Our Proposal

Mountain View Academy

 Charter School Proposal

Charter schools are an avenue the State of Oregon provides to any person or group that wants to operate a comprehensive public school under a written agreement entered into with a sponsor. The intent is that new types of schools be created by parents, educators, and community members to create new, innovative, and more flexible ways of educating children within the public school system. The hope is that these schools may serve as models and catalysts for the improvement of other public schools and the public school system. Here is a description of our proposed school and details on our adherence to the State of Oregon and Lowell School District proposal requirements. A digital copy of this proposal is available at www.mtviewacademy.org/our-proposal/.


School Founders


  • Dionne and Jake Plahn
    • Role within the proposed school: Board Member
    • Experience: Jake graduated from Western Oregon University with a degree in Computer Science. Since then he has worked as a software engineer for a number of technology firms. He is currently an engineering manager at Symantec where he oversees the work of 23 software engineers. After graduating from Lowell High School, Dionne completed a degree in Healthcare Administration with a minor in business from Oregon State University. She then went on to work for the Corvallis Clinic and later managed Woodside Assisted Living in Springfield. Upon having her first child, Dionne transitioned into a full-time stay at home mom. Dionne volunteers as the treasurer at the Fall Creek Home School Academy where she is responsible for billing, payroll, and finances.
  • Cheryl and Rob Neet
    • Experience: After graduating from Lowell High School Rob settled down and raised 3 kids with Cheryl in the area. Now that their children have grown up, they’ve dedicated their lives to helping out disadvantaged youth. Opening their home to foster care has allowed them to provide a positive sheltered environment for over 10 kids. After participating in foster care they decided to not only open their home, but also their family and adopted 5 children.
  • Kelly and Joel Harris
    • Role within the proposed school: Board Member
    • Experience: Kelly and Joel graduated from Lowell High School in the late 90s. After school Kelly became a full-time stay at home mom and Joel a journeyman electrician at Schofield Electric Co. They both coach youth sports in the Lowell/Fall Creek area. Kelly serves on the board at the Fall Creek Home School Academy and is also their secretary. In this role she oversees all aspects of registration, placement, tuition assistance, and parent communication.
  • Tammy and Rick Garlitz
    • Role within the proposed school: Board Member
    • Experience: Rick and Tammy have lived and raised their children in Lowell for the last 5 years. Rick is the Operations Manager at Cummins Northwest LLC in Coburg, OR. During his 25 years at Cummins he has worked his way up from an apprentice technician to manager of the Coburg branch. Tammy is a Registered Nurse at Peace Health Medical Group and enjoys volunteering at her daughter’s school and coaching youth soccer.
  • Laurie Cardwell
    • Experience: Laurie has had a lifetime of involvement with the educational community. It began with the education she received while growing up in Central America and continued when she home schooled her 3 daughters. She has been a certified home school tester for 25 years and was the director of the Friday School co-op (150 students). Laurie has taught at the Home Scholar’s Academy and was a private tutor for the ACE Charter school. She has a degree in education from Oregon State University and is licensed by the TSPC. Her public school teaching experiences range from kindergarten through high school. Over the last 2 years she has served as the 1st grade teacher and administrator at the Fall Creek Home School Academy.
  • Kirsten Cardwell
    • Experience: A 2011 graduate of George Fox University with a degree in Psychology, Kirsten brings a fresh perspective to our planning process. Her high-energy personality and love for kids translate into enthusiasm for learning and the educational process. Kirsten has taught kindergarten at the Fall Creek Home School Academy for 2 years. Outside of the classroom she runs the horse program for emotionally disturbed children at Jasper Mountain and coaches the U11 Lowell Rockets soccer team.
  • Jessica Cardwell
    • Experience: A 2008 graduate of George Fox University with a degree in elementary education, Jessica has spent the last two years teaching 3rd grade at the Fall Creek Home School Academy. She has previously worked as a substitute teacher in the Lowell, Creswell and Springfield School Districts. When she’s not teaching Jessica coaches the varsity women’s soccer team at Thurston High School and the Sol White Eugene Metros club team. During the summer she facilitates relief teams at a rescue mission for young women in Managua, Nicaragua.

Our Name


The name of our school is Mountain View Academy.


Philosophy and Mission


Providing a quality learning environment through small class sizes, family involvement, and enriching the community.

Classes will be capped at 15 students, parents are expected to volunteer, character training is part of our core curriculum, and students are grouped in classes based on knowledge and ability instead of age.


Curriculum, Instruction and Assessment


Our curriculum was hand selected and evaluated by a group of experienced teachers using National data as well as the experience of long time educators. This curriculum comes from a variety of publishers, selected for its specific purpose within our program to aid us in the education of our students.

Character First: Our character program is used to help teachers define behavioral objectives, reinforce positive behaviors, and create a culture that values good character. Each week students memorize and focus on embodying a different character trait.

Reading: The SRA Reading Mastery program has proven itself to be a solid program that can teach all styles of learners. We will use this program up through level 5 (3rd grade) and then the students will switch to a program called The Daily 5. The Daily 5 encourages a love for literature by allowing students to choose the books they want to read. Through this program, students continue to receive training and instruction in comprehension, accuracy, fluency, and strategies to expand their vocabulary. We will have an elementary level Daily 5 group consisting of grades 4-5 and a middle school group, consisting of grades 6-8. Each reading group will be participating in the Oregon Battle of the Books competition to supplement our reading program.

Mathematics: The math series we have selected is called Singapore Math, written by the Singapore Ministry of Education. Students in Singapore have repeatedly ranked at or near the top on International Math Exams since the mid-1990′s. These textbooks & workbooks are pleasant to look at and provide a sequential program that has been well tested. In Sixth grade students will switch over to using Saxon Math. The Saxon Math curriculum has an incremental structure that distributes content throughout the year. This integrated and connected approach provides deep, long-term mastery of the content and skills called for in the Common Core State Standards.

