls a space LhaL comes aL Lhe beglnnlng of every
paragraph
o WrlLe a poem ln whlch feellngs are descrlbed
LlLeracy.8L.1.1
LlLeracy.8l.1.2-3g
LlLeracy.W.1.3 LlLeracy.W.1.7
LlLeracy.8L.1.6
LlLeracy.8l.1.3

LlLeracy.8l.1.6

LlLeracy.8L.1.7
LlLeracy.8l.1.8
LlLeracy.W.1.8

LlLeracy.8l.1.3

LlLeracy.L.1.1g
LlLeracy.8l.1.1

LlLeracy.8L.1.4
1b-85
2012-2013 Scope and Sequence: Lngllsh Level C new !ersey !une 8, 2012

o ulsLlngulsh beLween and know Lhe usage of a graph and a graph summary
o know Lhe flve senses and be able Lo descrlbe each sense wlLh approprlaLe words
o know how Lo use a charL Lo analyze lnformaLlon and Lhe common klnds of charLs avallable
o know how Lo creaLe a Llmellne Lo show sequenced sLeps
o know how Lo use order words Lo connecL ldeas and deLalls LhaL come ln a cerLaln order





6
o Answer quesLlons abouL deLalls ln a LexL
o Spell, wrlLe, and pronounce end clusLer sounds and vowel varlanLs and blends
o WrlLe a sLory abouL you, an lnformaLlonal reporL, and a book reporL and presenL all
o ldenLlfy Lhe maln Loplc and reLell deLalls of a LexL
o 8eLell sLorles, lncludlng key deLalls, and demonsLraLe undersLandlng of Lhelr cenLral message
or lesson
o ldenLlfy a myLh and descrlbe lLs feaLures
o uraw a map LhaL shows lnformaLlon from Lhe sLory ( seLLlng, characLers, .)
o ulsLlngulsh homophones and know how Lo spell and use Lhem correcLly wlLhln a senLence
o Make predlcLlons ln nonflcLlon LexLs by uslng clues llke LlLles, plcLures, and charLs
o know Lhe verb Lenses used Lo show pasL, presenL, and fuLure
o know Lhe commonly used preposlLlons
o roduce declaraLlve, lnLerrogaLlve, exclamaLory, and lmperaLlve senLences
o use commas Lo separaLe words ln a serles
o know how Lo wrlLe slmple and compound senLences
o LdlL wrlLlng by revlslng and correcLlng mlsLakes ln a paragraph
o WrlLe an lnformaLlonal reporL and presenL lL
o ldenLlfy synonyms and anLonyms of words Lhrough conLexL
LlLeracy.8L.1.1
LlLeracy.8l.1.2-3g
LlLeracy.W.1.2,W.1.3-8, SL.1.2-6
LlLeracy.8l.1.2
LlLeracy.8L.1.2

LlLeracy.8L.1.3
LlLeracy.8L.1.7
LlLeracy.L.1.4
LlLeracy.8l.1.3
LlLeracy.L.1.1e
LlLeracy.L.1.1.l
LlLeracy.L.1.1.[
LlLeracy.L.1.2c
LlLeracy.L.1.1.[
LlLeracy.L.1.2a-e

1b-86
2012-2013 aclng CharL: MaLhemaLlcs Level 8 May 4
Lh
, 2012


New Ietsey
5A8l5 5cbool Netwotk
Mathemat|cs
Leve| 8 / klndergarLen
8 erlods er Week

1erm 1
Week
Date
1each|ng Mater|a|
State Standards
Leve| 8 Mathemat|cs
1
os|t|on: undersLand Lop/boLLom/beLween.
os|t|on: use Lhe Lerms lefL/rlghL, lnslde/ouLslde.
Co|ors: ldenLlfy green, red, and yellow.
k.C.1
2
Co|or: ldenLlfy orange, purple, and brown.
os|t|on: use Lhe Lerms up/down, above/below, over/under, and on.
Numera|s: 8ecognlze and wrlLe Lhe numerlcal symbol 1.
Sets: 8elaLe Lhe correcL number of ob[ecLs Lo 1.
uraw seLs of 1.
k.CC.3
k.CC.4
k.CC.3
k.C.1
3
Numera|s: 8ecognlze and wrlLe Lhe numerlcal symbols 2, 3.
Sets: 8elaLe Lhe correcL number of ob[ecLs Lo 2, 3.
uraw seLs of 2, 3.
k.CC.3
k.CC.4
k.CC.3
4
Numera|s: 8ecognlze and wrlLe Lhe numerlcal symbols 4, 3.
Sets: 8elaLe Lhe correcL number of ob[ecLs Lo 4, 3.
uraw seLs of 4, 3.
k.CC.3
k.CC.4
k.CC.3
S
Numera|s: WrlLe Lhe numerlcal symbols 1-3 ln sequence.
WrlLe mlsslng numerals 1-3.
Numera|s: know Lhe meanlng of 0.
Sets: 8elaLe Lhe correcL number of ob[ecLs Lo 0.
k.CC.1, k.CC.2
k.CC.3, k.CC.4
k.CC.3
6
uant|ty: undersLand more/less & same.
os|t|on: use Lhe Lerms behlnd/ln fronL of, beslde/nexL Lo.
k.CC.6
k.C.1
7
Co|ors: ldenLlfy whlLe, black, blue, and plnk.
Shape: ldenLlfy 2-u Shapes (clrcle, Lrlangle, square, recLangle).
Sort|ng: llnd Lhe odd one ouL.
k.Mu.3
k.C.1, k.C.2
k.C.3, k.C.4
8
Sort|ng: Croup Lhlngs LhaL are Lhe same.
Match|ng: CreaLe a one Lo one correspondence.
Sort|ng: Croup ob[ecLs accordlng Lo aLLrlbuLes.
k.CC.6
k.Mu.3
9
Numera|s: 8ecognlze and wrlLe Lhe numerlcal symbol 6.
Sets: 8elaLe Lhe correcL number of ob[ecLs Lo 6.
uraw seLs of 6.
k.CC.3
k.CC.4
k.CC.3
1erm 2
1b-87
2012-2013 aclng CharL: MaLhemaLlcs Level 8 May 4
Lh
, 2012

Week
Date
1each|ng Mater|a|
State Standards
Leve| 8 Mathemat|cs
1
Numera|s: 8ecognlze and wrlLe Lhe numerlcal symbol 7.
WrlLe numerlcal symbols 0-7 ln sequence.
Sets: 8elaLe Lhe correcL number of ob[ecLs Lo 7.
uraw seLs of 7.
k.CC.1, k.CC.2
k.CC.3, k.CC.4
k.CC.3
2
Numera|s: 8ecognlze and wrlLe Lhe numerlcal symbol 8.
WrlLe mlsslng numerals 0-8.
Sets: 8elaLe Lhe correcL number of ob[ecLs Lo 8.
uraw seLs of 8.
k.CC.1, k.CC.2
k.CC.3, k.CC.4
k.CC.3
3
Numera|s: 8ecognlze and wrlLe numerlcal symbol 9.
Sets: 8elaLe Lhe correcL number of ob[ecLs Lo 9.
uraw seLs of 9.
Numera|s: 8ecognlze and wrlLe numerlcal symbol 10.
k.CC.3
k.CC.4
k.CC.3
4
Sets: 8elaLe Lhe correcL number of ob[ecLs Lo 10.
uraw seLs of 10.
Numera|s: WrlLe Lhe numerlcal symbols 0-10 ln sequence.
k.CC.1, k.CC.2
k.CC.3, k.CC.4
k.CC.3
S
Add|t|on: uraw 1 more, record Lhe LoLal.
uraw 2 more, record Lhe LoLal.
WrlLe Lhe LoLal sums of 3 or less.
8ecognlze and undersLand Lhe symbols +, =.
k.CC.4, k.CA.1
k.CA.2, k.CA.3
6
Add|t|on: Sums Lo 8.
Add seLs wlLh a LoLal of 9 or less.
Add seLs wlLh a LoLal of 10.
Shapes: 8ecognlze and read Lhe names of clrcle, square, Lrlangle and recLangle.
k.CC.4, k.CC.3, k.CA.1
k.CA.2, k.CA.3, k.CA.4
k.CA.3, k.C.1, k.C.2
k.C.3, k.C.4
7
Shapes: 8ecognlze and counL corners and sldes of 2u shapes.
8ecognlze 3u shapes and sorL Lhem.
Work wlLh 2u and 3u shapes.
uL LogeLher 2u shapes.
k.Mu.3, k.C.1
k.C.2, k.C.3
k.C.4, k.C.6
8
Numera|s: 8ecognlze and wrlLe Lhe numerlcal symbols 11, 12
Sets: 8elaLe Lhe correcL number of ob[ecLs Lo 11, 12
uraw seLs of 11, 12
k.CC.3
k.CC.4
k.CC.3

1b-88
2012-2013 aclng CharL: MaLhemaLlcs Level 8 May 4
Lh
, 2012


9
Numera|s: 8ecognlze and wrlLe Lhe numerlcal symbol 13.
Sets: 8elaLe Lhe correcL number of ob[ecLs Lo 13.
uraw seLs of 13.
Add|t|on: Add numerals wlLh a LoLal of 13 or less.
Add uslng verLlcal noLaLlon.
k.CC.3, k.CC.4
k.CC.3, k.CA.1
k.CA.2

1b-89
2012-2013 aclng CharL: MaLhemaLlcs Level 8 May 4
Lh
, 2012

1erm 3
Week
Date
1each|ng Mater|a|
State Standards
Leve| 8 Mathemat|cs
1
Numera|s: 8ecognlze and wrlLe Lhe numerlcal symbols 14, 13.
WrlLe mlsslng numerals Lo 0-13.
Sets: 8elaLe Lhe correcL number of ob[ecLs Lo 14, 13.
uraw seLs of 14, 13.
k.CC.1, k.CC.2
k.CC.3, k.CC.4
k.CC.3
2
Sets: 8ecognlze more/less up Lo 13.
Add|t|on: Solve addlLlon sLory problems.
WrlLe Lwo numbers LhaL make up a sum up Lo 13.
k.CC.4, k.CC.3
k.CC.6, k.CC.7
k.CA.1, k.CA.2
k.n81.1
3
Compar|son: 8ecognlze Longer/shorLer
1aller/shorLer
LongesL/LallesL/shorLesL
k.Mu.1
k.Mu.2
4
Capac|ty: undersLand more/less.
We|ght: undersLand heavler/llghLer.
Numera|s: 8ecognlze and wrlLe Lhe numerlcal symbol 16.
WrlLe mlsslng numbers ln a sequence Lo 16.
Sets: 8ecognlze seLs of 16.
k.CC.3, k.CC.4
k.CC.3, k.Mu.1
k.Mu.2
S
Numera|s: 8ecognlze and wrlLe Lhe numerlcal symbol 17, 18.
WrlLe mlsslng numbers ln a sequence Lo 18.
Sets: 8ecognlze seLs of 17, 18.
Subtract|on: Cross ouL 1 Lo subLracL
undersLand Lhe meanlng of subLracL/Lake away
8ecognlze Lhe symbol (-)
k.CC.1, k.CC.2
k.CC.3, k.CC.4
k.CC.3, k.CA.1
k.CA.2, k.CA.3
6
Subtract|on: Cross ouL 2, 3, 4 Lo subLracL.
SubLracL wlLh numbers up Lo 10.
SubLracL uslng verLlcal noLaLlon.
k.CA.1, k.CA.2
k.CA.3
7
Subtract|on: Solve subLracLlon sLory problems uslng plcLures.
Add|t|on: Add Lwo numbers wlLh a LoLal less Lhan 18.
Subtract|on: SubLracL uslng numbers less Lhan 18.
k.CA.1
k.CA.2
8
Numera|s: 8ecognlze and wrlLe Lhe numerlcal symbol 19, 20.
WrlLe mlsslng numbers ln a sequence Lo 20.
Add|t|on: Add Lwo numbers wlLh a LoLal of 20 or less.
k.CC.1, k.CC.2
k.CC.3, k.CC.4
k.CC.3, k.CA.1
k.CA.2, k.n81.1

1b-90
2012-2013 aclng CharL: MaLhemaLlcs Level 8 May 4
Lh
, 2012


9
Numera|s: WrlLe mlsslng numbers ln a sequence Lo 31.
CounL Lo 31.
8ead numbers on a calendar
CounL Lo 100
k.CC.1, k.CC.2
k.CC.4

1b-91
2012-2013 aclng CharL: MaLhemaLlcs Level C May 4
Lh
, 2012


New Iersey
5A8l5 5cbool Netwotk
Mathemat|cs
Leve| C / Crade 1
8 erlods er Week

1erm 1
Week
Date
1each|ng Mater|a|
State Standards
Leve| C Mathemat|cs
1
8ecognlze and wrlLe Lhe numerlcal symbols 1-9. WrlLe Lhe numeral LhaL names Lhe cardlnallLy of a flnlLe
seL wlLh 9 or fewer ob[ecLs. undersLand LhaL Lhe empLy seL has 0 elemenLs ln lL. uraw seLs of 0-9 ob[ecLs.
WrlLe Lhe numerals from 0 Lo 9 ln order. uemonsLraLe an undersLandlng of one-Lo-one correspondence
by drawlng equlvalenL seLs. undersLand LhaL a seL of 10 plays a very lmporLanL role ln our numberlng
sysLem.
1.n81.1
1.n81.2
2
ldenLlfy Lhe Lens place and Lhe unlLs place. uraw seLs of 10. Arrange Lhe ob[ecLs ln Lwo rows of flve, flve
rows of Lwo, and Len scaLLered slngle ob[ecLs. lf Lhe seL ls a collecLlon of blocks, noLlce how Lhe LexL keeps
Lhem separaLe unLll Lhere are 10 blocks Lo form a solld sLlck (rod).
WrlLe Lhe 10 dlglLs ln order from leasL Lo greaLesL and from greaLesL Lo leasL. Solve addlLlon problems by
comblnlng Lwo seLs. uraw ob[ecLs Lo add Lo a seL and record Lhe LoLal. ueflne add." WrlLe Lhe symbol
for add" and for equals." Add 0 Lo any number. know LhaL sum" and LoLal" are boLh Lerms for Lhe
answer Lo an addlLlon problem. use verLlcal noLaLlon Lo add Lo sums of 10.
1.CA.3
1.CA.6
1.CA.7
1.n81.1
1.n81.2
3
llnd Lhe mlsslng addend up Lo 10. undersLand greaLer Lhan" and less Lhan" and recognlze Lhelr symbols.
use > and < Lo compare whole numbers less Lhan 11. Clven a numerlcal symbol from 0 Lo 10, wrlLe Lhe
number name wlLh correcL spelllng. Compare Lhe lengLh and Lhe helghL of ob[ecLs and people. use Lhe
words looqet, sbottet, or tollet correcLly.
1.CA.4
1.CA.6
1.CA.8
1.n81.3
4
name and draw common 2-dlmenslonal shapes (square, recLangle, Lrlangle, and clrcle) uL shapes
LogeLher or cuL aparL shapes Lo form new shapes. undersLand Lhe meanlng of Lhe Lerm sobttoct and llsL
toke owoy and mloos as lLs synonyms. Solve plcLured subLracLlon sLorles.
1.CA.1, 1.CA.3
1.CA.6
1.C.1, 1.C.2
S
Cross ouL Lo subLracL. 8ecognlze and use Lhe subLracLlon symbol, -. undersLand LhaL addlLlon and
subLracLlon are lnverse operaLlons. SubLracL Lwo numbers uslng verLlcal noLaLlon. SubLracL 0 from any
number. SubLracL any number from lLself.
1.CA.6
6
vlew 11 as 1 Len and 1 one. vlew 12 as 1 Len and 2 ones. 1hlnk of 13-13 ln Lhe same manner. WrlLe,
speak, and read Lhe number words and Lhe numerlcal symbols for 11-13. WrlLe Lhe numeral LhaL names
Lhe cardlnallLy of a seL of 13 lLems or less. lllusLraLe 10-13 uslng a sLlck of 10 blocks and separaLe blocks.
Clven a plcLure of a seL, rlng a seL of 10 and Lhen wrlLe Lhe number lllusLraLed flrsL by uslng a number llne
and Lhen by uslng Lhe ldea of place value. MaLch Lhe numerals from 11-13 wlLh approprlaLe seLs. ln a 2-
dlglL number, ldenLlfy whlch dlglL represenLs Lhe unlLs and whlch dlglL represenLs Lhe Lens. WrlLe Lhe
numerals from 0 Lo 13 ln order from leasL Lo greaLesL and from greaLesL Lo leasL. WrlLe Lhe numeral LhaL
comes oftet or LhaL comes oext. WrlLe Lhe numeral LhaL comes befote.
1.n81.1
1.n81.2
1b-92
2012-2013 aclng CharL: MaLhemaLlcs Level C May 4
Lh
, 2012

7
use Lhe Lerm epool. ueclde lf a numeral ls greaLer Lhan or less Lhan anoLher numeral. ueclde lf a seL ls
greaLer Lhan or less Lhan anoLher seL. use Lhe symbols <, =, or > Lo express yourself. 8ead and wrlLe
number names Lo 13. uslng a number llne, counL on Lo flnd Lhe sum of 2 numbers. lnLroduce Lhe word
addend" Lo Lhe sLudenLs. uslng a plcLure sLory, flnd Lhe mlsslng addend ln addlLlon problems LhaL sum Lo
13 or less. llnd Lhe mlsslng addends ln collecLlons of problems LhaL all have Lhe same sum. (whlch ls 13 or
less) uslng a number llne, flnd a mlsslng addend.
1.CA.4
1.CA.6
1.CA.8
1.n81.3
8
llnd a mlsslng addend menLally. use a number llne Lo counL back Lo flnd dlfferences. lnserL + or - Lo
compleLe number senLences. SubLracL wltboot uslng Lhe number llne. 8ecognlze Lhe numerlcal symbols
16 Lo 20. Clven a block plcLure, wrlLe whlch numeral lL ls deplcLlng from 16 Lo 20. Clven a plcLure of 16-20
ob[ecLs, rlng Len and Lhen counL up Lhe ob[ecLs lefL over Lo name Lhe number of ob[ecLs ln Lhe seL. MaLch
Lhe numerals 16-20 Lo Lhelr approprlaLe seLs. uraw seLs of 16-20.
1.CA.4
1.CA.6
1.CA.8
1.n81.1
1.n81.2
9
WrlLe Lhe numerals from 0 Lo 20 ln order from leasL Lo greaLesL. WrlLe Lhe llsL uslng commas and agaln
uslng Lhe < symbol. l.e. 0,1,2,3. and 0<1<2<3<4.WrlLe Lhe numerals LhaL come before or come afLer Lhe
numerals from 11-20. Choose Lhe greaLer number or Lhe lesser number for Lhe numbers from 0 Lo 20.
8ead and wrlLe Lhe number names for 0 Lo 20. Solve addlLlon sLory problems.
1.CA.1
1.n81.1
1.n81.3

1b-93
2012-2013 aclng CharL: MaLhemaLlcs Level C May 4
Lh
, 2012

1erm 2
Week
Date
1each|ng Mater|a|
State Standards
Leve| C Mathemat|cs
1
undersLand place value models Lo 30. 8ead and wrlLe Lhe names of Lhe mulLlples of 10 from zero Lo flfLy.
8lng or counL bundles of Len and Lhen counL Lhe lefL over unlLs ln plcLures Lo say how many ob[ecLs Lhere
are alLogeLher. Change A Lens and 8 unlLs Lo A8, Lhe numeral wlLh an A ln Lhe Len's place and a 8 ln Lhe
one's place. WrlLe Cu as C Lens and u unlLs. ln whole numbers up Lo 30, recognlze Lhe dlglL LhaL shows
Lhe Lens and Lhe dlglL LhaL represenLs Lhe unlLs. Add 10 Lo a one-dlglL number. WrlLe Lhe numerals from 0
Lo 30 ln order from greaLesL Lo leasL and from leasL Lo greaLesL. Lxpress Lhese orderlngs uslng Lhe > and <
symbols.
1.CA.6
1.n81.1
1.n81.2
2
Clven a numeral from 0 Lo 30, wrlLe Lhe number ln words. 8ead a number wrlLLen ln words aloud and
wrlLe Lhe correspondlng numeral. use plcLures Lo solve subLracLlon sLory problems. ldenLlfy 2-
dlmenslonal shapes by aLLrlbuLe (slze, shape, number of sldes, verLlces).
1.CA.1
1.n81.1
1.C.1
3
Sklp counL by Lwo sLarLlng from 0 up Lo 30. CounL backwards by 2 from 30 Lo 0. Sklp counL by flve from 0
Lo 30. Sklp counL by 10's from 0 Lo 30.
1.CA.3, 1.CA.6
1.n81.1, 1.n81.3
4
Lxplaln LhaL ln order Lo Lalk abouL fracLlons, an ob[ecL or seL musL be dlvlded lnLo equa| parLs. ueclde lf an
ob[ecL has been spllL lnLo congruenL pleces or noL. Color one half, one-Lhlrd, one-fourLh, (keep golng as
Llme permlLs wlLh
1
n
) of a shape.
1.C.3
S
ldenLlfy whaL fracLlon a plcLure ls represenLlng. uraw Lhe oLher half, Lhe lasL Lhlrd, Lhe flnal fourLh, eLc. of
an ob[ecL. 8ead and wrlLe: one half, one Lhlrd, and one fourLh. know LhaL
one fourLh = one quarLer.
Challenge: 8lng
1
n
of a seL of mn ob[ecLs. lor example: 8lng
1
3
of 6 candy bars.
Clven a block dlagram, wrlLe Lhe 2-dlglL number lL ls deplcLlng. Lxplaln how an abacus works. WrlLe Lhe
approprlaLe numeral for place value abacus models up Lo 99. uraw Lhe beads on an abacus Lo represenL
any number from 0 Lo 99. ldenLlfy Lhe Lens and unlLs dlglLs ln a glven numeral.
1.n81.1
1.n81.2
1.C.3
6
CounL ln sequence Lo 100. name Lhe number LhaL comes afLer, before or ln beLween. CounL backwards
from 100 Lo 1. Clven a seL of numbers less Lhan 100, choose Lhe leasL number or Lhe greaLesL number.
Crder a seL of 6 or more whole numbers from leasL Lo greaLesL or from greaLesL Lo leasL. llll ln only
cerLaln requesLed numbers on a number llne. Craph speclflc numbers on a number llne. name Lhe
mulLlples of 10 up Lo 100. WrlLe Lhe decade names Lo 100. CounL forwards Lo 100. Sklp counL by 10
sLarLlng from any number.
1.n81.1
1.n81.3
1.n81.3
1.n81.6

1b-94
2012-2013 aclng CharL: MaLhemaLlcs Level C May 4
Lh
, 2012

7
use Lhe number llne Lo counL on Lo add up Lo 20. llnd sums Lo 20 ln verLlcal and horlzonLal noLaLlon.
Add doubles up Lo 20. llll ln Lhe mlsslng addend. WrlLe addlLlon and subLracLlon facL famllles for Lhree
glven numbers. Clven Lhe sum, choose addends Lo creaLe your own facL famlly. know and apply Lhe
commuLaLlve properLy of addlLlon.
1.CA.3
1.CA.4
1.CA.8
1.n81.4
8
8ead a prlce from a Lable. Answer quesLlons abouL facLs shown ln a Lable. lf Llme permlLs challenge Lhe
sLudenLs wlLh quesLlons such as, Pow much would 8 dolls cosL?" Add Lhree numbers ln verLlcal
noLaLlon. Show LhaL Lhe sum ls Lhe same no maLLer whlch Lwo numbers you add flrsL. Solve Lwo-sLep
addlLlon problems. SubLracL numbers from 20. Solve subLracLlon sLory problems uslng a plcLure (wlLh
dlfferences of 12 or less). Solve subLracLlon sLory problems uslng Lhe blank Lhree llne segmenL grld.
Solve subLracLlon sLory problems uslng Lhe
____ - _____ = _____ hlnL. Solve subLracLlon sLory problems glven only Lhe quesLlon.
1.CA.1
1.CA.2
1.CA.3
9
ldenLlfy sldes and corners of Lwo-dlmenslonal shapes. 8ecognlze and name Lhree-dlmenslonal shapes.
CounL Lhe number of faces and Lhelr shapes. Compose Lhree-dlmenslonal shapes Lo creaLe a composlLe
shape. CounL Lhe number of shapes ln a flgure made up of bulldlng blocks.
1.Mu.4
1.C.1
1.C.2


1b-95
2012-2013 aclng CharL: MaLhemaLlcs Level C May 4
Lh
, 2012

1erm 3
Week
Date
1each|ng Mater|a|
State Standards
Leve| C Mathemat|cs
1
Analyze plcLure graphs and answer quesLlons uslng Lhe lnformaLlon shown ln Lhem. lnLerpreL and
analyze venn dlagrams. WrlLe any number from 0 Lo 100 uslng Lally marks. ConverL a Lally mark back Lo
a numeral. CollecL or organlze lnformaLlon uslng Lally marks. 1ransform Lhls lnformaLlon lnLo bar
graphs. CreaLe bar graphs. 8ead a ple charL. lf Llme permlLs: 8reak lnLo groups. Choose a quesLlon
you'd really llke Lo know how Lhe people ln your class, your grade, your school, eLc. feel abouL. ConducL
a survey, and record Lhe lnformaLlon uslng Lally marks. 1hen creaLe a plcLure graph, bar graph, and
rough ple charL (Lhls wlll be Loo hard Lo do preclsely noL knowlng abouL percenLs unless Lhe daLa spllLs
perfecLly lnLo Lhlrds, eLc.) LhaL each represenL Lhe lnformaLlon you've found ln your survey. Share Lhem
wlLh Lhe class. ubllsh Lhem ln Lhe school newspaper, perhaps!
1.Mu.4
2
Add Lwo dlglL numbers Lo Lwo dlglL numbers wlLhouL Lradlng. Solve word problems by addlng Lwo dlglL
numbers Lo Lwo dlglL numbers. Add mulLlples of 10. Add Lwo dlglL numbers Lo one dlglL numbers
wlLhouL Lradlng. uo Lhls flrsL ln verLlcal formaL and Lhen have Lhe sLudenLs rewrlLe problems glven ln
horlzonLal formaL lnLo verLlcal formaL. Add Lhree Lwo-dlglL numbers wlLhouL Lradlng. Agaln, flrsL add
numbers glven ln verLlcal formaL, and Lhen have sLudenLs llne up Lhe columns Lhemselves.
1.CA.8
1.n81.4
3
8ead and wrlLe Lhe Llme of day Lo Lhe hour and half hour uslng dlglLal and analog clocks.
SubLracL mulLlples of 10. Compare lengLh and helghL of ob[ecLs. Classlfy ob[ecLs as longer / Laller /
shorLer and as longesL / LallesL / shorLesL.
1.n81.6
1.Mu.1
1.Mu.3
4
use non-sLandard unlLs Lo measure lengLhs. llnd Lhe mlsslng numeral ln a glven subLracLlon operaLlon,
solve word problems lnvolvlng flndlng mlsslng numerals. Choose beLween Lhe = symbol and Lhe =
symbol Lo compleLe Lrue senLences.
1.CA.4
1.Mu.1
1.Mu.2
S
Compare 2 dlglL numbers uslng Lhe > and < symbols. Slmpllfy expresslons and Lhen compare Lhem uslng
Lhe > and < symbols. MaLch Lhe mulLlples of Lens' wrlLLen names wlLh Lhelr numerlcal counLerparLs. use
place value Lo wrlLe numerals up Lo 99 Lo represenL plcLures of bundles of Lens and unlLs. Clven Lhe
number of Lens and Lhe number of unlLs, wrlLe Lhe number. Clven Lhe number, Lell how many Lens and
unlLs are ln lL. WrlLe any 2-dlglL number ln words. Clven Lhe Lngllsh word for a whole number from zero
Lo 99, express lL numerlcally. CounL beyond 99.
1.n81.1
1.n81.2
1.n81.3
6
Add 1-dlglL numbers Lo 2-dlglL numbers wltb ttoJloq! Add Lwo 2-dlglL numbers wltb ttoJloq! (lease
noLe LhaL Lhe sum never exceeds 99. 1hey are noL Lradlng Lens Lo hundreds yeL!) Solve sLory problems
LhaL lnvolve one-sLep Lradlng.
1.n81.4

1b-96
2012-2013 aclng CharL: MaLhemaLlcs Level C May 4
Lh
, 2012


7
ldenLlfy Lhe penny, name lLs value, and counL a collecLlon of pennles. 1ell how many pennles equal one
dollar. ldenLlfy Lhe nlckel, name lLs value, counL (uslng mulLlples of 3) a collecLlon of nlckels, and
represenL any mulLlple of 3 less Lhan or equal Lo 100 as a seL of nlckels. 1ell how many nlckels equal one
dollar. Add nlckels and pennles.
ldenLlfy Lhe dlme, name lLs value, counL (vla mulLlples of 10) a seL of dlmes, and represenL any mulLlple
of 10 < 101 as a collecLlon of dlmes. 1ell how many dlmes equal one dollar. Add dlmes, nlckels, and
pennles. ldenLlfy Lhe quarLer, name lLs value, counL by 23's Lo 100, (l.e. counL quarLers) and represenL
any mulLlple of 23 < 101 as a group of quarLers. 1ell how many quarLers equal one dollar. Add quarLers,
dlmes, nlckels, and pennles. llnd colns LhaL LoLal any glven amounL less Lhan or equal Lo a dollar. Show
LhaL someLlmes Lhe same amounL can be formed by dlfferenL seLs of colns. Lxpress Lhe value of a seL of
colns uslng boLh Lhe cenLs symbol and Lhe dollar and declmal polnL noLaLlon. 8e sure sLudenLs can go
from one Lo Lhe oLher easlly. lor example, lf Lhey see 3 quarLers and 1 dlme, Lhey should wrlLe LhaL Lhe
value of Lhe colns ls 133 or $1.33.

8
Add and subLracL money. Solve quesLlons abouL shopplng. (lLems for sale are plcLured wlLh prlce Lags all
wrlLLen ln Lerms of cenLs and each lLem reLalls for under $1.) 8ead prlces from Lables and calculaLe Lhe
change. Sklp counL by 3, 4, and 23.
1.n81.1
9
8ewrlLe an addlLlon problem wrlLLen horlzonLally uslng verLlcal noLaLlon. Apply everyLhlng you know Lo
solve word problems on mlsslng addends.
1.CA.4, 1.CA.8
1.n81.4

1b-97
2012-2013 Scope and Sequence: Soclal SLudles klndergarLen new !ersey May 31
sL
, 2012


New Iersey
5A8l5 5cbool Netwotk
Soc|a| Stud|es
k|ndergarten
1 erlod er Week

Un|t
Learn|ng Cb[ect|ves
State Standards
k|ndergarten-Soc|a| Stud|es
1
Iam|||es and
Ir|ends
o ldenLlfy roles of adulLs and chlldren ln a famlly
o uescrlbe Lhlngs famllles can do LogeLher
o 8eclLe Lhe ledge of Alleglance
o ldenLlfy Lhlngs LhaL are learned ln school
o Lxplaln LhaL chlldren around Lhe world go Lo school Loo
o Lxplaln whaL a map ls
o CommemoraLe ConsLlLuLlon uay SepLember 17
o ldenLlfy roles of adulLs and chlldren ln school
o ldenLlfy ways LhaL people are allke and dlfferenL
o ldenLlfy areas and [obs ln a school
o uemonsLraLe proper use of spaLlal words
o ldenLlfy whaL leaders do aL home and aL school
o Lxplaln how Leachers help Lhelr sLudenLs
o ldenLlfy rules aL home and aL school
o Lxplaln why people need rules
o Lxplaln LhaL a responslblllLy ls a duLy and glve examples
o lollow sLeps Lo resolve a confllcL
o CommemoraLe veLeran's uay
o Lxplaln why we celebraLe 1hanksglvlng
6.1..A.1
6.1..A.2
6.1..A.4
6.1..8.1
6.1..u.1
6.1..u.2
6.3
2
A 8|g W|de
Wor|d
o Compare dlfferenL Lypes of land formaLlons
o ldenLlfy human characLerlsLlcs of landscapes
o Lxplaln LhaL a map ls a plcLure of a real place seen from above
o 8ecognlze plcLure symbols on a map
o uescrlbe and ldenLlfy dlfferenL bodles of waLer
o uescrlbe Lhe dlfference beLween waLer and land
o 8ecognlze a globe as a model of LarLh
o Compare a globe Lo a world map
o ldenLlfy and explaln how Lhe four seasons affecL people, anlmals, and planLs
o uescrlbe seasonal work on a farm
o Compare Lhe shelLers of famllles from dlfferenL parLs of Lhe world
o Compare Lhe homes, LradlLlons, and places where people llve
o ldenLlfy Lhe dlfferences beLween needs and wanLs
o ldenLlfy goods LhaL come from oLher counLrles
o know who MarLln LuLher klng was
o undersLand why we celebraLe 8lack PlsLory
6.1..A.3
6.1..8.1
6.1..8.2
6.1.C
6.1..u.3
6.1..u.4
1b-98
2012-2013 Scope and Sequence: Soclal SLudles klndergarLen new !ersey May 31
sL
, 2012

o know who Ceorge WashlngLon was
o undersLand why we celebraLe resldenL's uay
o know who Abraham Llncoln was
o name and descrlbe [obs ln a nelghborhood
o undersLand LhaL people work Lo pay for baslc needs and oLher Lhlngs
o Lxplaln how whole communlLles helped one anoLher long ago
o Lxplaln why people save money Lo meeL Lhelr needs and wanLs
o Lxplaln whaL a bank ls
3
Long Ago and
1oday
o use Llme-relaLed vocabulary: yestetJoy, toJoy, ooJ tomottow
o Clve an example of how people and evenLs change
o ldenLlfy and use days , weeks, and monLhs of Lhe year on a calendar
o Lxplaln LhaL Lhere are many ways of keeplng Lrack of Llme
o ueflne hlsLory as a sLory abouL Lhe pasL
o uescrlbe ways people flnd ouL abouL Lhe pasL
o Lxplaln how people llvlng long ago and Loday meL/meeL baslc needs
o lace evenLs ln order (flrsL, nexL, lasL)
o ldenLlfy modes of communlcaLlon from long ago and Loday
o ldenLlfy modes of LransporLaLlon from long ago and Loday
o CaLegorlze modes of LransporLaLlon
o CelebraLe LarLh uay
6.1..A.3
6.1..A.4
6.1..u.1
6.1..u.2
6.1..u.3
6.1.C
4
Cur Country,
It's a Great
|ace
o 8ecognlze Lhe Amerlcan llag and Lhe bald eagle as symbols for Amerlcan values
o Lxplaln Lhe lmporLance of Amerlcan symbols
o Lxplaln LhaL people ln Lhe unlLed SLaLes come from all over Lhe world
o ueflne honesLy and courage
o 8eLell Lhe sLory of an Amerlcan hero
o lollow Lhe sLeps Lo make a declslon
o ldenLlfy Lhe roles of clvlc leaders
o 8ecognlze LhaL voLlng ls a responslblllLy of clLlzenshlp
6.1..A.3
6.1..A.4
6.1..u.1
6.1..u.2
6.3

1b-99
2012-2013 Scope and Sequence: Soclal SLudles Level C new !ersey May 31
sL
, 2012


New Iersey
5A8l5 5cbool Netwotk
Soc|a| Stud|es
Leve| C / Crade 1
3 erlods er Week

