Excel Academy A Jefferson County K-8 Charter School

Program Overview

EXCEL ACADEMY PROGRAM OVERVIEW

Copyright © 2017 Excel Academy Charter School All rights reserved. No part of the contents of this document may be reproduced or transmitted in any form or by any means without the expressed permission of Excel Academy Charter School.

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EXCEL ACADEMY MISSION STATEMENT Excel Academy is a collaboration of students, educators and parents who cultive independent, life-long learners. We promote excellence through a rigorous and engaging curriculum that is delivered in a flexible and appropriate manner for each child.

ELEMENTS OF EXCEL ACADEMY Since its inception in 1995 as a Kindergarten through 6th Grade school with 126 students in a leased commercial property, Excel Academy has grown to a Kindergarten through 8th Grade school with an enrollment of over 500. Excel Academy is now located south of Standley Lake in a 44,000 square foot building. This beautiful facility has 20 fully equipped classrooms, library, gymnasium, lunchroom, playground, stage, music room, and an art studio. This document will lay out the components that have made us a successful charter school as well as the unique features that set us apart from other schools. Excel Academy’s charter was developed on the foundational idea that children can master a rigorous curriculum and become increasingly self-directed learners when mentored in an environment that delivers instruction a flexible and appropriate manner for each child. Our learning environment delivers the Core Knowledge curriculum through a rich variety of strategies and experiences. Curriculum is process-centered and based on the concept that knowledge is interrelated. Attention is given to “learning how to learn,” which helps develop successful life-long learners. Numerous field studies and enrichment activities augment the comprehensive curriculum. Students, staff, and parents work as collaborative partners in creating challenging and successful learning opportunities to ensure that each child achieves his or her highest potential.

SCHOOL GOVERNANCE The school is governed by a Board of Directors (Board) elected at the annual meeting of the membership for a three-year term. Board members have staggered terms so that every year approximately two Board seats are up for election. Parents of students attending Excel Academy are members of the nonprofit corporation, also known as Excel Academy. Seven parents serve on the Board and the Executive Director serves as an ex-officio (non-voting) member of the Board. The overall tasks of the Board are to make policy decisions that uphold, interpret, and clarify the school philosophy and vision, approve curriculum and textbooks, maintain relations and communication with the District, and to take appropriate action to comply with applicable laws or district policies. On behalf of the school, the Board contracts for goods and services, prepares the operating budget, selects, terminates, and evaluates the Executive Director, determines employee compensation, determines the educational program, adopts the school © Excel Academy 2017  3

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improvement plan, procures insurance, purchases and leases equipment and supplies, and accepts and expends gifts, donations, and grants. Implementation of the policies and procedures, as well as daily operations, are the responsibility of school personnel. Excel Academy Board Members: Alex Dorotik – President Torry Staton - Vice President Tish Antill– Secretary Kirstin Kraig- Treasurer Elizabeth Abell Leslie Ryan Shannon Fitzgerald Lisa Gjellum, Executive Director

SCHOOL ADMINISTRATION Executive Director: Lisa Gjellum joins Excel Academy with over 20 years of teaching in grades K-6. Mrs. Gjellum’s last seven years of teaching were at Peak to Peak Charter School where she was a founding teacher. Immediately after receiving her Administration license Mrs. Gjellum accepted a position as Assistant Principal at Landmark Academy and completed her tenure there after four years. The next school journey for Mrs. Gjellum was Principal at Carbon Valley Academy in Frederick and contracting as a School Review Panelist for CDE the past four years. Mrs. Gjellum is thrilled to bring her expertise to Excel Academy and share her passion with charter schools Assistant Director: Starr Svaldi is a fellow with Catapult Leadership, an innovative executive level leadership development program for experienced educators who are eager to create innovative, transformational change. Starr has been the Teacher Librarian and technology leader at Excel since 2008. Previously, Starr was the director of Literacy Outreach in Glenwood Springs and Manager of Gordon Cooper Branch Library in Carbondale Colorado. She received a B.A. in English from Catholic University of America in Washington DC and received her teacher’s certification from Metro State University.