Science: The teachers in our program feel that when it comes to science there is no comparison between reading about something and actually doing it. We have chosen a program “Science in a Nutshell” from Delta Education that brings science to life for kids. The kids will actively participate in science experiments, observing and recording observations. These science modules align with State standards and will work well with our multiple-grade program. We will also use the Scott Foresman Science textbooks for kindergarten through fifth grade. This program provides inquiry-rich content activities, cross-curricular connections that link reading and science skills, and time-saving strategies for lesson preparation and lab setup. In the sixth grade students will switch over to the Glencoe Science: Introduction to Life, Earth, & Physical Sciences. This curriculum starts students off on the right foot in their secondary science education with a balance of life, earth and physical science that prepares students for further study in these areas. Engaging and relevant content and practical hands-on activities are designed for middle school students who are ready for real science.

Penmanship/Keyboarding: Daily writing will be assigned using both teacher created materials and Daily Handwriting Practice, by Evan-Moor. We will focus on both correct letter formation and neatness. In 2nd grade, students will learn cursive. Once a student has mastered both print and cursive they are transitioned into keyboarding.

Spelling: Building Spelling Skills by Evan-Moor is our curriculum of choice. Teacher-created word lists, will supplement the 30 week Evan-Moor program.

** Electives **
Students are allowed to choose one of the following electives.

  • Robotics
  • Computer Programming
  • Basic and Advanced Art
  • Cooking
  • Knitting/Crocheting
  • German
  • Spanish
  • Drama
  • Soccer Skills
  • Crafts

Expected results of the curriculum and the verified methods of measuring and reporting objective results


Our curriculum will provide students with the knowledge required to test at or above grade level on the Oregon Assessment of Knowledge and Skills test and the California Achievement Test. Test results will be measured according to the standards set forth by these two testing bodies. Results will be reported to our sponsoring district and posted on our web site. We will also engage in the process of progress monitoring where each student’s progress is tracked and evaluated in a variety of subjects.


Governance Structure


The Board is responsible for overall policy and direction of the school, and delegates responsibility for day-to-day operations to the administrator and teachers. The Board shall have up to six and not fewer than three members. The board receives no compensation other than reasonable expenses.

The Board shall meet at least once a month, at an agreed upon time and place.

Election of new directors or election of current directors to a second term will occur as the first item of business at the annual meeting of the school. Directors will be elected by a majority vote of the current directors.

All Board members shall serve 2 year terms, but are eligible for re-election.

A quorum must be attended by at least 50% percent of the Board members before business can be transacted or motions made or passed.

An official Board meeting requires that each Board member have been emailed notice three days in advance.

There shall be three officers of the Board consisting of a Chair, Vice Chair/Secretary, and Treasurer. Their duties are as follows:

The Chair shall convene regularly scheduled Board meetings, shall preside or arrange for other members of the executive committee to preside at each meeting in the following order: Vice-Chair/Secretary, Treasurer.

The Vice-Chair/Secretary will chair committees on special subjects as designated by the board.

The Vice-Chair/Secretary shall be responsible for keeping records of Board actions, including overseeing the taking of minutes at all board meetings, sending out meeting announcements, distributing copies of minutes and the agenda to each Board members, and ensuring that corporate records are maintained.

The Treasurer shall make a report at each Board meeting. Treasurer shall chair the finance committee, assist in the preparation of the budget, help develop fundraising plans, and make financial information available to Board members.

When a vacancy on the Board exists, nominations for new members may be received from present Board members by the Vice-Chair/Secretary five days in advance of a Board meeting. These nominations shall be sent out to Board members with the regular Board meeting announcement, to be voted upon at the next Board meeting. These vacancies will be filled only to the end of the particular Board member’s term.

Resignation, Termination and Absences. Resignation from the Board must be in writing and received by the Vice Chair/Secretary. A Board member shall be dropped for excessive absences from the Board if s/he has three unexcused absences from Board meetings in a year. A Board member may be removed for other reasons by a two-thirds vote of the remaining directors.

Special Meetings. Special meetings of the Board shall be called upon the request of the Chair or one-third of the Board. Notices of special meetings shall be emailed out by the Vice-Chair/Secretary to each Board member three days in advance.

Committees

The Board may create committees as needed, such as fundraising, teacher selection, etc. The Board Chair appoints all committee chairs.

Executive: The three officers serve as the members of the Executive Committee. Except for the power to amend the Articles of Incorporation and Bylaws, the Executive Committee shall have all of the powers and authority of the Board of Directors in the intervals between meetings of the Board of Directors, subject to the direction and control of the Board of Directors.

Finance: The Treasurer is chair of the Finance Committee, which includes one other Board member. The Finance Committee is responsible for developing and reviewing fiscal procedures, a fundraising plan, and annual budget with staff and other Board members. The Board must approve the budget, and all expenditures must be within the budget. Any major change in the budget must be approved by the Board or the Executive Committee. The fiscal year shall be the calendar year. Annual reports are required to be submitted to the Board showing income, expenditures and pending income.


Distinctive Learning or Teaching Techniques


Our program is structured to foster academic excellence using individual ability placement. We focus on a “Back to the Basics” approach to learning that incorporates the following:

Reading Direct Instruction: SRA Reading Mastery is proven to help students decode and comprehend the meaning of print effortlessly, even students who are seriously at risk of failure.

Daily Math Drills: These practice drills are administered, corrected, and returned to the student on a daily basis to allow immediate feedback. Progress is monitored as students pass the timed tests, allowing them to move to the next level.

Focus on Penmanship and Cursive: Our primary grades focus on correct formation of D’nealian letters and we require all schoolwork to have proper penmanship. Cursive instruction begins in 2nd grade with a focus on perfecting letters and overall neatness as they progress. Students are required to rewrite any work (for all subjects) that does not contain properly formed letters.

Spelling and Grammar: Students participate in progressive spelling tests on a weekly basis. Words are introduced, studied, and applied throughout the week. This process concludes with a final test at the end of the week.

Character Development: Using Character First curriculum, our students are required to memorize definitions of character traits as well as their corresponding actions. Students are rewarded when they demonstrate these traits during school.