Un|t
Learn|ng Cb[ect|ves
State Standards
Grade 1]Leve| C-Soc|a| Stud|es
1
eop|e
Lverywhere
o ldenLlfy roles of famlly members
o name Lhlngs chlldren learn from Lhelr famllles
o Lxplaln how worklng LogeLher helps famllles geL [obs easler and fasLer
o llnd and name daLes on a calendar
o 1ell why lL ls lmporLanL Lo respecL oLhers
o Clve examples of classroom duLles
o 8eclLe Lhe ledge of Alleglance
o 8ecognlze LhaL a map ls a plcLure of a place shown from above
o CommemoraLe ConsLlLuLlon uay
o Lxplaln why and how people make rules
o Lxplaln why lL ls lmporLanL Lo follow rules
o use a map key and lLs symbols Lo locaLe and ldenLlfy polnLs or areas on a map
o Clve an example of Lhe people you depend on ln your communlLy
o name places LhaL are lmporLanL Lo Lhe local communlLy
o locus on Servlce Workers
o 8ead abouL Lhe flrsL Afrlcan Amerlcan woman flre chlef (pracLlce flre safeLy)
o Lxplaln why people move from one place Lo anoLher
o ldenLlfy people ln local communlLy who have come from oLher places
o Compare ways people moved across Lhe counLry from long ago Lo Loday
6.1..A.1
6.1..A.2
6.1..A.3
6.1..8.1
6.1..u.1
6.1..u.2
6.1..u.3
6.1..u.4
6.3
2
Where We
L|ve
o ldenLlfy LarLh's conLlnenLs
o ldenLlfy LarLh's oceans
o locus on Ceography: read abouL Lhe ocean floor and ocean llfe ln Lhe aclflc Ccean
o Compare globes and world maps and undersLand LhaL boLh are represenLaLlons of LarLh
o ldenLlfy Lhe physlcal feaLures of your communlLy
o Compare Lhe land from oLher places Lo your reglon
o locus on Ceography: !ohn Mulr's 8lography
o Clve examples of naLural resources LhaL people use ln dally llfe
o Clve examples of how people change Lhe envlronmenL
o locus on naLural 8esources
o 8ead a charL for lnformaLlon
o uescrlbe characLerlsLlcs of weaLher
o Show how Lhe seasons and weaLher affecL how people llve
o undersLand how Lechnology helps us know whaL Lhe weaLher wlll be each day
o uescrlbe feaLures of a clLy, suburb, and Lown
o Compare and conLrasL Lhe way people llve ln a clLy, suburb, or Lown
6.1..A.3
6.1..8.1
6.1..u.4
6.1..u.3
6.1.C
6.3
1b-100
2012-2013 Scope and Sequence: Soclal SLudles Level C new !ersey May 31
sL
, 2012

o locus on CommunlLy changes: undersLand how a communlLy becomes a clLy
o use relaLlve dlsLance Lo Lell wheLher one polnL on a map ls near or far from anoLher polnL
o ldenLlfy Lhe unlLed SLaLes on a map
o ldenLlfy your sLaLe on a map of Lhe unlLed SLaLes
o undersLand LhaL Lhe world ls made up of dlfferenL counLrles
o Compare Lhe land and waLer of Canada, Lhe unlLed SLaLes, and Mexlco
o Compare llves of famllles ln Canada, Lhe unlLed SLaLes, and Mexlco
o locus on CulLure: Compare Lhe flags and holldays of Canada, Lhe unlLed SLaLes, and Mexlco
3
Wor|d of
Work
o Compare barLer Lo uslng money Lo buy goods and servlces
o ldenLlfy opporLunlLy cosLs
o Lxplaln ways people can save money
o undersLand Lhe lmporLance of savlng money
o use a bar graph Lo deLermlne and compare prlces
o Lxplaln why people have [obs
o ldenLlfy some Lypes of [obs LhaL produce goods or provlde servlces
o locus on CulLure: read abouL Lwo people wlLh [obs ln Lhe arLs
o uescrlbe Lhe [obs people do Lo make orange [ulce
o Lxplaln Lhe dlfference beLween a seller and a buyer
o locus on folkLales: read how people ln a vlllage address scarclLy lssues
o use a compass rose and cardlnal dlrecLlons Lo glve and follow dlrecLlons on a map
6..8.1
6.1..8.2
6.1..u.2
6.1..u.3
6.1..u.4
6.1.C
6.3
4
Lveryth|ng
Changes
o use Lhe Lerms post, pteseot, and fotote Lo descrlbe changes LhaL happen ln your llfe
o 1ell how we learn abouL Lhe pasL
o locus on PlsLory: dlscover ways Lo lnvesLlgaLe a famlly hlsLory
o use a Llmellne Lo geL lnformaLlon abouL evenLs and Lhe order of Lhose evenLs
o Lxplaln dlfflculLles of seLLlers
o Compare llves of llgrlm and Amerlcan lndlan famllles Lo famllles Loday
o uescrlbe Lhe llgrlms' flrsL harvesL celebraLlon
o locus on lmmlgraLlon: look aL Lhe dally llfe of a famlly of seLLlers ln Lhe 1600s
o lollow problem-solvlng sLeps Lo solve a problem
o Compare your school Lo one from long ago
o locus on PlsLory: read abouL why hornbooks were used and how Lhey were made
o Compare LransporLaLlon meLhods from long ago Lo Lhose we use Loday
o locus on 1ransporLaLlon: read abouL and vlew Lhe varled forms of LransporLaLlon used Loday
o undersLand LhaL dlfferenL people have dlfferenL polnL of vlew
o ldenLlfy lnvenLlons and ldeas LhaL made communlcaLlon easler
o Compare communlcaLlon meLhods long ago wlLh Lhose used Loday
o locus on CommunlcaLlon: compare ways news was shared long ago Lo Loday
6.1..A.3
6.1..8.2
6.1..u.1
6.1..u.2
6.1..u.3
6.1..u.4
S
Good C|t|zens
o Lxplaln why communlLles need laws
o ldenLlfy who makes Lhe laws ln a communlLy
o locus on CovernmenL : Laws Lvery uay
o WrlLe abouL a rule and why lL ls lmporLanL
o 8ecognlze some governmenL leaders LhroughouL hlsLory
6.1..A.3
6.1..8.1
6.1..8.2
6.1..u.1
6.1..u.2
1b-101
2012-2013 Scope and Sequence: Soclal SLudles Level C new !ersey May 31
sL
, 2012

o ldenLlfy Lhe governor of your sLaLe and Lhe resldenL of Lhe unlLed SLaLes
o locus on Leaders: 8ead abouL Ceorge WashlngLon, Lhe laLher of Cur CounLry
o name a rlghL a clLlzen has
o name Lwo responslblllLles of clLlzens
o Lxplaln whaL an elecLlon ls
o locus on voLlng
o ldenLlfy Amerlcan heroes and explaln Lhelr achlevemenLs
o ldenLlfy characLer LralLs of some heroes
o locus on Peroes: learn abouL how gulde dogs are heroes who proLecL and help Lhelr owners
o ueclde lf a book ls a facL or flcLlon and explaln reasonlng
o ldenLlfy Lhe Amerlcan flag
o ldenLlfy and know Lhe lmporLance of symbols of Lhe unlLed SLaLes
o locus: Lxplaln a naLlonal symbol
o LocaLe new !ersey on a map
o LocaLe ma[or clLles ln new !ersey
o ldenLlfy sLaLe symbols
6.1..u.3
6.1..u.4
6.1.C
6.3

1b-102
2012-2013 Scope and Sequence: Sclence Level 8 new !ersey !une 7
Lh
, 2012


New Iersey
5A8l5 5cbool Netwotk
Sc|ence
Leve| 8 / Crade k
3 erlods er Week

1erm 1

Week
Learn|ng Cb[ect|ves
Common Core
State Standards
Leve| 8 Larth and Space Sc|ence
11*
Sep 3 - 7
L2.1 1he Stars
L2.2 1he Sun Is the C|osest Star to Larth
L2.3 neat and L|ght from the Sun
L2.4 8r|ghtness of the Moon
LeL's Lnd Pere: 1he Stars |n D|fferent os|t|ons
|n the Sky
rocess Sk|||s
ll. Safely and accuraLely use Lhe followlng Lools:
- hand lens
- ruler (meLrlc)
- balance
- gram welghLs
- sprlng scale
lll. uevelop an appreclaLlon of and respecL for all learnlng envlronmenLs (classroom,
laboraLory, fleld, eLc.).
vl. SelecL approprlaLe sLandard and nonsLandard measuremenL Lools for
measuremenL acLlvlLles.
vll. LsLlmaLe, flnd, and communlcaLe measuremenLs, uslng sLandard and
nonsLandard unlLs.
vlll. use and record approprlaLe unlLs for measured or calculaLed values.
xlll. Cbserve, analyze, and reporL observaLlons of ob[ecLs and evenLs.
xlv. Cbserve, ldenLlfy, and communlcaLe paLLerns.
xx. Compare and conLrasL organlsms/ob[ecLs/evenLs ln Lhe llvlng and physlcal
envlronmenLs.
xxlll. CommunlcaLe procedures and concluslons Lhrough oral and wrlLLen
presenLaLlons.

1
An asterisk refers to one day off.

1b-103
2012-2013 Scope and Sequence: Sclence Level 8 new !ersey !une 7
Lh
, 2012

1erm 1

Week
Learn|ng Cb[ect|ves
Common Core
State Standards
Leve| 8 Larth and Space Sc|ence
2
Sep 10 - 14
2.1 1he Stars
2.2 1he Sun Is the C|osest Star to Larth
2.3 neat and L|ght from the Sun
2.4 8r|ghtness of the Moon
LeL's Lnd Pere: 1he Stars |n D|fferent os|t|ons |n
the Sky
rocess Sk|||s
ll. Safely and accuraLely use Lhe followlng Lools:
- hand lens
- ruler (meLrlc)
- balance
- gram welghLs
- sprlng scale
lll. uevelop an appreclaLlon of and respecL for all learnlng envlronmenLs (classroom,
laboraLory, fleld, eLc.).
vl. SelecL approprlaLe sLandard and nonsLandard measuremenL Lools for
measuremenL acLlvlLles.
vll. LsLlmaLe, flnd, and communlcaLe measuremenLs, uslng sLandard and
nonsLandard unlLs.
vlll. use and record approprlaLe unlLs for measured or calculaLed values.
xlll. Cbserve, analyze, and reporL observaLlons of ob[ecLs and evenLs.
xlv. Cbserve, ldenLlfy, and communlcaLe paLLerns.
xx. Compare and conLrasL organlsms/ob[ecLs/evenLs ln Lhe llvlng and physlcal
envlronmenLs.
xxlll. CommunlcaLe procedures and concluslons Lhrough oral and wrlLLen
presenLaLlons.
1b-104
2012-2013 Scope and Sequence: Sclence Level 8 new !ersey !une 7
Lh
, 2012

1erm 1

Week
Learn|ng Cb[ect|ves
Common Core
State Standards
Leve| 8 Larth and Space Sc|ence
3**
Sep 17 - 21
L2.1 1he Stars
L2.2 1he Sun Is the C|osest Star to Larth
L2.3 neat and L|ght from the Sun
L2.4 8r|ghtness of the Moon
LeL's Lnd Pere: 1he Stars |n D|fferent os|t|ons |n
the Sky
rocess Sk|||s
ll. Safely and accuraLely use Lhe followlng Lools:
- hand lens
- ruler (meLrlc)
- balance
- gram welghLs
- sprlng scale
lll. uevelop an appreclaLlon of and respecL for all learnlng envlronmenLs (classroom,
laboraLory, fleld, eLc.).
vl. SelecL approprlaLe sLandard and nonsLandard measuremenL Lools for
measuremenL acLlvlLles.
vll. LsLlmaLe, flnd, and communlcaLe measuremenLs, uslng sLandard and
nonsLandard unlLs.
vlll. use and record approprlaLe unlLs for measured or calculaLed values.
xlll. Cbserve, analyze, and reporL observaLlons of ob[ecLs and evenLs.
xlv. Cbserve, ldenLlfy, and communlcaLe paLLerns.
xx. Compare and conLrasL organlsms/ob[ecLs/evenLs ln Lhe llvlng and physlcal
envlronmenLs.
xxlll. CommunlcaLe procedures and concluslons Lhrough oral and wrlLLen
presenLaLlons.
4*
Sep 24 - 28
L3.1 D|fferent 1ypes of Weather
L3.2 W|nd
L3.3 Weather and Cur Act|v|t|es
L3.4 Weather and Seasons
LeL's Lnd Pere: Weather Ca|endar
rocess Sk|||s
lv. ManlpulaLe maLerlals Lhrough Leacher dlrecLlon and free dlscovery.
vl. SelecL approprlaLe sLandard and nonsLandard measuremenL Lools for
measuremenL acLlvlLles.
vlll. use and record approprlaLe unlLs for measured or calculaLed values.
xvlll. CollecL and organlze daLa, chooslng Lhe approprlaLe represenLaLlon:
- [ournal enLrles
- qtopbs
- drawlngs/plcLorlal represenLaLlons
xxlll. CommunlcaLe procedures and concluslons Lhrough oral and wrlLLen
presenLaLlons.
1b-105
2012-2013 Scope and Sequence: Sclence Level 8 new !ersey !une 7
Lh
, 2012

1erm 1

Week
Learn|ng Cb[ect|ves
Common Core
State Standards
Leve| 8 Larth and Space Sc|ence
S
CcL 1 - 3
L3.1 D|fferent 1ypes of Weather
L3.2 W|nd
L3.3 Weather and Cur Act|v|t|es
L3.4 Weather and Seasons
LeL's Lnd Pere: Weather Ca|endar
rocess Sk|||s
lv. ManlpulaLe maLerlals Lhrough Leacher dlrecLlon and free dlscovery.
vl. SelecL approprlaLe sLandard and nonsLandard measuremenL Lools for
measuremenL acLlvlLles.
vlll. use and record approprlaLe unlLs for measured or calculaLed values.
xvlll. CollecL and organlze daLa, chooslng Lhe approprlaLe represenLaLlon:
- [ournal enLrles
- qtopbs
- drawlngs/plcLorlal represenLaLlons
xxlll. CommunlcaLe procedures and concluslons Lhrough oral and wrlLLen
presenLaLlons.
6*
CcL 8 - 12
L3.1 D|fferent 1ypes of Weather
L3.2 W|nd
L3.3 Weather and Cur Act|v|t|es
L3.4 Weather and Seasons
LeL's Lnd Pere: Weather Ca|endar
rocess Sk|||s
lv. ManlpulaLe maLerlals Lhrough Leacher dlrecLlon and free dlscovery.
vl. SelecL approprlaLe sLandard and nonsLandard measuremenL Lools for
measuremenL acLlvlLles.
vlll. use and record approprlaLe unlLs for measured or calculaLed values.
xvlll. CollecL and organlze daLa, chooslng Lhe approprlaLe represenLaLlon:
- [ournal enLrles
- qtopbs
- drawlngs/plcLorlal represenLaLlons
xxlll. CommunlcaLe procedures and concluslons Lhrough oral and wrlLLen
presenLaLlons.
7
CcL 13 - 19
L4.1 1he Surface of Larth
L4.2 kocks
L4.3 So||s
L4.4 L|v|ng 1h|ngs on Larth
LeL's Lnd Pere: S|ow and u|ck changes on Larth
rocess Sk|||s
l. lollow safeLy procedures ln Lhe classroom, laboraLory, and fleld.
lll. uevelop an appreclaLlon of and respecL for all learnlng envlronmenLs (classroom,
laboraLory, fleld, eLc.).
xvll. Cbserve, collecL, organlze, and approprlaLely qtopb daLa, Lhen accuraLely
lnLerpreL resulLs.
xvlll. CollecL and organlze daLa, chooslng Lhe approprlaLe represenLaLlon:
- [ournal enLrles
- qtopbs
- drawlngs/plcLorlal represenLaLlons
xxlll. CommunlcaLe procedures and concluslons Lhrough oral and wrlLLen
presenLaLlons.
1b-106
2012-2013 Scope and Sequence: Sclence Level 8 new !ersey !une 7
Lh
, 2012

1erm 1

Week
Learn|ng Cb[ect|ves
Common Core
State Standards
Leve| 8 Larth and Space Sc|ence
8
CcL 22 - 26
L4.1 1he Surface of Larth
L4.2 kocks
L4.3 So||s
L4.4 L|v|ng 1h|ngs on Larth
LeL's Lnd Pere: S|ow and u|ck changes on Larth
rocess Sk|||s
l. lollow safeLy procedures ln Lhe classroom, laboraLory, and fleld.
lll. uevelop an appreclaLlon of and respecL for all learnlng envlronmenLs (classroom,
laboraLory, fleld, eLc.).
xvll. Cbserve, collecL, organlze, and approprlaLely qtopb daLa, Lhen accuraLely
lnLerpreL resulLs.
xvlll. CollecL and organlze daLa, chooslng Lhe approprlaLe represenLaLlon:
- [ournal enLrles
- qtopbs
- drawlngs/plcLorlal represenLaLlons
xxlll. CommunlcaLe procedures and concluslons Lhrough oral and wrlLLen
presenLaLlons.
9
CcL 29 - nov 2
L4.1 1he Surface of Larth
L4.2 kocks
L4.3 So||s
L4.4 L|v|ng 1h|ngs on Larth
LeL's Lnd Pere: S|ow and u|ck changes on Larth
rocess Sk|||s
l. lollow safeLy procedures ln Lhe classroom, laboraLory, and fleld.
lll. uevelop an appreclaLlon of and respecL for all learnlng envlronmenLs (classroom,
laboraLory, fleld, eLc.).
xvll. Cbserve, collecL, organlze, and approprlaLely qtopb daLa, Lhen accuraLely
lnLerpreL resulLs.
xvlll. CollecL and organlze daLa, chooslng Lhe approprlaLe represenLaLlon:
- [ournal enLrles
- qtopbs
- drawlngs/plcLorlal represenLaLlons
xxlll. CommunlcaLe procedures and concluslons Lhrough oral and wrlLLen
presenLaLlons.
1b-107
2012-2013 Scope and Sequence: Sclence Level 8 new !ersey !une 7
Lh
, 2012

1erm 1

Week
Learn|ng Cb[ect|ves
Common Core
State Standards
Leve| 8 Larth and Space Sc|ence
10*
nov 3 - 9
L3.1: Natura| and Manmade Cb[ects
L3.2: keus|ng, keduc|ng, and kecyc||ng
LeL's Lnd Pere: Cb[ects at nome
rocess Sk|||s
l. lollow safeLy procedures ln Lhe classroom, laboraLory, and fleld.
lll. uevelop an appreclaLlon of and respecL for all learnlng envlronmenLs (classroom,
laboraLory, fleld, eLc.).
lv. ManlpulaLe maLerlals Lhrough Leacher dlrecLlon and free dlscovery.
x. Classlfy ob[ecLs accordlng Lo an esLabllshed scheme.
xl. CeneraLe a scheme for classlflcaLlon.
xvlll. CollecL and organlze daLa, chooslng Lhe approprlaLe represenLaLlon:
- [ournal enLrles
- qtopbs
- drawlngs/plcLorlal represenLaLlons
xxll. lan, deslgn, and lmplemenL a shorL-Lerm and long-Lerm lnvesLlgaLlon based on
a sLudenL- or Leacher-posed problem.
xxlll. CommunlcaLe procedures and concluslons Lhrough oral and wrlLLen
presenLaLlons.
11*
nov 12 - 16
L3.1: Natura| and Manmade Cb[ects
L3.2: keus|ng, keduc|ng, and kecyc||ng
LeL's Lnd Pere: Cb[ects at nome
rocess Sk|||s
l. lollow safeLy procedures ln Lhe classroom, laboraLory, and fleld.
lll. uevelop an appreclaLlon of and respecL for all learnlng envlronmenLs (classroom,
laboraLory, fleld, eLc.).
lv. ManlpulaLe maLerlals Lhrough Leacher dlrecLlon and free dlscovery.
x. Classlfy ob[ecLs accordlng Lo an esLabllshed scheme.
xl. CeneraLe a scheme for classlflcaLlon.
xvlll. CollecL and organlze daLa, chooslng Lhe approprlaLe represenLaLlon:
- [ournal enLrles
- qtopbs
- drawlngs/plcLorlal represenLaLlons
xxll. lan, deslgn, and lmplemenL a shorL-Lerm and long-Lerm lnvesLlgaLlon based on
a sLudenL- or Leacher-posed problem.
xxlll. CommunlcaLe procedures and concluslons Lhrough oral and wrlLLen
presenLaLlons.
1b-108
2012-2013 Scope and Sequence: Sclence Level 8 new !ersey !une 7
Lh
, 2012

1erm 1

Week
Learn|ng Cb[ect|ves
Common Core
State Standards
Leve| 8 Larth and Space Sc|ence
12**
nov 19 - 23
L3.1: Natura| and Manmade Cb[ects
L3.2: keus|ng, keduc|ng, and kecyc||ng
LeL's Lnd Pere: Cb[ects at nome
rocess Sk|||s
l. lollow safeLy procedures ln Lhe classroom, laboraLory, and fleld.
lll. uevelop an appreclaLlon of and respecL for all learnlng envlronmenLs (classroom,
laboraLory, fleld, eLc.).
lv. ManlpulaLe maLerlals Lhrough Leacher dlrecLlon and free dlscovery.
x. Classlfy ob[ecLs accordlng Lo an esLabllshed scheme.
xl. CeneraLe a scheme for classlflcaLlon.
xvlll. CollecL and organlze daLa, chooslng Lhe approprlaLe represenLaLlon:
- [ournal enLrles
- qtopbs
- drawlngs/plcLorlal represenLaLlons
xxll. lan, deslgn, and lmplemenL a shorL-Lerm and long-Lerm lnvesLlgaLlon based on
a sLudenL- or Leacher-posed problem.
xxlll. CommunlcaLe procedures and concluslons Lhrough oral and wrlLLen
presenLaLlons.


1b-109
2012-2013 Scope and Sequence: Sclence Level 8 new !ersey !une 7
Lh
, 2012

1erm 2

Week
Learn|ng Cb[ect|ves Common Core
State Standards
Leve| 8 hys|ca| Sc|ence
1
uec 3- uec 7
L2.1 : near|ng Sounds
L2.2 : Iee||ng Cb[ects
L2.3: 1ouch|ng not and Co|d Cb[ects
L.2.4: Sens|ng L|ght and neat from the Sun
L2.3: See|ng Cb[ects w|th D|fferent Shapes
L2.6: See|ng Cb[ects w|th D|fferent Co|ors
L2.7: Chang|ng the Shapes of Cb[ects
L2.8: See|ng and Mak|ng atterns
LeL's Lnd Pere: Us|ng a nand Lens
S 3.1b, c
S 3.1 c, d, e, g
S 3.1 f
2
uec 10 - 14
L2.1 : near|ng Sounds
L2.2 : Iee||ng Cb[ects
L2.3: 1ouch|ng not and Co|d Cb[ects
L.2.4: Sens|ng L|ght and neat from the Sun
L2.3: See|ng Cb[ects w|th D|fferent Shapes
L2.6: See|ng Cb[ects w|th D|fferent Co|ors
L2.7: Chang|ng the Shapes of Cb[ects
L2.8: See|ng and Mak|ng atterns
LeL's Lnd Pere: Us|ng a nand Lens
S 3.1b, c
S 3.1 c, d, e, g
S 3.1 f
3
uec 17 - 21
L2.1 : near|ng Sounds
L2.2 : Iee||ng Cb[ects
L2.3: 1ouch|ng not and Co|d Cb[ects
L.2.4: Sens|ng L|ght and neat from the Sun
L2.3: See|ng Cb[ects w|th D|fferent Shapes
L2.6: See|ng Cb[ects w|th D|fferent Co|ors
L2.7: Chang|ng the Shapes of Cb[ects
L2.8: See|ng and Mak|ng atterns
LeL's Lnd Pere: Us|ng a nand Lens
S 3.1b, c
S 3.1 c, d, e, g
S 3.1 f
4**
!an 2- !an 4
L3.1 : neavy and L|ght Cb[ects
L3.2 : now much Cb[ects no|d
L3.3: D|fferent S|zes of Cb[ects
L3.4: I|oat|ng and S|nk|ng Cb[ects
L3.3: Cb[ects Attracted by a Magnet
LeL's Lnd Pere: Sort|ng Cb[ects by the|r ropert|es
S 3.1 b, c
S 3.1 c, d, e, g
S 3.1 f
1b-110
2012-2013 Scope and Sequence: Sclence Level 8 new !ersey !une 7
Lh
, 2012

1erm 2

Week
Learn|ng Cb[ect|ves Common Core
State Standards
Leve| 8 hys|ca| Sc|ence
S
!an 7 - 11
L3.1 : neavy and L|ght Cb[ects
L3.2 : now much Cb[ects no|d
L3.3: D|fferent S|zes of Cb[ects
L3.4: I|oat|ng and S|nk|ng Cb[ects
L3.3: Cb[ects Attracted by a Magnet
LeL's Lnd Pere: Sort|ng Cb[ects by the|r ropert|es
S 3.1 b, c
S 3.1 c, d, e, g
S 3.1 f
6
!an 14 - 18
L3.1 : neavy and L|ght Cb[ects
L3.2 : now much Cb[ects no|d
L3.3: D|fferent S|zes of Cb[ects
L3.4: I|oat|ng and S|nk|ng Cb[ects
L3.3: Cb[ects Attracted by a Magnet
LeL's Lnd Pere: Sort|ng Cb[ects by the|r ropert|es
S 3.1 b, c
S 3.1 c, d, e, g
S 3.1 f
7*
!an 21 - 23
L3.1 : neavy and L|ght Cb[ects
L3.2 : now much Cb[ects no|d
L3.3: D|fferent S|zes of Cb[ects
L3.4: I|oat|ng and S|nk|ng Cb[ects
L3.3: Cb[ects Attracted by a Magnet
LeL's Lnd Pere: Sort|ng Cb[ects by the|r ropert|es
S 3.1 b, c
S 3.1 c, d, e, g
S 3.1 f
8
!an 28 - leb 1
L4.1: Ident|fy|ng the os|t|on of an Cb[ect S8
L4.2: Descr|b|ng D|fferent Ways of Movement 61
L4.3 1rac|ng the Mot|on of Cb[ects 64
L4.4 Mov|ng C|oser to or Away Irom 66
L4.3 Mov|ng Iaster or S|ower 68
LeL's Lnd Pere: Cb[ects Move D|fferent|y
S S.1..A.1
S S.1..8.3
S S.1..C.1
S S.1..D.1
9
leb 4 - 8
L4.1: Ident|fy|ng the os|t|on of an Cb[ect S8
L4.2: Descr|b|ng D|fferent Ways of Movement 61
L4.3 1rac|ng the Mot|on of Cb[ects 64
L4.4 Mov|ng C|oser to or Away Irom 66
L4.3 Mov|ng Iaster or S|ower 68
LeL's Lnd Pere: Cb[ects Move D|fferent|y
S S.1..A.1
S S.1..8.3
S S.1..C.1
S S.1..D.1
10
leb 11 - 13
L4.1: Ident|fy|ng the os|t|on of an Cb[ect S8
L4.2: Descr|b|ng D|fferent Ways of Movement 61
L4.3 1rac|ng the Mot|on of Cb[ects 64
L4.4 Mov|ng C|oser to or Away Irom 66
L4.3 Mov|ng Iaster or S|ower 68
LeL's Lnd Pere: Cb[ects Move D|fferent|y
S S.1..A.1
S S.1..8.3
S S.1..C.1
S S.1..D.1

1b-111
2012-2013 Scope and Sequence: Sclence Level 8 new !ersey !une 7
Lh
, 2012

1erm 3
Week
Learn|ng Cb[ect|ves Common Core
State Standards
Leve| 8 L|fe Sc|ence
1
Mar 11 - 13
L1.1 : L|v|ng and Non||v|ng 1h|ngs Around ou
L1.2: |aces to I|nd L|v|ng and Non||v|ng 1h|ngs
L1.3: L|v|ng and Non||v|ng 1h|ngs
L1.4: An|ma| and |ant Needs
L1.3: Non||v|ng 1h|ngs Made 8y eop|e
L1.6: Cartoons and kea| L|fe
LeL's Lnd Pere: Cur Surround|ngs
LL 1.1b
LL 1.2a
LL 4.2a
LL S.1a
LL1.1a
LL1.1c, d
LL4.1g
2
Mar 18 - 22
L1.1 : L|v|ng and Non||v|ng 1h|ngs Around ou
L1.2: |aces to I|nd L|v|ng and Non||v|ng 1h|ngs
L1.3: L|v|ng and Non||v|ng 1h|ngs
L1.4: An|ma| and |ant Needs
L1.3: Non||v|ng 1h|ngs Made 8y eop|e
L1.6: Cartoons and kea| L|fe
LeL's Lnd Pere: Cur Surround|ngsLL 1.1b
LL 1.2a
LL 4.2a
LL S.1a
LL1.1a
LL1.1c, d
LL4.1g
3**
Apr 1 - 3
L1.1 : L|v|ng and Non||v|ng 1h|ngs Around ou
L1.2: |aces to I|nd L|v|ng and Non||v|ng 1h|ngs
L1.3: L|v|ng and Non||v|ng 1h|ngs
L1.4: An|ma| and |ant Needs
L1.3: Non||v|ng 1h|ngs Made 8y eop|e
L1.6: Cartoons and kea| L|fe
LeL's Lnd Pere: Cur Surround|ngs
LL 1.1b
LL 1.2a
LL 4.2a
LL S.1a
LL1.1a
LL1.1c, d
LL4.1g
4
Apr 8 - 12
L2.1 : L|v|ng 1h|ngs that Change a L|tt|e as they Grow
L2.2: L|v|ng 1h|ngs that change a Lot as they Grow
L2.3: L|fe Span
L2.4: 8ab|es and the|r arents
LeL's Lnd Pere: An|ma|s and |ants |n a 2oo
LL 1.1b
LL 1.2a
LL 4.2a
LL S.1a
LL1.1a
LL4.1g
LL2.2a
S
Apr 13 - 19
L2.1 : L|v|ng 1h|ngs that Change a L|tt|e as they Grow
L2.2: L|v|ng 1h|ngs that change a Lot as they Grow
L2.3: L|fe Span
L2.4: 8ab|es and the|r arents
LeL's Lnd Pere: An|ma|s and |ants |n a 2oo
LL 1.1b
LL 1.2a
LL 4.2a
LL S.1a
LL1.1a
LL4.1g
LL2.2a
1b-112
2012-2013 Scope and Sequence: Sclence Level 8 new !ersey !une 7
Lh
, 2012

1erm 3
Week
Learn|ng Cb[ect|ves Common Core
State Standards
Leve| 8 L|fe Sc|ence
6
Apr 22 - 26
L2.1 : L|v|ng 1h|ngs that Change a L|tt|e as they Grow
L2.2: L|v|ng 1h|ngs that change a Lot as they Grow
L2.3: L|fe Span
L2.4: 8ab|es and the|r arents
LeL's Lnd Pere: An|ma|s and |ants |n a 2oo
LL 1.1b
LL 1.2a
LL 4.2a
LL S.1a
LL1.1a
LL4.1g
LL2.2a
7
Apr 29 - May 3
L4.1: |ant arts
L4.2: 1he arts of D|fferent |ants
L4.3: An|ma| 8ody arts
L4.4: Us|ng D|fferent 8ody arts
L4.3: 8ody Cover|ng of D|fferent An|ma|s
L4.6: now An|ma|s Stay Safe
LeL's Lnd Pere: Compar|ng An|ma|s and |ants
LL 3.1b
LL1.1c,d
8
May 6 - 10
L4.1: |ant arts
L4.2: 1he arts of D|fferent |ants
L4.3: An|ma| 8ody arts
L4.4: Us|ng D|fferent 8ody arts
L4.3: 8ody Cover|ng of D|fferent An|ma|s
L4.6: now An|ma|s Stay Safe
LeL's Lnd Pere: Compar|ng An|ma|s and |ants
LL 3.1b
LL1.1c,d
9
May 13 - 17
L4.1: |ant arts
L4.2: 1he arts of D|fferent |ants
L4.3: An|ma| 8ody arts
L4.4: Us|ng D|fferent 8ody arts
L4.3: 8ody Cover|ng of D|fferent An|ma|s
L4.6: now An|ma|s Stay Safe
LeL's Lnd Pere: Compar|ng An|ma|s and |ants
LL 3.1b
LL1.1c,d
10
May 20 - 24
L3.1: Where Do An|ma|s L|ve?
L3.2: An|ma|s and the|r Senses
L3.3: Changes Caused by An|ma|s
L3.4: Where Do |ants L|ve?
L33.6: |ants Adaptat|ons
LeL's Lnd Pere: |ants and An|ma|s Need each Cther
LL 3.1c
LL S.2a
LL S.2e
LL S.2f
1b-113
2012-2013 Scope and Sequence: Sclence Level 8 new !ersey !une 7
Lh
, 2012

1erm 3
Week
Learn|ng Cb[ect|ves Common Core
State Standards
Leve| 8 L|fe Sc|ence
11*
May 27 -31
L3.1: Where Do An|ma|s L|ve?
L3.2: An|ma|s and the|r Senses
L3.3: Changes Caused by An|ma|s
L3.4: Where Do |ants L|ve?
L33.6: |ants Adaptat|ons
LeL's Lnd Pere: |ants and An|ma|s Need each Cther
LL 3.1c
LL S.2a
LL S.2e
LL S.2f
12
!une 3 - 7
L3.1: Where Do An|ma|s L|ve?
L3.2: An|ma|s and the|r Senses
L3.3: Changes Caused by An|ma|s
L3.4: Where Do |ants L|ve?
L33.6: |ants Adaptat|ons
LeL's Lnd Pere: |ants and An|ma|s Need each Cther
LL 3.1c
LL S.2a
LL S.2e
LL S.2f

1b-114
2012-2013 Scope and Sequence: MaLhemaLlcs Level C new !ersey !une 7
Lh
, 2012


New Iersey
5A8l5 5cbool Netwotk
Sc|ence
Leve| C / Crade 1
3 erlods er Week
1erm 1
Week
Learn|ng Cb[ect|ves
Common Core
State Standards
Leve| C Larth and Space
11*
Sep 3 - 7
L1: ldenLlfy Lhe properLles of alr and relaLe lL Lo wlnd.
L2: ueflne land and ldenLlfy a mounLaln and a plaln.
L3: 8ecognlze Lhe proporLlon of waLer on LarLh's surface and
locaLe Lhe sources of waLer.
L4: ldenLlfy where llvlng Lhlngs can be found on LarLh.
S.4.2.G.3
2
Sep 10 - 14
L1: ldenLlfy Lhe properLles of alr and relaLe lL Lo wlnd.
L2: ueflne land and ldenLlfy a mounLaln and a plaln.
L3: 8ecognlze Lhe proporLlon of waLer on LarLh's surface and
locaLe Lhe sources of waLer.
L4: ldenLlfy where llvlng Lhlngs can be found on LarLh.
S.4.2.G.3
3**
Sep 17 - 21
L1: ueflne a rock and ldenLlfy rock properLles.
L2: ueflne naLural resources and name some uses of rocks.
L3: Lxplaln how rocks become parL of soll.
S.4.2.C.1
S.4.2.G.4
4*
Sep 24 - 28
L1: ueflne soll and ldenLlfy Lhe llvlng and nonllvlng Lhlngs lL
conLalns.
L2: ldenLlfy soll properLles.
L3: 8ecognlze LhaL soll has dlfferenL layers and deflne Lopsoll.
L4: name some uses of soll as a naLural resource.
S.4.2.C.1
S.4.2.G.4
S
CcL 1 - 3
L1: ldenLlfy alr as a naLural resource.
L2: name some uses of Lrees as a naLural resource.
L3: name some uses of waLer as a naLural resource.
L4: LlsL ways Lo be safe ln waLer.
S.4.2.G.2
S.4.2.G.4
6*
CcL 8 - 12
L1: ldenLlfy ways Lo conserve naLural resources and explaln how
Lo reduce Lhe use of a resource.
L2: Lxplaln how Lo reuse and recycle a naLural resource.
L3: ldenLlfy oLher ways Lo conserve naLural resources.
S.4.2.G.2

1
An asLerlsk refers Lo one day off.

1b-115
2012-2013 Scope and Sequence: MaLhemaLlcs Level C new !ersey !une 7
Lh
, 2012