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STAFF LISTING Executive Director Assistant Director Secretary Secretary Business Manager Clinic Aide Kindergarten Teacher Kindergarten Teacher 1st grade Teacher 1st grade Teacher 2/3 Lab Teacher 2/3 Lab Teacher 2/3 Lab Teacher 2/3 Lab Teacher 2/3 Lab Teacher 4/5 Lab Teacher 4/5 Lab Teacher 4/5 Lab Teacher 4/5 Lab Teacher 4/5 Lab Teacher 6th Grade History/ Math Teacher 6th Grade Science/Math Teacher 7th/8th Grade English Teacher 7th/8th Grade History Teacher 7th/8th Grade Math Teacher 7th/8th Grade Math Teacher 7th/8th Grade Science Teacher Art Teacher Music Teacher Librarian PE Teacher Spanish Teacher (K – 8) Technology Coordinator Paraprofessional (Kindergarten) Paraprofessional (1st Grade) Paraprofessional (2/3) Paraprofessional (4/5) Paraprofessional (4/5) Paraprofessional (6th grade) Paraprofessional (7/8)

Lisa Gjellum Starr Svaldi Roseann Dashkowitz Julie Smith Carrie Toennis Sandy Hinojosa Amy Namba Amanda Zerr Carol Maugh Tomi Van der Veer Janice Adams Michelle Coffey Laura Williams Micheala Criswell Barb Ham Sarah Fell Cori Smith Kelsey Byers Danielle Kaschub Diana Tomko Michelle Lynch Christine Hares Carrie Herring Marisa Anderson William Cherry Dwight Koch Heather Haberman Debbi Humrich Lori Boyd Andrea Klemme Mary Pezzulo Emily Dooling Kathy Periman-Towslee Judy Eberwein Lexi Hollenbach Nanci Mills Charlie O’Kane Shelley Smith Donna Anderson Jennifer Dean

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Paraprofessional (Library) Special Education Teacher Special Education Teacher Special Education Teacher Reading Specialist School Social Worker GT/RtI Interventionist OT/PT Therapist Speech Therapist Special Education Paraprofessional ESL Tutor Recess/Copy Room/Detention Supervisor Cafeteria Manager Custodian Custodian

Marie Sefcik Rebecca Medina Wendy Moore Alice Allen Ruth McEwen Jami Bamat Tracy Puckett Leslie Kuhl Nancy Melichar-Hodgkins Mary Anne MacDonald Roberto Willy Maya Long Melissa Utecht Curtis Clark Vince Yanker

RIGOROUS ACADEMICS IN KINDERGARTEN THROUGH 8TH GRADE Excel Academy offers a rigorous academic program delivered in both traditional and non-traditional ways. The curriculum is focused on basic academic skills and core content in reading, writing, math, social studies, science and literature. Excel Academy seeks to make all students high achievers by building on the virtues of traditional American education and by incorporating modern technology, research evidence on how students learn best, the wisdom and experience of teachers, and involved parents. The core principle at Excel Academy is that all students can and will reach high academic standards. Mastery of subject matter is our overall goal, regardless of the child’s background, learning style, or pace. Because students learn at different rates and in different ways, teaching strategies are varied according to each student’s needs.

CORE KNOWLEDGE CURRICULUM Excel Academy uses the Core Knowledge curriculum as the base for literature, history and geography (American and world), science, visual arts, and music. Core Knowledge (www.coreknowledge.org) is a research-based program that was developed by Dr. E. D. Hirsch, Jr. and is based on cognitive psychology, as well as a careful examination of several of the world's fairest and most effective school systems. Core Knowledge lays out a complete program that provides students with a broad-based education, free of significant gaps. Students progress as they build © Excel Academy 2017  6

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on knowledge from year to year. In addition, Core Knowledge delivers cultural literacy in a systematic manner while leaving room for creativity. For more detailed information, please read the overview of the Core Knowledge Scope and Sequence available on the Core Knowledge web site.

MATH PROGRAM Saxon Math Excel Academy uses Saxon Math as its primary math program. Saxon Math is unique because the entire program is based on introducing a topic to a student and then allowing them to build upon that concept as they learn new ones. Saxon textbooks, however, divide concepts into easily grasped pieces called increments. A new increment is presented each day and students work only a few problems involving the new material. The remaining homework consists of practice problems involving concepts previously introduced. Thus, every assignment (and every test) is a cumulative review of all material covered up to that point.

Khan Academy Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. The math missions guide learners from Kindergarten to Calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps.