Core Knowledge History and Geography: Core Knowledge provides a core curriculum that is coherent, cumulative, and content-specific in order to help children establish strong foundations of knowledge, grade by grade. Our students begin in the first grade learning historical events as well as geographic locations. These build upon each other culminating in a great understanding of history as well as geography.

Delta Science Modules (hands on): These kits allow students to have hands on experience as they discover new scientific concepts. Our kits add to Basic, Not Boring – Science worksheets to help us assess the students understanding. 

Our program cultivates a love for learning using a mixture of direct instruction and student led problem solving. This approach encourages the use of imagination and factual memorization while also teaching our students how to study and learn.


Projected Enrollment and the Ages or Grades to be Served


135 students ages 5-14 in grades kindergarten through eighth grade, who are residents of the Lowell School District. This would give us 15 students per grade for each grade K-8.

We do not anticipate our enrollment being at 135 students for the 2014-2015 school year, but we want to plan for this edge case to ensure we can accommodate it. The minimum number of students that we need to balance our budget is 71.


Target Population


Involved families in our community interested in educational excellence whose children thrive in smaller environments.


Legal address, facilities, and physical location (if known)


Unknown


Admission policies and proposal procedures


Parents of students wishing to enroll at the Academy are required to fill out our admission application. They are also required to sign and agree to our parent/student contract. This contract outlines all of the requirements for both the parent and the student that are set forth by the Academy. Failure to adhere to these requirements will result in the student being suspended and referred to a regular public school or a private school of the parent’s choice. Students will be tested prior to enrollment to determine their grade placement. Classroom placement is based on knowledge and ability instead of age.


Statutes and rules that apply to the school


Our school will adhere to the statutes and rules that apply to public charter schools as defined in ORS 338.115 and listed below.

  • Federal law
  • ORS 30.260 to 30.300 (tort claims);
  • ORS 192.410 to 192.505 (public records law);
  • ORS 192.610 to 192.690 (public meetings law);
  • ORS 297.405 to 297.555 and 297.990 (Municipal Audit Law);
  • ORS 326.565, 326.575 and 326.580 (student records);
  • ORS 181.534, 326.603, 326.607, 342.223 and 342.232 (criminal records checks);
  • ORS 329.045 (academic content standards and instruction);
  • ORS 329.451 (high school diploma, modified diploma, extended diploma and alternative certificate);
  • The statewide assessment system developed by the Department of Education for mathematics, science and English under ORS 329.485 (2);
  • ORS 337.150 (textbooks);
  • ORS 339.141, 339.147 and 339.155 (tuition and fees);
  • ORS 339.250 (12) (prohibition on infliction of corporal punishment);
  • ORS 339.326 (notice concerning students subject to juvenile court petitions);
  • ORS 339.370, 339.372, 339.388 and 339.400 (reporting of child abuse and training on prevention and identification of child abuse);
  • ORS chapter 657 (Employment Department Law);
  • ORS 659.850, 659.855 and 659.860 (discrimination);
  • Any statute or rule that establishes requirements for instructional time provided by a school during each day or during a year;
  • Health and safety statutes and rules;
  • Any statute or rule that is listed in the charter;
  • ORS 339.119 (consideration for educational services);
  • ORS Chapter 338
  • Notwithstanding subsection (1) of this section, a charter may specify that statutes and rules that apply to school district boards, school districts and other public schools may apply to a public charter school.
  • If a statute or rule applies to a public charter school, then the terms “school district” and “public school” include public charter school as those terms are used in that statute or rule.
  • A public charter school may not violate the Establishment Clause of the First Amendment to the United States Constitution or section 5, Article I of the Oregon Constitution, or be religion based.
  • A public charter school shall maintain an active enrollment of at least 25 students.
  • For a public charter school that provides educational services under a cooperative agreement described in ORS 338.080, the public charter school is in compliance with the requirements of this subsection if the public charter school provides educational services under the cooperative agreement to at least 25 students, without regard to the school districts in which the students are residents.
  • A public charter school may sue or be sued as a separate legal entity.
  • The sponsor, members of the governing board of the sponsor acting in their official capacities and employees of a sponsor acting in their official capacities are immune from civil liability with respect to all activities related to a public charter school within the scope of their duties or employment.
  • A public charter school may enter into contracts and may lease facilities and services from a school district, education service district, public university listed in ORS 352.002, other governmental unit or any person or legal entity.
  • A public charter school may not levy taxes or issue bonds under which the public incurs liability.
  • A public charter school may receive and accept gifts, grants and donations from any source for expenditure to carry out the lawful functions of the school.
  • The school district in which the public charter school is located shall offer a high school diploma, a modified diploma, an extended diploma or an alternative certificate to any public charter school student who meets the district’s and state’s standards for a high school diploma, a modified diploma, an extended diploma or an alternative certificate.
  • A high school diploma, a modified diploma, an extended diploma or an alternative certificate issued by a public charter school grants to the holder the same rights and privileges as a high school diploma, a modified diploma, an extended diploma or an alternative certificate issued by a nonchartered public school.
  • Prior to beginning operation, the public charter school shall show proof of insurance to the sponsor as specified in the charter.
  • A public charter school may receive services from an education service district in the same manner as a nonchartered public school in the school district in which the public charter school is located.

Standards for behavior and a description of discipline, suspension or expulsion of students


Standards for behavior and a description of discipline will be created with the help of our administrator once this position is filled. The Parent/Student contract will list out these requirements and parents will be required to agree to this contract before their child is accepted into our program. Failure to adhere to the contract will result in the removal of the student from our program.


Proposed budget and financial plan and evidence that the proposed budget and financial plan for the public charter school are financially sound


Our budget can be found at – Proposed Budget


Financial management system including evidence of how it will meet the requirements of ORS 338.095 and a plan for having it in place at the time the school begins operating;


The Academy will use QuickBooks Premier Nonprofit for our financial management system. Listed below are the requirements contained in ORS 338.095 and an explanation of how we they will be addresses.