Week
Learn|ng Cb[ect|ves
Common Core
State Standards
Leve| C Larth and Space
8
CcL 22 - 26
L1: ldenLlfy ob[ecLs LhaL sLay ln Lhe sky for a shorL Llme.
L2: ldenLlfy ob[ecLs LhaL sLay ln Lhe dayLlme sky for a long Llme.
L3: ldenLlfy ob[ecLs LhaL sLay ln Lhe nlghLLlme sky for a long Llme.
L4: ueflne a moon phase and recognlze how ofLen Lhe phases of
Lhe moon repeaL.
S 1.1a
9
CcL 29 - nov 2
L1: uescrlbe a sLar.
L2: ueflne a shadow and explaln LhaL Lhe sun provldes llghL and
heaL.
L3: Lxplaln Lhe lmporLance of Lhe sun Lo all llvlng Lhlngs.
S 4.2a
10*
nov 3 - 9
L1: Lxplaln roLaLlon.
L2: Lxplaln Lhe paLLern of dayLlme.
L3: Lxplaln how Lhe sun seems Lo move ln Lhe sky.
L4: uescrlbe how Lhe moon and sLars seem Lo move ln Lhe sky.
S 1.1a
S 1.1b
S 1.1c
11*
nov 12 - 16
L1: Lxplaln roLaLlon.
L2: Lxplaln Lhe paLLern of dayLlme.
L3: Lxplaln how Lhe sun seems Lo move ln Lhe sky.
L4: uescrlbe how Lhe moon and sLars seem Lo move ln Lhe sky.
S 1.1a
S 1.1b
S 1.1c


1b-116
2012-2013 Scope and Sequence: MaLhemaLlcs Level C new !ersey !une 7
Lh
, 2012

1erm 2
Week
Learn|ng Cb[ect|ves
Common Core
State Standards
Leve| C hys|ca| Sc|ence
1
uec 3- uec 7
L1: Clve examples of maLLer and explaln how people learn
abouL maLLer.
L2: ldenLlfy properLles of maLLer and glve examples.
L3: Croup and order ob[ecLs accordlng Lo slze.
L4: ueflne welghL, group and order ob[ecLs accordlng Lo Lhelr
welghL.
No standard
2
uec 10 - 14
L1: ldenLlfy dlfferenL ways Lo measure lengLh and Lhe unlLs of
measure of lengLh.
L2: Lxplaln how Lo use a balance and ldenLlfy dlfferenL unlLs Lo
flnd mass.
S 3.1e
3
uec 17 - 21
L1: ldenLlfy dlfferenL ways Lo measure volume and Lhe unlLs of
measure of volume.
L2: ldenLlfy Lhe Lool used Lo measure LemperaLure and Lhe
unlLs used Lo read LemperaLure.
S 3.1e
4**
!an 2- !an 4
L1: ldenLlfy dlfferenL maLerlals LhaL make up ob[ecLs.
L2: Compare beLween ob[ecLs LhaL slnk and floaL.
L3: ldenLlfy ob[ecLs made of more Lhan one maLerlal and
explaln why some ob[ecLs have dlfferenL parLs.
S 3.1e
S 3.1e,f
6
!an 14 - 18
L1: Clve examples of sollds and ldenLlfy properLles of sollds.
L2: uescrlbe changes LhaL affecL Lhe slze and shape of sollds,
buL noL Lhelr sLaLe.
L3: Clve examples of llqulds and ldenLlfy properLles of llqulds.
L4: Clve examples of gases and ldenLlfy properLles of gases.
S 3.2a
7*
!an 21 - 23
L1: Clve examples of sollds and ldenLlfy properLles of sollds.
L2: uescrlbe changes LhaL affecL Lhe slze and shape of sollds,
buL noL Lhelr sLaLe.
L3: Clve examples of llqulds and ldenLlfy properLles of llqulds.
L4: Clve examples of gases and ldenLlfy properLles of gases.
S 3.2a
8
!an 28 - leb 1
L1: ueflne and descrlbe melLlng.
L2: ueflne and descrlbe evaporaLlon.
L3: uescrlbe freezlng and ldenLlfy Lhe effecL of Lhe change ln
sLaLe on Lhe Lype of maLLer.
S 2.1c
S3.2c
9
leb 4 - 8
L1: ldenLlfy how cuLLlng and mlxlng change maLLer wlLhouL
changlng lLs Lype.
L2: ldenLlfy how cooklng and burnlng change maLLer wlLhouL
changlng lL backs Lo Lhe way lL was.
L3:
S 3.1e
S 3.1f
S 3.2c
1b-117
2012-2013 Scope and Sequence: MaLhemaLlcs Level C new !ersey !une 7
Lh
, 2012


1erm 3
Week

Learn|ng Cb[ect|ves

Common Core
State Standards
Leve| C L|fe Sc|ence
1
Mar 11 - 13
L1: ueflne energy and ldenLlfy whaL lL does.
L2: LlsL varlous sources of energy and ldenLlfy examples of
fuel.
L3: ldenLlfy Lhe sun and food as sources of energy.
No Standard
2
Mar 18 - 22
L1: ueflne sound and ldenLlfy whlch Lhlngs can make
sounds.
L2: Lxplaln how sound ls produced and heard.
L3: ueflne plLch and relaLe lL Lo Lhe raLe of vlbraLlons.
No Standard
3**
Apr 1 - 3
L1: ueflne plLch and relaLe lL Lo Lhe raLe of vlbraLlons.
L2: ldenLlfy Lhe amounL of llghL dlfferenL ob[ecLs allow Lo
pass Lhrough.
S 3.1c,d,e,g
4
Apr 8 - 12
L1: ldenLlfy Lhe sun as Lhe maln source of heaL and ldenLlfy
whaL heaL can do.
L2: ldenLlfy ways heaL ls glven off.
S 3.1c,d,e,g
6
Apr 22 - 26
L1: ldenLlfy whaL anlmals need Lo llve and grow.
L2: uescrlbe how anlmals use shelLer.
LL 3.1a
LL1.1a
LL 3.1c
7
Apr 29 - May 3
L1: ldenLlfy body parLs anlmals use Lo move.
L2: ldenLlfy Lhe body parLs of a flsh.
L3: uescrlbe how anlmals use Lhelr body parLs Lo flnd food
and sLay safe.
LL 3.1a
LL 1.1a
8
May 6 - 10
L1: ldenLlfy characLerlsLlcs of mammals
L2: ldenLlfy characLerlsLlcs of blrds.
L3: ldenLlfy characLerlsLlcs of flsh.
L4: ldenLlfy characLerlsLlcs of amphlblans.
L3: ldenLlfy characLerlsLlcs of repLlles.
L6: ldenLlfy characLerlsLlcs of lnsecLs.
LL 3.1a
LL 1.1a
9
May 13 - 17
L1: ldenLlfy characLerlsLlcs of mammals
L2: ldenLlfy characLerlsLlcs of blrds.
L3: ldenLlfy characLerlsLlcs of flsh.
L4: ldenLlfy characLerlsLlcs of amphlblans.
L3: ldenLlfy characLerlsLlcs of repLlles.
L6: ldenLlfy characLerlsLlcs of lnsecLs.
No Standard
1b-118
2012-2013 Scope and Sequence: MaLhemaLlcs Level C new !ersey !une 7
Lh
, 2012

1erm 3
Week

Learn|ng Cb[ect|ves

Common Core
State Standards
Leve| C L|fe Sc|ence
10
May 20 - 24
L1: uescrlbe how a mammal and a blrd are slmllar or
dlfferenL from Lhelr parenLs durlng Lhelr llfe cycle.
L2: uescrlbe llfe span ln anlmals.
L3: ldenLlfy Lhe sLages ln Lhe llfe cycle of a buLLerfly.
LL 2.2a
LL 2.1a
LL 2.2b
LL 4.1a,e,f,g

1b-119
2012-2013 Scope and Sequence: Spanlsh Level 8 new !ersey !une 7
Lh
, 2012


New Iersey

Span|sh
Leve| 8 / kC
3 erlods er Week

Un|t
Learn|ng Cb[ect|ves New Iersey Core
Curr|cu|um Content
Standard for Wor|d
Languages
Leve| 8 Span|sh
Intro Un|t
o use CreeLlngs and leave-Laklngs ln Spanlsh
o Lxpress Lhe days of Lhe week ln Spanlsh
o Lxpress emoLlons (happy/sad) ln Spanlsh
o ldenLlfy and use numbers (1,2,3) ln Spanlsh
o ldenLlfy and use colors (blue/red) ln Spanlsh
o 8ecognlze and produce Lhe sounds of leLLers of Lhe Spanlsh alphabeL (Aa, 8b)
o lollow classroom dlrecLlons ln Spanlsh
o ldenLlfy and use classroom vocabulary ln Spanlsh
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t 1
o Lxpress emoLlons (angry/surprlsed) ln Spanlsh
o ldenLlfy and use numbers (4,3,6) ln Spanlsh
o name Lhe parLs of Lhe body ln Spanlsh
o 8ecognlze and produce Lhe sounds of leLLers of Lhe Spanlsh alphabeL (Cc, Chch)
o lollow classroom dlrecLlons ln Spanlsh
o ldenLlfy and use classroom vocabulary ln Spanlsh
o ldenLlfy and use colors (green/yellow) ln Spanlsh
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t 2
o name Lhe parLs of Lhe face ln Spanlsh
o ldenLlfy and use numbers (7,8,9,10) ln Spanlsh
o 8ecognlze and produce Lhe sounds of leLLers of Lhe Spanlsh alphabeL (ud, Le)
o lollow classroom dlrecLlons ln Spanlsh
o ldenLlfy and use classroom vocabulary ln Spanlsh
o ldenLlfy and use colors (orange/brown) ln Spanlsh
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t 3
o 1alk abouL weaLher ln Spanlsh
o 1alk abouL famlly members ln Spanlsh
o ldenLlfy and use numbers (1-10) ln Spanlsh
o ldenLlfy and use colors (plnk/purple) ln Spanlsh
o 8eclLe Lhe Spanlsh alphabeL and ldenLlfy all leLLers
o 8ecognlze and produce Lhe sounds of leLLers of Lhe Spanlsh alphabeL (lf, Cg, Ph)
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
1b-120
2012-2013 Scope and Sequence: Spanlsh Level 8 new !ersey !une 7
Lh
, 2012

Un|t 4
o Lxpress whaL day was yesLerday and whaL day Lomorrow wlll be ln Spanlsh.
o ldenLlfy and name Lhe common ob[ecLs and areas ln a house ln Spanlsh
o 8ecognlze and produce Lhe sounds of leLLers of Lhe Spanlsh alphabeL (ll, ![, kk)
o ldenLlfy and use numbers (11-20) ln Spanlsh
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t S
o ldenLlfy and use vocabulary words assoclaLed wlLh CLC1PlnC ln Spanlsh
o 8ecognlze and produce Lhe sounds of leLLers of Lhe Spanlsh alphabeL (Ll, Llll, Mm)
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t 6
o ldenLlfy and name l8ul1S ln Spanlsh
o 1alk abouL whaL you are havlng for breakfasL ln Spanlsh
o ldenLlfy and name common ob[ecLs found ln Lhe klLchen.
o 8ecognlze and produce Lhe sounds of leLLers of Lhe Spanlsh alphabeL (nn,Rn ,Co)
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t 7
o ldenLlfy and name 1C?S ln Spanlsh
o Lxpress opposlLe quallLles ln Spanlsh (blg-llLLle, Lall-shorL, eLc.)
o 8ecognlze and produce Lhe sounds of leLLers of Lhe Spanlsh alphabeL (p,Cq ,8r)
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t 8
o ldenLlfy and name AnlMALS ln Spanlsh
o 8ecognlze and produce Lhe sounds of leLLers of Lhe Spanlsh alphabeL (Ss,1L ,uu)
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t 9
o ldenLlfy and name common vocabulary assoclaLed wlLh SCPCCL ln Spanlsh
o 8ecognlze and produce Lhe sounds of leLLers of Lhe Spanlsh alphabeL (vv,Ww,xx)
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t 10
o ldenLlfy and name common vocabulary assoclaLed wlLh Lhe A8k ln Spanlsh
o 8ecognlze and produce Lhe sounds of leLLers of Lhe Spanlsh alphabeL (?y,Zz) and dlsLlngulsh
vowel sounds ln Spanlsh and ldenLlfy Lhem wlLh Lhelr correcL leLLer of Lhe alphabeL.
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t 11
o ldenLlfy and name common vocabulary assoclaLed wlLh Lhe 18AnSC81A1lCn ln Spanlsh
o 8ecognlze and decode syllables and words wlLh slmple consonanL-vowel comblnaLlons ln
Spanlsh (pap, mam, nlno, nlna,eLc.)
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
kev|ew
o ldenLlfy and name common vocabulary assoclaLed wlLh Lhe 8Cu?, lACL, lAMlL?, CPlLu8Ln,
PCuSL, CLC1PlnC, l8ul1S, 1C?S, AnlMALLS, SCPCCL, A8k, 18AnSC81A1lCn ln Spanlsh
o use CreeLlngs and leave-Laklngs ln Spanlsh
o Lxpress Lhe days of Lhe week ln Spanlsh
o Lxpress emoLlons ln Spanlsh
o ldenLlfy and use numbers (1-20) ln Spanlsh
o ldenLlfy and use colors ln Spanlsh
o 8ecognlze and produce Lhe sounds of leLLers of Lhe Spanlsh alphabeL and slmple comblnaLlons
of leLLers
o lollow classroom dlrecLlons ln Spanlsh
o ldenLlfy and use classroom vocabulary ln Spanlsh
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3

1b-121
2012-2013 Scope and Sequence: Spanlsh Level C new !ersey !une 8
Lh
, 2012


New Iersey

Span|sh
Leve| C / Crades 1,2
3 erlods er Week

Un|t
Learn|ng Cb[ect|ves New Iersey Core
Curr|cu|um Content
Standard for Wor|d
Languages
Leve| C Span|sh
Un|t 1
o lnLroduce yourself ln Spanlsh
o Ask Lhe name of anoLher person ln Spanlsh
o 8ecognlze quesLlons and answers ln Lhe flrsL and second person slngular.
o use Lhe verb 5et ln slmple conversaLlon
o use Lhe word Ooleo ln slmple conversaLlon.
o WrlLe Lhe vocabulary words assoclaLed wlLh Lhe chapLer cooocemos o AoJts.
o CommunlcaLe orally and ln wrlLlng uslng Lhe vocabulary words from Lhe unlL.
o ldenLlfy and name Lhe leLLers of Lhe Spanlsh alphabeL.
o ldenLlfy Lhe lnlLlal sound of famlllar words ln Spanlsh
o use Lhe word poe ln slmple conversaLlon
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t 2
o ldenLlfy Lhe numbers 1-20 ln Spanlsh
o use Lhe deflnlLe arLlcles el and lo correcLly wlLh famlllar vocabulary
o lorm plural words from famlllar vocabulary
o 8ead and speak slmple senLences ln Spanlsh.
o 1alk and wrlLe abouL colors ln Spanlsh.
o use correcL arLlcle-noun-ad[ecLlve comblnaLlons ln slmple phrases and senLences ln Spanlsh
o CommunlcaLe orally and ln wrlLlng uslng Lhe vocabulary words from Lhe unlL.
o ldenLlfy Lhe names of shapes ln Spanlsh and use Lhls vocabulary ln wrlLLen and oral
communlcaLlon.
o use Lhe word esto ln slmple senLences.
o AsoclaLe Lhe a" endlng of a noun wlLh Lhe deflnlLe arLlcle la" and Lhe o" endlng wlLh Lhe
deflnlLe arLlcle el"
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t 3
o ldenLlfy Lhe names of Lhe parLs of Lhe body and face ln Spanlsh and use Lhls vocabulary ln slmple
wrlLLen and oral communlcaLlon.
o use Lhe deflnlLe arLlcles el" and la" wlLh Lhe vocabulary words from Lhe unlL
o use Lhe demonsLraLlve pronouns esLe" and esLa" correcLly ln slmple senLences
o use Lhe possesslve ad[ecLlves ml and to ln slmple senLences
o use verbs ln slmple senLences ln Spanlsh
o use correcL arLlcle-noun-ad[ecLlve comblnaLlons ln slmple phrases and senLences ln Spanlsh
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
1b-122
2012-2013 Scope and Sequence: Spanlsh Level C new !ersey !une 8
Lh
, 2012

Un|t 4
o ldenLlfy Lhe names of famlly members ln Spanlsh and use Lhls vocabulary ln slmple wrlLLen and
oral communlcaLlon.
o ldenLlfy Lhe names of common words assoclaLed wlLh house and home ln Spanlsh and use Lhls
vocabulary ln slmple wrlLLen and oral communlcaLlon.
o 8ecognlze how cerLaln famlly vocabulary lndlcaLes gender (bebe, nlna, mu[er, eLc.)
o Classlfy Spanlsh vocabulary lnLo words LhaL lndlcaLe LCLL and words LhaL lndlcaLe AnlMALS.
o use verbs ln slmple senLences.
o use Lhe Lhlrd person slngular form of verbs.
o use Lhe word uCnuL ln oral and wrlLLen communlcaLlon.
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t S
o ldenLlfy Lhe names of common ob[ecLs ln Lhe llvlng room and klLchen ln Spanlsh and use Lhls
vocabulary ln slmple wrlLLen and oral communlcaLlon.
o use Lhe word opol ln oral and verbal communlcaLlon.
o use Lhe word sobte ln oral and verbal communlcaLlon.
o use verbs from Lhe unlL ln slmple senLences.
o use Lhe verb bobet (hay) Lo Lalk abouL ob[ecLs around ln Lhe llvlng room, klLchen and ln oLher
famlllar places.
o use lndeflnlLe arLlcles ln senLences wlLh noy (e.q. noy ttes olos eo lo cocloo)
o Answer oral and wrlLLen quesLlons wlLh compleLe senLences.
o CorrecLly add Lhe endlng -es Lo creaLe plural words.
o use verbs assoclaLed wlLh Lhe unlL Lo express slmple ldeas.
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t 6
o ldenLlfy Lhe names of common ob[ecLs ln Lhe bedroom and baLhroom ln Spanlsh and use Lhls
vocabulary ln slmple wrlLLen and oral communlcaLlon.
o use Lhe words bojo and sobte Lo descrlbe where Lhlngs are ln oral and verbal communlcaLlon.
o ldenLlfy famlllar acLlons assoclaLed wlLh Lhe bedroom and Lhe baLhroom and use Lhem ln slmple
oral and wrlLLen communlcaLlon.
o Answer oral and wrlLLen quesLlons wlLh compleLe senLences.
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t 7
o ldenLlfy Lhe names of common arLlcles of cloLhlng and ob[ecLs found Lyplcally ln a park. ln
Spanlsh and use Lhls vocabulary ln slmple wrlLLen and oral communlcaLlon.
o ldenLlfy famlllar acLlons assoclaLed wlLh cloLhlng and golng Lo Lhe park and use Lhem ln slmple
oral and wrlLLen communlcaLlon. Lxpress slmple ldeas wlLh flrsL, second and Lhlrd person
slngular forms of Lhe verbs.
o Answer oral and wrlLLen quesLlons wlLh compleLe senLences.
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
Un|t 8
o ldenLlfy Lhe names of common ob[ecLs found Lyplcally ln aL Lhe beach and on a clLy sLreeL ln
Spanlsh and use Lhls vocabulary ln slmple wrlLLen and oral communlcaLlon.
o ldenLlfy famlllar acLlons assoclaLed wlLh common ob[ecLs found Lyplcally ln aL Lhe beach and on a
clLy sLreeL and use Lhem ln slmple oral and wrlLLen communlcaLlon. Lxpress slmple ldeas wlLh
flrsL, second and Lhlrd person slngular forms of Lhe verbs.
o Answer oral and wrlLLen quesLlons wlLh compleLe senLences.
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3
1b-123
2012-2013 Scope and Sequence: Spanlsh Level C new !ersey !une 8
Lh
, 2012

Un|t 9
o ldenLlfy Lhe names of common ob[ecLs found Lyplcally on a farm and ob[ecLs Lyplcally seen aL a
blrLhday parLy ln Spanlsh and use Lhls vocabulary ln slmple wrlLLen and oral communlcaLlon.
o ldenLlfy famlllar acLlons assoclaLed wlLh common ob[ecLs found Lyplcally on a farm and ob[ecLs
Lyplcally seen aL a blrLhday parLy and use Lhem ln slmple oral and wrlLLen communlcaLlon.
Lxpress slmple ldeas wlLh flrsL, second and Lhlrd person slngular forms of Lhe verbs.
o Answer oral and wrlLLen quesLlons wlLh compleLe senLences.
o use Lhe quesLlon word Cun1C" ln oral and wrlLLen communlcaLlon.
7.1.nM.A.2-3
7.1.nM.8.2-3
7.1.nM.C.2-3

1b-124
Attachment 1b Curricular Choices
1b-1z

Research Supporting the Sabis Educational System



At a Sabis school in Springfield, Massachusetts, serving 1,500 racially and economically diverse
students in K-12, every senior has gained college admission in each of the past eleven years. In
2011, 90 percent of tenth-graders passed the English and math portion of the MCAS (considered
among the most rigorous state tests in the nation). Compared to the Sabis school, the percentage
of Springfield district tenth-graders found proficient on the exam was 30 percentage points lower
in English and 49 percentage points lower in math. Still more impressive is that the Sabis
schools low-income and minority tenth-graders achieved very high proficiency in reading and
math, beating district and statewide averages and closing the achievement gap. In 2008,
Newsweek named the Sabis school one of three urban top U.S. high schools in Massachusetts.
The results of the Sabis International Charter School in Springfield do not depend on faculty
with exceptional educational backgrounds working unusually long hours. In 2008, just 21
percent of teachers attended a very competitive undergraduate institution or better, compared
to 72 percent of teachers at recently studied KIPP schools. Teachers work an eight-hour day, five
days a week, and turnover is low. They are experienced educators, having taught on average for
nearly nine years. The school has reported that 28 teachers have been teaching at the school for
ten or more years. None is affiliated with Teach For America.
The success of the Sabis program in Chicago is also compelling as it underscores the models
effectiveness with substantially larger urban student populations. In 1997, the Chicago
International Charter School operated by Sabis opened two campuses serving approximately
1,600 students, the majority of whom required remediation. In his 2009 case study of Sabis,
Daniel Isenberg of the Harvard Business School points to the early success of the Chicago
International Charter School in summarizing the proven efficacy of the model: During the first
academic year, the school had the highest percentage of students at or above national norms on
required external standardized tests compared to other charter schools. The following year, one
campus again beat all other charter schools with the highest percentage of students at or above
national norms in elementary math. In addition, the students at both campuses received the
highest student performance classification from Chicago Public Schools for the average amount
of academic growth over the prior year in both elementary math and elementary reading.
Sabis attributes its success to its system of extensive and frequent testing and to the provision of
supports that dramatically increase time on task for students requiring remediation, i.e., first and
foremost the Sabis Intensive Program, as well as peer tutoring, the after-school program, and
Saturday school. Also crucial is the programs focus on English language arts and mathematics
as primary. As described in Response 06, Sabis recognizes a hierarchy of subjects, meaning
that the value of each subject is determined by how instrumental it is for future academic success.
The two most important subjects are mathematics and English, as a solid understanding of both
disciplines is a major factor in determining future learning. By themselves, history and science
do not provide a similarly broad base of essential skills. Therefore, the teaching of mathematics
and English takes precedence over the teaching of history and science. With a firm foundation in
these disciplines, students accelerate across the board.
Track Record of Management Company
Attachment 1b Curricular Choices
1b-1z6

Early results from the first three Ascend schools evidence the power of the Ascend model.
Consistently from year to year and across all schools, Ascend scholars are performing at or
above grade level on average, despite their socioeconomic disadvantage.

New York State Tests

Each year, New York State tests all students in grades three through eight in both English
language arts (ELA) and math. In 2011-2012, three Ascend schools, Brooklyn Ascend Lower
School, Brooklyn Ascend Middle School, and Brownsville Ascend Lower School, enrolled
students in a tested grade.

Fourth- and fifth-graders at Brooklyn Ascend Lower School and Brooklyn Ascend Middle
School, the network's oldest students, posted the highest English scores on the 2012 state test of
all Brooklyn schools run by charter management organizations.

Sixty-seven percent of Brooklyn Ascend fifth-graders demonstrated proficiency in ELA; in math,
85 percent scored proficient or advanced. Brooklyn Ascends fourth-graders also topped their
peers in this cohort on the ELA exam, with 76 percent scoring in the proficient and advanced
range. These results also significantly exceeded the average for all schools in New York State,
the community school district in which the school is located, and New York City. The results are
remarkable for their consistencyin every school, grade, and subject, proficiency levels were
higher than any of the three comparison groups.

In 2012, on average, 58 percent of all students statewide (of all family incomes) were proficient
in English and 67 percent in math.

Eighty percent of Ascend's students at Brooklyn Ascend Charter School are from low-income
families, and 95 percent are black or Hispanic. At Brownsville Ascend 93 percent are from low-
income families, and 99 percent are black or Hispanic.

2012 New York State Test in English Language Arts
Percent of Students Proficient or Advanced
Population
Brooklyn
Ascend
Brownsville
Ascend
CSD 18 CSD 23
New York
City
New
York
State
Grade 3 63.8 59.3 45.7 28.5 49.0 55.5
Grade 4 76.3 N/A 49.0 30.6 52.4 59.4
Grade 5 66.7 N/A 49.8 32.8 52.5 57.6


Attachment 1b Curricular Choices
1b-1z;

2012 New York State Test in Math


Percent of Students Proficient or Advanced
Population
Brooklyn
Ascend
Brownsville
Ascend
CSD 18 CSD 23
New York
City
New
York
State
Grade 3 81.9 73.6 49.1 30.0 57.0 61.2
Grade 4 85.1 N/A 56.9 37.0 65.7 69.2
Grade 5 85.2 N/A 59.4 43.5 65.2 66.9

Reading Gains

Early results from the first three Ascend schools evidence the power of the Ascend model.
Consistently from year to year and across all schools, Ascend scholars are performing at or
above grade level on average, despite their socioeconomic disadvantage. Our scholars strong
reading performance is especially notable given the correlation between reading mastery in the
early elementary grades and long-term academic achievement.

At each school, students arrived performing below 70 to 80 percent of their peers nationally
between the 20
th
and 30
th
percentile on the TerraNova, a respected, nationally normed reading
test. By spring of their first year with Ascend, they surpassed the national average.

During the first year of operation at Brooklyn Ascend Charter School, every grade made gains of
at least 30 percentile points in both reading and math. Second-graders arrived reading at the 24
th

percentile in the fall, and advanced to the 62
nd
percentile by the spring. In math, they jumped
from the 24
th
percentile to the 56
th
percentile. Today, as fifth-graders, these students are reading
The Tempest and excerpts from The Odyssey. They are on pace to post this spring among the
highest scores of Brooklyn charter schools on the state test of English Language Artsnearly as
high as students in Scarsdale, New York, where family income is on average 10 times that of the
Ascend community (see below).

Attachment 1b Curricular Choices
1b-1z8


Scholars at Ascends other schools have made achievement gains at least as impressive. At the
newest school in the network, Bushwick Ascend, which opened in September 2010, students
climbed from the 22
nd
percentile in reading to the 52
nd
percentile in just eight months.
The student population at each Ascend school is almost entirely black and Hispanic, with the
vast majority of students qualifying for free or reduced-priced lunch (77 percent at Brooklyn
Ascend, 93 percent at Brownsville Ascend, and 87 percent at Bushwick Ascend).

Parent Satisfaction

Annual independent surveys commissioned by the New York City Department of Education
have found exceptionally high levels of parent satisfaction across Ascends three schools. In
2011, at least 97 percent of respondents at each school indicated they strongly agreed or
agreed that:

My child is learning what he or she needs to know to succeed in later grades or after
graduating from high school
The school has high expectations for my child
I feel welcome in my childs school
My child is safe at school

Likewise, at least 97 percent of respondents at each school reported that they were very satisfied
or satisfied with:

The quality of their childrens teachers
Attachment 1b Curricular Choices
1b-1zq

The level of assistance their children receive when they need extra help with classwork or
homework
The opportunities to be involved in their childrens education

Wait Lists

Burgeoning wait lists for admission also testify to the strength of the Ascend design. More than
3,600 children are on Ascends wait lists, and the number increases daily.
Attachment 2b Graduation/Exit Requirements

Promotion Requirements

The school will reserve the right to retain students in their current grade for any one of the
following reasons: (1) achieving an academic average in English or math below 60 percent as
measured by the Sabis period and end-of-term exams, (2) reading one or more years below grade
level as measured by the STAR assessment, (3) partial proficiency on the New Jersey
Assessment of Skills and Knowledge, or (4) excessive absences (more than ten) or lateness
(more than fifteen). Generally speaking, the school will not reject promotion of a student due to
just one reason.

Essential Knowledge and Skills
Before being promoted to the next grade, students in kindergarten and grade one (the grades
served in the first year of the charter) will need to master the following essential knowledge and
skills:
Mathematics: Kindergarten
Number Sense
Count forward up to 100 starting from 1.
Count forward up to 100 starting with any whole number less than 100.
Count by 10 up to 100 starting from 10.
Count backwards starting from 10 or any number less than 10.
Fluently read and write numbers up to 20.
Relate the symbol of the number to the number of objects in a set with 0 up to 30 objects.
Compare two numbers up to 15. Use comparison terminology: greater than, less than, same.
Sets
Count the number of objects in a set with up to 20 objects.
Count out 1-20 objects in a set. E.g. from a set of 10 objects, circle only 7.
Recognize that changing the order or the display of the objects in a set does not affect their
number.
Group and classify objects according to their attributes.
Operations
Add numbers up to 15 using different techniques such as using pictures, grouping together,
or counting on, to eventually memorize the facts through 10.
Subtract numbers up to 15 using different techniques such as using pictures, crossing out,
counting on, to eventually memorize the facts through 10.
Add and subtract numbers within 20; emphasize to gain fluency with addition and
subtraction facts within 5.
Solve simple addition and subtraction story problems with or without using pictures.
Compose and decompose numbers up to 10 using pictures and related number sentences.
Geometry and Measurement
Identify and name benchmark colors.
Attachment 2b Graduation/Exit Requirements

Recognize and name the basic 2-dimensional shapes.


Identify the shapes in different orientations and sizes.
Distinguish and name the basic 3-dimensional shapes and relate them to real life objects.
Recognize the different attributes of a shape.
Understand the measurable attributes of an object such as: weight, capacity, and length.
Measure the length of an object using non-standard units.
Compare 2 or 3 objects according to their lengths.
Continue types of patterns such as: repeating ABAB, AABB, ABBA, or ABC patterns, and
growing patterns.
Read time to the hour in analogue display and relate it to digital presentation.
Mathematics: Grade One
Number Sense
Count forward up to 120 starting with any number less than 120.
Skip count by 2, 5, and 10 up to 100.
Compose and decompose two-digit numbers from and into tens and units.
Fluently read and write numbers up to 120.
Relate the symbol of the number to the number of objects in a set with up to 120 objects.
Compare numbers up to 99 using the symbols <, >, or =.
Write numbers up to 99 in words.
Count the number of objects in a set with up to 120 objects.
Find 10 more or 10 less than a two-digit number using place value strategies.
Introduce the concept of fractions as part of a whole.
Operations
Add numbers with up to two digits using different techniques such as using pictures,
grouping together, or counting on, to eventually memorize the facts through 20.
Subtract numbers with up to two digits using different techniques such as using pictures,
crossing out, counting on, to eventually memorize the facts through 20.
Add and subtract numbers with up to two digits (including single digit to/from a two-digit
number)
Fluently add and subtract numbers within 20.
Solve addition and subtraction story problems with or without pictures using numbers up to
99.
Use mental math strategies or strategies based on place value to facilitate addition and
subtraction.
Understand and apply the properties of addition.
Identify true and false number sentences that involve addition or subtraction.
Relate skip counting to addition and subtraction.
Data
Attachment 2b Graduation/Exit Requirements

Read the information given graphically to answer questions about the information displayed. For
example, data can be summarized in a table, a tally chart, a pictograph (where each picture
represents one unit), or a bar graph (with a scale equal to 1).
Geometry and Measurement
Recognize, name, and write the names of the basic 2- and 3-dimensional shapes.
Identify the attributes of a 2- or 3-dimensional shape. (e.g. identify the vertices or edges of a
shape)
Experiment with composing and decomposing 2-dimensional figures.
Compare objects according to their mass or their capacity.
Measure the length of an object using non standard units.
Compare and order three objects according to their lengths.
Continue different types of patterns.
Read time to the hour (with fluency) and half hour in digital and analogue display.
ELA: Kindergarten
Phonics
- Understand the left to right organization of print when reading
- Develop oral language skills
Learn and participate in poems, songs, and nursery rhymes to develop phonemic
awareness
- Develop strong word building and decoding skills through the systematic introduction and
practice of letters, sounds, and words
master letter sounds linking sounds to letters, naming and sounding letters of the alphabet
sound out words using phonics principles; blend phonetic CVC words
master selected sight words, blends, and digraphs
sound out initial and final consonant digraphs, and long vowels
sound out consonant blends and end clusters
- Develop fluency, pronunciation, and intonation to encourage expressive reading
Develop reading word by word, phrase-by-phrase, line-by-line, sentence-by-sentence,
and paragraph-by-paragraph
observe punctuation when reading aloud and build fluency and expression
- Read with understanding
Build oral and begin written comprehension skills
Build vocabulary
- Read for pleasure
Literature
- Know that print carries meaning
- Understand the left to right organization of print when reading
- Listen with enjoyment and respond to stories, songs and other music, rhymes and poems
- Identify the front cover, back cover, and title page of a book
- With prompting and support, ask and answer questions about key details in a text
Attachment 2b Graduation/Exit Requirements

- Recognize key elements of a story


plot (beginning, middle, end), setting, character
- Retell familiar stories, including key details
- Identify characters, settings, and major events in a story.
- Ask and answer questions about unknown words in a text.
- Recognize common types of texts (e.g., storybooks, poems) including
Fiction: storybook, fable, fairy tale, folktale, legend, poetry, Mother Goose poems, lullaby,
song
Nonfiction: informational text
Writing
- Draw pictures to convey meaning and
give information about those pictures orally
dictate information about those pictures to the teacher
dictate words to the teacher, and copy those words
independently write phonetic words, phrases or sentences
- Understand the left to right organization of print and experiment with writing words and
sentences
- Know stories have a beginning, middle, and end
- Recognize and name end punctuation
- Capitalize the first word in a sentence and the pronoun' I'
- Practice starting sentences with capital letters, ending sentences with periods, capitalizing
special nouns, and using appropriate spacing between words
- Form regular plural nouns orally by adding /s/ or /es/
Handwriting
- Master pre-writing activities: pencil grip, basic strokes
- Use a pencil to form recognizable, correctly formed letters
- Write manuscript lower and uppercase letters using the correct sequence of movements
- Write manuscript lower and uppercase letters taking care with formation and placement
- Write well-spaced letters in words and words in sentences
- Understand the left to right organization of print
ELA: Grade One
Phonics
- Understand the left to right organization of print when reading
- Develop oral language skills
Learn and participate in poems, songs, and nursery rhymes to develop phonemic
awareness
- Develop strong word building and decoding skills through the systematic introduction and
practice of letters, sounds, and words
master phonetic CVC words and CVCe words
master selected sight words
sound out initial and final consonant digraphs, r-controlled and long vowels
Attachment 2b Graduation/Exit Requirements

sound out diphthongs, consonant blends and end clusters


- Develop fluency, pronunciation, and intonation and to encourage expressive reading
- Begin to read phrase by phrase
build comprehension and vocabulary
continue to build understanding
- Read line by line
continue to build word recognition
continue to build expression techniques
continue to build fluency
- Read sentence by sentence
observe punctuation when reading
read accurately
- Read paragraph by paragraph
- Read with understanding
- Read for pleasure
Spelling/Dictation
- Spell simple words phonetically, drawing on knowledge of sound-letter relationships
- Write accurately from dictation
phonetic words
other phonetic sounds in the SABIS Phonic Progression and their most common
spelling patterns
Dolch-Fry sight words
Literature
- Listen with enjoyment and respond to stories, songs, rhymes, and poems
- Read prose, poetry, and informational texts appropriately complex for grade level
- Recognize common types of texts including: storybook, fable, fairy tale, folktale, legend, poem,
Mother Goose poem, lullaby, song, informational text
- Recognize key elements of a story
plot (beginning, middle, end), setting, character
- Identify characters, settings, and major events in a story
- Retell familiar stories, including key details
- Ask and answer questions about key details in a text
- Identify the main topic and retell key details of a text
- Use illustrations and details in a text
to describe characters, setting, and events
to identify key ideas
- Use text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to
locate key facts or information
- Distinguish between information provided by pictures or other illustrations and information
provided by the words in a text
Vocabulary
Attachment 2b Graduation/Exit Requirements

- Extend their vocabulary through a mix of reading, direct instruction, and conversations
- Determine word meaning using context clues
- Ask and answer questions about unknown words or phrases in a text to help determine or
clarify the meaning
Writing
- Express themselves coherently and imaginatively while
writing narratives with sequenced events (beginning, middle, and end)
o adding event details
o using words to signal event order
writing informative/explanatory texts (research projects
writing opinion pieces
writing a sequence of instructions
- Use appropriate graphic organizers
- Recognize and name end punctuation
- Start sentences with capital letters, end sentences with periods, capitalize special nouns
- Form regular plural nouns orally by adding /s/ or /es/
Handwriting
- Use a pencil and hold it effectively to form recognizable, correctly formed letters
- Write lower and uppercase letters using the correct sequence of movements
- Write lower and uppercase letters with concern for placement (headline, midline, and baseline)
- Write lower and uppercase letters with concern for formation (straight lines, circles, and slants)
- Write well-spaced lower and uppercase letters in words and words in sentences (match
size/space of model)
- Write with a concern for neatness
Attachment 3b Proposed Calendar

Proposed Year One School Calendar



Paterson Collegiate Charter School
Academic Year 2013-2014

August 28-29 Scholar Orientation (Kindergarten & 1
st
Grade Only)

September 30-31 Scholar Orientation (All Grades)

September 3 First Day of School

October 14 Columbus Day, no school

October 15 Eid al-Adha, no school

November 5 Election Day, no school (Staff Professional Development)

November 11 Veterans Day, no school

November 27 2:00 Dismissal

November 28-29 Thanksgiving Break, no school

December 2 Classes resume

December 12 Parent Teacher Conferences (2PM dismissal for scholars)

December 24-January 31 Winter Break, no school

January 1 New Years Day, no school

January 2 Classes resume

January 20 Martin Luther King Day, no school

February 14 Staff Professional Development (no school for scholars)

February 17 Presidents Day, no school

March 7 Good Friday, no school

March 27 Parent Teacher Conferences (2PM dismissal for scholars)

March 31- April 4 Spring Break, no school

April 7 Classes resume
Attachment 3b Proposed Calendar


May 26 Memorial Day, no school

May 27 Classes resume

June 25 Last day of classes

Breakdown of School Hours and Days

Month Full Day* Early Dismissal
Day**
Total Days of
Instruction
Total Hours of
Instruction
September 16 4 20 134
October 17 4 21 141
November 12 5 17 111.5
December 13 3 16 107.5
January 16 5 21 139.5
February 15 3 18 121.5
March 15 4 19 127
April 16 4 20 134
May 16 5 21 139.5
June 5 3 8 51.5
TOTAL 141 40 181 1207

*7-hour full days are calculated as 8 hours of instructional time (8 am to 4 pm) from which is subtracted 1 hour for lunch/recess

*5.5-hour early dismissal days are calculated as 6 hours of instructional time (8 am to 2 pm) from which is subtracted 30 minutes
for lunch/recess
Attachment 4b Sample Daily and Weekly Schedule

Typical Daily Schedule (Grades K-4): Monday to Thursday


Time Period Time Period
7:30 - 7:55 Arrival and Breakfast 11:56 - 12:46 5
8:05 - 8:15 Homeroom - Morning Meeting 12:46 - 1:38 6
8:17 - 9:07 1 1:40 - 2:30 7
9:07 - 9:57 2 2:32 - 3:22 8
9:57 - 10:10 Break 3:24 - 4:14 9
10:12 - 11:02 3 4:14 - 4:30 Dismissal
11:04 - 11:54 4 - Lunch/Recess


Typical Daily Schedule (Grades K-4): Friday
Time Period Time Period
7:30 - 7:55 Arrival and Breakfast 10:55 - 11:40 4
8:05 - 8:25 Homeroom - Morning Meeting 11:40 - 12:40 Lunch and Recess
8:25 - 9:10 1 12:40 - 1:40 6
9:15 - 10:00 2 1:40 - 1:50 7
10:05 - 10:50 3 1:50 - 2:00 Dismissal

Following is a sample of the proposed schedule for lower school (K-4) teachers. Every teacher
will have at least one 50-minute period a day for planning and collaboration with other section
teachers and the dean of instruction, who will serve as the liaison to school support staff. Grade-
level teams will meet formally once a week during this planning period, led by the lead teacher
and the dean of instruction.