READING PROGRAM The five elements of a good reading program are reinforced through a variety of modes and allow for the direct instruction and practice of skills. Comprehension, Phonological Awareness, Phonics, Fluency, and Vocabulary Development become the focus for instruction through the programs and curriculum that are introduced. Teachers offer consistent opportunities for students to read selfselected texts while the teacher offers guidance and feedback as the student develops advanced reading skills. Literature instruction advances in Middle School and encourages critical thinking whether students are reading Core Knowledge classics or self-selected contemporary novels.

Reading Street Kindergarten through sixth grades use Reading Street which inspires, guides, and prepares. Every lesson is finely tuned to teach the Colorado State Standards. It nurtures a love of reading in students with Reading Street's awardwinning literature. All of the literature in Reading Street is authentic, so students read quality texts that they'll want to access again and again. Reading © Excel Academy 2017  7

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Street helps prioritize instruction to support higher levels of reading and writing. Reading Street achieves the following:  Increases text complexity in reading  Provides accessible rigor  Balances fiction and informational texts  Builds content-area knowledge  Emphasizes close reading  Focuses on informative/explanatory, argumentative/opinion, and narrative writing  Implements performance assessments 

Integrates media and 21st Century Skill

WRITING PROGRAM Lucy Caulkins Units of Study for Teaching Writing Units of Study for Teaching Writing, by Lucy Calkins, is used school-wide in teaching writing.The Writer's Workshop format includes story planning (prewriting), drafting, revision, editing, and publishing. Direct instruction through mini-lessons is an integral part of the process. Mini lessons not only focus on grammar and other conventions but target each of the 6 + 1 Traits of Writing. The goals of Writer’s Workshop are to challenge the students to expand their ideas in the revision process, not simply 'correct' writing, to help students become aware of writing for different audiences, create focus within a topic, and try to see the piece of writing from a distance. Revision strategies are well developed so students may use them comfortably in middle and high school. Students’ skills will still vary and progress at different rates, but students who are familiar with Writer's Workshop will have a regular opportunity to practice independent writing. They will benefit from seeing the power of their words to express thoughts and from the repeated activities of writing for a specific purpose.

Zaner-Bloser Handwriting Program At Excel Academy, the Zaner-Bloser handwriting program is used for our explicit handwriting instruction in first through fifth grade. It is proven that better handwriting skills lead to better literacy skills and that developmentally appropriate handwriting instruction delivered in a consistent, ongoing manner is a proven critical component of overall literacy development. This program guides students through a step-by-step process of letter formation to increase legibility through regular self-evaluation and develop fluency and automaticity. Shape, size, spacing, and slant of letters are the basis of the instructional system.

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K-5 SPECIALS AND MIDDLE SCHOOL ELECTIVES Art, Music, Spanish, Technology, Library and Physical Education will be offered to all Kindergarten through 5th Grade students throughout the year on a five-day rotation. Middle School students will have two blocks of electives as a part of their schedule Monday-Thursday. Sixth grade students will take four required classes (PE, Art, Music, and Information Literacy) during the first block. The Middle School electives that are available include: Sculpting, Drawing, Flag Football/Lacrosse, Net Sports, Soccer/Disc Sports, Concert Band, Choir, Spanish, Future Teachers, Debate, World Cultures, Creative Writing, Journalism, Yearbook, Introduction to Psychology, STEM Challenge, Engineering Process, Rocketry, Coding, Robotics and Study Skills. Middle School students will also participate in Enrichment classes each Friday. These are classes offered around student interests and include field study, investigations, and deeper learning in specific areas. Each Enrichment class lasts for one semester and also culminates in a Share Fair. The classes vary each semester, but the following are some examples of previous classes: Yoga, Fishing, Murals, Drama, Hairstyling, Botany, Rugby and Tech team.

TECHNOLOGY The use of technology as a learning tool is essential to our program. Students are exposed to a variety of technical tools at all ages. There are Smart Boards in every classroom, laptops and Chromebooks in Second through Eighth grade classrooms and iPads centers in the Kindergarten and First grade. Projects are designed to use the technology as a tool for design, research and presentation. Kindergarten through 5th Grade classrooms have a designated technology time once a week when students learn how to use the technology to research and extend their learning of content. Students are also introduced to Cloud Computing, Online Learning, Flipped Classrooms and online safety.