  • Requirement (a) Is compatible with the budget and accounting system of the sponsor of the school;
    • A determination will be made after our proposal is accepted as to whether or not QuickBooks is compatible with the accounting system of our sponsoring school. If an incompatibility is determined, the Academy will choose a compatible system.
  • Requirement (b) Complies with the requirements of the uniform budget and accounting system adopted by rule of the State Board of Education under ORS 327.511
    • Our system will adhere to all of the requirements set forth by ORS 327.511.

Proposed school calendar including the length of the school day and school year.


The school year will start on the Tuesday after Labor Day and end during the second week of June. Students will attend school from 8:30 AM to 2:00 PM Monday through Thursday. We will take the following holidays off:

  • Columbus Day
  • Veterans Day
  • Thanksgiving
  • 3 weeks for Christmas Break
  • Martin Luther King
  • Presidents Day
  • 1 week for spring break
  • Memorial Day

Projected date the school will begin operating


September 2nd 2014


Description of staff members and required qualifications of teachers


Our school will have 1 teacher for every 15 students. We will also employ an administrator and a secretary. The charter school will be considered the employer for these employees. Our board will control the selection of the employees and they will not collectively bargain with the sponsoring school district. If existing employees of the sponsoring school district are hired they will be granted a leave of absence of at least two years from their current positions in accordance with ORS 338.135.

Teachers will either be licensed or charter school registered by the TSPC (Teachers Standards and Practices Commission). At least one-half of the total full-time equivalent (FTE) teaching and administrative staff will be licensed with the TSPC.


Arrangement for any special education and related services provided pursuant to ORS 338.165 for children with disabilities who may attend the school.


All special education services for our students will be contracted out to the Lowell School District. The State allows public charter schools and their sponsoring district to negotiate on a case-by-case basis the distribution of funds for the payment of services rendered in special education. This payment will be equivalent to the funding the Lowell School District would receive if the student was enrolled in their public school.


Information on how the community will be involved in the planning and development


Community involvement is encouraged and needed during the planning and development of our charter school. We have formed a group of 10 community members that have been involved in our initial planning stages. Once our proposal has been submitted a community forum will be held where additional input will be received.

Our goal for this school is complete transparency. Everything we say and do will be communicated out via our web site. This site has been setup to allow anyone to comment on the information we add to it. We encourage all community members to regularly visit our web site and give us their feedback. Once our proposal has been sent to our sponsoring district a mailer to every address (in the district) will go out that explains our plan and gives them the location of our web site.


The term of the charter


The term of the charter shall be 3 years.


The plan for performance bonding or insuring the school including buildings and liabilities.


We will work with David Lees of Pacific Benefit Consultants, Inc to ensure that our school has the proper building and liability coverage. Performance bonds will be obtained for any new construction projects that we are involved in.


The proposed plan for placement of teachers, staff and students upon the termination or non-renewal of a charter.


Upon termination or non-renewal of our charter the students will have the opportunity to apply for admittance at a different charter school, attend school in their resident district, or attend school at a nonresident district via open enrollment. Teachers and staff will have the opportunity to apply for positions at the sponsoring district or other local districts.


The manner in which the program review and fiscal audit will be conducted


An annual program review will be conducted, added to the web site, and reported to the sponsoring school district and the ODE by July 15th of every school year. This report will include, but not be limited to:

  • Performance of the school
  • Performance of our students
  • Conformance information for state requirements contained in ORS 338 and listed on the State Requirements page.

The sponsoring school district or their designee shall annually visit our school and review our compliance with the terms and provisions of the charter.

An annual fiscal audit of our accounts will be conducted by July 15th of every school year. This audit will be forwarded to our sponsoring school district and the ODE. It will inquire into:

  • The principles of accounting and methods followed by the municipal corporation in recording, summarizing and reporting its financial transactions and financial condition.
  • The accuracy and legality of the transactions, accounts, records, files and financial reports of the officers and employees of the municipal corporation as they relate to its fiscal affairs.
  • Compliance with requirements, orders and regulations of other public officials which pertain to the financial condition or financial operations of the municipal corporation.

After the fiscal audit the following items will be forwarded to our sponsoring district:

  • Any statements from the public charter school that show the results of all operations and transactions affecting the financial status of the public charter school during the preceding annual audit period for the school.
  • A balance sheet containing a summary of the assets and liabilities of the public charter school as of the closing date of the preceding annual audit period for the school.

Additional Information Required By Lowell School District for Charter School Proposals


The following requirements were taken from the Policy LBE 082806 and PolicyLBE-AR112210 Lowell School District documents.

Curriculum, Instruction and Assessment

  1. Description of a curriculum for each grade of students, which demonstrates in detail alignment with Oregon’s academic content standards;
    • Alignment with Oregon’s academic content standards is noted in one of three ways. Available from publisher or author indicates that the alignment was performed by the publisher or author. On Oregon approved list means it is on the Oregon approved list for the subject specified. Aligned by teacher specifies that the alignment will be performed by the teacher.
    • Kindergarten – Fifth Grade
      • Reading: SRA Reading Mastery Signature Edition