Sample Teachers Schedule (Grades K-4)
Period Time Monday Tuesday Wednesday Thursday Friday
Homeroom 8:00 - 8:15 Morning Meeting
1 8:17 - 9:07 Art English English English Art
Attachment 4b Sample Daily and Weekly Schedule

Period Time Monday Tuesday Wednesday Thursday Friday


2 9:07 - 9:57 English English English English Math
Morning
Break
9:57 - 10:10 Break
3 10:12 - 11:02 English English Math Math English
4 11:04 - 11:54 Lunch/Recess
5 11:56 - 12:46 English Math Math Math English
6 12:48 - 1:38 Math Math English English English
7 1:40 - 2:30 Spanish Spanish Spanish Spanish Science
8 2:32 - 3:22 Art Art Science
Social
Studies
Social Studies
9 3:24 - 4:14 Science
Social
Studies
Computing Art Art
Dismissal 4:14 - 4:30 Dismissal

Attachment 5b School Discipline Policy

The schools Code of Conduct will provide the behavioral framework by which the school will
conduct its day-to-day operations. The Code will reflect academic standards and the right of
every student to learn in a non-threatening environment. It will further reflect the school's desire
to protect each individual's right to have any violations of safety issues addressed appropriately.
The school will expect students to follow the schools Code of Conduct before, during, and after
school, in school buildings, on school grounds, on school buses, at school-related activities, and
on the way to and from these activities.
Code of Conduct
The Code will outline three categories of behaviors unacceptable at Paterson Collegiate Charter
School: those that lead to pre-suspension consequences (Category I), generally applied in the
classroom as described in [insert citation]; those that typically lead to an in-school or short-term
suspension (Category II); and those that typically lead to expulsion (Category III).
Category I Offenses
Category I includes unruly or disorderly conduct; failure to cooperate with teachers or
administrators; uniform violations; possession of cell phones, other electronic devices, or toys;
truancy or ditching; littering; cafeteria infractions; academic dishonesty; and the falsification of
records.
Category II Offenses
Category II includes failure to accept pre-suspension consequences; profanity or obscenity;
fighting; smoking; the possession or use of alcohol, drugs, and/or drug paraphernalia; the
possession or creation of pornographic material; repeated uniform violations; stealing; violent
disorderly conduct; gang activity; defacement or destruction of property; sexual misconduct;
harassment; and possession of look-alike weapons.
Category III Offenses
Category III offenses include physical assault; sexual assault; bullying or extortion; ongoing
actions against staff members; possession of dangerous weapons (including, but not limited to,
firearms); possession of narcotics with the intent to distribute or sell; robbery; false fire alarms or
bomb reports; setting fires; and the possession of fireworks or explosives. Penalties for gun
offenses shall be in accordance with the federal Gun Free Schools Act.
Suspensions and Expulsions
In administering both short- and long-term suspensions, the Paterson Collegiate Charter School
will take appropriate measures to ensure that it fulfills its legal obligations toward students and
parents per N.J.S.A. 18A:37 and N.J.A.C. 6A:16. The school will also ensure compliance in
providing alternative education programs, where appropriate, pursuant to N.J.A.C. 6A:16-9.1.
The school director will have the authority to impose short-term suspensions, which are ten days
or less, and which include both at-home and in-school suspensions.
Attachment 5b School Discipline Policy

In the event that an offense warrants a longer-term suspension or expulsion from the school, the
school director may make such a recommendation to the board of trustees, which will have the
sole authority to expel a student or suspend a student for more than five days.
Should the school director contemplate a long-term suspension or an expulsion, he or she will
notify the student and parents (via telephone) of the alleged misbehavior, the contemplated
penalty, and the process for a long-term suspension or expulsion, and arrangements for alternate
instruction pending the long-term suspension/expulsion hearing. In addition, the parent or
guardian will receive a written notice, either via hand delivery or certified mail within 24 hours
of the decision to recommend such disciplinary action. The notice will be in the parents or
guardians dominant language when feasible, and will explain the nature of the offense and the
parents right to contact the school director or the board chair to discuss the matter informally. In
the event that the parent or guardian cannot read either English or his or her primary language,
the school will also provide this notification orally, and will document the conversation.
Both the student and parent shall have the right to appeal the schools decision and disciplinary
consequence. The student or his or her parent may opt to arrange a conference with the school
director or the chair of the board of trustees, and that discussion would serve as an opportunity
for the parent or pupil to present the students perspective and hear the charges and the schools
evidence. When the school director has recommended expulsion or suspension for more than five
days, the board of trustees will also conduct a formal disciplinary hearing and render a decision
on the recommendation. If the parent speaks a language other than English, the school would
provide for a translator at both the informal conference and any formal hearing. In advance of
any formal hearing, the school director or the board chair would notify the parent or guardian in
writing regarding the parents due process rights, and alternate instruction arrangements. Such
alternate instruction shall be delivered by a certified teacher and shall be equivalent to what the
student would have received in school. Arrangements for alternate instruction shall be made
within 24 hours of an expulsion ruling. The school will be responsible for working with the
parent to make such arrangements, and will be accountable for ensuring that the student receives
the instruction, understanding that parents may never waive their childrens right to alternate
instruction. After any formal hearing, the school director or the board chair would notify the
parent in writing regarding the decision, and any alternate instruction arrangements, including a
reasonable amount of alternate instruction until the student can re-enroll in the district in the case
of an expulsion.
These due process steps will precede any suspension or expulsion except in those cases whereby
the student presents a danger to himself or herself, others, or to school property. In such cases,
the school director may remove the child from school and provide notice and the opportunity for
an informal conference immediately thereafter. In such cases, the school will immediately make
arrangements for alternate instruction for any student who is below the compulsory attendance
age. Such arrangements shall be made within 24 hours of the decision.
Students charged with an offense in any category will have the right to due process, and this right
will be clearly stated in the schools Family Handbook. School personnel will investigate, to the
extent necessary, the facts surrounding the alleged misconduct, inform the student of the reason
for the disciplinary action, and give the student an opportunity to deny the charge and present his
or her own version of the events. Parents will also have the right to address any complaint to the
Attachment 5b School Discipline Policy

staff person closest to the issue. Beyond the classroom teacher, the dean of students shall be the
first point of contact for issues related to student conduct. The dean shall be in regular contact
with parents whose students are models of exemplary behavior as well as with parents of
students who struggle to follow the schools rules. If initial conversations do not resolve the
issue, the parent or student shall have the right to appeal the disciplinary consequence to the
school director. In an extreme situation, an unresolved issue may be referred to the schools
board of trustees, which shall require that the parent send a written explanation of the matter and
a request for remedy to the school office.
Students who receive notice that a long-term suspension or expulsion may be imposed shall be
notified in writing of further due process hearing rights including: the right to be represented by
an attorney at the parents expense; the right to confront or cross-examine school witnesses; the
right to present evidence, the right to challenge school evidence and the right to present
witnesses.
No student shall be suspended or expelled unless the conduct for which he or she is to be
disciplined is related to school activities and/or attendance. In all situations, the student shall be
afforded due process consistent with N.J.S.A. 18A:37 and N.J.A.C. 6A:16.
Discipline of Students with Disabilities
The school will take into account the rights of students with disabilities in disciplinary actions
and proceedings in accordance with N.J.A.C. 6A:14. If a student with an IEP receives a
suspension, the discipline will be administered in accordance with the Behavior Intervention
Plan. If it is determined that the Behavior Intervention Plan is ineffective or if there is a concern
for the health and safety of the student or others if the Behavior Intervention Plan is followed
with respect to the infraction, the matter will be immediately referred to the Special Education
Coordinator for review to determine whether a modification is warranted.
In the event that a student identified as having a disability is suspended during the course of the
school year for a total of eight days, the student will immediately be referred to the Special
Education Coordinator, or a like position or team of individuals, for a review of the students
Behavior Intervention Plan and/or educational placement. In the event the student does not have
a plan in place, a functional behavior assessment will be conducted and a Behavior Intervention
Plan will be developed. The student shall not be suspended for a total of more than 10 days
during the school year without the convening of a Child Study Team meeting prior to the
eleventh day of suspension, because such suspensions may be considered to be a manifestation
of the students disability and/or a change in placement.
Staff Training
All faculty and staff will attend Summer Institute, a three-week training program in August 2013
and every year thereafter. During Summer Institute, staff will be trained in the school discipline
code and procedures, including all obligations under federal and state law and regulations.
Attention will be given to the special requirements governing disciplinary actions and additional
due process rights and procedures for students with disabilities, including students who do not
have an Individualized Education Plan and have yet to be evaluated by the Committee on Special
Education but who the school knows may be eligible for referral to the Committee.
Attachment 6b Resume and Professional Biography School Leader



Steven F. Wilson
1 Main Street, Brooklyn, New York 11201
(617) 388-5474
stevenfredericwilson@gmail.com
|xpcricncc
Founder and President, Ascend Learning 2007present
Formed non-profit organization to forge a scaleable, sustainable model for urban schools to close the
achievement gap; negotiated partnership with Beirut-based Sabis to exclusively license its educational
system for use in urban markets in the Northeastern U.S.; formed charter school boards; led efforts to
obtain charters from NYC Department of Education to open Brooklyn Ascend Charter School in
September 2008, Brownsville Ascend Charter School in September 2009, and Bushwick Ascend Charter
School in 2010; secured leases for the three schools; and oversaw architectural planning, building
construction, hiring, and student enrollment.
Executive Vice PresidentProduct Development, Edison Schools Inc. 2006
Conceived and led development of a second-generation managed school design and business model for
the nations largest private manager of public schools, a $400 million operator, intended to radically boost
achievement levels and bring the company to profitability.
Senior Fellow, John F. Kennedy School of Government, Harvard University 20022006
Led research project on private management of public schools at the Center for Business and
Government, culminating with Learning on the Job: When Business Takes on Public Schools (Harvard
University Press, 2006), which offers a detailed analysis of the first decade of private management of
public schools. The book received the Virginia and Warren Stone Prize for an outstanding book on
education and society, and was reviewed in the Washington Post, the London Times, and Fast Company,
among many other publications. Subject organizations include Edison Schools, KIPP, National Heritage
Academies, Sabis, Chancellor Beacon Academies, Advantage Schools, and Mosaica Education.
Consultant 20042006
Consultant to leading-edge education organizations, including Edison Schools, Charter School Institute of
SUNY, and New Leaders for New Schools.
CEO and Chairman, Advantage Schools, Inc. 19962001
Founded and built a charter school management company to create high-quality urban public schools for
children from economically disadvantaged families. Realized strong and consistent gains in student
achievement across the network of new schools and brought the company to its first quarter of
profitability.
Opened 20 schools educating more than 9,000 students in nine states
Grew annual revenues to $65 million and achieved first quarter of profitable operations, a first for K-
12 management companies
Oversaw the recruitment and training of more than 900 employees
Realized annual student gains on national standardized tests of 9.1 percentile points in 1999-2000
across all schools, subjects, and grades (no exclusions)
Oversaw the development of an ambitious, research-based school design intended to provide a
scalable solution to urban underachievement at existing public spending levels; saw gains in some
schools of 19 percentile points in seven months; for example, in the Houston school, students rose on
average from the 31st percentile to the 50th in their first year, with students in K-2 gaining 43
percentile points in reading.
Attachment 6b Resume and Professional Biography School Leader



Raised $80 million in equity capital from leading venture and institutional capital sources, including
Kleiner, Perkins; Chase Capital; Credit Suisse.
Built or leased and renovated 600,000 square feet of school space.
Recruited professional management team, including the former superintendent of San Francisco and
Dallas.
Advantage merged with Mosaica Education, a competitor, in August 2001.
Special Assistant to the Governor and Director of Strategic Planning,
Commonwealth of Massachusetts 19931996
Responsible for Governor William Welds key government reform initiatives, including government
reorganization and reform of contracted social services. Advised governor on education reform during the
period of sweeping changes in the states K-12 system; drafted and drove the passage of a strong charter
school law; assisted first schools in opening; pressed successfully for tough new academic standards,
curricula, and corresponding state assessments.
Conceived, staffed, and managed governors reorganization proposal for $16 billion Massachusetts
state government, which identified annual savings of half a billion dollars and reconfigured the state
secretariats and agencies. Portions were enacted by the legislature or implemented administratively,
including the reorganization of the governors cabinet and the states education agencies.
Served as governors advisor on education issues and shepherded key initiatives, including charter
schools, through an often hostile legislature. Represented governor to numerous audiences. Assisted
first charter schools in opening; obtained lease of former University of Massachusetts Boston campus
and $10 million public loan for first Edison school in Boston.
Pressed successfully for tough new academic standards, curricula, and corresponding state
assessments; recommended three new appointments to state board of education to uphold these
demanding standards. As a result of the new boards vigilance, the states curricula and MCAS tests
are regarded as among the best of the states.
Led a public campaign, including media, to preserve the practice of contracting for services where
quality would be improved and costs reduced.
Executive Co-director, Pioneer Institute for Public Policy Research 19901993
Co-led Massachusetts leading think tank, established its focus on education, doubled its size, and drafted
the states charter school law.
Researched and wrote book on urban public education and the Boston Public Schools that
recommended the establishment of new, semi-autonomous public schools within the district.
Proposals in book led to the establishment of the citys pilot schools that are today among the citys
most popular and highest achieving.
Drafted legislation that became the states charter school law and that implemented the books
principal policy recommendations. Assisted an area business leader in forming a 300-member group
of area CEOs that successfully pushed the charter school bill through the legislature and into law.
CEO and Chairman, Data Acquisition Systems, Inc. 19811989
Founded and ran this venture capital-backed scientific and industrial automation company. Developed
two ambitious hardware and software product lines that transformed their product categories.
Raised seed venture capital, generated a 150% annual return on investment from creation of joint
venture with a leading instrumentation company.
Attachment 6b Resume and Professional Biography School Leader



|!ucaiicn
A.B., Harvard College, 1981/90, Sociology
Pu||icaiicns
Rethinking Education Governance for the Twenty-First Century, chapter in Paul Manna and Patrick
McGuinn, eds., Education Governance for the Twenty-First Century, Brookings Institution Press, 2012
The Efficient Use of Teachers, chapter in Frederick M. Hess and Eric Osberg, eds., Stretching the
School Dollar: How Schools and Districts Can Save Money While Serving Students Best, Harvard
Education Press, 2010
Learning on the Job: When Business Takes on Public Schools (book), Harvard University Press, 2006
Realizing the Promise of Brand Name Schools, chapter in Diane Ravitch, ed., Brookings Papers on
Education Policy: 2005, Brookings Institution Press, 2005
Opportunities, but a Resistant Culture, chapter in Frederick M. Hess, ed., Educational
Entrepreneurship: Realities, Challenges, and Possibilities, Harvard Education Press, 2006
Reinventing the Schools: A Radical Plan for Boston (book), Pioneer Institute for Public Policy Research,
1992
With Richard Cross and Theodor Rebarber, Student Gains in a Privately Managed Network of Charter
Schools using Direct Instruction (article), Winter 2002, Journal of Direct Instruction
Annual Report on School Performance, 1999-2000 School Year (report), Advantage Schools, 2001
The Government We Choose: Lean, Focused, Affordable (report), Governors Office, Commonwealth
of Massachusetts, 1995
Strengthening the Commonwealths Purchase of Service System (report), Executive Office of
Administration and Finance, Commonwealth of Massachusetts, 1995
Attachment 7b Job Description/Qualifications for School Leader
;b-1q6


P O 5 I T I O N 5 P E C I F I C A T I O N

PO5ITION: Iounding Lover SchooI Direclor


ABOUT THE
ORGANIZATION:
The mission of Ialerson CoIIegiale Charler SchooI is lo equi
every sludenl vilh lhe knovIedge, confidence, and characler lo
succeed in coIIege and beyond. Ils sludenls viII, from lhe earIiesl
grades, sleadiIy buiId a slrong foundalion of Iearning habils,
crilicaI lhinking skiIIs, and knovIedge, exceI academicaIIy in lhe
middIe and high schooIs, and graduale as confidenl young
aduIls, reared lo succeed as coIIege sludenls, cilizens, and
Ieaders in lheir chosen fieIds.


ABOUT THE
PO5ITION:

The SchooI Direclor viII Iead lhe schooI communily in achieving
ils academic and organizalionaI goaIs, buiId and mainlain a
slrong resence for schooI in lhe communily, and deveIo and
cuIlivale enduring reIalionshis vilh sludenls, leachers, arenls,
and communily members and slakehoIders. Reorling direclIy
lo Ascend Learning's Iresidenl, lhe SchooI Direclor viII manage
a leam of 4 incIuding: a Dean of Inslruclion, a Dean of Sludenls, a
Direclor of Oeralions and an Assislanl Direclor of Oeralions.

This is an ideaI oorlunily for a dynamic and visionary
individuaI lo Iay a cenlraI Ieadershi roIe in groving and
shaing a remier charler schooI commilled lo heIing sludenls
achieve high IeveIs of academic achievemenl from kindergarlen
lhrough coIIege.

The SchooI Direclor viII:
Insure achievemenl of largeled academic resuIls,
incIuding curricuIum aIignmenl, acing charls, exams,
inlensives, ensure seciaI educalion and ILL comIiance.
Insure lhe recise imIemenlalion of lhe research-roven
inslruclionaI syslem Iicensed from Ascend arlner SAIS.
Define and buiId a no excuses schooI cuIlure, consislenl
vilh Ascend's rinciIes and looIs. The no excuses
cuIlure asserliveIy shaes sludenls' habils, vaIues, and
asiralions, sels unreIenlingIy high execlalions for
sludenl erformance, and insisls lhal every chiId is
deslined for coIIege.
Working vilh Ascend, manage, deveIo, and evaIuale lhe
schooI's managemenl leam and facuIly lo buiId a cuIlure
of reIenlIess seIf-imrovemenl among lhe enlire schooI.
Serve as lhe key exlernaI sokeserson for lhe schooI,
conveying lhe schooI's mission and buiIding slrong
Attachment 7b Job Description/Qualifications for School Leader
;b-1q;

reIalionshis vilh consliluenls incIuding sludenls,
leachers, arenls, communily members, and lhe media.
Manage lhe schooI's human resource funclions incIuding
recruiling nev leachers, deveIoing relenlion slralegies,
and erforming reguIar erformance revievs and
comensalion ad|uslmenls in accordance vilh Ascend
guideIines.
Ireare and deIiver bi-monlhIy rogress reorls lo lhe
oard of Truslees and aid in recruiling communily and
arenl board members.
Insure and manage osilive schooI-arenl reIalions vilh
lhe goaI of achieving high IeveIs of arenl salisfaclion.
Working vilh lhe Direclor of Oeralions, oversee lhe
schooI's oeralions, finances, and comIiance funclions lo
achieve Ascend's ambilious charler goaIs and grovlh
Ians.
CuIlivale and grov arlnershis vilh communily
organizalions and key slakehoIders.
Recruil lhe schooI's nev kindergarlen sludenls each year
lo reach enroIImenl largels.


CANDIDATE
REQUIREMENT5:

Iducalion and exerience:
acheIor's degree, vilh advanced degree slrongIy referred
Iroven lrack record of eIevaling sludenl achievemenl in an
urban cIassroom for al Ieasl lvo years, vilh a slrong
underslanding of edagogy lhal drives resuIls or excelionaI
Ieadershi exerience vorking direclIy vilh young eoIe in
urban communilies

SkiIIs, lrails and beIiefs:
ReIenlIess commilmenl lo rearing every sludenl for coIIege
AbiIily lo be a boId, lireIess, and engaging change agenl and
cuIlure-crealor, a visionary, a Ieader vho insires and
molivales chiIdren and aduIls
Commilmenl lo imroving lhe minds and Iives of sludenls
from underserved communilies, a dedicalion lo doing
vhalever il lakes lo heI aII lhe schooI's sludenls achieve
academic success
Iassion for academic Iearning and insislence on academic
exceIIence and rigor al aII limes
IxcelionaI seIf-molivalion, enlrereneuriaI siril and leam
orienlalion
IrobIem-soIving skiIIs, vilh a combinalion of confidence and
humiIily
Iffeclive and vinning communicalion skiIIs, bolh oraI
Attachment 7b Job Description/Qualifications for School Leader
;b-1q8

vrillen
CoIIaboralive decision-making slyIe, vilh a roven lrack
record of vorking vilh individuaIs al aII IeveIs lo drive
decision-making and resuIls
SeIf-avareness, vilh an abiIily lo lreal aII members of lhe
schooI's communily vilh resecl and an accurale idea of
one's ovn slrenglhs and veaknesses
AbsoIule inlegrily
AIignmenl vilh lhe educalion hiIosohy and core beIiefs of
Ascend incIuding:
eIief lhal every chiIdnol |usl lhe gifledcan gain
roficiency in lhe academic sub|ecls and be admilled lo
coIIege or universily.
eIief lhal sleady advances in sludenl oulcomes can onIy
be achieved if sludenls' knovIedge is, from lhe earIiesl
grades, buiIl Iike a house, fIoor by fIoor, vilh lhe cerlainly
lhal every recursor concel has been demonslrabIy
maslered before lhe nexl is laughl. Inslruclion musl al aII
limes be cIear, inlenlionaI, and engaging.
eIief lhal schooI Ieaders and facuIly musl conslanlIy
measure lhe imacl of lheir inslruclion and lhe rogress
of lheir schooI.


LOCATION: Ialerson, N}


COMPEN5ATION: Comensalion ackage is commensurale vilh exerience and
incIudes comelilive benefils ackage.

Attachment 7b Job Description/Qualifications for School Leader

;b-1qq

Dean of Instruction
Organizational Overview
The mission of Paterson Collegiate Charter School is to equip every student with the knowledge,
confidence, and character to succeed in college and beyond. Our students will, from the earliest
grades, steadily build a strong foundation of learning habits, critical thinking skills, and
knowledge; excel academically in the middle and high schools; and graduate as confident young
adults, prepared to succeed as college students, citizens, and leaders in their chosen fields.
Position Overview
The dean of instruction is responsible for the academic success of students. The dean inspires teachers to
excel in their jobs and motivates students to achieve their highest potential. He or she provides
instructional and administrative leadership to the teaching staff, oversees the implementation of the
curriculum, coordinates assessments, and monitors students academic performance.
Responsibilities
The dean of instruction is responsible for:

Academic oversight. The dean ensures the academic success of students; recommends necessary
actions and strategies; oversees effective implementation of curriculum and instruction; reviews
and implements pacing charts; coordinates the administration of all assessments, including
weekly computerized tests; coordinates the timely and accurate data entry of scores; thoroughly
analyzes tests results and academic performance, identifies problems, recommends and
implements solutions in a timely manner; and reviews report cards for accuracy in academic
entries.

Teacher coaching. The dean coaches and mentors the faculty; and ensures that teaching is at all
times intentional, engaging, and rigorous.

Academic operations. The dean ensures textbooks and materials are provided for each classroom
and matched to the pacing charts; secures additional materials needed to meet state-mandated
curriculum and state testing requirements; coordinates the referral of students with perceived
special needs to appropriate personnel; and plans and leads assigned school events and programs.

Admissions and placement. The dean ensures the appropriate placement of applicants; and
actively participates in explaining the SABIS educational system to staff, parents, students, and
the community at large.

Staff management. The dean ensures the right spirit, determines and recommends staffing needs
and teachers workloads; effectively assesses and recommends teacher candidates; monitors and
assesses teacher performance, and ensures required training and development; and trains and
supports teachers in Ascend and SABIS methods.

Internal relationships. The dean ensures smooth and efficient working relations that positively
impact academics; works closely and efficiently with the school director, the school leadership
Attachment 7b Job Description/Qualifications for School Leader
;b-1o

team, and Ascend Learning staff to ensure student success and smooth operations; and requests
support as needed.

Internal reporting and compliance. The dean ensures the proper implementation of SABIS
academic systems and standards; maintains a professional image; and completes needed periodic
reports in a timely and accurate manner.

Student/parent relations. The dean reinforces positive student behavior and establishes rapport
with students; counsels students with serious academic problems; reviews and approves official
school communications regarding academic progress or updates; and coordinates individual
academic concerns with parents as appropriate.
Staff and Reporting Relationships
The dean of instruction reports to the school director, works closely with Ascend Learning, and
is a member of the school leadership team.
Qualifications
Candidates must have:

A clear record of elevating student achievement in an urban classroom, with a strong
understanding of pedagogy that drives results
Demonstrated success using data to drive instruction
Strong analytical and problem-solving skills
Strong communication skills (written and oral)
Excellent skills of organization and follow-through
A bachelors degree (masters or higher preferred)

Because some of our students parents speak only Spanish, preference will be given to applicants
who speak Spanish. We strongly encourage alumni of Teach For America, Education Pioneers,
The New Teacher Project, and New Leaders for New Schools to apply.
Skills/Traits
The dean of instruction must:

Be relentlessly committed to preparing every student for college
Possess strong leadership and team skills
Be a self-aware leader who knows how to treat all members of the schools community with
respect
Apply superb organizational, self-management, planning, and execution skills to handle
multiple responsibilities and solve problems effectively
Be dependable and goal-oriented
Be driven to improve the minds and lives of students from underserved communities, and
dedicated to doing whatever it takes to help all the schools students achieve academic
success
Be passionate about academic learning and insistent on academic excellence and rigor at all
times
Demonstrate alignment with the educational philosophy and core beliefs of Ascend Learning
Attachment 7b Job Description/Qualifications for School Leader

;b-11

Dean of Students
Organizational Overview
Paterson Collegiate Charter Schools mission is to equip every student with the knowledge,
confidence, and character to succeed in college and beyond. Our students will, from the earliest
grades, steadily build a strong foundation of learning habits, critical thinking skills, and
knowledge; excel academically in the middle and high schools; and graduate as confident young
adults, prepared to succeed as college students, citizens, and leaders in their chosen fields.
Position Overview
The dean of students is responsible for shaping and sustaining the schools distinctive culture and
ensuring that the students internalize the schools values and aspirations for academic excellence.
Responsibilities
To build a culture of highly ambitious academic expectations, structure and order, intellectual
rigor, and joyfulness, the dean of students devises distinctive assemblies, celebrations, and
rituals; coaches teachers on classroom management; meets with students and parents; develops
and implements a system of merits and demerits; and implements the classroom prefect program
(and broader Student Life program).

The dean of students is responsible for:

School Culture. The dean defines and builds a transformative school culture consistent with
Ascend Learnings principles and inspired and informed by the top-performing urban schools in
the country. With the school director, the dean designs and implements programs that recognize
and reward students; devises school-wide rituals, including morning meetings, songs, chants, and
celebrations that promote the culture and sustain the schools values; and shapes and manages
the physical environment to underscore the schools culture and aspirations.

Student Management. The dean selects and implements behavior management tools, including
overseeing staff training in behavior management policies, techniques, and strategies, and
ensuring the consistent deployment of such tools school-wide; meets with students referred by
teachers for behavioral problems, communicates and meets with the students parents/guardians,
and ensures that consequences for infractions are fairly and consistently implemented throughout
the school; looks for patterns of misbehavior and coordinates appropriate measures as needed
with the school director and the dean of instruction; responds to acute behavioral issues;
coordinates in-school and out-of-school suspensions, ensuring regulatory compliance; and
oversees school safety.

Teacher Resource. The dean serves as an expert resource to teachers on issues of school culture,
classroom management, discipline, and relationships with students; and coaches teachers and
staff in holding all students to high and consistent behavioral expectations.

Student Motivation. The dean communicates with students meeting with, listening to, seeking
to understand, and convincing them as appropriate and builds a support network for students.
Attachment 7b Job Description/Qualifications for School Leader
;b-1z


Prefect Program and Student Life. Prior to the hiring of the director of Student Life in the
schools third year of operation, the dean oversees the Student Life program, including the use of
class prefects in every classroom from the earliest grades. The dean guides teachers in
identifying prefects, devises and implements training for the prefect program, and ensures that
teachers fully leverage the power of class prefects to assist their peers learning, speed
transitions, and build a caring culture where no student is permitted to fall behind. The dean
oversees the Student Life period, during which students tutor one another, and identify and lead
academic, artistic, and athletic activities (including after the school day).

Attendance and Use of Time. The dean assertively engages parents and students in realizing the
schools demanding standards for attendance and on-time arrival; and manages transitions,
minimizes loss of time, and promotes a sense of urgency in learning.

Documenting Incidents. The dean implements and ensures the school-wide use of SABIS
information technology tools for reporting and documenting infractions, and ensures that proper
records are kept of communications with parents regarding discipline.
Qualifications and Skills
The dean of students must:

Be relentlessly committed to preparing every student for college
Be aligned with the education philosophy and core beliefs of Ascend Learning
Possess strong leadership and team skills
Be a self-aware leader who knows how to treat all members of the schools community
with respect, appraises accurately his or her strengths and weaknesses, and is perceptive
about how he or she is regarded
Have superb organizational and self-management skills and be able to handle multiple
responsibilities effectively; have strong planning and execution skills; be a goal-oriented
and effective problem-solver
Be dependable
Be driven to improve the minds and lives of students from underserved communities,
dedicated to doing whatever it takes to help all the schools students achieve academic
success
Be passionate about academic learning and insistent on academic excellence and rigor at
all times

Candidates must have:

A clear record of elevating student achievement in an urban classroom, with a strong
understanding of pedagogy that drives results
Excellent communication skills (written and oral)
Strong analytical and problem-solving skills
Excellent skills of organization and follow-through
A bachelors degree

Attachment 7b Job Description/Qualifications for School Leader
;b-1

An advanced degree is strongly preferred. In addition, because some of our parents speak only
Spanish, we will give preference to applicants who speak Spanish. Alumni of Teach For
America, Education Pioneers, The New Teacher Project, and New Leaders for New Schools are
strongly encouraged to apply.
Staff and Reporting Relationships
The dean shall report to the school director, collaborate closely with the dean of instruction,
work closely with Ascend Learning, and participate as a member of the school leadership team.
Attachment 8b Resume and Professional Biographies/ Leadership Team

No resumes or professional biographies are available as no leadership members have been


identified.
Attachment 9b Legal Governance Documents
qb-1

PATERSON COLLEGIATE CHARTER SCHOOL


(a New Jersey Education Corporation)
_______________________________________
BY-LAWS
_______________________________________
I.
NAME, CERTIFICATE OF INCORPORATION AND CHARTER
The name of the corporation is the Paterson Collegiate Charter School (the School).
The location of principal office, and purposes of the School shall be as set forth in the
Certificate of Incorporation prepared and filed with the State of New Jersey. These By-Laws, the
powers of the School and of its Trustees and officers, and all matters concerning the conduct and
regulation of the business of the School, shall be subject to such provisions in regard thereto, if
any, as are set forth in the Certificate of Incorporation and charter; and the Certificate of
Incorporation and charter are hereby made a part of these By-Laws. All references in these By-
Laws to the Certificate of Incorporation or charter shall be construed to mean the Certificate of
Incorporation or charter of the School as each may be from time to time amended.
II.
PURPOSE
1. Not For Profit. The School is organized as a non-profit corporation under the laws of
the state of New Jersey and is not organized for any profit-making purpose.
2. Purposes and Powers. The purposes of the School are educational within the meaning
of Section 501(c)(3) of the Internal Revenue Code of 1986, as amended. Specifically, the School
is organized to establish and operate a charter school in the City of Paterson and shall have all
corporate powers necessary and desirable for carrying out a charter school program in
accordance with the Charter School Program Act of 1995, N.J.S.A. 18A: 36A; Charter Schools
Administrative Code N.J.A.C. 6A: 11; New Jersey Public School Law, N.J.S.A. 18A; and New
Jersey Public School Administrative Code, N.J.A.C. 6 & 6A.
3. Mission. The mission of this School is to operate a school that will equip students of
all racial and ethnic backgrounds with the knowledge, confidence, and character to succeed in
college and beyond. The Schools students will, from the earliest grades, steadily build a strong
foundation of learning habits, critical-thinking skills, and knowledge; excel academically in the
middle and high school, mastering high-level math and science; and graduate as confident young
adults, prepared to succeed as college students, citizens, and leaders in their chosen fields.