EMPHASIS ON FIELD STUDY At Excel Academy, field studies are a cornerstone of our program. We encourage and support student learning experiences in the most appropriate setting possible and utilize the most appropriate talent and materials available. It is a priority of our program to locate a wide variety of materials within and outside the school. Most labs go on field studies to tie into units of study at least once per session; some labs participate in field studies as often as once a month. In the 4/5 Lab, extended field studies lengthen to at least three nights away at Outdoor Lab and four nights away during the Crow Canyon Archeological Center trip to Mesa Verde. In 6th Grade, the Dana Point trip to California extends to almost a week away. Similar to 6th Grade, the 7th and 8th Grade field studies to © Excel Academy 2017  9

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Washington D.C. and Keystone Science School last for almost a week. All extended studies have a required element of reflection and documentation, which creates wonderful memories that students will always remember! The table below outlines some of the trips that are taken during a student’s time at Excel Academy. K/1 Lab

Butterfly Pavilion, Denver Museum of Nature & Science (DMNS), Denver Zoo, Miller Farms, Pumpkin Patch, Arvada Center plays, Boulder Dinner Theater, Fiske Planetarium, Denver Children’s Museum

2/3 Lab

Denver Zoo, DMNS, Majestic View Nature Center, Denver Aquarium, National Renewable Energy Lab (NREL), Plains Conservation Center, Arvada Center Theater, Butterfly Pavilion, Wings Over the Rockies, Colorado Railroads Museum

4/5 Lab

Extended trip to Outdoor Lab and Crow Canyon Archeological Center in Mesa Verde—alternating each year, Colorado Young Ameritowne, Colorado History Museum, Colorado School of Mines, NREL, Denver Botanic Gardens, Pioneer Museum, Denver Art Museum, DMNS

6th Grade

Optional Extended Field Study (OEFS) to Dana Point, CA, Challenger Learning Center, STEM at Skate City, Fiske Planetarium, Arvada Center, United States Geological Survey, NREL, Denver Mint, State Capital, Denver Museum of Nature and Science IMAX and Planetarium, Colorado Rockies Science Day and Baseball Game, Mizel Museum

7th/8th Grade

Miller Farms, Denver Center for Performing Arts, International Towne, OEFS to Washington DC and Keystone Science School— alternating each year, OEFS to the Dominican Republic, National Oceanic and Atmospheric Administration, Buell Theater, Barr Lake State Park, Anschutz Medical Center, CU-Boulder, DMNS, Shakespeare Festival, Colorado School of Mines, Colorado Mountaineering Association, Mizel Museum, Denver Art Museum, Arvada Food Bank, Science Bowl, Tattered Cover Book Store, Two Ponds Nature Center

Guest speakers and professionals in fields of study also serve as opportunities to extend learning. These experiences allow teachers to bring field experiences to the classroom. Some of these experiences include: author and illustrator visits, professional atheletes, veterans, Arvada Fire Department, geologists, hydro chemists, City Council members, meteorologists, dental hygienists, Denver Zoo, University of Colorado Physics team, actors/actresses, coaches, veterinarians, video game designers, archeologists, and the Arvada Police Department. © Excel Academy 2017  10

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Middle school students participating in Optional Extended Field Studies have the opportunity to run their own Student Businesses to raise money for their trip. In the Entrepeuners Club students become their own boss. This is modeled for 4th and 5th graders at Colorado Young Ameritowne.

DIFFERENTIATION AND INDIVIDUALIZATION We recognize that to be successful in today’s world, students will need to demonstrate skills in many areas. Individualization occurs in our classrooms through differentiated instruction, compacting, enrichment, acceleration, and accommodation for learning diffierences. All students receive exposure and instruction across a wide variety of curricula and students are encouraged in individual interests through enrichment opportunities. Although essential curricular goals can be similar for all students, the methodologies used in a classroom must be varied, or differentiated, in order to meet the needs of all students since they learn at different rates and in different ways. At Excel Academy, differentiated instruction is used in all classrooms to ensure that the needs of all students are met. Differentiating instruction means creating multiple paths so that students of different abilities, interest, or learning needs experience equally appropriate ways to absorb, use, develop, and present concepts as a part of the daily learning process. It allows students to take greater responsibility and ownership for their own learning, and provides opportunities for peer teaching and cooperative learning. A variety of instructional methods are used to meet students’ needs. Outcomes for projects and learning are variable based on the entry points of learners. Entry points for student learning are established through pre-assessment and the goals of the projects for students are differentiated so that learning can be obtained by all. Students help develop the expectations of learning based on their personal goals for learning. We have a strong Special Education team that consults regularly with general education teachers about strategies and accommodations that help all students become successful. They can also provide help with additional testing for students in areas of concern as well as resources for students experiencing difficulties such as slant boards, stability custions, and pencil grips. If the interventions prove to be unsuccessful, further interventions at the classroom level may occur or the team may recommend a referral for Special Education testing. If a student is tested and qualifies for Special Education services, their needs are met by our in-house Special Education team as well as our outside service providers.