        • Kindergarten – Third Grade
          • Publisher: McGraw-Hill Education Global Holdings, LLC
          • Copyright date: April 7, 2007
          • Version/Edition: 6th Revised edition
          • Alignment: Available from publisher
        • Fourth – Fifth
          • Daily 5 Literature Cafe
          • Publisher: Stenhouse Publishers
          • Copyright date: January 2006
          • Version/Edition: First
          • Alignment: Aligned by author
      • Math: Singapore Math Standards Edition
        • Publisher: Singapore Math Inc.
        • Copyright date: 2003
        • Version/Edition: US
        • Alignment: On Oregon approved list
      • Science: Scott Foresman Science
        • Publisher: Pearson Education, Inc
        • Copyright date: January 9, 2009
        • Version/Edition: 2010 Diamond Edition
        • Alignment: On Oregon approved list
      • Social Studies: Core Knowledge History and Geography
        • Publisher: Pearson Education, Inc
        • Copyright date: January 7, 2002
        • Version/Edition: NA
        • Alignment: Available from publisher
      • Health: Harcourt Health & Fitness
        • Publisher: Harcourt School Publishers
        • Copyright date: February 2007
        • Version/Edition: First
        • Alignment: On Oregon approved list
      • Penmanship: Daily Handwriting Practice
        • Publisher: Evan-Moor
        • Copyright date: NA
        • Version/Edition: Grades K-6
        • Alignment: Penmanship is not a core curriculum as defined by the State of Oregon therefore it does not need to be aligned.
      • Spelling: Building Spelling Skills
        • Publisher: Evan-Moor
        • Copyright date: NA
        • Version/Edition: Grades K-6
        • Alignment: Spelling is not a core curriculum as defined by the State of Oregon therefore it does not need to be aligned.
      • PE: Curriculum created and aligned by teacher
      • Art: Curriculum created and aligned by teacher
    • Sixth – Eighth
      • Reading: Daily 5 Literature Cafe
        • Publisher: Stenhouse Publishers
        • Copyright date: January 2006
        • Version/Edition: First
        • Alignment: Aligned by author
      • Math: Saxon Math
        • Publisher: Houghton Mifflin Harcourt
        • Copyright date: 2007
        • Version/Edition: NA
        • Alignment: On Oregon approved list
      • Science: Glencoe Science: Introduction to Life, Earth, & Physical Sciences
        • Publisher: McGraw-Hill
        • Copyright date: 2002
        • Version/Edition: First
        • Alignment: On Oregon approved list
      • Social Studies:
        • 6th Grade – Core Knowledge History and Geography
          • Publisher: Pearson Education, Inc
          • Copyright date: 2001
          • Version/Edition: NA
          • Alignment: Available from publisher
        • 7th and 8th – America: History of Our Nation
          • Publisher: Prentice Hall
          • Copyright date: April 16, 2012
          • Version/Edition: Beginnings to 1877 Edition
          • Alignment: On Oregon approved list
      • Health: The Great Body Shop
        • Publisher: The Children’s Health Market, Inc.
        • Copyright date: 2007
        • Version/Edition: NA
        • Alignment: On Oregon approved list
      • PE: Curriculum created and aligned by teacher
      • Art: Curriculum created and aligned by teacher
  2. Description of instructional goals in relationship to Oregon’s academic content standards and benchmarks;
    • Students will pass the OAKS test at benchmark levels.
  3. A planned course statement class taught in the program, including related content standards, course criteria, assessment practices and state required work samples that will be collected;

    • Planned Course Statement

    • Title: Science
    • Grade Level: 5th
    • Overview: 5th grade science focuses on a mixture of hands on experiments, instructor led discussion, and textbook learning. Students will split into small groups to engage in meaningful science activities that encourage cooperation and collaboration. The class will be divided into 4 units: life science, physical science, earth science, and the human body.
    • Content Standards: The following Oregon science content standards will be addressed in contexts that promote scientific inquiry, use of evidence, critical thinking, making connections, and communication:
      • 5.1 Structure and Function: Living and non-living things are composed of related parts that function together to form systems.
        • 5.1L.1 Explain that organisms are composed of parts that function together to form a living system.
        • 5.1E.1 Describe the Sun-Earth-Moon system.
      • 5.2 Interaction and Change: Force, energy, matter, and organisms interact within living and nonliving systems.
        • 5.2P.1 Describe how friction, gravity, and magnetic forces affect objects on or near Earth.
        • 5.2L.1 Explain the interdependence of plants, animals, and environment, and how adaptation influences survival.
        • 5.2E.1 Explain how the energy from the sun affects Earth’s weather and climate.
      • 5.3 Scientific Inquiry: Scientific inquiry is a process of investigation based on science principles and questioning, collecting, describing, and examining evidence to explain natural phenomena and artifacts.
        • 5.3S.1 Based on observations and science principles, identify questions that can be tested, design an experiment or investigation, and identify appropriate tools. Collect and record multiple observations while conducting investigations or experiments to test a scientific question or hypothesis.
        • 5.3S.2 Identify patterns in data that support a reasonable explanation for the results of an investigation or experiment and communicate findings using graphs, charts, maps, models, and oral and written reports.
        • 5.3S.3 Explain the reasons why similar investigations may have different results.
      • 5.4 Engineering Design: Engineering design is a process of using science principles to make modifications in the world to meet human needs and aspirations.
        • 5.4D.1 Using science principles describe a solution to a need or problem given criteria and constraints.
        • 5.4D.2 Design and build a prototype of a proposed engineering solution and identify factors such as cost, safety, appearance, environmental impact, and what will happen if the solution fails.
        • 5.4D.3 Explain that inventions may lead to other inventions and once an invention exists, people may think of novel ways of using it.
    • Criteria:
      • The Scott Foresman Science textbook will be used.
      • Class instruction will be given daily.
      • 1/3 of the time will be dedicated to hands on science experiments.

      Assessment Practices: Progress will be assessed using the OAKS grade 5 test.

    • State Required Work Samples: Work samples will be collected and evaluated with the appropriate rubric for each student.