III.
Attachment 9b Legal Governance Documents
qb-16

MEMBERSHIP
The Corporation shall have no members. The Board of Trustees shall take any and all
actions and votes required or permitted by law to be taken by members and any such action or
vote so taken shall be taken by action or vote of the same percentage or number of Trustees of
the School as would be required of members so acting or voting.
IV.
MEMBERS, SPONSORS, BENEFACTORS, CONTRIBUTORS,
ADVISERS, FRIENDS OF THE SCHOOL
The Trustees may designate certain persons or groups of persons as members, sponsors,
benefactors, contributors, advisers or friends of the School or such other title as they deem
appropriate. Such persons shall serve in an honorary capacity and, except as the Trustees shall
otherwise designate, shall in such capacity have no right to notice of or to vote at any meeting,
shall not be considered for purposes of establishing a quorum, and shall have no other rights or
responsibilities.
V.
BOARD OF TRUSTEES
1. Number of Trustees. The initial Board of Trustees shall consist of five Trustees.
The number of Trustees constituting the entire Board shall never be fewer than five and
not more than eleven. Such number may be fixed from time to time by action of the Trustees.
The number of Trustees may be increased or decreased by a vote of the majority of the entire
Board. In any event, the fixed number of Trustees shall be an odd number. No decrease shall
shorten the term of any incumbent Trustee.
2. Qualifications of Trustees. Trustees shall be selected on the basis of their expertise and
experience in primary and secondary education, community-based organizations, fundraising,
financial management, and other skills valuable to the School. However, teachers, school
administrators, and other school employees may not serve on the Board of Trustees.
3. Election and Term. The first Board of Trustees shall consist of those persons named as
the initial Trustees in the Schools charter school application and shall hold office until the first
annual meeting of Trustees and until their successors have been elected and qualified. Thereafter,
Trustees who are elected at the annual meeting of the Board of Trustees, and Trustees who are
elected in the interim to fill vacancies and newly created trusteeships, shall hold office until the
next annual meeting of the Trustees and until their successors have been elected and qualified. If
any Trustee shall fail to attend three consecutive meetings without excuse accepted as
satisfactory by the remaining Trustees, he shall be deemed to have resigned, and the vacancy
shall be filled in accordance with this Article V.
4. Vacancies. Vacancies created by the death, removal or resignation of one or more
Trustees, or otherwise, may be filled by vote of a majority of the Trustees remaining in office.
Attachment 9b Legal Governance Documents
qb-1;

5. Powers. Responsibility for the policy and operation of the School shall be vested in
and exercised by the Board of Trustees, who shall pursue such policies and principles as shall be
in accordance with law, the provisions of the Certificate of Incorporation, the Schools charter
and these By-Laws. To the extent permitted by law, the Board of Trustees may, by general
resolution, delegate to officers, the School Director, or employees or agents of the School such
powers as they may see fit.
6. Resignation of Trustees. Any Trustee may resign from the School by delivering a
written resignation to the Chair, the Secretary, or to a meeting of the Board of Trustees. The
resignation shall be effective upon receipt unless a later date is specified.
7. Removals. The Board of Trustees may, by affirmative vote of a majority of the
Trustees then in office, remove any Trustee from office for misconduct, incapacity, or neglect of
duty, provided that said Trustee may be removed only after examination and due proof of the
truth of a written complaint by any other Trustee, of misconduct, incapacity or neglect of duty;
and provided further, that at least one weeks previous notice of the proposed action shall have
been given to the accused and to each Trustee.
8. Meetings of the Board of Trustees. The Board of Trustees shall meet once each month
at the school for a regular, annual or special meeting, based, initially, on the calendar attached
hereto as Exhibit A, and thereafter as scheduled by the Trustees. Timely public notice of all such
regular meetings shall be provided as specified in the Open Public Meetings Act (N.J.S.A. 10:4-6
et seq.
The Trustees shall hold an annual meeting in June of each year, and any business may be
transacted thereat. If in any year such annual meeting is not so held, a special meeting may be
held in lieu thereof at a later time.
Regular or Special Meetings of the Board of Trustees may be held at any time when
called by the Chair, or three or more Trustees. Written notice of the time and place of any
meeting of the Trustees shall be given to each Trustee by the Secretary, or, in the case of the
death, absence, incapacity or refusal of the Secretary, by the Chair or Trustees calling the
meeting.
Notice to a Trustee of any meeting shall be deemed to be sufficient if sent by: (i) mail at
least five but not more than ten days prior to such meeting, addressed to such Trustee at such
Trustees usual or last known business or residence address.
A Trustee may waive any notice (or specify alternate, lesser notice) before or after the
date and time of the meeting. The waiver shall be in writing, signed by the Trustee entitled to the
notice, or to the extent permitted by applicable law in the form of an electronic transmission by
the Trustee to the School, and filed with the records of the meeting. A Trustees attendance at or
participation in a meeting waives any required notice to him or her of the meeting unless the
Trustee at the beginning of the meeting, or promptly upon his or her arrival, objects to holding
the meeting or transacting business at the meeting and does not thereafter vote for or assent to
action taken at the meeting.
Attachment 9b Legal Governance Documents
qb-18

Notice of each meeting shall be posted at the school, on the schools website and on the
Ascend Learning website, and sent to a media contact at least 72 hours before each meeting
scheduled at least one week in advance, or, for all other meetings, at a reasonable time prior
thereto.
The Board of Trustees and its committees shall comply with the New Jersey Open Public
Meetings Act codified at N.J.S.A. 10:4-6 et. seq. and all meetings, including Special Meetings,
shall be held in accordance with the Open Public Meetings Act including, without limitation, the
requirement that the notice of meetings include the date, time and location.
A record shall be kept and maintained of all meetings of the Board of Trustees or
committees thereof, including: the time, date, and location of the meeting; the Trustees present
at the meeting; and a record or summary of all motions, proposals, resolutions and any other
matter formally voted upon and the vote thereon. The record of all meetings shall be made
available to the public in accordance with the Open Public Meetings Act.
9. Quorum; Action at a Meeting. A majority of the whole number of Trustees at the time
a meeting is duly called and held shall constitute a quorum. When a quorum is present at any
such meeting, the vote of a majority of the Trustees present shall be necessary and sufficient for
election to any office or for a decision on any matter, except as otherwise required by law, by the
Certificate of Incorporation, the Schools charter or these By-Laws. Whether or not a quorum is
present, any meeting may be adjourned from time to time by a majority of the votes cast upon
the question, without notice other than by announcement at the meeting, and without further
notice to any absent Trustee. At any adjourned meeting at which a quorum shall be present, any
business may be transacted which might have been transacted at the meeting as originally called.
10. Consent in Lieu of Trustees Meeting. No action required or permitted to be taken at
any meeting of the Trustees may be taken by written consent.

11. Committees of Trustees. The Board of Trustees may appoint from their number an
Executive Committee, a Finance Committee and an Education/Accountability Committee as they
see fit for the effective governance of the School.
Each standing committee, to the extent provided in the resolution creating such
committee or in the Certificate of Incorporation, charter or By-Laws, shall be vested with all of
the authority of the Board, provided, however, no such committee shall have any power
prohibited by law, the Certificate of Incorporation or the Schools charter, or the power:
(a) To submit to members, if any, any action requiring members
(b) To change the size of the Board of Trustees or to fill vacancies in the Board
of Trustees or in any committee
(c) To fix the compensation of the Trustees for serving on the Board or on any
committee
(d) To amend or repeal the By-Laws or to adopt new By-Laws
Attachment 9b Legal Governance Documents
qb-1q

(e) To amend or repeal any resolution of the Board of Trustees which by its terms
shall not be so amendable or subject to repeal
(f) To authorize a sale or other disposition of all or substantially all the property
and business of the School; or
(g) To authorize the liquidation or dissolution of the School.
Other special committees of the Board may be established and members appointed by the
School Director with the consent of the Board. Special committees shall have only the powers
specifically delegated to them by the Board and in no case shall have powers which are not
authorized for standing committees.
In accordance with New Jersey law (N.J.S.A. 18A:36A-15), the Board of Trustees shall
establish a Grievance Committee comprised of both parents and teachers to make non-binding
recommendations to the Board of Trustees concerning the disposition of complaints. The
Grievance Committee shall have four members who will serve one year terms, with one member
designated as chairperson by the other committee members. Committee members shall be
appointed each year at the first Board of Trustees meeting following the annual meeting.
Grievance Committee members may serve no more than two consecutive terms on the committee.
The Board of Trustees shall have the power to rescind any vote or resolution of any
special committee; provided, however, that no rights of third parties shall be impaired by such
rescission.
Each member of a committee shall hold office until the next annual meeting of the Board
of Trustees (or until such other time as the Board of Trustees may determine, either in the vote
establishing the committee or at the election of such member) and until his or her successor is
elected and qualified, or until he or she sooner dies, resigns, is removed or becomes disqualified
by ceasing to be a Trustee, or until the committee is sooner abolished by the Board of Trustees.
A majority of the members of any committee shall constitute a quorum for the transaction
of business, but any meeting may be adjourned from time to time by a majority of the votes cast
upon the question, whether or not a quorum is present, and the meeting may be held as adjourned
without further notice. Each committee may make rules not inconsistent herewith for the holding
and conduct of its meetings, but unless otherwise provided in such rules its meetings shall be
held and conducted in the same manner, as nearly as may be, as is provided in these By-Laws for
meetings of the Board of Trustees, and shall be subject to the Open Public Meetings Act.
12. Open Public Meetings Act. To the extent of any conflict between any provision of
these By-Laws and the Open Public Meetings Act, the Open Public Meetings Act shall prevail
and control.
13. Executive Director or Headmaster. The Board of Trustees, by vote of a majority of
the Trustees present when there is a quorum, may appoint an Executive Director or Headmaster,
the School Director, for such period of time and upon such terms and conditions as the Board
may determine.
Attachment 9b Legal Governance Documents
qb-16o

VI.
OFFICERS
1. Officers. The officers of the School shall be a Chair, a Treasurer, a Secretary, and such
other officers, which may include a Controller, one or more Vice Chairs, Assistant Treasurers,
Assistant Secretaries or Assistant Controllers, as the Board of Trustees may, in its discretion,
elect or appoint. The School may also have such agents, if any, as the Board of Trustees may, in
its discretion, appoint. Any two or more offices may be held by the same person, except the
offices of Chair and Secretary.
Subject to law, to the Certificate of Incorporation, the Schools charter and the other
provisions of these By-Laws, each officer shall have, in addition to the duties and powers herein
set forth, such duties and powers as the Board of Trustees may from time to time designate.
The Chair, the Treasurer, and the Secretary shall be elected annually by the Board of
Trustees at its annual meeting, by vote of a majority of the entire Board of Trustees. Such other
offices of the School as may be created in accordance with these By-Laws may be filled at such
meeting by vote of a majority of the entire Board of Trustees, or at any other time.
Each officer shall hold office until the next annual meeting of the Board of Trustees and
until his or her successor is elected or appointed and qualified, or until he or she sooner dies,
resigns, is removed, or becomes disqualified. Each agent shall retain his or her authority at the
pleasure of the Board of Trustees.
Any officer, employee, or agent of the School may be required, as and if determined by
the Board of Trustees, to give bond for the faithful performance of his duties.
2. Chair. The Chair shall be the chief executive officer of the School and shall have
general charge and supervision of the business, property and affairs of the School unless
otherwise provided by law, the Certificate of Incorporation, the Schools charter, the By-Laws,
or by specific vote of the Board of Trustees. The Chair shall preside at all meetings of the Board
of Trustees at which he is present except as otherwise voted by the Board of Trustees.
3. Vice Chair. Any Vice Chair shall have such duties and powers as shall be designated
from time to time by the Board of Trustees, and in any case, shall be responsible to and shall
report to the Chair. In the absence or disability of the Chair, the Vice Chair, or if there be more
than one, the Vice Chair s in the order of their seniority or as otherwise designated by the Board
of Trustees, shall have the powers and duties of the Chair.
4. Secretary; Assistant Secretary. The Secretary shall record all proceedings of the
Trustees in books to be kept therefore which shall be open during business hours to the
inspection of any Trustee, and shall have custody of the Schools records, documents and
valuable papers. He shall notify the Trustees of the meetings in accordance with these By-Laws.
In the absence of the Secretary from any such meeting, the Assistant Secretary, if any, may act as
temporary secretary, and shall record the proceedings thereof in the aforesaid books, or a
temporary secretary may be chosen by vote of the meeting.
Attachment 9b Legal Governance Documents
qb-161

Unless the Board of Trustees shall otherwise designate, the Secretary or, in his or her
absence, the Assistant Secretary, if any, shall have custody of the corporate seal and be
responsible for affixing it to such documents as may be required to be sealed.
The Secretary shall have such other duties and powers as are commonly incident to the
office of a corporate secretary, and such other duties and powers as may be prescribed from time
to time by the Board of Trustees.
Any Assistant Secretary shall have such duties and powers as shall from time to time be
designated by the Board of Trustees or the Secretary, and shall be responsible to and shall report
to the Secretary.
5. Treasurer. The Treasurer shall be the chief financial officer of the School and shall be
in charge of its funds and the disbursements thereof, subject to the Chair and the Board of
Trustees, and shall have such duties and powers as are commonly incident to the office of a
corporate treasurer and such other duties and powers as may be prescribed from time to time by
the Board of Trustees.
6. Assistant Treasurer. Any Assistant Treasurer shall have such duties and powers as
shall be prescribed from time to time by the Board of Trustees or by the Treasurer, and shall be
responsible to and shall report to the Treasurer. In the absence or disability of the Treasurer, the
Assistant Treasurer or, if there be more than one, the Assistant Treasurers in their order of
seniority, or as otherwise designated by the Board of Trustees, shall have the powers and duties
of the Treasurer.
7. Resignations. Any officer of the School may resign at any time by giving written
notice to the School by delivery thereof to the Chair, the Clerk, or to a meeting of the Board of
Trustees.
8. Removals. The Board of Trustees may, by affirmative vote of two-thirds of the entire
Board of Trustees, remove from office the Chair, the Secretary, the Treasurer or any other officer
or agent of the School in the same manner as it may remove a Trustee.
9. Vacancies. If the office of any member of any committee or any other office becomes
vacant, the Board of Trustees may elect or appoint a successor or successors by vote of a
majority of the whole number of Trustees. Each successor as an officer shall hold office for the
unexpired term and until his successor shall be elected or appointed and qualified, or until he
sooner dies, resigns, is removed or becomes disqualified.
VII.
INDEMNIFICATION OF DIRECTORS,
OFFICERS, EMPLOYEES, OR OTHERS
1. The School shall, to the extent legally permissible, as permitted by Sections 15A: 2-8
and 15A: 3-4 of the new Jersey Nonprofit Corporation Act, indemnify each person who serves as
one of its Trustees or officers, or who serves at its request as a member, trustee, director or
Attachment 9b Legal Governance Documents
qb-16z

officer of another organization or in such capacity with respect to any employee benefit plan
(each such person, including such persons heirs, executors and administrators, being herein
called a Person) against all liabilities and expenses, including amounts paid in satisfaction of
judgments, in compromise or as fines and penalties, and counsel fees, actually and reasonably
incurred by such Person in connection with the defense or disposition of any action, suit, or
appeal therein, or other proceeding, whether civil or criminal, in which such Person may be
involved or with which such Person may be threatened, while in office or thereafter, by reason of
being or having been such a Person, except with respect to any matter as to which such Person
shall have been adjudicated in any proceeding not to have acted in good faith in the reasonable
belief that his or her action was in the best interests of the School and, in criminal actions or
proceedings, not to have had reasonable cause to believe that his conduct was unlawful. Any
Person who at the request of the School serves another organization or an employee benefit plan
in one or more of the above indicated capacities and who shall have acted in good faith in the
reasonable belief that his or her action was in the best interests of such other organization or in
the best interests of the participants or beneficiaries of such employee benefit plan shall be
deemed to have acted in such manner with respect to the School.
2. Notwithstanding the foregoing, as to any matter disposed of by a compromise payment
by any Person, pursuant to a consent decree or otherwise, no indemnification either for said
payment or for any other expenses shall be provided unless such compromise shall be approved
as in the best interests of the School, after notice that it involves such indemnification, (a) by a
majority of the Trustees when a quorum is present, none of whom are interested Trustees; or (b)
by a majority of the Trustees when a quorum is present, none of whom are interested Trustees,
provided that there has been obtained an opinion in writing of independent legal counsel to the
effect that such Person appears to have acted in good faith in the reasonable belief that his or her
action was in the best interests of the School; or (c) if the School has members at any time, by a
majority of the members entitled to vote, none of whom are interested members, voting as a
single class.
3. Expenses, including counsel fees, actually and reasonably incurred by any Person in
connection with the defense or disposition of any such action, suit or other proceeding may be
paid from time to time by the School in advance of the final disposition thereof upon receipt of
an undertaking by such Person to repay the amounts so paid if such Person ultimately shall be
adjudicated to be not entitled to indemnification under this Article VI. Such an undertaking may
be accepted without reference to the financial ability of such Person to make repayment.
4. Each Person shall be deemed to have accepted and to have continued to serve in the
office to which he or she has been appointed in reliance upon the provisions of paragraphs 1 and
2 of this Article VI. Such provisions shall be separable, and if any portion thereof shall be finally
adjudged to be invalid, such invalidity shall not affect any other portion which can be given
effect. Such provisions shall not be exclusive of any other right which any Person or any
employee or agent of the School may have or hereafter acquire, whether under any By-Law,
agreement, judgment, decree, provision of law or otherwise; and such provisions and all other
such rights shall be cumulative.
5. The School, by vote of its Board of Trustees, may purchase and maintain insurance on
behalf of any Person who is or was a Trustee, officer, employee or other agent of the School, or
Attachment 9b Legal Governance Documents
qb-16

is or was serving at the request of the School with respect to an employee benefit plan or as a
trustee, director, officer, employee or other agent of another corporation of which the School is
or was a stockholder, member or creditor, against any liability incurred by him in any such
capacity or arising out of his status as such, whether or not the School would have the power to
indemnify him or her against such liability.
6. As used in this Article VI, an interested member, Trustee or officer is one against
whom in such capacity the proceeding in question, or another proceeding on the same or similar
grounds, is then pending.
VIII.
EXECUTION OF PAPERS
Except as the Board of Trustees may generally or in particular cases authorize or direct
the execution thereof in some other manner, all deeds, leases, transfers, contracts, proposals,
bonds, notes, checks, drafts, and other obligations made, accepted or endorsed by the School
shall be signed or endorsed on behalf of the School by the Chair or the Treasurer or their
designees.
IX.
SOURCE AND INVESTMENT OF FUNDS
Funds for the operation of the School and for the furtherance of its objectives and
purposes may be derived from grants and allocations from governmental or private agencies or
bodies, donations from public and private organizations, associations and individuals, and such
other sources as may be approved by the Board of Trustees. Except as otherwise provided by law
or lawfully directed by any grantor or donor, the School may retain or dispose of all or any part
of any real or personal property acquired by it and invest and reinvest any funds held by it
according to the judgment of the Board of Trustees, without being restricted to the class of
investments which fiduciaries are or hereafter may be permitted by law to make.
X.
PROHIBITION REGARDING THE USE OF FUNDS AND
DISTRIBUTION OF ASSETS ON DISSOLUTION
No part of the net earnings or receipts of the School shall inure to the benefit of any
Trustee or officer of the School or any private individual; provided, however, that this
prohibition shall not prevent the payment to any person of such reasonable compensation for
services actually rendered to or for the School in conformity with these By-Laws and New Jersey
Law. No Trustee or officer of the School, or any private individual, shall be entitled to share in
the distribution of any of the corporate assets on dissolution of the School. All the Trustees of the
School shall be deemed to have expressly consented and agreed that upon such dissolution or
concluding of the affairs of the School, whether voluntary or involuntary, the assets of the
School then remaining in the hands of the Board of Trustees shall be distributed, transferred,
conveyed, delivered and paid over to the school district in which the School is located or another
Attachment 9b Legal Governance Documents
qb-16q

charter school located within the school district, and further, that the Trustees will oversee the
orderly transfer of students and student records to the school district in which the School is
located.
XI.
SEAL
The seal of the School, if any, shall be in such form as the Board of Trustees shall
prescribe.
XII.
FISCAL YEAR
The fiscal year of the School shall be from the first day of July through the thirtieth day
of June.
XIII.
AMENDMENTS
The Board of Trustees, by a two-thirds vote of Trustees then in office, may alter, amend
or repeal these By-Laws, in whole or in part.
XIII.
CONFLICT WITH CHARTER
To the extent there are any conflicts between the terms of the Schools Charter and the
terms of these By-laws, the terms of the Charter will control. To the extent of any conflict
between any provision of these By-laws and the Open Public Meetings Act, the Open Public
Meetings Act will control.

These By-laws were adopted by the Board of Trustees at its meeting held on _________ by a
vote of _________.

__________________________
Board Secretary

Attachment 9b Legal Governance Documents
qb-16

PATERSON COLLEGIATE CHARTER SCHOOL


CODE OF ETHICS
FOR SCHOOL TRUSTEES, OFFICERS AND EMPLOYEES
The board of trustees recognizes that sound, ethical standards of conduct serve to increase the
effectiveness of school board trustees and their staff as educational leaders in their community.
Actions based on an ethical code of conduct promote public confidence and the attainment of
school goals. The board also recognizes its obligation under the General Municipal Law to adopt
a code of ethics consistent with the provisions of the General Municipal Law, setting forth the
standards of conduct required of all school trustees, officers and employees.
Therefore, every officer and employee of the school, whether paid or unpaid, including the board
trustees, shall adhere to the following code of conduct:
1. Gifts: An officer or employee shall not directly or indirectly solicit any gifts; nor shall an
officer or employee accept or receive any single gift having a value of $75 or more, or
gifts from the same source having a cumulative value of $75 or more over a twelve-
month period, whether in the form of money, services, loan, travel, entertainment,
hospitality, thing or promise, or any other form, if it could reasonably be inferred that the
gift was intended to influence him or her in the performance of his or her official duties
or was intended as a reward for any official action on his or her part.
However, the board welcomes and encourages the writing of letters or notes expressing
gratitude or appreciation to staff members. Gifts from children that are principally
sentimental in nature and of insignificant financial value may be accepted in the spirit in
which they are given.
2. Confidential information: An officer or employee shall not disclose confidential
information acquired by him or her in the course of his or her official duties or use such
information to further his or her own personal interest. In addition, he/she shall not
disclose information regarding any matters discussed in an executive session of the board,
whether such information is deemed confidential or not.
3. Representation before the board: An officer or employee shall not receive or enter into
any agreement, express or implied, for compensation for services to be rendered in
relation to any matter before the school board.
4. Representation before the board for a contingent fee: An officer or employee shall not
receive or enter into any agreement, express or implied, for compensation for services to
be rendered in relation to any matter before the school board, whereby the compensation
is to be dependent or contingent upon any action by the school with respect to such
matter, provided that this paragraph shall not prohibit the fixing at any time of fees based
upon the reasonable value of the services rendered.
5. Disclosure of interest in matters before the board: A member of the board of trustees and
any officer or employee of the school, whether paid or unpaid, who participates in the
discussion or gives official opinion to the board on any matter before the board shall
Attachment 9b Legal Governance Documents
qb-166

publicly disclose on the official record the nature and extent of any direct or indirect
financial or other private interest he or she has in such matter. The term interest means
a pecuniary or material benefit accruing to an officer or employee.
6. Investments in conflict with official duties: An officer or employee shall not invest or hold
any investment directly in any financial, business, commercial or other private
transaction that creates a conflict with his or her official duties.
7. Private employment: An officer or employee shall not engage in, solicit, negotiate for or
promise to accept private employment when that employment or service creates a conflict
with or impairs the proper discharge of his or her official duties.
8. Future employment: An officer or employee shall not, after the termination of service or
employment with the board, appear before the board or any panel or committee of the
board, in relation to any case, proceeding, or application in which he or she personally
participated during the period of his or her service or employment or that was under his
or her active consideration. This provision shall not bar or prevent the timely filing by a
present or former officer or employee of any claim, account, demand or suit against the
district on his or her own behalf or on behalf of any member of his or her family arising
out of any personal injury or property damage or for any lawful benefit authorized or
permitted by law.
Distribution of Code of Ethics
The Chief Executive Officer shall cause a copy of this Code of Ethics to be distributed annually
to every officer and employee of the school. Each officer and employee elected or appointed
thereafter shall be furnished a copy before entering upon the duties of his or her office or
employment.
Penalties
In addition to any penalty contained in any other provision of law, any person who shall
knowingly and intentionally violate any of the provisions of the boards code of ethics may be
fined, suspended, or removed from office or employment, as the case may be, in the manner
provided by law.
Attachment 10b Board Training and Development Plan

Board Training and Development


All board members will receive an orientation prior to starting their duties, as well as an annual
training in June of each school year beyond that of the New Jersey School Boards Association.
Orientation and annual training will cover the following topics:

Purpose of the charter school board;
Difference between governance and management;
Roles and responsibilities of trustees;
Steering the organization and achieving the mission;
Working with committees;
Financial oversight;
Developing effective board policies;
Running an effective board meeting;
Keeping minutes;
Parent and community relations;
Open Meetings Law;
Public Records Law;
Preparing for renewal from day 1; and
Legal and contractual sources.

All new trustees will visit the school and observe classes.

The board will develop a self-evaluation tool during the first year of operations of the charter
school. The tool will be implemented in June of each year and will be used to inform the boards
planning for the upcoming year.
Attachment 11b Community Partners Evidence

Currently, there are no planned community partnerships


Attachment 12b School Enrollment Policy

Recruitment and Admissions Policy and Practices


Any child who is qualified under New Jersey law for admission to a public school is qualified for
admission to the school, including students with IEP (special education students) and English
language learners (ELL). To qualify for admission to kindergarten, children will have to be five
years of age on or before October 1 of their kindergarten year. As required by law, the school
will give preference to those students who are residents of the school district of location, as well
as those students with siblings who have already been enrolled in the school.
The school will not give preference to the children of school employees, or to the children of
members of the board of trustees. The schools admission policy is non-sectarian. Admission to
the school shall not be limited on the basis of intellectual ability, measures of achievement or
aptitude, athletic ability, disability, race, creed, gender, national origin, religion or ancestry. The
schools application forms will not request student demographic data, with the exception of age
and grade information. The application forms will request both a residential address and several
forms of family telephone contact information.

In no event shall a staff member complete an application for a parent/guardian over the phone, or
sign a form on behalf of a parent/guardian in the event the parent/guardian neglected to do so. In
those instances where a parent/guardian requires assistance in completing the application, e.g.,
because he or she cannot read or write in English, a school staff member will complete the
document on behalf of the parent/guardian in his or her presence or provide an application
translated in the parent/guardians native language. The staff member will ask the
parent/guardian to make a mark in lieu of a signature. The staff member will note on the form
that the parent/guardian was unable to read or write, and will initial the form next to the mark to
ensure that he or she is identified as the individual who completed the form.

The school will begin accepting applications at the beginning of the second week of January, and
continue until April 1 of each year. If there are more applications than seats available in a grade,
an admissions lottery will be held during the second week of April. Once a parent/guardian is
notified in writing of the students acceptance to the school, he or she will have until registration
day to accept the offer of admission and complete the registration forms for the next school year.
The school will make at least three attempts to contact unresponsive families, including
telephone contacts and email, prior to drawing from the wait list. The school will carefully
document all such contacts.
The school will embark on an extensive public information and student recruitment campaign in
the fall and winter of each year, broadly distributing marketing materials including Spanish
translations. All marketing materials will communicate that the school is a tuition-free public
school of choice, and that it welcomes and serves all children who are in the grades served by the
school. Upon hiring, the school director will lead the enrollment campaign, assisted by school
staff and staff from Ascend Learning. Until such time, Ascend staff members will continue to
coordinate the recruitment campaign. The high visibility of the school leader, as well as the track
record of other schools managed by Ascend Learning, will give families confidence in the
strength and stability of the new school, giving them additional evidence that the school is the
place where they should invest in their childrens future.
Attachment 12b School Enrollment Policy

The school will encourage families to seek out as much information about the school as possible,
to ensure that they make an informed decision about the school and its offerings. However, the
school will in no way require families to attend meetings or information workshops as a
condition of enrolling their student in the school, nor will it require parents/guardians or students
to adhere to the schools mission or philosophy or to sign any agreements or contracts imposing
certain responsibilities or commitments (e.g., reviewing homework, attending parent
conferences, or volunteering for the school) as a condition of admission or ongoing enrollment in
the school. The school may request parents to sign a voluntary, non-binding compact, in which
they, the school, and teachers pledge to do their part to make the school succeed after the child
has enrolled in the school. This document will clearly state that signing is voluntary and not
required as a condition of admission or ongoing enrollment and that the parent/guardian may
change his or her mind at any point without consequence.
The school will host informational events at either the school or at local community venues, and
the school director, trustees, and staff from the school and Ascend Learning will make
presentations and answer questions about the school. In addition, the school will market itself
through both traditional means, such as direct mail or media buys, which can reach the broader
community, as well as grassroots and community-based marketing strategies, such as
participation in community fairs, picnics, and cultural events, to build awareness of the school
among those families who may not be reached by more traditional methods. For example, the
school will target local daycare centers (including Head Start facilities) and local businesses such
as convenience stores, laundromats, barber shops, and salons, and will seek permission to leave
marketing materials at those locations.
In addition, the school will make good faith efforts to attract and retain students with disabilities
and limited English proficient students comparable to the demographics of the district. The
school will ensure that such students are welcomed and served in an effective manner. The
planning team and staff of the school will recruit families of students who are learning English as
a second language and who have special education needs. To promote the school among these
special populations, the planning team and staff will visit neighborhood feeder schools (pre-
schools and elementary schools) that serve high populations of students who are learning English
as a second language and who have special education needs. As noted, the planning team and
staff also will recruit students by reaching out to community organizations whose language and
ethnic diversity reflect the community.
Should the school receive more applications than can be accommodated at a given grade level
(or school-wide), the school will conduct a random, electronic public lottery for the applicable
grade(s), which will ensure that all students have an equal chance of admission. The school will
give preference to returning students, siblings of enrolled students, and to resident students.
Families of students who have applied to the school will be invited to attend. In addition, the
school will invite an independent observer.
Each application will contain the students prospective grade, as well as whether the applicant
has a currently enrolled sibling or a sibling who is currently applying, or a resident preference. In
the event that multiple siblings (defined as students who have at least one parent or legal
guardian in common, including foster parents) are applying for admission, there will be no
admission preference during the lottery; preference will be given once one sibling is enrolled in
Attachment 12b School Enrollment Policy

the school. The selection of names will begin at the lowest grade level where a lottery is
required, and proceed through the grades of the school, one grade at a time. The school will
record students names in the order they are drawn to create grade-level lists.
Families who attend the lottery in person will be notified on the day of the lottery of whether
their child was admitted or placed on the wait list, as well as the childs number on the wait list.
The school will make at least three attempts to contact parents or guardians of students who are
selected for admission in the lottery, two of which will be by telephone and one by email. Staff
will scrupulously document all such outreach efforts. Families will be asked to accept admission
and complete all required registration forms by registration day, which will be in May of each
year, or forfeit their seat.
The school will contact families of wait-listed students via postcard to inform them that their
child was placed on the wait list, and their number on the wait list. As students are called from
the wait list, the school will also make at least three attempts to contact parents or guardians, two
of which will be by telephone and one by email. Parents who are called from the wait list before
registration day will be asked to accept the offer of admission by registration day, and those
called after registration day will be given at least 48 hours to accept the offer of admission or
forfeit their seat. In the event that the school is unable to reach an admitted parent or guardian
after three attempts, the school will document the admissions contact, place the family in an
inactive list, and move to the next student on the wait list.
Students will be placed in their academically appropriate grade if space is available.
Any student whose application is received after April 1 will be placed at the end of the wait list,
except for siblings of enrolled students, who will be placed after all other siblings on the wait
list, but before all other students.
The waitlist will be active for one school year only, and will no longer be valid after June 30 of
the following year.
In each year, the school will request that parents/guardians of currently enrolled students
communicate their intent to return to the school or withdraw by April 1. This courtesy will
ensure that the school has an accurate accounting of all returning students prior to any lottery for
new students. In addition, the intent to return form will also include a space for parents/guardians
to indicate if they are seeking to enroll additional siblings in the school. Such students will be
given first preference for admission (after returning students). For example, if the parent of a
rising first grader wishes to enroll a rising second grader sibling who previously attended another
school, but there is insufficient space in that grade, that child will be placed after all siblings
already on the wait list, but ahead of non-sibling students who are on the wait list.
Non-resident Students
The school does not plan to explicitly recruit non-resident students, and will only give an
enrollment preference to returning students, siblings of enrolled students, and resident students,
as allowable by state charter law. However, the school will accept non-resident applications, and,
if space permits, the school may enroll non-resident students.

Attachment 12b School Enrollment Policy

Non-resident applications will indicate that the applicant is a non-resident, and as such will only
be selected in the lottery after siblings and resident students. Applicants will be informed that the
school will not give their applications a preference, and that they will only be admitted if space
allows, after returning students, siblings and resident students.

Non-resident applicants will participate in the lottery in the same manner as other applicants, and
will be tracked on the same database as all other applicants.

Age Limit
All kindergarten students must be five years old by October 1 of each school year.