MOVEMENT IN THE CLASSROOM The research of using movement in the classroom is significant and it is our belief that movement in the classroom is linked directly with student achievement. Our © Excel Academy 2017  11

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staff has been trained on using movement to increase cognitive processing, attention, motivation and memory. Movement breaks are planned in our daily schedule and include dancing, bean bag games, Brain Gym, circuit training and aerobic/stretching activities. The use of music is also paired with many of these activities to engage students.

PROJECT-BASED/HANDS-ON LEARNING APPROACH Brain research shows that students learn in a variety of ways. Excel Academy founders used this research when designing the hands-on approach to curriculum that is still used today. Students become the problem-solvers and delve into units of study that are both realistic and based on the common body of knowledge expected of American citizens. Our students are given the opportunity to interact with curriculum and to be active learners rather than passive receivers of facts. Teaching through project-based learning provides students with opportunities to show mastery of research skills and content. Students practice the “skills of the trades” and develop presentation skills starting in Kindergarten. This practice allows for students to become “professionals” in interest areas that are driven by the rich content selections that Excel Academy provides. Students also become confident in their skills of presenting materials to groups. Some examples of projects that Excel Academy students will create are: Object of the Future, Day of the Notables biography presentations, Water Bottle Rocket Challenge, magnetism experiments, edible geography maps, salt dough maps, habitat dioramas, Egg Drop Challenge, edible cell models, Science Fair projects, constellation original myths, disease survey and research project, community worker projects, rock collections, and mousetrap cars, body systems large scale models, Original Works art projects Some examples of hands-on learning experiences that students will participate in include: Roman Day, Science Fair, Music Programs throughout the year, Field Day, Renaissance Fair, Pi Day, Spring Musical, Romanopoly, eye and brain dissections, Ellis Island immigration simulation, Plymouth colony simulation, Viking Day, Colonial Day, mummy making, metamorphosis study with butterfly larvae, and Shakespeare plays, Middle Ages Day, Denver Metro Regional Science and Engineering Fair, E-cybermission, Colorado Regional Science Bowl, and Competitive Robotics

GIFTED AND TALENTED FOCUS FOR ALL High learning expectations are the goal for all students at Excel Academy. Founded on the principle that all students have strengths and talents, we believe that gifted and talented teaching strategies are effective with all learners. Excel Academy teachers develop units with performance objectives, pre-tests, differentiated lessons, and in-depth studies. Providing specialized instruction allows teachers to meet the needs of the students through a structured program. © Excel Academy 2017  12

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Accommodations for students focus on strengths rather than deficits and develop around student success. Excel Academy strives to meet the academic, social, creative, and artistic needs of learners by providing opportunities to develop critical thinking, creative problem-solving, and leadership skills. Students who are identified as Gifted and Talented using the Jefferson County definition are placed on Advanced Learning Plans (ALP). This provides the opportunity for students to learn about their strengths in a formalized process. All students are given this type of education at Excel Academy; however the formalized ALP is implemented to ensure that after students leave Excel Academy, their academic needs are met. We use the “talent pool” approach to identify Gifted and Talented students, which focuses on observable actions and accomplishments in addition to IQ and CoGAT scores. This allows us to meet the needs of our gifted learners without official identification.