  4. Documentation that reflects consideration of credits for public charter school course work a student may perform at any other public school;
    • Consideration of credits a student performed at a public school will be assessed during the enrollment process.
  5. Explanation of grading practices for all classes and how student performance is documented;
    • Students are graded in each subject area on an A-F letter grade scale. All graded coursework and tests are compiled and a letter grade is given based on the following values:
      1. A: 90% – 100%
      2. B: 80% – 89%
      3. C: 70% – 79%
      4. D: 60% – 69%
      5. F: 59% and below
    • Student performance is documented in quarterly report cards.
  6. Explanation of how the proposed academic program will be aligned with that of the district. (If an applicant is proposing an elementary level public charter school, please describe how the curriculum is aligned at each grade level with the district’s curriculum, including an explanation of how a student in the public charter school will be adequately prepared to re-enter the district’s public school system after completing the charter school’s program.);
    • Our academic program is driven from our mission statement and core values. We understand that it will differ from the districts, but it is our hope that most of our students will attend high school at Lowell. There will also be students who leave our program without finishing it. These two cases won’t drive the decisions we make with regards to our program, but they will be discussed to ensure a successful transition for our students.
  7. Description of the student assessment system, including how student academic progress will be measured at each grade level and any specific assessment instruments that will be used;
    • The Oregon’s Assessments of Knowledge and Skills (OAKS) reading/literature and mathematics test will be given to students in grades 3-8. The science test will be taken by all fifth and eighth graders. The California Achievement Test (CAT) will be taken by every student on an annual basis.
  8. Description of the plan for reporting student progress to parents, students and the community;
    • Student progress will be reported to parents and students in a quarterly report card. Standardized test scores will be reported to the community using our web site and Facebook page.
  9. Description of policies and procedures regarding diplomas and graduation;
    • Not Applicable
  10. Description of policies and practices for meeting the needs of students who are not successful in the regular program;
    • Every effort will be made to ensure that students are successful in our program. In the case were a student is not successful the board, administrator, teacher, and parents will discuss alternatives that will ensure the students educational success.
  11. Identification of primary instructional materials by publisher, copyright date, version and edition for each academic content area in each grade;
    • This information is contained in “item #1″ of this section.
  12. Identification of major supplementary material in core academic content areas and the criteria for use with students;
    • Math
      • Harcourt Math by Harcourt School Publishers
      • Singapore Math Practice by Frank Schaffer
      • Math Minutes from Creative Teaching Press
      • Pre-Algebra from Carson-Dellosa
      • Math from Beaver Books
    • Science
      • Science in a Nutshell from Delta Education, Basic
      • Basic, Not Boring – Science by Forte and Frank
      • Giant Science from Evan-Moor
    • Social Studies
      • Uncle Josh’s Outline Map Book by Wiggers and Wiggers
  13. Description of how the public charter school will meet the unique learning needs of students working above and below grade level, including but not limited to talented and gifted students;
    • The needs for students working above and below grade level will be met by placing students in classes based on knowledge and ability instead of age. At any time during the school year a student can be moved to a higher or lower class based on their progress.
  14. Description of how the public charter school staff will identify and address students’ rates and levels of learning;
    • The rate and level of learning will be assessed during the enrollment testing and screening process. This information will be taken into account when the class placement decision is made. Teachers will regularly monitor these items during the school year and the appropriate changes will be made to ensure the student’s success.
  15. Description of strategies the public charter school staff will use to create a climate conducive to learning and positive student engagement;
    • The following strategies will be used:
      • Small class sizes
      • Character training
      • Hiring passionate teachers who believe in academic excellence
      • Individual instruction
  16. Documentation that demonstrates improvements in student academic performance over time (both individual and program/grade level) from any private alternative school operated by the public charter school applicant, if applicable;
    • Not Applicable
  17. Description of how teachers will utilize current student knowledge and skills to assist in the design of appropriate instruction;
    • Class placement is based on knowledge and ability instead of age. Teachers will design appropriate instruction based on the knowledge and skills of the students assigned to their class.
  18. Identification of how the public charter school will provide access to national assessments such as PSAT, SAT and ACT, if applicable;
    • Not Applicable
  19. Description of parental involvement, content of planned meetings and how the school will adjust any meeting to meet the needs of working parents;
    • Our school will rely upon parent volunteers in order for the program to function as needed. We expect all parents to participate in our volunteer program to whatever capacity their schedule allows. We understand that every parent has different skills and different time commitments therefore we offer a wide range of volunteer opportunities in the hopes that everyone can participate. An effort will be made to schedule meetings that meet the needs of working parents.
  20. Description of distance learning options available to students, including the grade levels and amount of instruction offered to students, if applicable.
    • Not applicable

State and Federal Mandates/Special Education

  1. Description of how the public charter school will meet any and all requirements of No Child Left Behind, which also specifically addresses adequate yearly progress (AYP) and the safe schools aspects of the law.
    • The State of Oregon has been granted a waiver from participating in the No Child Left Behind law. With this waiver Oregon has proposed a homegrown system of school accountability. Once the new statewide system for rating schools and evaluating teachers and principals is put in place, a plan for conformance will be executed. We will work with our administrator to ensure adherence to the new system.
  2. Description of how the public charter school will collect AYP information on all subgroup populations in the school;
    • After the State of Oregon received their NCLB waiver a decision was made to replace AYP reports with a Next Generation Accountability reporting system. Once this system is put into place we will work with our administrator to ensure adherence.
  3. Description of specific program information regarding curriculum and how specially designed instruction is delivered for special education students. (Include methodologies, data collection systems and service delivery models used.);
    • All special education services for our students will be contracted out to the Lowell School District.
  4. Description of how the public charter school will serve the needs of talented and gifted students, including screening, identification and services;
    • The needs for talented and gifted students will be met by placing students in classes based on knowledge and ability instead of age. All students will be tested, and a TAG determination will be made when they are accepted for enrollment. A record of this determination will be kept in the student’s education record file regardless of whether or not they are identified as TAG. Multiple criteria will be used to make our determination. This can include teacher checklists, parent checklists, work samples, an “exceed” score on the OAKS test, creativity assessments, etc. To be identified as TAG, a student must score at or above the 97th percentile on a nationally standardized test of mental ability. The test used to determine this will be selected with the help of our administrator and teaching staff. An exception can be made for students who score below the 97th percentile if it is determined that the student has the potential to perform at the 97th percentile. Once the identification process is started we will make a determination within thirty working days. When a student has been determined not gifted they are still eligible to be considered for identification in subsequent years if there is sufficient evidence. Each TAG student’s rate and level of learning will be addressed on a case by case basis to ensure appropriate classroom instruction is being given. After school enrichment opportunities will not be used in place of appropriate classroom instruction.
  5. Description of how the public charter school will deliver services and instruction to English Language Learners (ELL), including descriptions of curriculum, methodology and program accommodations;
    • An assessment will be performed on a case by case basis by a certified ELL staff member to determine if we will contract out services to our sponsoring district or provide them in house.
  6. Description of how the public charter school will work with the district to comply with Section 504 accessibility requirements and nondiscrimination requirements in admissions and staff hiring;
    • The sponsoring districts policy on Section 504 accessibility requirements will be adhered to. The charter will establish and publicize a nondiscrimination policy that will apply in all its admissions and hiring practices.
  7. Explanation of how the public charter school will work with the district to implement Child Find requirements;
    • Charter staff will cooperate in the districts child find procedures.
  8. Explanation of how the public charter school will work with the district to manage IDEA 2004 mandates regarding eligibility, IEP and placement meetings;
    • Charter staff will cooperate in the districts eligibility procedures. The charter will make general education staff available for IEP and placement meetings.
  9. Explanation of how the public charter school will work with the district to implement accommodations and modifications contained in the IEP or Section 504 plan;
    • Charter staff will be responsible for implementing the accommodations and modifications for IEP and 504 students, in conjunction with direction and assistance from the district.
  10. Explanation of how the public charter school will work with the district to include parents in implementing IEPs;
    • The charter staff will work with the district to help inform parents of IDEA and 504 procedures and meetings.
  11. Explanation of how the public charter school intends to work with the resident district of any IEP student to provide special education services.
    • The charter will comply with all statutory notice requirements for out of district special education students.