Withdrawal and Transfer Procedures
Students may withdraw from the school at any point based on a written request by the students
parent or guardian. Such notice will typically take the form of a records request transfer from the
students new school. Absent such a records request, the school will require evidence of
arrangements to enroll the student in a new school to process the withdrawal. All record transfer
requests will be handled promptly to ensure that there is minimal disruption to the students
education. The school may request an exit interview with the parent/guardian, but the withdrawal
or transfer will not be conditioned on participating in the interview.
Attachment 13b Leadership Evaluation Tool


School ulrecLor
Conf|dent|a| erformance Lva|uat|on
key: 1=SLrongly ulsagree, 3=neuLral, 3=SLrongly Agree

A. M|ss|on: 8e||efs, A||gnment, Lvange||sm, Act|ons
1. 1he dlrecLor holds sLrong and clear bellefs abouL whaL Lhe school Lhe
school be, whaL lL sLands for, and how lL wlll become among Lhe Lop
schools ln Lhe clLy-lLs mlsslon and ways.
1 2 3 4 3
commeot.
2. 1hese bellefs-mlsslon and ways-are well allgned wlLh .
a. Lhe school's mlsslon sLaLemenL and charLer (lncludlng charLer
appllcaLlon)
1 2 3 4 3
b. Ascend's mlsslon and meLhods 1 2 3 4 3
c. Lhe SA8lS educaLlonal sysLem 1 2 3 4 3
d. Lhe no excuses" culLure. 1 2 3 4 3
commeot.
3. 1he dlrecLor ls an effecLlve evangellsL for Lhe school's mlsslon and ways
wlLh every dally audlence of sLudenLs, Leachers, parenLs, communlLy
members, and Lhe medla. Pe or she uses every opporLunlLy Lo convey and
relnforce Lhe mlsslon and ways, and lnsplres and moLlvaLes Lhe school
communlLy Lo achleve Lhe mlsslon.
1 2 3 4 3
commeot.
4. ln every declslon, Lhe dlrecLor's foremosL conslderaLlon ls wheLher or
noL Lhe acLlon or pollcy advances Lhe mlsslon.
1 2 3 4 3
commeot.
3. 1he dlrecLor ls a powerful, clear, and lnsplrlng communlcaLor .
c. ln wrlLlng 1 2 3 4 3
d. orally, one-on-one and ln small groups 1 2 3 4 3
d. when speaklng publlcly. 1 2 3 4 3
commeot.
8. Management
1. 1he dlrecLor seLs amblLlous, clear, and measurable ob[ecLlves for Lhe
school, and regularly, LransparenLly, and consplcuously Lracks progress
agalnsL Lhese ob[ecLlves.
1 2 3 4 3
commeot.
2. 1here ls comlLy and respecL among Lhe four members of Lhe leadershlp
Leam. 1hey acL ln common purpose and ln pursulL of Lhe same vlslon.

commeot.
3. 1he dlrecLor declslon-maklng sLyle ls consulLaLlve and non-hlerarchlcal,
leadershlp Leam members, Leachers, and sLaff feel LhaL Lhelr volces are
vlews are heard and Lhey are approprlaLely lnvolved ln declslons.
1 2 3 4 3
Attachment 13b Leadership Evaluation Tool


commeot.
3. 1he dlrecLor excels aL culLlvaLlng LalenL-recrulLlng, developlng,
reLalnlng, promoLlng, rewardlng, and, when necessary, releaslng Leachers
and sLaff.
1 2 3 4 3
commeot.
4. 1he dlrecLor ls an effecLlve manager, by .
a. delegaLlng subsLanLlal responslblllLy 1 2 3 4 3
b. provldlng clear dlrecLlon 1 2 3 4 3
c. recognlzlng and celebraLlng sLaff member's achlevemenLs 1 2 3 4 3
d. encouraglng Leam members Lo conLlnually lmprove Lhelr pracLlce,
provldlng professlonal developmenL of hlgh quallLy

e. provldlng crlLlcal feedback, when necessary, ln a respecLful and
supporLlve way, and wlLhouL delay.
1 2 3 4 3
commeot.
4. 1he dlrecLor declslon-maklng sLyle ls consulLaLlve and non-hlerarchlcal,
leadershlp Leam members, Leachers, and sLaff feel LhaL Lhelr volces are
vlews are heard and Lhey are approprlaLely lnvolved ln declslons.
1 2 3 4 3
commeot.
3. 1he dlrecLor always explalns Lhe whys" behlnd hls or her declslons or
pollcles, whenever posslble by lnvoklng Lhe school's mlsslon.
1 2 3 4 3
commeot.
6. 1he dlrecLor glves ample credlL Lo oLhers aL all levels of Lhe organlzaLlon
for Lhelr achlevemenLs and conLrlbuLlons.
1 2 3 4 3
commeot.
7. 1he dlrecLor ls respecLed by Lhe school's Leachers and sLaff. 1 2 3 4 3
C. Academ|c erformance
1. 1he dlrecLor seL clear blg goals" for academlc performance-level and
growLh.
1 2 3 4 3
commeot.
2. 1he school meL lLs goals for Lhe level of academlc performance of lLs
scholars.
1 2 3 4 3
commeot.
3. 1he school meL lLs goals for Lhe qtowtb ln academlc performance of lLs
scholars.
1 2 3 4 3
commeot.
D. rogram Imp|ementat|on
1. 1he school's program ls lmplemenLed wlLh hlgh fldellLy:
a. Lhe SA8lS educaLlon sysLem 1 2 3 4 3
b. Lhe no excuses" culLure 1 2 3 4 3
c. AcceleraLed 8eader 1 2 3 4 3
d. gulded readlng
e. oLher supplemenLal componenLs 1 2 3 4 3
commeot.
Attachment 13b Leadership Evaluation Tool


L. arent ke|at|ons
1. 1he dlrecLor has sLrong and respecLful relaLlons wlLh parenLs. 1 2 3 4 3
commeot.
2. 1he dlrecLor's conversaLlons wlLh lndlvldual parenLs are conslsLenLly
respecLful and approprlaLe, even ln slLuaLlons of confllcL or when seeklng
Lo change behavlor or uphold school's pollcles.
1 2 3 4 3
commeot.
3. 1he dlrecLor ls respecLed and supporLed by parenLs. 1 2 3 4 3
commeot.
4. 1he dlrecLor esLabllshes and malnLalns an effecL parenL assoclaLlon. 1 2 3 4 3
commeot.
I. Student ke|at|ons
1. 1he dlrecLor knows Lhe scholars lndlvldually. 1 2 3 4 3
commeot.
2. 1he scholars know LhaL Lhe dlrecLor cares for Lhem and wanLs Lhe besL
for Lhem always.
1 2 3 4 3
commeot.
G. Schoo| Cu|ture and 8ehav|or
1. 1he school's culLure ls one of no excuses," sweaLlng Lhe deLalls, and
holdlng very hlgh expecLaLlons for academlc performance.
1 2 3 4 3
commeot.
2. 1he school ls [oyful. 1 2 3 4 3
commeot.
3. 1he school prlzes and celebraLes amblLlous lnLellecLual achlevemenLs. 1 2 3 4 3
commeot.
4. 1he schools culLure ls one of no excuses," sweaLlng Lhe deLalls, and
holdlng very hlgh expecLaLlons for academlc performance.
1 2 3 4 3
commeot.
n. I|nanc|a| Management
1. 1he school manages agalnsL lLs budgeL, posLlng favorable varlances Lo
revenues and spendlng.
1 2 3 4 3
commeot.
2. 1he dlrecLor ensures adherence Lo all flscal and human resources
pollcles, lncludlng procuremenL.
1 2 3 4 3
commeot.
I. Cperat|ona| Management
1. 1he school ls operaLlonally well run, lncludlng Lhe faclllLy, sLudenL
LransporLaLlon, and meals. 1he school ls ln compllance wlLh all overslghL
bodles and adheres Lo all federal, sLaLe, and local laws, regulaLlons, and
rules.
1 2 3 4 3
commeot.
I. Lnro||ment and Attendance
1. 1he school ls fully enrolled.
Attachment 13b Leadership Evaluation Tool


commeot.
2. Average dally aLLendance meeLs or exceeds Lhe school's goals.
commeot.
3. 1he school has a robusL walLlng llsL. 1 2 3 4 3
commeot.
4. 1he school fllls empLy seaLs prompLly and flles all blmonLhly lnvolces
wlLh Lhe maxlmum number of sLudenLs permlLLed under lLs charLer, as
amended.
1 2 3 4 3
commeot.
k. 8oard of 1rustees and Ascend ke|at|onsh|ps
1. 1he dlrecLor en[oys a sLrong relaLlonshlp wlLh Lhe school's LrusLees.
commeot.
2. 1he dlrecLor has an engaged and poslLlve relaLlonshlp wlLh Ascend's
presldenL and CCC, as well as oLher Ascend sLaff members.

commeot.
3. 1he dlrecLor conLrlbuLes Lo Lhe Ascend neLwork and Lhe success of Lhe
oLher Ascend schools.

commeot.
4. 1he dlrecLor has a colleglal and supporLlve relaLlonshlp wlLh Lhe oLher
schools' dlrecLors.

commeot.

Se|f Lva|uat|on

AchlevemenL of LasL ?ear's SLaLed Coals

1.

2.

3.

4.

3.


Attachment 13b Leadership Evaluation Tool


Goa|s for the Com|ng ear
(ln decllnlng order of lmporLance)

1.

2.

3.

4.

3.

Add|t|ona| Comments

Summary


Slgned by:


______________________________ ______________________________
School ulrecLor resldenL & CLC, Ascend Learnlng


______________________________ ______________________________
uaLe uaLe
Attachment 14b Teacher Evaluation Tool
1qb-1;8

1eacher Lva|uat|on Iorm

1eacher: Date of Lva|uat|on:
Self LvaluaLlon
kat|ngs: 4 = Advanced 3 = roflclenL 2 = Worklng 1owards 1 = needs lmprovemenL

CUL1UkL]
MANAGLMLN1
Lxpectat|on Data and Comments kat|ng
Student
Management
1axonomy

o 1eacher uses oslLlve lramlng conslsLenLly
Lo moLlvaLe sLudenLs
o 1eacher conslsLenLly sLaLes WhaL Lo uo
wlLh speclflc, concreLe, sequenLlal and
observable sLeps
o 1eacher conslsLenLly uses a SLrong volce
conslsLlng of economy of language, Lalklng
Lo a sllenL and engaged room, noL
engaglng sLudenLs and uslng non-verbal
auLhorlLy
o 1eacher conslsLenLly uses uo lL Agaln
when needed or Lhere ls no evldenL need
Lo uo lL Agaln
o 1eacher checks for 100 afLer each
lnsLrucLlon and uses Lhe leasL lnvaslve
lnLervenLlons Lo acqulre 100

1rans|t|ons
o LfflclenL, Llme-savlng (30 sec) rouLlnes
esLabllshed
o SllenL or Lhe Lalklng ls dlrecLly connecLed
Lo Lhe conLenL
o 1ranslLlons lnlLlaLed uslng economy of
language
o lmmedlaLely afLer Lhe LranslLlon sLudenLs
begln Lask
o Lvldence of rouLlnes
o 90 - 100 of lessons dlsplay evldence of a
sysLem for dlsLrlbuLlng/collecLlng work
LhaL ls efflclenL, and rouLlnlzed
o 90 - 100 of sLudenLs are sllenL or
engaged ln an acLlvlLy whlle work ls belng
collecLed or dlsLrlbuLed

Dress Code-
Students
o unlform lnfracLlons are acLed upon by Lhe
Leacher lmmedlaLely and 100 of Lhe Llme

Attachment 14b Teacher Evaluation Tool
1qb-1;q

nALLS
o Pallways are sllenL
o 1eacher ls sllenL
o SLudenLs are sllenL
o 100 of sLudenLs make LranslLlon Lo class
wlLhln Lhe glven amounL of Llme
o All sLudenLs are walklng urgenLly Lo class
and ln PALLS poslLlon

8ehav|ora| System
o 1eacher conslsLenLly uLlllzes Laxonomy Lo
malnLaln behavloral expecLaLlons
o 1eacher glves pralse for approprlaLe
reasons, aL approprlaLe Llmes
o 1eacher glves warnlngs for approprlaLe
reasons, aL approprlaLe Llmes
o 1eacher uses dally behavlor Lracker Lo
record poslLlve and correcLlve responses
Lo scholar behavlor
o SLudenL's behavlor score ls Lracked dally
on ually SnapshoL calendar
o SLopllghL ls posLed ln an accesslble place ln
Lhe classroom

rofess|ona||sm
o Adherence Lo submlsslon deadllnes for
culLure documenLs, lncludlng homework
Lracker (CuC)
o lrequenL and consLrucLlve communlcaLlon
wlLh parenLs

CUL1UkL]
MANAGLMLN1
Category kat|ng
]24=



SCnCCL
LkLC1A1ICNS
Lxpectat|on Data and Comments kat|ng
apers]Student
Desk]Io|ders

o 100 of papers are flled (Lhere are no
loose papers ln desks)
o 8ooks are organlzed
o SLudenLs can easlly produce maLerlals
from desk Lo use as a resource
o 100 of desks reflecL Lhe Leacher's
organlzaLlonal sysLem and are kepL free of
grafflLl and sLlckers
o encll pouches have aL leasL 3 sharpened
penclls
o 1eacher malnLalns and checks for sharp
penclls dally

Attachment 14b Teacher Evaluation Tool
1qb-18o

hys|ca| Space

Attract|venessc|assroom |s:
o CluLLer-lree: clean wlLh effecLlve sLorage
for maLerlals, supplles, eLc
o uesk conflguraLlon makes sense and ls noL
Loo LlghL/loose
o Classroom llbrarles (when appllcable) are
well organlzed and appeallng Lo sLudenL
readers

Wa||sc|assroom wa||s have:
o osLed schedule & behavlor charL
o Slgnage supporLs learnlng ob[ecLlves
o Plgh quallLy sLudenL work (correcLed as
needed) posLed across Lhe currlculum
o lnsLrucLlonal slgnage: word wall reflecLs
currenL learnlng, SA8lS posLers reflecL
currenL conLenL

SCnCCL
LkLC1A1ICNS
Category kat|ng
]8=



kCILSSICNALISM Lxpectat|on Data and Comments kat|ng
unctua||ty
o 1eacher ls on Llme Lo work and Lo
meeLlngs 100 of Lhe Llme
o 1eacher Lurns ln requlred paperwork
on Llme dally

rofess|ona| 1one
o 1eacher always speaks respecLfully Lo
all adulLs ln Lhe bulldlng
o 1eacher acLlvely seeks rapporL wlLh all
adulLs ln Lhe bulldlng

Att|re
o 1eacher dresses professlonally every
day
o 1eacher ls professlonally groomed
every day

Lesson |an and
Mater|a|s Subm|ss|on
o Lesson plans and maLerlals are always
submlLLed on Llme

Assessments
o AssessmenLs are graded accuraLely
o Crades are provlded on Llme

Commun|ty & 1eam
o 1eacher parLlclpaLes ln all meeLlngs and
ls engaged for Lhe duraLlon of meeLlngs
o 1eacher shows lnLeresL ln Lhe growLh
and developmenL of Lhe enLlre school

Deve|opment
o 1eacher applles feedback Lo lmprove
performance
o 1eacher seeks guldance when
sLruggllng wlLh culLure or academlcs
wlLh sLudenLs and wlLh adulLs

Attachment 14b Teacher Evaluation Tool
1qb-181

Iam||y Interact|on
o 1eacher ls ln regular conLacL wlLh
famllles
o 1eacher addresses behavlor as well as
academlcs wlLh famllles
o 1eacher's Lone ls poslLlve and
professlonal
o 1eacher conLacLs famllles of all
sLudenLs wlLhln Lhe bulldlng when
necessary

kCILSSICNALISM Category kat|ng
]32=



DAIL LLSSCN
LANNING
Lxpectat|on Data and Comments kat|ng
Lesson |ann|ng

o olnLs are clear, measurable, achlevable
and gulde Lhe enLlre lesson
o Cpenlng ls relevanL, acLlvaLes prlor
knowledge, and ls engaglng
o 1he Leach porLlon ls dlrecLed and relevanL
and has dlrecL modellng and ls clearly
wrlLLen
o Culded pracLlce maLches Lhe dlrecL
model/polnL, ls sufflclenL, ls varled, and
allows Leacher Lo deLermlne masLery
o lndependenL pracLlce maLches Lhe dlrecL
model/polnL/gulded pracLlce and ls
sufflclenL
o refecLs are clearly used ln a way Lo help
sLudenLs
o Closlng summarlzes Lhe polnL and has a
relevanL and planned check for masLery
wlLh speclflc sLudenLs LargeLed for flnal
check

Lesson
reparat|on and
kesources
o Lesson maLerlals are neaL, organlzed and
prepared for Lhe grade level on Llme
o Lesson maLerlals are grade level
approprlaLe
o Lesson maLerlals are professlonal
o Lesson maLerlals are relevanL Lo Lhe polnL
o Lesson maLerlals are always creaLed when
supplemenLs Lo Lhe avallable maLerlals are
necessary

Adherence to
ac|ng Charts
o 1eacher adheres Lo SA8lS paclng charLs
o 1eacher prompLly noLlfles Lhe uean of
lnsLrucLlon of any dlfflculLles wlLh
malnLalnlng Lhe pace or when Lhe pace ls
Loo slow for Lhe sLudenLs

DAIL LLSSCN
LANNING
Category kat|ng
]12=


Attachment 14b Teacher Evaluation Tool
1qb-18z


LLSSCN
DLLIVLk
Lxpectat|on Data and Comments kat|ng
ace
o 1lmlng of acLlvlLles ls monlLored
o Lessons flow and allow all sLudenLs Lo be
engaged
o no Llme ls wasLed

Checks for
Understand|ng
o 1eacher uses vlsual, verbal and wrlLLen
checks for undersLandlng LhroughouL Lhe
lesson
o 1eacher ad[usLs lessons lf necessary Lo
address mlsundersLandlngs

Student
Lngagement
1axonomy
o 1eacher uses cold calls frequenLly Lo
ensure engagemenL and checks for
undersLandlng
o 1eacher uses call and response effecLlvely
and ofLen
o SLudenLs are noL allowed Lo opL-ouL
academlcally
o reclse pralse ls used alongslde rlghL ls
rlghL" Lo ensure Lhere ls no confuslon
o 1eachers challenge sLudenLs Lo sLreLch lL
ouL" Lo ensure deep undersLandlng of
polnLs
o 1eacher clrculaLes frequenLly LhroughouL
Lhe room and keeps eyes on mosL of Lhe
sLudenLs all of Lhe Llme

refects
o 1eacher Lralns sLudenL prefecLs Lo check
sLudenL work and Lo provlde approprlaLe
feedback Lo Lhe sLudenL
o 1eacher Lralns sLudenL prefecLs Lo provlde
approprlaLe and accuraLe feedback Lo Lhe
Leacher regardlng sLudenL masLery

LLSSCN
DLLIVLk
Category kat|ng
]16=



S1UDLN1
LkICkMANCL
Lxpectat|on Data and Comments kat|n
g
SA8IS LkAMS -
LNGLISn
o Class average ls above 83

SA8IS LkAMS-
MA1n
o Class average ls above 83

Attachment 14b Teacher Evaluation Tool
1qb-18

S1UDLN1
LkICkMANCL
Category kat|ng
]8=



Number of Days Absent: ________ Number of Days 1ardy: ________


Cvera|| kat|ng: ]100= Is 1eacher on]w||| 1eacher be on Improvement |an? es]No


ulrecLor SlgnaLure: _________________________________

uaLe: _________________________

1eacher SlgnaLure: ___________________________________________ uaLe:
_________________________

Lnd-of-ear Lva|uat|on Iorm

S1UDLN1
LkICkMANCL
Lxpectat|on Data and Comments kat|n
g
SA8IS LkAMS -
LNGLISn
o Class average ls above 83

SA8IS LkAMS-
MA1n
o Class average ls above 83

S1Ak GkCW1n
(Comparat|ve
Ia||]Spr|ng)
o SLudenLs' scores have grown an average of
aL leasL 1.3 grade levels

Attachment 14b Teacher Evaluation Tool
1qb-18q

1LkkA NCVA
GkCW1n
(Comparat|ve
Spr|ng]Spr|ng)
o SLudenLs' scores have grown an average of
20 percenLlle polnLs ln boLh Lngllsh and
MaLh

S1UDLN1
LkICkMANCL
Category kat|ng


Attachment 15b Personnel Policies/Employee Manual

The founders will adopt a staff handbook similar to what is currently in use by the New York
City schools managed by Ascend Learning. However, the handbook will be modified to conform
to the New Jersey charter statues.
Attachment 16b Professional Development Plan
16b-186

Prior to the schools opening, the leadership team and all faculty members will participate in an
intensive three-week training program, including approximately one week of training in the
Sabis academic program. Sabis senior staff members will deliver the Sabis training which will
progress from an overview of the program, philosophy, and supporting research to in-depth
workshops on the English language arts and mathematics programs (including content, lesson
plans, instructional materials, pacing charts, and assessments) and other key aspects of the
model. The Sabis training will address the Student Life Organization and the use of prefects;
Sabis Intensives and program implementation in a special education setting; and how the Sabis
School Management System supports teachers through its unique assessment, data collection,
and reporting functions.
School leaders and senior staff from Ascend Learning will deliver the remainder of the facultys
pre-service training, supplementing the Sabis training, covering school-wide policies and
procedures in depth, building camaraderie, and fueling the excitement and passion needed to
ensure a successful start-up. Engaging and highly interactive sessions will be planned on topics
that include the following: Sabis History and Philosophy, 100% and Without Apology, Warm-
Strict, Do It Again, Teach-Practice-Check Cycle, Positive Framing, Strong Voice, Sweating the
Details, Writing a Strong Lesson Plan, Joy Factor, Our Sense of Urgency, Who Are We: Mission
Core Values, Building Community in the Classroom, Strong Classroom Procedures, Right is
Right, No Opt Out, Classroom Management System, Morning Meeting Breakouts, Morning
Motivation, Vision for Special Education, Academic Prefects, Parent Communication, Student
Life, Homework and Reading Log, Lesson Plan Expectations, Subject- and Grade-specific
Overviews, Classroom Environment Expectations, Classroom Set-up, School-wide Procedures,
Scholar Orientation Planning, Library Procedures and Establishing Independent Reading, and
School Safety Plan.
Throughout the three-week Institute, staff members will have opportunities during each session
to practice with each other modeled aspects of the Ascend educational design, including facets of
the lesson planning template, the No Excuses culture, and Doug Lemovs effective teaching and
classroom management techniques. Additionally, the founders will recommend that the school
implement a strategy employed successfully by Brownsville Ascend Charter School last year.
During the training period, the school managed to invite students (with effortless permission
from parents) to the school for staff members to engage in true classroom practice of the Ascend
model while others personnel witnessed a real-time broadcast of the instructional period from
another room. Immediately after, the staff was able to engage in honest reflection and critiquing
of the relevant school design techniques and practices just practiced.
Experts in ELL and special education will train teachers in how to work with students with
special needs and ELL and to comply with all procedures of their programs.
Faculty will attend Summer Institute training from approximately 7:30 am to 5:00 pm daily. One
defined overarching goal will provide the framework for each day. For example, the goal for one
day of training will be that the founding staff: (1) will be able to implement the schools
discipline protocol, and (2) will understand how to track student infractions accurately. The
central text will be Doug Lemovs Teach Like a Champion taxonomy of effective teaching
practices. Below is a draft 2013 Summer Institute Schedule:
Attachment 16b Professional Development Plan
16b-18;

Monday, August 5, 2013



7:30-8:00 Breakfast (provided)
8:00-8:45 Welcome to the School Team:
Our Mission and Purpose


8:45-9:00 Norms and Housekeeping
9:00-9:30 Our Hopes and Dreams
9:30-9:45 Break
9:45-10:30 Welcome to Ascend Learning
10:30-12:00 Introduction to SABIS and Teach, Practice, Check
12:00-1:00 Lunch (provided)
1:00-2:00 Building Classroom Community
2:00-2:45 What to Do
2:45-3:00 Break
3:00-3:45 100%, Least Invasive Techniques
3:45-4:30 Role-Play: 100%, Least Invasive Techniques
4:30-4:45 Wrap up/Survey
Tuesday, August 6, 2013

8:00-8:30 Creating Our Rules
8:30-10:00 Morning Meeting Components
10:00-10:15 Break
10:15-11:45 Role Play: What to Do
11:45-12:30 100%: The Sequel
12:30-1:30 Lunch
During Lunch Optional Morning Meeting video sample

1:30-2:30 Role Play: 100%
2:30-2:45 Break
2:45-4:00 Teach and Practice: Deep Dive
4:00-4:45 Wrap up/Survey
Attachment 16b Professional Development Plan
16b-188

Para-professional Training
Wednesday, August 7, 2013
8:00-8:30 Consolidating Our Rules
8:30-10:00 Morning Mmeeting: Greeting and Message
10:00-10:15 Break
10:15-11:00 Strong Voice
11:00-11:45 Warm/Strict
11:45-12:45 Lunch
12:45-1:45 Role Play: Strong Voice/Warm Strict
1:45-2:45 Strong Classroom Procedures
2:45-3:00 Break
3:00-4:00 Cold Call
4:00-4:45 Wrap Up/Survey
Para-Professional Training
Thursday, August 8, 2013
8:00-8:30 Welcome/Activity
8:30-10:00 Logical Consequences
10:00-10:15 Break
10:15-11:00 Positive Framing
11:00-11:45 Do it Again
11:45-12:45 Lunch
12:45-2:15 Core Values
2:15-3:15 Role Play: Classroom Procedures
3:15-4:15 No Opt Out
4:15-4:45 Wrap Up/Survey
Para-Professional Training
Friday, August 9, 2013
8:00-8:30 Welcome/Activity
Attachment 16b Professional Development Plan
16b-18q

8:30-10:00 Morning Meeting: Activities


10:00-10:15 Break
10:15-11:15 Role Play: Positive Framing and Do It Again
11:15-12:15 Building Classroom Community
12:15-1:15 Lunch
1:15-2:00 Right is Right
2:00-2:45 Role Play: Right is Right
2:45-3:00 Break
3:00-4:00 Joy Factor
4:00-4:45 Wrap Up/Survey
Para-Professional Training
Monday, August 12, 2013
7:30-8:00 Breakfast
8:00-8:30 Ice Breaker Activity
8:30-9:30 Welcome to the 2012-2013 School Year
9:30-10:00 Our Staff Handbook
10:00-10:15 Break
10:15-12:15 Teaching and Learning Framework
12:15-1:15 Lunch
1:15-3:15 Critical Operations Details: Our Benefits and Technology
1:45-3:15 Grade Team Leader Breakout
3:15-3:30 Break
3:30-4:30 2
nd
Step
4:30-5:00 Daily Wrap Up
Attachment 16b Professional Development Plan
16b-1qo

Tuesday, August 13, 2013


8:00-8:30 Ice Breaker Activity
8:30-9:00 Time and the Daily Schedule
9:00-10:00 Introduction to the Point Sequence Tool for English and math
Specialty Team Planning
10:00-10:15 Break
10:15-11:45 Teaching and Learning Framework: Domain I
11:45-12:45 Lunch
Grade Team Leader: Team Leader Responsibilities (Lunch Provided)
12:45-1:45 Interactive Modeling: Turn & Talk
1:45-2:00 Break
2:00-3:00 SABIS Writers Workshop
3:00-4:45 SABIS Content Overview
Specialty Team Planning
4:45-5:00 Daily Wrap Up
Wednesday, August 14, 2013
8:00-8:30 Ice Breaker Activity
8:30-10:00 Morning Meeting: Sharing
Spanish
Specialty Team Work Time
10:00-10:15 Break
Attachment 16b Professional Development Plan
16b-1q1

10:15-11:15 Teaching & Learning Framework: Domain IIClassroom Learning Environment


11:15-12:15 Infusing Rigor and Cognitive Engagement
12:15-1:15 Lunch
1:15-2:15 Arrival Procedures
2:15-2:45 Homework Policy
2:45-4:30 Work Time
4:30-5:00 Daily Wrap Up
Thursday, August 15, 2013
8:00-8:30 Morning Meeting
8:30-10:00 De-escalation Techniques
10:00-10:15 Break
10:15-11:45 Teaching & Learning Framework: Domain IIIInstruction
11:45-12:15 Phone System
12:15-1:15 Lunch
12:40-2:00 Spanish Training
1:15-2:00 Sweat the Details: Room Environment and Bulletin Boards
2:00-3:00 Snack & Pack Up Procedures
3:00-4:45 Work TimeWriting Lesson Plans
4:45-5:00 Daily Wrap Up
Friday, August 16, 2013
**Term 1, Week 1 Lesson Plans Due by 8AM**
Attachment 16b Professional Development Plan
16b-1qz

8:00-8:30 Ice Breaker Activity


8:30-9:30 Student Reports 101
Spanish Training
9:30-9:45 Break
9:45-10:45 Guided Reading
10:45-11:45 Teaching & Learning Framework: Domain IIIInstruction
11:45-12:45 Lunch
12:45-1:45 Observation/Feedback Cycle
1:45-2:00 Break
2:00-3:00 Guided Reading Procedures
3:00-4:45 Room Setup and Work Time
4:45-5:00 Daily Wrap Up
6:00-8:00 Network Cocktail Party
Monday, August 19, 2013
7:25 Arrival Posts
7:25-11:15 Work Time
8:15-9:45 Spanish Training
11:15-12:15 School-Wide Lunch Mock
12:15-1:15 Procedures: HALLS and stairwells
1:15-3:00 Work Time
3:00-4:00 Parent Communication
Attachment 16b Professional Development Plan
16b-1q

4:00-4:45 Work Time


4:45-5:00 Daily Wrap Up
6:30-8:00 Kindergarten Family Orientation
Tuesday, August 20, 2013
7:25 Arrival Posts
7:30-10:00 Learning Labs
-Kindergarten Team
-First and Second Grade Team
-Third and Fourth Grade Team
10:00-10:15 Break
10:15-11:00 Learning Lab Debrief
11:00-12:00 Procedures: Lunch Clean Up
12:00-12:45 Lunch
12:45-2:45 SABIS Science
Specialty Work Time
2:45-3:00 Break
3:00-4:00 Mandated Reporting
4:00-4:45 Work Time
4:45-5:00 Daily Wrap Up
Wednesday, August 21, 2013
7:25 Arrival Posts
Attachment 16b Professional Development Plan
16b-1qq

7:30-10:00 Learning Labs


-Kindergarten Team
-First and Second Grade Team
-Third and Fourth Grade Team
10:00-10:15 Break
10:15-11:15 Learning Lab Debrief
11:15-12:15 Procedures: Whole Class Bathroom
12:15-1:15 Lunch
1:15-2:45 Assessments and Data
Specialty Team Work Time
2:45-3:00 Break
3:00-4:00 Response to Intervention
4:00-4:15 Daily Wrap Up
4:15-5:00 Work Time
6:30-8:00 1
st
/2
nd
Grade Family Orientation

Thursday, August 22, 2013
7:25 Arrival Posts
7:30-10:00 Learning Labs
-Kindergarten Team
-First and Second Grade Team
-Third and Fourth Grade Team
Attachment 16b Professional Development Plan
16b-1q

10:00-10:15 Break
10:15-11:15 Learning Lab Debrief
11:15-12:15 Logical Consequences
12:15-2:30 Lunch and Work Time
2:30-3:30 Grades 3-4: IWB Lessons
Grades K-2: Math Meeting
3:30-3:45 Daily Wrap Up
3:45-5:00 Work Time
6:30-8:00 3
rd
/4
th
Grade Family Orientation
Friday, August 23, 2013
7:25 Arrival Posts
7:30-10:00 Learning Labs
-Kindergarten Team
-First and Second Grade Team
-Third and Fourth Grade Team
10:00-10:15 Break
10:15-11:15 Learning Lab Debrief
11:15-12:15 Logical Consequences
12:15-1:15 Lunch
1:15-1:45 Recruitment at Ascend
1:45-2:30 Operations Essentials
Attachment 16b Professional Development Plan
16b-1q6

2:30-3:00 Safety Plan


3:00-3:15 Daily Wrap Up
3:15-5:00 Work Time
Monday, August 26, 2013
7:15 Arrival Posts
7:15-8:30 Work Time
8:30-9:30 Diagnostic Training
9:30-10:30 Review Scholar Orientation Details
10:30-10:45 Break
10:45-12:15 Our Classroom Management System
12:15-4:30 Work Time
4:30-4:45 Daily Wrap Up


Attachment 17b Certificate of Occupancy

Copies of the current certificates of occupancy were not available to the founders at the time of
submission.
Attachment 18b Start-Up Plan


Date Act|v|ty Ind|v|dua| kespons|b|e
Iebruary 2013

02]1S]2013 Comm|ss|oner Grants Charter App||cat|on
In|t|a| Approva|

Mass student recru|tment ma|||ng prepared DSC
Secure cert|f|cate of occupancy for s|te DkL
Lstab||sh Nonprof|t - S01(c)(3) CIC]MNSD]DSL
Subm|t IkS Iorm 990 CIC
Lstab||sh bank accounts for e|ectron|c funds
transfer (LI1)
CIC
roof of |nsurance CIC
Sa|es 1ax Lxempt|on App||cat|on CIC]MNSD
ost [ob descr|pt|ons D1k
I|na||ze board members and set up ca|endar DSL
kecru|t and h|re staff D1k
ketr|eve ILs DSS
Approve by|aws, personne| po||c|es, and
organ|zat|ona| chart
8C1
I|na||ze schoo|'s f|sca| po||c|es and
procedures
8C1]CIC
Crder non-|nstruct|ona| supp||es, furn|ture,
equ|pment and mater|a|s
DSC
Cbta|n Cert|f|cates of Insurance CIC
Crder curr|cu|um supp||es from Sab|s CIC
Crder Lnterpr|se ||cens|ng for S1Ak kead|ng
and S1Ak Math from kena|ssance Learn|ng
CIC
Crder non-Sab|s mater|a|s for gu|ded
read|ng (Scho|ast|c |eve|ed book sets)
CIC
Crder non-Sab|s mater|a|s for vocabu|ary
enhancement (1ext1a|k from Scho|ast|c)
CIC
Crder non-Sab|s mater|a|s for read|ng
|ntervent|on (Iountas and |nne||)
CIC
Crder non-Sab|s mater|a|s for math
extens|on (Lveryday Counts from noughton
M|ff||n)
CIC
Crder c|assroom ||brar|es from Scho|ast|c
(hy|||s C. nunter C|assroom L|brary
Co||ect|on Grades k-2)
CIC
March 2013

Lnter |nto and obta|n a |ega| rev|ew of
proposed |ease
D1k]DSL
3]1S]13 kac|a| demograph|c enro||ment |nformat|on
due to NI Charter Schoo|s Cff|ce
DSC
In|t|a| transportat|on |nformat|on for
students subm|tted to d|str|ct or d|str|cts |n
DSC
Attachment 18b Start-Up Plan

the reg|on of res|dence


Deve|op test |tems for AMS, CA1, LC1, and
LC
Sab|s Curr|cu|um Department
3]30]13 repare and subm|t |n|t|a| budget to the
Cff|ce of Charter Schoo|s
CIC
Apr|| 2013
4]1S]13 Schoo| Lth|cs D|sc|osure Iorms Due to the
Lxecut|ve County Super|ntendent
DSL
Subm|t Month|y 8oard M|nutes to the
Lxecut|ve County Super|ntendent
DSL
4]30]13 uarter|y I|nanc|a| Statements due to the
Lxecut|ve County Super|ntendent
CIC
no|d |ottery DSC
Not|fy parents and guard|ans of the resu|ts
of the |ottery
DSC
I|na||ze staff handbook DSL
S|gn management contract and subm|t copy
to NIDCL
DSL
Cbta|n access to NIDCL systems DSC
I|na||ze academ|c year ca|endar and
c|rcu|ate to parents
SD
May 2013
Subm|t Month|y 8oard M|nutes to the
Lxecut|ve County Super|ntendent