ASSESSMENT DRIVEN INSTRUCTION At Excel Academy, assessments are a curriculum-based measurement and are continual and meaningful. Assessment is the cornerstone to good instruction. Excel Academy participates in all state-mandated CMAS testing as well as the Jefferson County School District’s assessments that are relevant to the practices at Excel Academy. The current literacy assessments that are used at Excel Academy include: NWEA MAP (Measures of Academic Progress), DIBELS (a reading fluency tool), and running records. The above assessments, as well as informal assessments, allow teachers to get a more global idea of each student’s range of skill development in literacy. We also use many formal and informal assessments in all other subject areas. Some examples of these assessments include: selfevaluations, speeches, presentations, projects, and written tests. Pre-testing is also used to assess and allow teachers to differentiate instruction. Focusing on students’ prior knowledge and reteaching content only when students have not reached competency, allows for teachers to focus on growth and develop interests beyond the basic grade level expectations.

ENRICHMENT Enrichment is used to enhance and strengthen learning for students who have reached educational goals. Using the Schoolwide Enrichment Model, students are taught higher-level thinking skills and presentation design. Students are given opportunities to develop passions and interests. Focusing on the passions and interests of students provides an engaging atmosphere and allows for the development of strengths and solving real world problems. Students can become experts in areas they find meaningful. There are two different models of enrichment at Excel Academy. The first enrichment model allows students to stay with a theme, subject or skill and develop depth in content. Activities “round out” the basic curriculum subjects with a wider context, relates learning to new areas and/or provides pupils with © Excel Academy 2017  13

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experiences outside the “regular” curriculum. This type of enrichment is used as students need challenge or to augment the learning for groups of students. The second type of enrichment is used in our Middle School. Every Friday, our middle school staff and specialists teach an enrichment class that is determined through student surveys. These classes are designed to allow the students to develop new knowledge in areas of passion or explore new content.

MASTERY LEARNING At Excel Academy, all students are allowed to develop along the learning continuum in the various subjects. Although mastery is expected for all our students, the learning continuum is different for the diverse needs of the learner. In the beginning stages of learning, a student (of any age) needs a great deal of support. However, as that student moves along the continuum, he/she becomes increasingly independent until able to perform autonomously. At the Mastery Level, a student has reached the expected standard with 90%+ independence. When students, teachers, and parents use “mastery” expectations, the learning continuum is seen as a process that eventually leads to an attainable outcome. Students are afforded many routes to attain mastery of the standards. Successive units build upon previous units and include opportunities to continue to develop along the learning continuum. The Unit Performance Objectives allow a student to perform on his current level while the support tasks continue to increase knowledge and skills to support ever-higher achievement. Students are taught to take responsibility for their learning and be resourceful in their studies. Fall and Spring conferences are formal opportunities for parents, students, and teachers to communicate expectations, suggest projects, and establish goals for individual growth and achievement. The student becomes central to learning as learning styles are integrated into the curriculum and students are given the opportunity to demonstrate their learning through a variety of activities. Teachers connect experiences to learners and starting in Kindergarten, students are taught to advocate for themselves. We have found that rich activities with high standards and mastery expectations restore the excitement and enthusiasm for being a life-long learner. Session Reports document a student’s progress toward this goal. Session Reports are given out twice a year, once at the end of Session II and again at the end of the year.

Grading Scale A

90%

B

80%

Student is able to accomplish the task autonomously. Student has “mastered” the content. Student is able to accomplish the task with support. The student is working toward mastery, but needs some support.

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C

D

F

70%

60%

59%-lower

Student needs individualized support and guidance. The concept is relatively new and/or difficult for the student. More practice and skills development are needed to move toward mastery. Student has just been introduced to the concept. The concept is brand new and/or very difficult for the student. Much more practice is needed in order to move toward mastery. Student did not attempt to complete the task or did not complete the task sufficiently.

HOMEWORK Homework is a fundamental part of the Excel Academy program. Homework, as a vehicle for meaningful, extended learning, fosters good study habits and is vital for optimal development. It prepares students for high school and college and for entry into the working world upon graduation. It also helps develop a strong work ethic and personal organizational skills. Homework’s immediate educational purpose is: 

to reinforce skills and concepts learned in class;



to develop study skills and habits;



to practice skills and knowledge in ways that are not readily accomplished in the classroom;



to inform parents of what is being taught in the classroom.