Teacher Certification

  1. Identification regarding the training and/or certification of staff, including areas of industry training, endorsements and Teacher Standards and Practices Commission (TSPC) licensure;
  2. Explanation of how the public charter school will meet the federal mandate of “highly qualified” teachers contained in No Child Left Behind;
    • Federal law defines a highly qualified teacher as a teacher who:
      • is fully licensed by the state
      • has at least a bachelor’s degree, and
      • has demonstrated competency in basic elementary curriculum (K-6) or demonstrated competence in each subject taught (7-12).
    • Under Oregon Administrative Rule 584-100-0101, the following licenses are considered “full state” licenses:
      • Standard
      • Basic
      • Initial (Initial, Initial I, Initial II)
      • Five Year (Elementary and Secondary)
      • Continuing
      • NCLB Alternative Route Teaching License
      • Charter School Registry
    • All of our teachers will meet the criteria listed above. This information was taken from the Highly Qualified Teachers page on the ODE web site.
  3. Identification of which teachers are Oregon Proficiency-based Admission Standards System (PASS) trained by content areas and year of training or re-training, if applicable;
    • This information will be compiled with the help of our Administrator as soon as this position is filled.
  4. Explanation of how the public charter school will comply with TSPC requirements for all staff, including all TSPC Oregon Administrative Rules pertaining to its staff.
    • Our administrator will be responsible for TSPC requirements for all staff and TSPC Oregon Administrative Rules compliance. A compliance report will be submitted to our board on an annual basis.

Professional Development

  1. Provide the public charter school’s plan for comprehensive professional development for all staff;
    • Our plan will be created with the help of our Administrator as soon as this position is filled.
  2. Identification of how the public charter school’s licensed staff will obtain their required Continuing Professional Development units for licensure renewal.
    • Licensed staff will obtain PDUs by participating in activities that fall within one of the seven “standards” specified in OAR 584-090-0110.

Budget

  1. Explanation of projected budget item for PERS contributions that would be required of the public charter school;
  2. Description of planned computer and technology support;
    • Computer and technology support will be provided on a volunteer basis by Jake Plahn.
  3. Description of planned transportation costs, if applicable;
    • Not applicable, the Academy will not participate in the transportation of students. This is a responsibility of the parents.
  4. Explanation of projected budget items for teaching salaries and other personnel contracts;
  5. Explanation on facilities costs, including utilities, repairs, and rent;
    • Our facility costs are unknown at this time. We have budgeted $2,000 per month for leasing space appropriate for the operation of our school. If we share a facility with another entity and the utility hookups to our space are not separate, we will pay any additional costs incurred based on a two year average of past utility costs. All repairs to the facility will be handled by our landlord.
  6. Copies of municipal audits for any other public charter school operated by the public charter school applicant, if applicable.
    • Not applicable.

Policy

  1. Copies of any policy that the public charter school intends to adopt which address expectations of academic standards for students and transcripting of credits;
    • Policy will be created with the help of our Administrator as soon as this position is filled.
  2. Copies of any policy that the public charter school intends to adopt on student behavior, classroom management, suspensions and expulsions, which must contain an explanation of how the charter school will handle a student expelled from another district for reasons other than a weapons violation;
    • Policy will be created with the help of our Administrator as soon as this position is filled.
  3. Descriptions and copies of any policy that the public charter school intends to adopt regarding corporal punishment;
    • Policy will be created with the help of our Administrator as soon as this position is filled.
  4. Copies of any policy that the public charter school intends to adopt regarding dispensing of medication to students who are in need of regular medication during school hours;
    • Policy will be created with the help of our Administrator as soon as this position is filled.
  5. Description of procedures on how the public charter school will handle disciplinary referrals and how they will impact student promotion and advancement;
    • Policy will be created with the help of our Administrator as soon as this position is filled.
  6. Copies of any policy that the public charter school intends to adopt regarding reviewing and selecting instructional materials;
    • Policy will be created with the help of our Administrator as soon as this position is filled.
  7. Copies of any policy that the public charter school intends to adopt regarding solicitation/advertising/fundraising by nonschool groups;
    • Policy will be created with the help of our Administrator as soon as this position is filled.
  8. Copies of any policy that the public charter school intends to adopt regarding field trips;
    • Policy will be created with the help of our Administrator as soon as this position is filled.
  9. Copies of any policy that the public charter school intends to adopt regarding student promotion and retention;
    • Policy will be created with the help of our Administrator as soon as this position is filled.
  10. Copies of any policy that the public charter school intends to adopt regarding student publications;
    • Policy will be created with the help of our Administrator as soon as this position is filled.
  11. Copies of any policy that the public charter school intends to adopt regarding staff/student vehicle parking and use;
    • Policy will be created with the help of our Administrator as soon as this position is filled.
  12. Copies of any policy that the public charter school intends to adopt regarding diplomas and graduation, and also participation in graduation exercises;
    • Not applicable.
  13. Copies of any policy that the public charter school intends to adopt regarding student/parent/public complaints;
    • Policy will be created with the help of our Administrator as soon as this position is filled.
  14. Copies of any policy that the public charter school intends to adopt regarding visitors;
    • Policy will be created with the help of our Administrator as soon as this position is filled.
  15. Copies of any policy that the public charter school intends to adopt regarding staff discipline, suspension or dismissal.
    • Policy will be created with the help of our Administrator as soon as this position is filled.