Lnter students |nto database DSC
Cbta|n student records DSC
nome |anguage surveys to a|| students DSC
|an and procedures to contro| access to the
fac|||ty
DSC
Secure |ndependent aud|tor CIC
Arrange transportat|on serv|ces DSC
Iune 2013
|an student or|entat|on SD]DSC
Secure [an|tor|a| serv|ces DCC
Lnsure temperature-appropr|ate storage of
food |s ava||ab|e
DSC
Set up |unch procedures DSC
Arrange for schoo| nurse DSC
Deve|op hea|th serv|ces p|an DSC
I|ngerpr|nt c|earance for a|| staff members DCC
repare ongo|ng profess|ona| deve|opment
curr|cu|um
SD]DCI]DCS
urchase computers, pr|nters, and phones DSC]DI1
Create c|ass schedu|es and d|str|bute to
teachers
SD]DCI
D|str|bute Code of Lth|cs to schoo| trustees, DSL
Attachment 18b Start-Up Plan

off|cers, and emp|oyees


kev|se Sab|s ac|ng Charter for k|ndergarten
and grade 1
Sab|s USA
6]30]13 Subm|t Month|y 8oard M|nutes to the
Lxecut|ve County Super|ntendent
DSL
6]30]13 resent d|rectory of the current members of
the board of trustees
DSL
6]30]13 resent the by|aws of the board of trustees DSL
6]30]13 resent the cert|f|cate of |ncorporat|on MNSD
6]30]13 Secure the federa| Lmp|oyer Ident|f|cat|on
Number
MNSD
6]30]13 resent the Cred|t Author|zat|on Agreement
for Automat|c Depos|ts
CIC
6]30]13 resent the |ease, mortgage or t|t|e to the
fac|||ty- a|| documents s|gned and dated w|th
appropr|ate c|auses
DkL
6]30]13 resent the cert|f|cate of occupancy for "L"
(educat|on) use |ssued by the |oca| mun|c|pa|
enforc|ng off|c|a| at N.I.A.C. S:23-2
DkL
6]30]13 resent the san|tary |nspect|on report w|th
sat|sfactory rat|ng
DkL
6]30]13 resent the f|re |nspect|on cert|f|cate w|th
"Ae" (educat|on) code ||fe hazard use at
N.I.A.C. S:70-4
DkL
6]30]13 resent an organ|zat|ona| chart and a ||st of
the |ead person, schoo| bus|ness
adm|n|strator, teachers and profess|ona|
support staff |nc|ud|ng requ|red
cert|f|cat|ons and cr|m|na| background check
status
D1k
6]30]13 resent a budget summary, budget narrat|ve
and cash f|ow statement for the fo||ow|ng
f|sca| year, based on the most recent
enro||ment pro[ect|ons
CIC
6]30]13 Lv|dence of a un|form system of doub|e-
entry bookkeep|ng that |s cons|stent w|th
GAA
DSC]DCC
6]30]13 resent the reso|ut|on of the board of
trustees nam|ng the aff|rmat|ve act|on
off|cer, the Sect|on S04 off|cer and the 1|t|e
Ik coord|nator
DSL
6]30]13 resent ev|dence of enro||ment of at |east
90 percent of max|mum enro||ment, as
ver|f|ed by student reg|strat|ons s|gned by
parent]guard|an(s) (|nc|ude proof(s) of
res|dency and s|gned enro||ments)
DSC]DCC
6]30]13 rov|de ev|dence that a|| documentat|on DSL
Attachment 18b Start-Up Plan

ensures comp||ance w|th a|| app||cab|e


federa| and State regu|at|ons and statutes
6]30]13 rov|de ev|dence of reparedness
comp|eteness
MNSD
6]30]13 Cpen|ng of bank accounts CIC
Iu|y 2013
1echno|ogy |nsta||at|on DI1
7]1S]13 Comm|ss|oner Grants I|na| Charter Approva|
Lnro|| emp|oyees |n the ens|on System DCC
Subm|t Month|y 8oard M|nutes to the
Lxecut|ve County Super|ntendent
DSL
August 2013 Subm|t Month|y 8oard M|nutes to the
Lxecut|ve County Super|ntendent
DSL
Update student |mmun|zat|on records DCC
nost Summer Inst|tute SD
September 2013
Subm|t Month|y 8oard M|nutes to the
Lxecut|ve County Super|ntendent
DSL
"I|rst Attend" dates for students w|th ILs DSS
Cctober 2013
10]1S]13 In|t|a| Lnro||ment Count DCC
Subm|t Month|y 8oard M|nutes to the
Lxecut|ve County Super|ntendent
DSL
10]30]13 uarter|y I|nanc|a| Statements due to the
Lxecut|ve County Super|ntendent
CIC
(Insert add|t|ona| act|v|t|es)
November 2013
Subm|t Month|y 8oard M|nutes to the
Lxecut|ve County Super|ntendent
DSL
December 2013
Subm|t Month|y 8oard M|nutes to the
Lxecut|ve County Super|ntendent
DSL
Ianuary 2014
1]1S]14 kac|a| demograph|c enro||ment |nformat|on
due to NI Charter Schoo|s Cff|ce
DCC
Subm|t Month|y 8oard M|nutes to the
Lxecut|ve County Super|ntendent
DSL
uarter|y I|nanc|a| Statements due to the
Lxecut|ve County Super|ntendent
CIC
Iebruary 2014
Subm|t Month|y 8oard M|nutes to the
Lxecut|ve County Super|ntendent
DSL
March 2014
3]1S]14 1ransportat|on |nformat|on for students
subm|tted to d|str|ct or d|str|cts |n the reg|on
of res|dence
DSC]DCC
3]30]14 repare and subm|t budget to the Cff|ce of CIC
Attachment 18b Start-Up Plan

Charter Schoo|s
Apr|| 2014
4]1S]14 Schoo| Lth|cs D|sc|osure Iorms Due to the
Lxecut|ve County Super|ntendent
DSL
Subm|t Month|y 8oard M|nutes to the
Lxecut|ve County Super|ntendent
DSL
4]30]14 uarter|y I|nanc|a| Statements due to the
Lxecut|ve County Super|ntendent
CIC
May 2014
Subm|t 2014-201S Schoo| Ca|endar to
Lxecut|ve County Super|ntendent
DCC
Contract w|th an Aud|tor CIC
Subm|t Month|y 8oard M|nutes to the
Lxecut|ve County Super|ntendent
DSL
Iune 2014
Lnd of I|rst Schoo| ear
6]30]14 Conduct I|na| Lnro||ment Count DCC

Ascend Learning
BOT (Board of Trustees)
CAO (Chief Academic Officer)
CFO (Chief Financial Officer)
DSO (Director of School Operations)
DSPL (Director of Strategic Planning and Legal Affairs)
DRE (Director of Real Estate)
DTO (Director of Talent and Recruitment)
DDA (Director of Data and Analytics)
MNSD (Manager of New School Development and Regulatory Affairs)
Paterson Collegiate Charter School
SD (School Director)
DOS (Dean of Students)
DOI (Dean of Instruction)
DOO (Director of Operations)
DSS (Director of Student Services)
FM (Facilities Manager)
(DIT) Director of IT

Attachment 19b ESP Organization Chart

Organization Chart: Year 1


Below is an organization chart of the proposed educ

Before the start of the new school year, Ascend Lea
of five departments as shown in the following organiza

Below is an organization chart of the proposed education service provider for year 1:
Before the start of the new school year, Ascend Learning will dramatically add new capacity. The organizational structure wil
five departments as shown in the following organization charts:
1qb-zo

izational structure will consist
Attachment 19b ESP Organization Chart




Academics

1qb-zoq

Attachment 19b ESP Organization Chart



Finance


1qb-zo

Attachment 19b ESP Organization Chart



Operations

1qb-zo6

Attachment 19b ESP Organization Chart




Real Estate



New School Development


1qb-zo;

Attachment 19b ESP Organization Chart
1qb-zo8

Leadership Team

Steven F. Wilson is president and chief executive officer of Ascend Learning. Wilson founded
Ascend Learning in 2007, and today he manages Ascends central office and supervises the
directors of Brooklyn Ascend Charter School, Brownsville Ascend Charter School, and
Bushwick Ascend Charter School. He also is responsible for securing the private facilities in
which all the schools operate. Currently, the director of student services, director of talent and
recruitment, director of strategic planning and legal affairs, chief financial officer and manager
of new school development and regulatory affairs or managed by and/or report to Wilson.
Andrew Epstein, chief financial officer, oversees all financial matters, including financial
policies and planning, budgeting, accounting, regulatory compliance and financial reporting,
payroll, employee benefits, insurance, equipment leasing, purchasing systems and controls, and
real estate borrowing. Currently, the director of information technology, director of school
operations, and data and analytics associates are managed by and/or report to Epstein.
Zvia Schoenberg, director of strategic planning and legal affairs, oversees Ascend Learnings
school board relations and governance, authorizer relationships, legal affairs, strategic planning,
transactions, school safety, and issues related to Ascend families and scholars. Before assuming
this role, Schoenberg fulfilled many of these important functions, including the support of school
boards, as a consultant to schools within the Ascend network and to Ascend.
Jennifer Young, director of student services, works with the leadership teams and faculties at
Ascend schools to provide the structure and support services needed to help every student
succeed. Young oversees the provision of additional services required by students with special
needs and limited English proficiency and coaches teachers in the deployment of Sabiss
remediation program (Intensives), which is intended to fill students learning gaps.
Neibaur McCarrey, director of school operations, manages student recruitment, staff recruitment,
enrollment, and regulatory affairs, and supports the directors of operation at each school.
Jaclyn E. Vargas, director of talent and recruitment, oversees the recruitment and development of
Ascend leaders and educators by building and maintaining pipelines for those who share our
commitment to closing the achievement gap, and by developing strategies to cultivate talent
across the network.
Once hired, the chief operating officer will manage the director of operations, director of talent
recruitment, and director of legal affairs and strategic planning. The chief academic officer
(CAO) will be responsible for managing and coaching the directors of the schools, fostering the
No Excuses school culture in every school, and improving and implementing Ascend Learnings
educational model to drive student achievement. Once hired, the CAO will manage the director
of student services, data and analytics associate, and Sabis Partnership Manager. The director of
real estate will be responsible for Ascend Learnings facilities development, including
identifying candidate sites, negotiating leases with developers, securing financing, partnering
with Ascends architects, and overseeing construction. Once hired, he or she will manage the
commercial broker(s), real estate counsel, and architect(s).
Attachment 19b ESP Organization Chart

The director of information technology


staff member to fill the role. The director of information technology
technological infrastructure for the Ascend Learning network of schools to support the Ascend
design, and supports and configures system
Organization Chart: Year 4


ESP Organization Chart
director of information technology has resigned and Ascend is currently recruiting a new
staff member to fill the role. The director of information technology manages and maintains the
technological infrastructure for the Ascend Learning network of schools to support the Ascend
configures system-wide data systems.

1qb-zoq
and Ascend is currently recruiting a new
manages and maintains the
technological infrastructure for the Ascend Learning network of schools to support the Ascend

Attachment 19b ESP Organization Chart



Academics

Finance

1qb-z1o

Attachment 19b ESP Organization Chart



Information Technology


Operations

1qb-z11


Attachment 19b ESP Organization Chart


Real Estate


New School Development

1qb-z1z


Attachment 20b ESP Annual Reports
zob-z1

2011 Annual Report
Background
The Ascend Learning assessment program consists of diagnostic, formative, and summative assessments to
track scholars academic progress. We utilize three different assessment instruments to measure our scholars
academic performance: SABIS exams, Terra Nova core competency exams, and New York State (NYS) exams
in grades 3 and higher.

Teachers assess scholars at the end of each of the three terms using SABIS end-of-term tests (EOT), and at the
end of the year using SABIS end-of-year tests (EOY). Exams at the end of the first and second terms will assess
mastery of the material taught during the term. Final exams, administered at the end of the third term, will
measure student achievement over the course of the entire academic year. Final exams will account for 40
percent of students grades in English and mathematics and 50 percent of students grades in all other subjects.
These exams allow us to measure the students mastery of the content covered by the Sabis curriculum.

The TerraNova, Third Edition measures important higher-order thinking skills as well as basic and applied
skills. These assessments generate norm-referenced achievement scores, criterion-referenced objective mastery
scores, and performance-level information. Ascend Learning added the TerraNova to the battery of assessments
at its schools because it provides school staff and external parties with a measure of how students in the school
are performing relative to their peers nationwide.
The NYS exams are criterion-referenced, the proficiency standards are based on how the grade 3-8 state tests
relate to the National Assessment of Educational Progress (NAEP) exam; how the states eighth grade math and
English tests relate to the Regents exams; how performance on the Regents exams relates to SAT scores; and
how performance on the Regents exams relates to first-year performance in college. The NYS exams in ELA
and math measure how students in our schools are performing relative to their peers in the city and state.
Academic goals are set in each schools charter. Ascend Learning schools have very ambitious goals for our
scholars achievement. This memo outlines the performance of each school in the network in terms of these
academic goals:
1. On average, students will achieve 85% mastery of content in all subjects measured by SABIS end-of-year
tests.
2. On average, students will gain 20 percentile points from the previous TerraNova assessment.
3. At least 80% of students will be reading at-or-above grade-level equivalent as measured by the STAR
assessment.
4. On average, students will gain 1.5 grade-levels in reading as measured by the STAR.
5. 75% of students in grades three and higher will perform at-or-above Level 3 on the New York State
examinations.

85% Mastery of Content on SABIS End-of-Year Tests
Table 1 shows the end-of-year averages for all classes and grade-levels within the Ascend Learning network,
along with the whole school averages for each school. Our network average is above the goal in Spanish; less
than one point below our goal in English; and less than 2.5 points below the goal in math, science, and social
studies.

Table 1. Ascend Network Average on Sabis End-of-Year Exams
Attachment 20b ESP Annual Reports

Ascend
English 84.59
Math 83.39
Science 83.48
Spanish * 88.18
Social Studies 82.53

The whole network and whole school averages tell us very little about the variance in each school or cohort of
students. Figures 1 through 4 display the

Brooklyn Ascend first grade scholars are at
Ascend scholars are at-or-above goal in English, math, and science. Bushwick Ascend, ou
with their first cohort of first grade scholars, is less than 2 points from goal in math and science, and is meeting
the goal in English.

Figure 1. Ascend Network Average on Sabis End


Brooklyn Ascend second grade scholars are at
are less than 1 point from the goal (Figure 2). Brownsville Ascend scholars are at
Spanish, and less than 5 points away in math, scien

Figure 2. Ascend Network Average on Sabis End
ESP Annual Reports
Brooklyn Brownsville Bushwick
83.96 86.21 85.25
83.21 83.08 84.87
83.15 84.21 83.87
87.52 86.39 94.51
83.29 81.52 80.67
The whole network and whole school averages tell us very little about the variance in each school or cohort of
students. Figures 1 through 4 display the grade-level averages for each school by content area.
Brooklyn Ascend first grade scholars are at-or-above goal in all content areas (Figure 1). Similarly, Brownsville
above goal in English, math, and science. Bushwick Ascend, ou
with their first cohort of first grade scholars, is less than 2 points from goal in math and science, and is meeting
Figure 1. Ascend Network Average on Sabis End-of-Year Exams for First Grade

second grade scholars are at-or-above goal in all content areas, except for math where they
are less than 1 point from the goal (Figure 2). Brownsville Ascend scholars are at-or-above goal in English and
Spanish, and less than 5 points away in math, science, and social studies.
Figure 2. Ascend Network Average on Sabis End-of-Year Exams for Second Grade
zob-z1q
Bushwick
85.25
84.87
83.87
94.51
80.67
The whole network and whole school averages tell us very little about the variance in each school or cohort of
level averages for each school by content area.
above goal in all content areas (Figure 1). Similarly, Brownsville
above goal in English, math, and science. Bushwick Ascend, our youngest school,
with their first cohort of first grade scholars, is less than 2 points from goal in math and science, and is meeting
above goal in all content areas, except for math where they
above goal in English and
Attachment 20b ESP Annual Reports


Brooklyn Ascend third grade scholars are at
struggled throughout the year with Eng
from the goal.

Figure 3. Ascend Network Average on Sabis End of Year Exams for Third Grade

Brooklyn Ascend fourth grade scholars performed below goal in all subject areas (Figur
less than one point away from the goal in Spanish, but the science score is slightly more than 10 points from the
goal.

Figure 4. Ascend Network Average on Sabis End of Year Exams for Fourth Grade
ESP Annual Reports

Brooklyn Ascend third grade scholars are at-or-above goal in social studies (Figure 3). The third grade scholars
struggled throughout the year with English, math, and science. The English score is slightly more than 10 points
Figure 3. Ascend Network Average on Sabis End of Year Exams for Third Grade

Brooklyn Ascend fourth grade scholars performed below goal in all subject areas (Figur
less than one point away from the goal in Spanish, but the science score is slightly more than 10 points from the
Figure 4. Ascend Network Average on Sabis End of Year Exams for Fourth Grade
zob-z1
above goal in social studies (Figure 3). The third grade scholars
lish, math, and science. The English score is slightly more than 10 points
Brooklyn Ascend fourth grade scholars performed below goal in all subject areas (Figure 4). The scholars are
less than one point away from the goal in Spanish, but the science score is slightly more than 10 points from the
Attachment 20b ESP Annual Reports


Gain of More Than 20 Percentile Points on Terra Nova
Figure 5 shows the network average percentile rank from the 2010 and 2011 test. The overall percentile rank
grew 3.47 points from 53.86 in 2010 to 57.33 in 2011.
Figure 5. Ascend Network Percentile Growth

Figure 6 shows the breakdown of the networks percentile rank growth by school. The modest growth is heavily
influenced by the growth of the Bushwick first graders, who took the Terra Nova in September of 2010 as a
baseline measure of the knowledge and skills of the scholars
attending a year of kindergarten in a non
Figure 6. Ascend Network Terra Nova Percentile Growth by School
32
33
34
33
36
37
38
2010
ESP Annual Reports

Points on Terra Nova
Figure 5 shows the network average percentile rank from the 2010 and 2011 test. The overall percentile rank
grew 3.47 points from 53.86 in 2010 to 57.33 in 2011.
Figure 5. Ascend Network Percentile Growth

breakdown of the networks percentile rank growth by school. The modest growth is heavily
influenced by the growth of the Bushwick first graders, who took the Terra Nova in September of 2010 as a
baseline measure of the knowledge and skills of the scholars who were just entering an Ascend school after
attending a year of kindergarten in a non-Ascend school.
Figure 6. Ascend Network Terra Nova Percentile Growth by School
2011
zob-z16

Figure 5 shows the network average percentile rank from the 2010 and 2011 test. The overall percentile rank
breakdown of the networks percentile rank growth by school. The modest growth is heavily
influenced by the growth of the Bushwick first graders, who took the Terra Nova in September of 2010 as a
who were just entering an Ascend school after
Attachment 20b ESP Annual Reports

Figure 7 shows the performance of the kindergarten students. Brooklyn Ascends averag
is 12.2 points higher than Brownsville and Bushwick.

Figure 7. Ascend Network Terra Nova Percentile: Kindergarten Only

Brownsville and Bushwick Ascend both experienced growth. Brooklyn Ascend first grade showed a significant
decline from the scores the students posted as kindergarten students (Table 2). Both Brooklyn and Brownsville
Ascend experienced a decline in their percentile rank average for second grade. Brooklyn Ascends third grade
scholars average percentile rank increased by 4 points. Brooklyn Ascends fourth grade scholars average
percentile rank increased by 7.8 points.
ESP Annual Reports

Figure 7 shows the performance of the kindergarten students. Brooklyn Ascends averag
is 12.2 points higher than Brownsville and Bushwick.
Figure 7. Ascend Network Terra Nova Percentile: Kindergarten Only

Brownsville and Bushwick Ascend both experienced growth. Brooklyn Ascend first grade showed a significant
decline from the scores the students posted as kindergarten students (Table 2). Both Brooklyn and Brownsville
Ascend experienced a decline in their percentile rank average for second grade. Brooklyn Ascends third grade
ncreased by 4 points. Brooklyn Ascends fourth grade scholars average
percentile rank increased by 7.8 points.
zob-z1;
Figure 7 shows the performance of the kindergarten students. Brooklyn Ascends average total percentile rank
Brownsville and Bushwick Ascend both experienced growth. Brooklyn Ascend first grade showed a significant
decline from the scores the students posted as kindergarten students (Table 2). Both Brooklyn and Brownsville
Ascend experienced a decline in their percentile rank average for second grade. Brooklyn Ascends third grade
ncreased by 4 points. Brooklyn Ascends fourth grade scholars average
Attachment 20b ESP Annual Reports
zob-z18

Table 2. Ascend Network Terra Nova Percentile Growth by School and Grade
First Grade Second Grade Third Grade Fourth Grade
School 2010 2011 2010 2011 2010 2011 2010 2011
Brooklyn 71.0 57.8 69.3 55.6 47.5 51.3 56.0 63.8
Brownsville 56.0 57.0 49.0 47.0
Bushwick* 22.7 55.8
Note: The 2010 score represents the beginning of first grade scores for incoming first grade students and not the
scores of Ascend scholars at the end of the kindergarten year.

The dramatic difference between the end-of-year kindergarten and first grade scores is a known phenomenon.
Nationally, the Terra Nova is most commonly used with grades 1-7. This makes the population of kindergarten
students significantly smaller than the population of first graders used in creation of the norms, which the test
references in calculation of percentile ranks.

Gain of 1.5 grade-levels
1
on STAR Reading Assessment
In 2010-2011 we did not meet our goal of 1.5 grade-levels. The average growth for Brooklyn Ascend was one
year or grade-level, with 15% of the scholars not meeting the growth goal of 1.5 years. The number of students
reading at-or-above grade-level was not sufficient to counter the number of students reading below grade-level.

Figure 8 shows Brooklyn Ascend scholars reading levels by grade-level. 60% of the scholars in kindergarten
and first grade are reading at-or-above grade-level, and slightly more than 50% of the second grade scholars are
reading at-or-above grade-level. Third and fourth grade scores indicate that less that 50% of the scholars in
these grades are reading at-or-above grade level.

Figure 8. Brooklyn Ascend: STAR Reading Level Distribution Above and Below Grade Placement (GP)


1
Grade-level is represented by a Grade-Placement (GP) decimal value: the ones place indicates the grade, the tenths place indicates
the month of the school year. For example, a second grader at the start of second grade should have a 2.0. A second grader with a
score of 3.2 at the start of the second grade is reading on the expected level for a student in the third grade who has completed two
months of school.

0
20
40
60
80
100
k 1 2 3 4
0.91 - 1.0 < C
0.61 - 0.9 < C
0.31 - 0.6 < C
0.1 - 0.3 < C
> C
Attachment 20b ESP Annual Reports
zob-z1q


Similar to Brooklyn Ascend, Brownsville Ascends growth average was one grade-level, with 16% of the
scholars at Brownsville Ascend not meeting the growth goal of 1.5 years.

Figure 9 shows Brownsville Ascend scholars reading levels by grade-level. Slightly more than 70% of the
kindergarten class was reading at-or-above grade-level. 66.23% of the Brownsville Ascend first grade class was
reading at-or-above grade-level. Less that 50% (43.01%) of the second grade class was reading at-or-above
grade-level.

Figure 9. Brownsville Ascend: STAR Reading Level Distribution by Grade


Bushwick Ascend grew on average slightly more than one grade-level (1 year and 1 month, or 1.1). 22% of the
scholars at Bushwick Ascend did meet the growth goal of 1.5 years.

Figure 10 shows Bushwick Ascend scholars reading levels by grade-level. 63% of the Bushwick Ascend
kindergarten students were reading at-or-above grade-level. 49% of the first grade scholars were reading at-or-
above grade-level.

Figure 10. Bushwick Ascend: STAR Reading Level Distribution by Grade
0
20
40
60
80
100
k 1 2
0.91 - 1.0 < C
0.61 - 0.9 < C
0.31 - 0.6 < C
0.1 - 0.3 < C
> C
Attachment 20b ESP Annual Reports
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2011 NYS Exam Performance
This spring, Brooklyn Ascends third and fourth graders took the ELA and math exams. Fifty-three percent of
fourth graders were found proficient on the ELA exam and, in math, 69 percent. Fifty four percent of third
grade scholars were found proficient on the ELA exam and, in math, 52 percent
(Table 3).

Table 3. 2011 NYSE ELA and Math Proficiency Percentages
Class of 2019 (G4) Class of 2020 (G3)

Scaled
Score
L3
+
L4
%
L3 %
(Proficient)
L4 %
(Advanced
Scaled
Score
L3 + L4
% L3 % L4 %
ELA 673 52.9 52.9 0.0 663 53.8 53.8 0.0
MATH 684 68.6 51.4 17.2 685 51.8 44.4 7.4

As shown in Table 4, the proportion of scholars found proficient in ELA grew slightly (3.8 percentage points)
from the third grade last year to the fourth grade this year. In math, the gains were much greater, with an
increase of 25 percentage points from the scholars performance in 2010 to 2011. Encouragingly, seventeen
percent of fourth graders scored advanced in math, suggesting that the purported strength of the SABIS math
program is beginning to be realized.

Table 4. 2010 and 2011 NYSE ELA and Math Proficiency Percentages for Class of 2019
Class of 2019
2010 2011

Scaled
Score
L3 + L4
% L3 % L4 %
Scaled
Score
L3 + L4
% L3 % L4 %
ELA 665 49.1 34.0 15.1 673 52.9 52.9 0.0
MATH 686 43.4 30.2 13.2 684 68.6 51.4 17.2
Tables 5 and 6 compare our scholars performance with that of students in community school districts 18 and 23,
the city, and the state, as well as with charter schools in the city as a whole and those operated by Achievement
First and Uncommon Schools. We also show the performance of the historically highest performing charter
schools in the city.
0
20
40
60
80
100
k 1
0.91 - 1.0 < C
0.61 - 0.9 < C
0.31 - 0.6 < C
0.1 - 0.3 < C
> C
Attachment 20b ESP Annual Reports
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Table 5. 2011 NYSE ELA Proficiency Percentages
Class of 2019 (G4) Class of 2020 (G3)

Scaled
Score
L3 +
L4 % L3 % L4 %
Scaled
Score
L3 +
L4 % L3 % L4 %
BACS 673 52.9 52.9 0.0 663 53.8 53.8 0.0
Statewide 671 55.4 53.6 1.8 664 56.9 52.5 4.4
Citywide** 669 51.0 48.7 2.3 660 48.2 44.8 3.4
District 18** 667 49.9 48.5 1.4 658 42.1 40.9 1.2
District 23** 660 36.2 35.8 0.4 650 28.3 27.5 0.8
NYC Charter Average NA 52.5 52.2 0.3 NA 52.0 49.7 2.3
Schools operated by Achievement First
Crown Heights* 671 50.0 50.0 0.0 669 64.1 61.5 2.6
East New York* 673 61.3 61.3 0.0 662 48.1 48.1 0.0
Bushwick* 676 63.6 63.6 0.0 664 51.2 50.0 1.2
Average of AF 673 58.3 58.3 0.0 665 54.5 53.2 1.3
Schools operated by Uncommon Schools
Leadership Prep 675 61.2 61.2 0.0 667 59.6 56.1 3.5
Excellence 685 84.8 84.8 0.0 667 64.6 62.5 2.1
Average of
Uncommon 680 73.0 73.0 0.0 667 62.1 59.3 2.8
Schools previously scoring highest in NYC with 80 percent or more low-income students
Icahn 1 679 71.4 71.4 0.0 672 74.3 71.4 2.9
Icahn 2 683 79.4 76.5 2.9 680 93.1 82.8 10.3
Amber 676 68.4 68.4 0.0 663 50.7 49.2 1.5
Notes:
* Indicates that one of two tested grades at Brooklyn Ascend has a greater percentage of students proficient than
the comparison population.
** Indicates that both grades at Brooklyn Ascend have a greater percentage of students proficient than the
comparison population.

Our scholars performed better in ELA than the citywide average, the community school districts 18 and 23
averages, and charter schools as whole in the city. In two of three schools operated by Achievement First, a
greater proportion of our students were found proficient than in the AF school. However, the schools
performance fell just short of the statewide average for students of all incomes. The school also performed less
well than the average performance of Achievement Firsts schools and the average of the three Uncommon
Schools with elementary gradesbut not by a large margin. (KIPP does not currently operate elementary
schools in New York.)
Table 6. 2011 NYSE Math Proficiency Percentages for Brooklyn Ascend
Class of 2019 (G4) Class of 2020 (G3)

Scaled
Score
L3 +
L4 % L3 % L4 %
Scaled
Score
L3 +
L4 % L3 % L4 %
Attachment 20b ESP Annual Reports
zob-zzz

BACS 684 68.6 51 17.6 685 51.8 44.4 7.4
Statewide* 686 65.2 42.5 22.7 686 57.8 46.8 11.0
Citywide* 686 62.3 37.1 25.2 685 54.8 42.7 12.1
District 18** 681 56.9 36.8 20.1 681 46.7 39.7 7.0
District 23** 666 37.1 29.6 7.5 671 28.3 25.5 2.8
NYC Charter Average NA 72.3 49.2 23.1 NA 66.4 54.4 12.0
Schools operated by Achievement First
Crown Heights 696 86.1 59.7 26.4 694 78.2 64.1 14.1
East New York 697 81.5 46.9 34.6 692 79.7 69.6 10.1
Bushwick 699 78.9 44.7 34.2 692 76.5 67.9 8.6
Average of AF 697 82.0 50.0 32.0 693 78.0 67.0 11.0
Schools operated by Uncommon Schools
Leadership Prep 694 81.6 55.1 26.5 697 91.3 70.2 21.1
Excellence 710 95.6 54.3 41.3 696 83.3 62.5 20.8
Average of
Uncommon 702 88.6 54.7 33.9 696.5 87.3 66.35 20.95
Schools previously scoring highest in NYC with 80 percent or more low-income students
Icahn 1 694 91.5 68.6 22.9 697 80.0 60.0 20.0
Icahn 2 711 100.0 44.1 55.9 704 93.1 51.7 41.4
Amber 694 82.7 58.6 24.1 687 66.7 59.1 7.6
Notes:
* Indicates that one of two tested grades at Brooklyn Ascend has a greater percentage of students proficient than
the comparison population.
** Indicates that both grades at Brooklyn Ascend have a greater percentage of students proficient than the
comparison population.

In math, the percentage of fourth graders found proficient at Brooklyn Ascend was higher not only than that of
community school districts 18 and 23, but also than that of the city and the state. But it was slightly lower than
the average of charters in the city, and lower than both that of schools operated by Achievement First and
Uncommon Schools.

For more context on the schools performance, see Data Brief: NYC Charter School Performance on the 2010-
11 State Exams for Math and English from the New York Charter School Center, August 11, 2011, at
http://www.nyccharterschools.org/storage/documents/2011_test_score_analysis.pdf.

2012 Annual Report
New York State Tests
Each year, New York State tests all students in grades three through eight in both English language arts (ELA)
and math. In 2011-2012, three Ascend schools, Brooklyn Ascend Lower School, Brooklyn Ascend Middle
School, and Brownsville Ascend Lower School, enrolled students in a tested grade.
Attachment 20b ESP Annual Reports
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Fourth- and fifth-graders at Brooklyn Ascend Lower School and Brooklyn Ascend Middle School, the
network's oldest students, posted the highest English scores on the 2012 state test of all Brooklyn schools
run by charter management organizations.
Sixty-seven percent of Brooklyn Ascend fifth-graders demonstrated proficiency in ELA; in math, 85 percent
scored proficient or advanced. Brooklyn Ascends fourth-graders also topped their peers in this cohort on the
ELA exam, with 76 percent scoring in the proficient and advanced range. These results also significantly
exceeded the average for all schools in New York State, the community school district in which the school
is located, and New York City. The results are remarkable for their consistencyin every school, grade, and
subject, proficiency levels were higher than any of the three comparison groups.
In 2012, on average, 58 percent of all students statewide (of all family incomes) were proficient in English and
67 percent in math.
Eighty percent of Ascend's students at Brooklyn Ascend Charter School are from low-income families, and 95
percent are black or Hispanic. At Brownsville Ascend 93 percent are from low-income families, and 99 percent
are black or Hispanic.
2012 New York State Test in English Language Arts
Percent of Students Proficient or Advanced
Population
Brooklyn
Ascend
Brownsville
Ascend
CSD 18 CSD 23
New York
City
New
York
State
Grade 3 63.8 59.3 45.7 28.5 49.0 55.5
Grade 4 76.3 N/A 49.0 30.6 52.4 59.4
Grade 5 66.7 N/A 49.8 32.8 52.5 57.6

2012 New York State Test in Math
Percent of Students Proficient or Advanced
Population
Brooklyn
Ascend
Brownsville
Ascend
CSD 18 CSD 23
New York
City
New
York
State
Grade 3 81.9 73.6 49.1 30.0 57.0 61.2
Grade 4 85.1 N/A 56.9 37.0 65.7 69.2
Grade 5 85.2 N/A 59.4 43.5 65.2 66.9

The diagram below shows the grade 5 scores of all the charter schools in Brooklyn on the 2012 state tests; the
blue points represent Brooklyn Ascend Middle Schools performance and its performance this year. The
horizontal axis in the diagram is the percentage of students who scored a Level 3 (proficient) or 4 (advanced) in
ELA; proficiency in math is plotted along the vertical axis. The following graphs show the performance of
grades 4 and 3, as Ascends younger scholars make their achievement climb. The green dot on the grade 3
graph represents Brownsville Ascends performance in its first testing year. In all graphs, CMO-run schools are
shown in black and independently managed schools or schools operated by education management
organizations (EMO) are shown in gray.
Attachment 20b ESP Annual Reports
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Attachment 20b ESP Annual Reports
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The state test data show that Ascends schools are bridging the achievement gap of income and raceand
demonstrating an education model that is sustainable and can be scaled without limit.
For an interactive display of the schools scores as compared to other charter schools, visit the New York City
Charter Center at http://www.nyccharterschools.org/content/nyc-charter-schools-show-math-and-english-gains-
2011-12-tests.
Reading Gains
Early results from the first three Ascend schools evidence the power of the Ascend model. Consistently from
year to year and across all schools, Ascend scholars are performing at or above grade level on average, despite
their socioeconomic disadvantage. Our scholars strong reading performance is especially notable given the
correlation between reading mastery in the early elementary grades and long-term academic achievement.
At each school, students arrived performing below 70 to 80 percent of their peers nationallybetween the 20
th

and 30
th
percentile on the TerraNova, a respected, nationally normed reading test. By spring of their first year
with Ascend, they surpassed the national average.
During the first year of operation at Brooklyn Ascend Charter School, every grade made gains of at least 30
percentile points in both reading and math. Second-graders arrived reading at the 24
th
percentile in the fall, and
advanced to the 62
nd
percentile by the spring. In math, they jumped from the 24
th
percentile to the 56
th
percentile.
Today, as fifth-graders, these students are reading The Tempest and excerpts from The Odyssey. They are on
pace to post this spring among the highest scores of Brooklyn charter schools on the state test of English
Language Artsnearly as high as students in Scarsdale, New York, where family income is on average 10
times that of the Ascend community (see below).

Attachment 20b ESP Annual Reports
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Scholars at Ascends other schools have made achievement gains at least as impressive. At the newest school in
the network, Bushwick Ascend, which opened in September 2010, students climbed from the 22
nd
percentile in
reading to the 52
nd
percentile in just eight months.
The student population at each Ascend school is almost entirely black and Hispanic, with the vast majority of
students qualifying for free or reduced-priced lunch (77 percent at Brooklyn Ascend, 93 percent at Brownsville
Ascend, and 87 percent at Bushwick Ascend).
Parent Satisfaction
Annual independent surveys commissioned by the New York City Department of Education have found
exceptionally high levels of parent satisfaction across Ascends three schools. In 2011, at least 97 percent of
respondents at each school indicated they strongly agreed or agreed that:
My child is learning what he or she needs to know to succeed in later grades or after graduating from
high school
The school has high expectations for my child
I feel welcome in my childs school
My child is safe at school
Likewise, at least 97 percent of respondents at each school reported that they were very satisfied or satisfied
with:
The quality of their childrens teachers
The level of assistance their children receive when they need extra help with classwork or homework
The opportunities to be involved in their childrens education
Attachment 20b ESP Annual Reports
zob-zz;

To read the complete studies:
NYC School Survey Report for Brooklyn Ascend Charter (2010-2011)
NYC School Survey Report for Brownsville Ascend Charter (2010-2011)
NYC School Survey Report for Bushwick Ascend Charter (2010-2011)
Wait Lists
Burgeoning wait lists for admission also testify to the strength of the Ascend design. More than 3,600 children
are on Ascends wait lists, and the number increases daily.

Attachment 21b Draft Management Contract
z1b-zz8

AGREEMENT BETWEEN
PATERSON COLLEGIATE CHARTER SCHOOL
AND
ASCEND LEARNING, INC.