Other Information

  1. Plans for use of any unique district facilities including, but not limited to, gymnasiums, auditoriums, athletic fields, libraries, cafeterias, computer labs and music facilities;
    • We are currently pursuing 3 options regarding our facilities for next year. One of them is residing in the back wing of the Lundy Elementary School. Our usage would consist of the following items:
      1. Exclusive use of:
        • Classroom #12
        • Classroom #14
        • Classroom #15
        • Classroom #16
        • Classroom #17
        • Classroom #18
        • Girls Bathroom
        • Boys Bathroom
        • Room A
        • Room B (no windows)
        • Bonus Room 1
        • Bonus Room 2
        • Bonus Room 3
        • New parking lot and driveway off of E. Main Street
      2. Shared use of:
        • Athletic fields
        • Cafeteria
        • Gym
  2. Plans for child nutrition program(s);
    • Our students will not participate in a child nutrition program.
  3. Plans for student participation in extracurricular activities pursuant to Oregon School Activities Association and Board policy, regulations and rules;
    • We will not participate in the planning and funding of extracurricular activities. Our student’s participation in these activities will be the responsibility of their parents.
  4. Plans for counseling services;
    • All counseling services will be contracted out on an as needed basis.
  5. Explanation of contingency plans for the hiring of substitute professional and classified staff;
    • Our 2014-2015 budget includes funding for substitute professionals. Each teacher is allocated 5 sick days per school year. Substitute teachers will be paid at the state minimum of $171 per day. The only classified staff we will be hiring is a secretary. This position is allotted 3 sick days per school year. Coverage for these days will be handled by an appropriately trained parent volunteer.
  6. Description of how the public charter school will address the rights and responsibilities of students;
    • These will be addressed in our admission application. Parents and students have to agree to a stringent set of requirements in order to be accepted at the Academy.
  7. Description of how the public charter school will handle situations involving student, possession, use or distribution of illegal drugs, weapons, flammable devices and other items that may be used to injure others;
    • We will follow the Lowell School District’s policy.
  8. Copies of program reviews conducted by other school districts that may have referred students to another public charter school operated by the public charter school applicant, if applicable;
    • Not applicable.
  9. Description of the typical school day for a student, including a master schedule, related activities, breaks and extracurricular options;
    • Monday Tuesday Wednesday Thursday
      8:30-9:30 Reading Reading Reading Reading
      9:30-10:15 Math Math Math Math
      10:15-10:30 Movement Break
      10:30-11:00 Spelling Spelling Spelling Spelling
      11:00-11:30 Healthy Living Healthy Living Healthy Living Healthy Living
      11:30-12:00 Lunch Lunch Lunch Lunch
      12:00-12:30 Story time/Penmanship
      12:30-1:10 Science Science Science Elective **
      1:10-1:40 Social Studies Social Studies Social Studies Elective **
      1:40-2:00 Character First Character First Character First Character First
  10. Description of how student membership will be calculated, including a description of the type of instruction and location of instruction that contributes to Average Daily Membership (ADM).
  11. Documentation and description of how long most students remain in the program, and documentation of student improvement in academic performance, disciplinary referrals, juvenile interventions, or any other disciplinary action while in the program;
    • An electronic file will be kept for each student. This file will contain documentation and description of how long the student has been in our program and data points on academic performance, disciplinary referrals, juvenile interventions and any other disciplinary actions that occurred.
  12. Explanation of the legal relationship between the public charter school and any other public charter school, if applicable. (Please provide any contracts or legal documents that will create the basis of the relationship between the entities. Please also provide all financial audits and auditor’s reports.);
    • Not applicable.
  13. If a public charter school applicant is operating any other public charter school, documentation that the public charter school applicant has established a separate Oregon nonprofit corporation, legally independent of any other public charter school in operation;
    • Not applicable
  14. If a public charter school applicant has not secured a facility at the time of submitting a public charter school proposal, a written and signed declaration of intent that states:
    • If given any type of approval (conditional or unconditional), the public charter school applicant promises to provide to the school district liaison, at least sixty (60) days before the intended date to begin operation of the public charter school, proof that it will be able to secure, at least thirty (30) days before the intended date to begin operation of the public charter school, a suitable facility, occupancy and safety permits and insurance policies with minimum coverages required by the school district in school board policy and administrative regulation LBE that sets forth the requirements and process for the school board in reviewing, evaluating and approving a public charter school.

      If the public charter school applicant fails to provide proof of an ability to secure a facility and all necessary occupancy and safety permits and insurance that is required by the school district as a condition of approval by the due date, it will withdraw its application to begin operation of a public charter school for the upcoming school year.

      By signing this document, I affirm that I am authorized to make the promises stated above on behalf of the public charter school applicant. I understand that failure to fulfill the conditions listed above will result in an approval becoming void, and will automatically revoke any type
      Public Charter Schools – LBE-AR 8
      of approval that the school board previously granted to the public charter school applicant.

      Name _______________ Date _______________
      On behalf of the Mountain View Academy

  15. How our philosophy and mission differ from the district’s current program and philosophy.
    • Not applicable, Lowell is in the process of creating their strategic plan and do not currently have a defined philosophy and mission.
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