This agreement (this Agreement) is entered into as of the __ day of ______, 2013 (the
Effective Date) by and between Paterson Collegiate Charter School (the School), a New
Jersey charter school formed in accordance with the Charter School Program Act of 1995 (P.L.
1995 c. 426, N.J.S.A. 18A:36A) et seq. (the Act), with a principal place of business at ______,
acting through its Board of Trustees (the Board), and Ascend Learning, Inc. (Ascend), a New
York corporation with a principal place of business at 1 Main St., Suite 3C, Brooklyn, NY,
11201 (each of the School and Ascend a Party, and together the Parties).
WHEREAS, Ascend desires to provide to the School its educational management
services; and
WHEREAS, the School desires to use Ascends educational management services;
NOW, THEREFORE, in consideration of the foregoing, the mutual promises herein
contained, and other good and valuable consideration, the receipt and sufficiency of which is
hereby acknowledged, the parties hereto, intending to be legally bound, do hereby agree as
follows:
1. Services. Ascend agrees to assume responsibility to the Board for the education
of students enrolled at the School, and in connection therewith Ascend shall have the right and
the obligation to perform the following duties, subject to and in accordance with all applicable
laws and with the Schools charter (the Charter), as that term is used in the Act:
1.1. designing, selecting, acquiring, and implementing the Schools
educational program, including but not limited to the Schools curriculum and pedagogy;
LEP/ELL education; special education services and programs; school-year and school-
Attachment 21b Draft Management Contract
z1b-zzq

day requirements; student assessment systems and materials; extracurricular activities
and programs; and instructional and curricular materials, equipment, and supplies;
1.2. recruiting, supervising, and evaluating the school director, on behalf of the
School, subject to Section 2 below; designing and implementing professional
development activities for all School personnel; recommending the number, positions,
responsibilities, and titles of all School personnel; and proposing employment practices
and policies relating to School personnel;
1.3. day-to-day business management of the School, including but not limited
to management of the Schools business administration; payroll; contracts with public or
private entities for transportation, custodial, and food services, and all other services
procured for the School with the exception of legal services procured by the Board of
Trustees; facilities and equipment; purchases and leases; and procurement of all other
goods, services, or equipment that Ascend deems necessary to attaining the Schools
educational objectives.
2. School Staff. All School staff shall be employees of the School, and all other
School staff shall report to the School Director (or his or her designee). Ascend shall present to
the Board its recommendations concerning the hiring and replacement of School Directors. The
Board may interview any School Director candidate recommended by Ascend. Within two
weeks of any Ascend recommendation concerning the hiring or replacement of any School
Director, the Board shall act to accept that recommendation unless at least sixty-five percent of
the members of the Board vote to reject the recommendation. The Board hereby delegates to the
School Director the authority to hire and terminate all other School staff.
Attachment 21b Draft Management Contract
z1b-zo

3. Term. Unless terminated earlier in accordance with Section 14 below, the term of
this Agreement shall be four years (the First Period). After the First Period, this Agreement
shall renew for an additional one year, unless the School has, at the end of the First Period, failed
to make reasonable progress toward achievement of the goals and objectives section of the
Schools charter application.
4. Reading First Program. The School agrees to take all steps reasonably necessary
to facilitate its participation in the federal Reading First program, if the School is eligible to so
participate and Ascend so recommends.
5. Facility. The School shall make best efforts to provide a suitable and appropriate
facility for the School and shall consult with Ascend prior to securing such a facility. The
School shall maintain responsibility for any necessary capital improvements and repairs to the
facility. Ascend shall be responsible for management and oversight of the daily maintenance and
operation of the facility. Upon request by the Board, Ascend shall assist the School in securing a
suitable temporary facility for the School during the first two Academic Years in which it enrolls
students and in developing and implementing a plan for obtaining a permanent facility for the
School. For purposes of this Agreement, Academic Year means August 1 through July 31,
inclusive.
6. Academic Performance. Ascend shall make reasonable efforts to manage the
School so as to permit it to meet or exceed the standards and performance criteria set forth in the
Schools Charter.
7. Fees and Compensation. Each Academic Year, the School shall pay to Ascend a
fixed yearly fee equal to nine percent of the sum of the Schools General Operating Revenues
from the school district for the school year plus federal receipts funds under the Individuals with
Attachment 21b Draft Management Contract
z1b-z1

Disabilities Education Act for the school year. The School shall make such payments to Ascend
on a pro rata basis as the School receives such funding or any portion thereof, with each payment
due within three business days of the Schools receipt of such funding of portion thereof.
Ascend is authorized to make payments to itself from any School account that Ascend manages
hereunder. Ascend retains the right to charge additional fees for services beyond those set forth
in Section 1 above, including but not limited to the operation of after-school and summer
programs. To the extent the School fails to pay the fees required by this Section 7, the School
shall pay interest on outstanding amounts due to Ascend at a rate equal to two per cent per year.
To the extent the School fails to pay the fees required by this Section 7, despite having access to
sufficient funds to make such payments, the School shall pay interest on outstanding amounts
owed to Ascend at a rate equal to the lower of twelve per cent per year or the maximum rate
permitted by law.
8. Operational Expenses. The School shall be responsible for paying all costs of the
Schools operations, including but not limited to costs for personnel, payroll, assessment
materials, books, educational materials, supplies, equipment, furniture, fixtures, custodial
services, food services, facility maintenance and repairs, utilities, and transportation. The School
shall also be responsible for paying, or at Ascends option for reimbursing Ascend for, all fees,
expenses, and costs due from Ascend to SABIS Educational Systems Inc. (SABIS) and
attributable to the School, including but not limited to the costs of all books provided by SABIS,
all in accordance with the agreement between SABIS and Ascend attached hereto as Exhibit A
(SABIS Charges).
9. Budget. No less than sixty days prior to the beginning of each of the Schools
fiscal years, Ascend shall submit to the Board a proposed budget for the School for that fiscal
Attachment 21b Draft Management Contract
z1b-zz

year. Within thirty days of its receipt of a proposed budget from Ascend, the Board shall review
the proposed budget and provide Ascend with any comments or proposed changes. No later than
two weeks prior to the beginning of the fiscal year, Ascend shall submit a final budget to the
Board for approval, which the Board shall not unreasonably withhold or delay. The Board shall
not revise budgeted amounts for the payments required by Section 7 above or for the SABIS
Charges.
10. Access to Funds. School funds shall be kept in an account belonging to the
School and over the School shall have signature authority and over which Ascend jointly with
and any school staff designated by the Board shall have signature authority. Ascend is
authorized to disburse School funds to pay the costs of operating the School, including but not
limited to the costs addressed in Sections 7, 8, and 9 herein. Ascend shall have no obligation to
fund any School deficit or to pay School expenses other than with School funds.
11. Start-up Costs. The School shall reimburse Ascend for any expenses that Ascend
reasonably incurs associated with launching the school, including but not limited to the cost of
student and staff recruiting and the leadership team participating in training provided by Building
Excellent Schools. The amount for which the School shall reimburse Ascend pursuant to this
Section 11 shall not exceed $350,000.
12. Reporting and Compliance. Ascend shall provide the Board with an annual report
of the Schools progress toward the standards and the performance criteria set forth in the
Schools Charter, quarterly unaudited financial statements, and quarterly student attendance and
enrollment reports. The School shall engage a Certified Public Accountant to conduct an annual
financial audit of the school. Ascend shall cooperate with the School on any such audit and on
any audit required or undertaken by any governmental entity with oversight authority over the
Attachment 21b Draft Management Contract
z1b-z

School. Ascend shall prepare any other reports required by any governmental entity with
oversight authority over the School.
13. SABIS Brand. The School shall permit Ascend to identify the Schools affiliation
with SABIS in School materials, to the extent necessary for Ascend to comply with the
requirements of the Agreement between SABIS and Ascend attached hereto as Exhibit A.
14. Indemnification.
14.1 Ascend shall indemnify, defend and save and hold the School, the board of
trustees, School employees, officers, directors, subcontractors and agents harmless against any
and all claims, demands, suits, costs, judgments or other forms of liability to third parties, actual
or claimed, including reasonable attorneys fees, for injury to property or persons, occurring or
allegedly occurring in connection with the operation of the School from conduct committed by
Ascend or by its employees, officers, directors, subcontractors, agents or by School employees
while assigned to and under the supervision of Ascend during the term of this agreement or any
renewal thereof. Upon timely written notice from the School, Ascend shall defend the School,
the board, School employees, officers, directors, subcontractors and agents in any such action or
proceeding brought thereon.
14.2 The School shall indemnify, defend and save and hold Ascend, the board, its
employees, officers, directors, subcontractors and agents harmless against any and all claims,
demands, suits, costs, judgments or other forms of liability to third parties, actual or claimed,
including reasonable attorneys fees, for injury to property or persons, occurring or allegedly
occurring in connection with the operation of the School from conduct committed by the School
or by its employees, officers, directors, subcontractors or agents, unless such conduct is
committed by School employees assigned to and working under Ascends supervision in the
Attachment 21b Draft Management Contract
z1b-zq

School. Upon timely written notice from Ascend, the School shall defend Ascend, the board, its
employees, officers, directors, subcontractors and agents in any such action or proceeding
brought thereon.
15. Insurance.
15.1 Liability Insurance. Ascend shall secure and maintain, at its expense, for the
protection of Ascend, the School, and their respective officers, directors, employees, students,
teachers and volunteers, insurance, on which the School shall be named as an additional insured,
including, but not limited to, general liability insurance coverage for bodily injury and property
damage. Such insurance policies shall be issued by an insurance company or companies selected
by Ascend and licensed to do business in New Jersey, which shall be rated A or better by A.M.
Best Company. Except as otherwise agreed to in writing by the School and Ascend, all such
insurance shall be primary insurance, with deductibles or self insured retentions which are
outside the policy limits.
15.1.a The insurance policies maintained by each party pursuant to this
Agreement shall be endorsed to state that coverage shall not be suspended, voided, cancelled or
reduced, in coverage or limits, except after thirty days prior written notice to Ascend and the
School. The parties shall furnish one another certified copies of the insurance or certificates of
insurance which name one another as an additional insured and which demonstrate compliance
with this Agreement.
15.2 Property Insurance. Ascend shall maintain property insurance for all
personal property provided by Ascend at the School facilities on which the School shall be
named as an additional insured. Ascend shall secure from its insurers waivers of subrogation as
Attachment 21b Draft Management Contract
z1b-z

against the School with respect to damages to the site, and shall otherwise hold the School
harmless against liabilities arising out of any such damages.
15.2.a The School shall maintain property insurance for the School facility and
for all personal property on the site provided by the School, on which Ascend shall be named as
an additional insured. The School shall secure from its insurers waivers of subrogation as
against Ascend with respect to damages to the site, and shall otherwise hold Ascend and its
directors, officers, employees and agents harmless against liabilities arising out of any such
damages.
15.3 Workers Compensation Insurance. Each party shall secure and maintain
workers compensation insurance covering its employees.
16. Termination.
17. Subject to the notice and cure provisions of this Section 17, the School may
terminate this Agreement at any time if a trustee or receiver of Ascends property has been
appointed; Ascend has made an assignment for the benefit of creditors; a petition in bankruptcy
has been filed by or against Ascend; Ascend has terminated or liquidated its operations or
announced its intention to do so; Ascend makes fraudulent use of the Schools funds; Ascends
conduct jeopardizes the health or safety of the Schools students; or, at any point after the initial
three years of the Schools operation, the School has failed to make reasonable progress toward
achievement of the goals and objectives section of the Schools charter application (collectively,
School Termination Events). If the School seeks to terminate the Agreement under this
Section 17, the School shall send to Ascend a written notice of its intention to terminate, which
notice specifies the specific conduct that the School believes has given rise to a School
Termination Event. Upon receipt of such notice, Ascend shall have ninety days to cure any such
Attachment 21b Draft Management Contract
z1b-z6

School Termination Event, or if the Termination Event relates to academic under-performance,
then Ascend shall not be entitled to cure the Termination Event. If, during that ninety-day
period, Ascend cures the School Termination Event, the School shall not terminate the
Agreement. If, at the conclusion of that ninety-day period, Ascend has not cured the condition
that led to the School Termination Event, the School may issue to Ascend a termination notice,
and this Agreement shall then terminate sixty days after the issuance of such notice or on the
date on which the School has repaid all outstanding debts the School owes to Ascend, whichever
is later. The Parties shall seek to terminate this Agreement only at the end of a school year.
17.1. Subject to the notice and cure provisions of this Section 17, Ascend may
terminate this Agreement if, upon request of Ascend, the Board fails to adopt
recommendations or proposals by Ascend that Ascend believes are necessary for the
successful implementation of the Ascend school design; there is a material reduction in
the Schools per-pupil funding of 15% or more, as compared to any previous year; the
cash receipts of the School are insufficient to fund all of the Schools budgeted cash
expenditures; or the School fails to identify a school site that Ascend deems suitable for
the School (collectively, Ascend Termination Events). If Ascend seeks to terminate the
Agreement under this Section 17.1, Ascend shall send to the School a written notice of its
intention to terminate, which notice specifies the specific conduct that Ascend believes
has given rise to an Ascend Termination Event. Upon receipt of such notice, the School
shall have ninety days to cure any such Ascend Termination Event. If, during that
ninety-day period, the School cures the Ascend Termination Event, Ascend shall not
terminate the Agreement. If, at the conclusion of that ninety-day period, the School has
not cured the condition that led to the Ascend Termination Event, Ascend may issue to
Attachment 21b Draft Management Contract
z1b-z;

the School a termination notice, and this Agreement shall then terminate sixty days after
the issuance of such notice. The Parties shall seek to terminate this Agreement only at
the end of a school year.
17.2. At any point following the conclusion of the First Period, either party may
terminate this Agreement for cause by providing the other party (the Receiving Party)
with no less than one years written notice of termination. For the purpose of this Section
17.2, for cause shall include only a material breach of this Agreement, a School
Termination Event, or an Ascend Termination Event.
17.3. Upon termination of this Agreement, Ascend shall immediately turn over
to the School all student, personnel, fiscal, and other school records, and the School shall
immediately turn over to Ascend all proprietary Ascend materials and all materials
provided by SABIS. Ascend shall cooperate in the transition of management to school
personnel or to agents of the School and shall seek to not disrupt the educational
programming at the school.
17.4. If either Party brings a lawsuit against the other Party, Ascend shall, upon
demand by the Board, deliver to the Board within 90 days from such demand copies of
all documents relating to the School that the School requires to function properly and all
documentation that is School property including, but not limited to. all documents that
the School requires to satisfy its reporting and compliance obligations to any
governmental entity with oversight authority over the School.
18. Charter Entity Authority. Nothing in this agreement shall be construed in any
way to limit the authority of the New Jersey Department of Education, or the Schools charter
entity.
Attachment 21b Draft Management Contract
z1b-z8

19. Conflict with Charter. To the extent that there are any conflicts between this
Agreement and the terms of the Schools Charter, the terms of the Charter shall control.
20. Tax-Exempt Status. The Parties recognize that the Schools and Ascends ability
to obtain and maintain federal tax-exempt status is essential. As a result, the Parties agree to
make any changes to this Agreement necessary for the School and Ascend to obtain and maintain
such status.
21. Ascend Intellectual Property. All intellectual property or proprietary information,
whether now existing or developed in the future (Ascend Property), including but not limited
to programming, products, or practices that Ascend develops or has developed, shall belong
exclusively to Ascend. All rights to all Ascend Property, whether or not developed or enhanced
during the term of this Agreement or in the course of Ascends performance under this
Agreement, shall remain the exclusive property of Ascend.
22. Governing Law and Jurisdiction. This Agreement shall be governed by and
construed in accordance with the substantive laws of the States of New York and New Jersey,
without regard for conflict of laws principles. The Parties agree that any suit, action, proceeding,
or claim of any type arising out of or relating to this Agreement may be commenced and
maintained in, and only in, a state or federal court within the states of New York or New Jersy.
The Parties agree to waive any objection to such courts personal jurisdiction over the Parties or
either of them. In any suit, action, proceeding, or claim of any type brought in a court in the
states of New York or New Jersey, the Parties agree not to assert any defense based upon
improper venue or forum non conveniens.
23. Notices. All notices that this Agreement requires a Party to provide to the other
Party shall be sent to the following addresses:
Attachment 21b Draft Management Contract
z1b-zq

If to the School: If to Ascend:
Paterson Collegiate Charter School Steven F. Wilson
205 Rockaway Parkway Ascend Learning
Brooklyn, NY 11212 205 Rockaway Parkway
Brooklyn, NY 11212

A Party may change its address for purposes of this Section 22 by giving written notice to
the other Party of such change.
24. Authorship. The Parties acknowledge that authorship of this Agreement, or any
part thereof, shall not be a basis for interpreting the Agreement, or any part thereof, against either
Party.
25. Severability. The invalidity or unenforceability of any provision of this
Agreement shall in no way affect the validity or enforceability of any other provisions, or any
part hereof.
26. Entire Agreement. This Agreement constitutes the Parties entire agreement with
respect to the transactions and matters addressed herein. Each Partys signature on this
Agreement constitutes an affirmation that no other representations or understandings have been
made or exist with respect to the transactions and matters addressed herein. Each Party
understands that the other Party is relying on the affirmations of this Paragraph in connection
with its execution of this Agreement.
IN WITNESS WHEREOF, the parties hereto have executed and delivered this
Agreement as of the day and year first above written.
PATERSON COLLEGIATE CHARTER SCHOOL

________________________________
By:

Attachment 21b Draft Management Contract
z1b-zqo

ASCEND LEARNING, INC.

_________________________________
By:
Attachment 22b Insurance Coverage

The Paterson Collegiate Charter School will carry insurance coverage by Austin & Company,
Inc. The following table shows estimated coverage limits for year 1. The school will not own or
lease any vehicles.


Insurance Estimate - Year 1
(This is a ballpark estimate and is subject to
completed
applications and underwriting review. Rates
subject to change.)
For: Canarsie Ascend Charter School Date Prepared: 11/21/12
Coverage's


Limits
Estimated Premium
1


Property - Choice Form
Business Personal Property(BPP) incl Improvements 300,000 $3,250
Replacement Cost & Agreed Value
Private School SPICE
Equipment Breakdown
Property Deductible: 2,500
Wind Deductible: N/A

2


Business Interruption
Business Income with Extra Expense 500,000 Incl. in 1

3


Inland Marine
Computerized Business Equipment
Included in BPP Definition
Incl. in 1
Hardware/Software


4


Crime
Employee Dishonesty 250,000 Incl. in 1
Forgery 250,000
Computer Fraud 250,000


5


Automobile Liability

Hired & Non-Owned Liability 1,000,000 Incl. in 1




6


General Liability
Any One Occurrence 1,000,000 $7,800
Annual Aggregate Limit 3,000,000

Abuse & Molestation Coverage Included
Employee Benefits Liability

Each Claim 1,000,000
Aggregate 1,000,000
Student Enrollment 208


Attachment 22b Insurance Coverage

7


Directors & Officers
Including Educational Practices Wrongful Acts 1,000,000 $4,000
Employment Practices Liability 1,000,000
Fiduciary
Liability 1,000,000

Deductible 5,000

8


Umbrella Liability
Each Occurrence 10,000,000 $5,000
General Aggregate 10,000,000
Attach to Directors & Officers Yes
Attach to Abuse & Molestation Coverage Yes
Fiduciary Liability 2,000,000
Retention 10,000


9


Workers' Compensation &
Employers' Liability Statutory Limits

Experience Modification N/A $11,700
Estimated Payroll - Code 8868: School/Prof & Clerical 1,497,000 (not including
Code 9101: School All other 0
dividend returns)


10


Student Accident
Accident Medical Expense 25,000 $540
Accident Dental Expense Included
Deductible 0
Type of Coverage Excess



11


Catastrophic Student Accident
Accident Medical Expense 1,000,000 $400
Accident Dental Expense Included
Deductible 25,000
Type of Coverage Excess

Total Annual Estimated Premium $32,690



This Insurance Estimate does not constitute a contract between the issuing Insurer(s), authorized representative or producer,
and the insured, nor does it affirmatively or negatively amend, extend or alter the coverage afforded by the policies listed.

Attachment 23b - 4 Year Budget
Budget Summary FOR APPLICATION USE ONLY
Paterson Collegiate Charter School
Fiscal Year Fiscal Year Fiscal Year Fiscal Year
2013-2014 2014-2015 2015-2016 2016-2017
Line
1 Enrollments
2 District of Residence 212 324 436 548
3 Non-Resident District
4 Total Enrollments 212 324 436 548
5
6 Beginning Fund Balance 29,120 34,622 80,059
7
8 Revenues
9 General Fund
10
11 Equalization/Local Levy Aid - Local Share
12 Equalization/Local Levy Aid - State Share
13 Total Equalization/Local Levy Aid (Lines 11,12) 2,326,488 3,555,576 4,784,664 6,013,752
10,974 per student, from NJ Department of
Education, Paterson
14 Categorical Aid
15 Categorical Special Education Aid
16 Categorical Security Aid
17 Total Categorical Aid (Lines 15 and 16)
18 Other State Revenue
19 First Year Nonpublic Student Aid
20 Adjustment Aid
21 Other State Revenue
22 Total Other State Aid (Lines 19 through 21)
23 Other Revenue
24 Total General Fund (Lines 13, 17, 22, 23) 2,326,488 3,555,576 4,784,664 6,013,752
25 Restricted - Special Revenue Fund
26 Revenue from State Sources:
27 Source:
28 Other:
29 Total State Projects (Lines 27, 28):
30 Revenue from Federal Sources:
31 Source:
32 Other:
33 Total Federal Projects (Lines 31, 32):
34 Revenues from Other Restricted Sources
35 Source:
36 Source:
37 Other:
38 Total Other Sources (Lines 35, 36, 37):
39 Total Special Revenue Fund (Lines 29, 33, 38)
40 Total Revenues (Lines 24,39) 2,326,488 3,555,576 4,784,664 6,013,752
41 Expenditures-General Fund
42 Instruction
43 Salaries of Teachers 598,300 1,089,534 1,493,853 1,923,964 see detailed budget narrative for detail
44 Other Salaries for Instruction 45,000 91,350 94,091 see detailed budget narrative for detail
45 Purchased Professional/Technical Services 149,589 228,335 312,080 395,825
Sabis licensing fee, specialized literacy
assessments and other external
instructional services
46 Other Purchased Services 8,000 12,000 22,000 26,000 includes leased copy machine
47 General Supplies 25,440 38,880 52,320 65,760
$120/student, miscellaneous classroom
supplies
48 Textbooks 20,000 12,000 12,000 12,000
$10,000 per new grade plus replacement
cost
49 Miscellaneous Expense 6,360 9,720 13,080 16,440
$30/student, field trips and other
miscellaneous costs
50 Total Instructional Expense 807,689 1,435,469 1,996,683 2,534,080
51 Administrative
52 Salaries - Administration 330,000 349,500 366,835 439,390 see detailed budget narrative for detail
53 Salaries of Secretarial/Clerical Assistants 35,000 36,050 37,132 38,245 see detailed budget narrative for detail
54 Total Benefit Costs 245,112 389,958 515,292 637,994
55 Purch. Professional/Tech.Serv.(Consultants) 43,600 55,500 77,000 88,000
part-time school business administrator,
audit, PD, payroll
56 Other Purchased Services 214,384 332,002 445,620 561,238 Ascend Learning management fee
57 Communications/Telephone 9,600 12,000 14,400 16,800
$800/month in year 1, includes internet
connectivity
58 Supplies and Materials 7,200 11,200 14,800 17,600 approximately $400/staff member
59 Judgments Against Charter Schools
60 Interest on Current Loans
61 Interest for Lease Purchase Agreements 41,950 62,925 94,388 94,388
cost for capital purchases paid by
equipment lease
62 Mortgage Payments-Interest
63 Miscellaneous Expense 3,600 5,600 7,400 8,800 approximately $200/staff member
64 Total Administrative Expense 930,446 1,254,735 1,572,867 1,902,454
65 Support Services
66 Salaries 58,000 104,740 157,882 162,619 see detailed budget narrative for detail
67 Purch. Professional/Tech. Serv.(Consultants) provided under Ascend student services
68 Other Purchased Services 34,000 63,000 92,000 121,000 janitorial services and repairs/maintenance
69 Rental of Land and Buildings 395,503 604,448 813,393 1,022,338
17% of total revenue can be allocated to
facilities rent
70 Insurance for property, liability and fidelity 32,000 38,000 46,000 54,000 based on estimate from insurance broker
71 Supplies and Materials 3,500 4,500 6,000 8,000 janitorial supplies
72 Transportation - Other than to/from school
73 Reserved for future use
74 Energy Costs (Heat and Electricity) 23,730 32,682 41,903 51,400
75 Miscellaneous Expense 5,000 5,000 5,000 5,000
76 Total Support Services Expense 551,733 852,370 1,162,177 1,424,356
77 Capital Outlay
78 Instructional Equipment See line 61
79 Noninstructional Equipment
80 Purchase of Land/Improvements
81 Lease Purchase Agreements-Principal
82 Mortgage Payments-Principal
83 Building Purchase other than Lease Purchase
23b-243
Attachment 23b - 4 Year Budget
Budget Summary FOR APPLICATION USE ONLY
Paterson Collegiate Charter School
Fiscal Year Fiscal Year Fiscal Year Fiscal Year
2013-2014 2014-2015 2015-2016 2016-2017
Line
84 Miscellaneous Expense 7,500 7,500 7,500 7,500
85 Total Capital Outlay 7,500 7,500 7,500 7,500
86 Total General Fund (Lines 50, 64, 76, 85) 2,297,368 3,550,073 4,739,227 5,868,391
87 Expenditures-Special Revenue Fund
88 Restricted /Special Revenues Programs
89
90 State Projects:
91 Source:
92 Other:
93 Total State Projects:
94
95 Federal Projects:
96 Source:
97 Other:
98 Total Federal Projects:
99 Other Restricted Expenditures:
100 Source:
101 Source:
102 Other:
103 Total Other Sources:
104 Total Special Revenue Fund (Lines 93, 98, 103)
105
106 Total Expenditures ( Lines 86, 104) 2,297,368 3,550,073 4,739,227 5,868,391
107
108 Ending Fund Balance (Lines 40 - 106) 29,120 34,622 80,059 225,421
Total Total Total Total
Benefits 245,112.00 Benefits 389,957.76 Benefits 515,292.48 Benefits 637,994.16
Salaries 1,021,300.00 Salaries 1,624,824.00 Salaries 2,147,052.00 Salaries 2,658,309.00
% 24.00% % 24.00% % 24.00% % 24.00%
Instr. % Instr. % Instr. % Instr. %
951,281.28 51.35% 1,707,756.72 92.19% 2,377,131.56 128.33% 3,018,413.32 162.94%
Admin. % Admin. % Admin. % Admin. %
730,983.92 39.46% 894,383.84 48.28% 1,060,138.84 57.23% 1,284,705.08 69.35%
Support % Support % Support % Support %
170,150.18 9.19% 273,059.68 14.74% 386,676.23 20.87% 441,047.18 23.81%
Total Total Total Total
1,852,415.38 2,875,200.24 3,823,946.63 4,744,165.58
% fund bal. to Gen Fund % fund bal. to Gen Fund % fund bal. to Gen Fund % fund bal. to Gen Fund
1.27% 0.98% 1.69% 3.84%
23b-244
Paterson Collegiate Charter School, Cash Flow Schedule FOR APPLICATION USE ONLY
Planning
Budget Period July August September October November December January February March April May June TOTALS
Beginning Cash Balances -$106,328 -$323,273 $69,605 $74,734 $87,003 $99,272 $111,541 $123,811 $136,080 $148,349 $160,618
Receipts
State Revenue 2,326,488 $581,622 $193,874 $193,874 $193,874 $193,874 $193,874 $193,874 $193,874 $193,874 $193,874 $2,326,488
Other Revenue
Restricted Revenue
Loans

Total Receipts $2,326,488 $581,622 $193,874 $193,874 $193,874 $193,874 $193,874 $193,874 $193,874 $193,874 $193,874 $2,326,488
Disbursements
Instruction
Salaries of Teachers 598,300 $49,858 $49,858 $49,858 $49,858 $49,858 $49,858 $49,858 $49,858 $49,858 $49,858 $99,717 $598,300
Other Salaries for Instruction
Purchased Professional/Technical Services 149,589 $13,599 $13,599 $13,599 $13,599 $13,599 $13,599 $13,599 $13,599 $13,599 $13,599 $13,599 $149,589
Other Purchased Services 8,000 $727 $727 $727 $727 $727 $727 $727 $727 $727 $727 $727 $8,000
General Supplies 25,440 $6,360 $6,360 $6,360 $795 $795 $795 $795 $795 $795 $795 $795 $25,440
Textbooks 20,000 $20,000 $20,000
Miscellaneous Expense 6,360 $578 $578 $578 $578 $578 $578 $578 $578 $578 $578 $578 $6,360
Total Instructional Expense 807,689 91,123 71,123 71,123 65,558 65,558 65,558 65,558 65,558 65,558 65,558 115,416 $807,689
Administrative
Salaries - Administration 330,000 $27,500 $27,500 $27,500 $27,500 $27,500 $27,500 $27,500 $27,500 $27,500 $27,500 $27,500 $27,500 $330,000
Salaries of Secretarial/Clerical Assistants 35,000 $2,917 $2,917 $2,917 $2,917 $2,917 $2,917 $2,917 $2,917 $2,917 $2,917 $2,917 $2,917 $35,000
Total Benefit Costs 245,112 $7,300 $20,426 $20,426 $20,426 $20,426 $20,426 $20,426 $20,426 $20,426 $20,426 $20,426 $33,552 $245,112
Purchased Professional/Technical Services 43,600 $3,964 $3,964 $3,964 $3,964 $3,964 $3,964 $3,964 $3,964 $3,964 $3,964 $3,964 $43,600
Other Purchased Services 214,384 $19,489 $19,489 $19,489 $19,489 $19,489 $19,489 $19,489 $19,489 $19,489 $19,489 $19,489 $214,384
Communications/Telephone 9,600 $800 $800 $800 $800 $800 $800 $800 $800 $800 $800 $800 $800 $9,600
Supplies and Materials 7,200 $1,800 $1,800 $1,800 $225 $225 $225 $225 $225 $225 $225 $225 $7,200
Judgments Against Charter School
Interest on Current Loans
Interest for Lease Purchase Agreements 41,950
Mortgage Payments-Interest
Miscellaneous Expense 3,600 $327 $327 $327 $327 $327 $327 $327 $327 $327 $327 $327 $3,600
Total Administrative Expense 930,446 38,517 77,223 77,223 77,223 75,648 75,648 75,648 75,648 75,648 75,648 75,648 88,774 $888,496
Support Services
Salaries 58,000 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $9,667 $58,000
Purchased Professional/Technical Services
Other Purchased Services 34,000
Rental of Land and Buildings 395,503 $32,959 $32,959 $32,959 $32,959 $32,959 $32,959 $32,959 $32,959 $32,959 $32,959 $32,959 $32,959 $395,503
Insurance for property, liability and fidelity 32,000 $32,000 $32,000
Supplies and Materials 3,500 $875 $875 $175 $175 $175 $175 $175 $175 $175 $175 $175 $175 $3,500
Transportation-Other than to/ from school
Reserved for future use
Energy Costs (Heat and Electricity) 23,730 $1,978 $1,978 $1,978 $1,978 $1,978 $1,978 $1,978 $1,978 $1,978 $1,978 $1,978 $1,978 $23,730
Miscellaneous Expense 5,000 $455 $455 $455 $455 $455 $455 $455 $455 $455 $455 $455 $5,000
Total Support Services Expense 551,733 67,811 41,099 40,399 40,399 40,399 40,399 40,399 40,399 40,399 40,399 40,399 45,232 $517,733
Capital Outlay
Instructional Equipment
Noninstructional Equipment
Purchase of Land/ Improvements
Lease Purchase Agreements- Principal
Mortgage Payments-Interest
Building Purchase other than - Lease Purchase
Miscellaneous Expense 7,500 $7,500 $7,500
Total Capital Outlay 7,500 7,500 $7,500
Total General Fund $2,297,368 $106,328 $216,945 $188,745 $188,745 $181,605 $181,605 $181,605 $181,605 $181,605 $181,605 $181,605 $249,422 $2,221,418
Restricted Expense
Total Expenditures $2,297,368 $106,328 $216,945 $188,745 $188,745 $181,605 $181,605 $181,605 $181,605 $181,605 $181,605 $181,605 $249,422 $2,221,418
Loan Payback
Ending Cash Balances $29,120 -$106,328 -$323,273 $69,605 $74,734 $87,003 $99,272 $111,541 $123,811 $136,080 $148,349 $160,618 $105,070 $105,070
EscrowAccount Reserve
23b-245
Attachment 24b Budget Narrative

There is no past, current, or threatened litigation at any school in the network or Ascend
Learning.

Revenues
Lines 2 and 4 The school will enroll 212 students, 100 in kindergarten and 112 in first grade.
Lines 13 and 24 Total general education fund are calculated as $2,326,488 using the Paterson
per-pupil amount published by the NJDOE for students in K-5.

Line 40 Total Revenues amount to $2,326,488.

Expenses
Instructional Expenses
Line 43 Salaries of Teachers
Position Salary # of Positions Total
K-1 Teacher $54,600 8 $436,800
Spanish Teacher $54,600 1 $54,600
Intensives Teacher $50,000 0.5 $25,000
Specials Teacher $54,600 1 $54,600
SPED Teacher $54,600 0.5 $27,300
Total $598,300

Line 45 The line includes the Sabis licensing fee of 6 percent of general per-pupil revenues and
$10,000 in specialized literary assessments and other external instructional services.
Line 46 $8,000 for a leased copy machine
Line 47 General Supplies are estimated at $120 per student, totaling to $25,440.
Line 48 Textbooks are estimated at $20,000 per new grade and an additional annual book
replacement cost of $2,000.
Line 49 Miscellaneous Expenses are estimated at $30 per student and includes field trips and
other miscellaneous costs
Line 50 The Total Instructional Expense amounts to $807,689

Administrative Expenses
Line 52 Salaries of Administration
Position Salary # of Positions Total
School Director $95,000 1 $95,000
Dean of Instruction $85,000 1 $85,000
Dean of Students $75,000 1 $75,000
Director of Operations $75,000 1 $75,000
Total $330,000

Line 53 Salaries of Secretarial/Clerical Assistants
Position Salary # of Positions Total
Office Manager $35,000 1 $35,000

Attachment 24b Budget Narrative

Line 54 Total benefit costs encompass employer-share Social Security contributions, group
health insurance, state pension contributions, tuition reimbursement, unemployment
compensation, unused sick leave, and workmens compensation. The expense line is
estimated at 24 percent of total salaries (teachers, other instruction, administration, office
management, and support positions).
Line 55 The line includes allocations for a part-time business administrator ($15,000), audit
fees ($15,000), professional development ($10,000), and payroll services ($3,600).
Line 56 The line includes the Ascend Learning management fee of 9 percent of general per-
pupil revenues and $5,000 for other services such as staff travel and board training.
Line 57 The internet and telephone cost is estimated at $800 per month.
Line 58 Administrative supplies and materials are estimated at $400 per staff member.
Line 61 This expense line covers the cost of capital purchases (such as furniture) paid by an
equipment lease. The principal cost would be $120,000 at a 3.178 percent monthly interest
rate, resulting in a first-year cost of $41,950 (covering 11 months).
Line 63 Miscellaneous expenses are estimated at $200 per staff member.
Line 64 - The Total Administrative Expense amounts to $930,446

Support Services
Line 66 Salaries of Support
Position Salary # of Positions Total
Social Worker $58,000 1 $58,000

Line 68 Janitorial services are estimated at $2,000 per month and $10,000 are allocated for
repairs and maintenance.
Line 69 Seventeen percent of total revenues is allocated toward facility rent.
Line 70 Insurance for property, liability, and fidelity is estimated at $32,000 per the lead
applicants insurance broker.
Line 71 Janitorial supplies and materials are capped at $3,500.
Line 74 Energy costs are estimated at 6 percent of rent.
Line 75 An additional $5,000 is budgeted for any unexpected costs.
Line 76 The Total Support Services Expense amounts to $551,733.

Capital Outlay
Line 84 An additional $7,500 is allotted for any unexpected capital costs.
Line 85 The Total Capital Outlay amounts to $7,500.

Line 86 The Total General Fund amounts to $2,297,368.

Line 106 Total Expenditures amount to $2,297,368.

Line 108 The Total Ending Fund Balance amounts to $29,120.
Attachment 25b ESP Litigation

There is no past, current, or threatened litigation at any school in the network or Ascend
Learning.

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