We also hope that each child reads, or is read to, on a consistent basis, preferably every day. As cited in A Nation at Risk, “the single most important factor for determining whether children will go to college is being read to as a child.” Going to college is not necessarily a goal for everyone, but becoming a life-long learner should be if one hopes to remain competitive throughout one’s lifetime. We believe that becoming a competent reader is critical to being a good student and the first step to being able to explore the world. When parents read to their children, it encourages the child’s growth and strengthens family ties. If parents make sure their child is reading at home, they are directly contributing to their education. By reading in front of their children, parents also model good habits and reinforce expectations. The expected homework time allotment for each grade is as follows: Kindergarten

10 minutes plus reading time

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Grade 1

10-20 minutes plus reading time

Grade 2

20 minutes plus reading time

Grade 3

30 minutes plus reading time

Grade 4

40 minutes plus reading time

Grade 5

50 minutes plus reading time

Grade 6

60 minutes plus reading time

Grade 7

70-80 minutes plus reading time

Grade 8

70-80 minutes plus reading time

The designated times serve as guidelines and may vary depending on the work assigned on a given day, the schedule, the student’s organizational skills and study habits, and the nature of the assignments. The teacher determines homework assignments. Students are expected to learn how to use their time effectively to complete the required work at each grade level. Parents are expected to support their children in this endeavor.

CLASSROOM ENVIRONMENT Excel Academy’s classrooms are set up to meet both student and teacher needs and provide for optimal learning. Classrooms in both the Primary and Intermediate Labs have tables while the Upper and Middle School Labs have desks. The styles of the community of learners is diverse, therefore individual classroom settings are also diverse. Students may also have individual needs met by the use of assistive devices such as cushions, headphones to block noise, study desks, or foot rests. Classroom structure allows for students to work in a variety of ways which may include sitting on the floor, standing, working alone, or in small groups around a table. Optimal learning is the goal of the classroom setting.

SCHOOL HOURS The class day runs from 8:20 a.m. to 3:20 p.m. each school day unless it is a half-day schedule, in which case school is dismissed at 11:30 a.m. There is a 20minute lunch period and 20-minute recess period during each full day.

DISCIPLINE PHILOSOPHY AND PROCEDURES The purpose of discipline is inherent in the word itself. Discipline derives from disciple, meaning “learner” or “student”. It is not the intention of the school discipline plan to simply punish a student for wrongdoing, but to instruct, train, and educate that student so that he or she will make a better choice at the next opportunity. © Excel Academy 2017  16

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Excel Academy students are expected to act appropriately at all times in the classroom and lunchroom, in the hallways and bathrooms, during recess, on field studies, and at any school function. Students are expected to act appropriately with and follow directions from all staff members of the school, parents who are responsible for students during school hours and on field studies, and guest teachers. Students should be well-behaved and respect themselves, others, and property. Inappropriate behavior is behavior that interferes with the teaching and learning process. It is Excel Academy’s philosophy that teachers have the right to teach and students have the right to learn. No student will be allowed to disrupt the education of other students. It is also Excel Academy’s belief that discipline is an opportunity for students to learn skills and behaviors necessary for social interaction and to develop character and responsibility. It should be noted that as a Jefferson County school, we follow the Jefferson County Public Schools Student Conduct Code. The Jefferson County Public Schools Student Conduct Code is available to parents on the Jefferson County School District website or on the Excel Academy website. The Conduct Code details state law concerning student conduct. Since the classroom teacher is the one who works closest with the students, he or she carries the bulk of the discipline responsibility. It is important that the teacher works closely with the parents in these matters and communications are open and honest. A teacher may feel the need to invite an administrator into a discipline issue. However, serious discipline incidents (e.g. fighting, bullying, and threats) require an administrator to be part of the process. Appropriate behavior should follow our Four School Rules.

Four School Rules 1. Keep all communications honoring to one another and oneself. 2. Keep your hands and feet to yourselves. 3. Respect and obey all supervising adults. 4. Be a good caretaker of all things.

Core Beliefs Which Guide Enforcement of School Rules and Expectations Each student is a unique individual with their own personal, social, and educational needs. As a result, every disciplinary situation becomes unique in nature. Consequences for misbehavior provide the best learning value when matched to each student in each situation. The odds for children learning from their mistakes increase dramatically when they see a reasonable connection between their behavior and the resulting consequences. The Excel Academy staff dedicates itself to following a set of core beliefs which provides a guide for dealing with student discipline. These core beliefs guide © Excel Academy 2017  17

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our attempts to individualize disciplinary procedures and to help students see reasonable connections between their behavior and the resulting consequences.

Our Core Beliefs 1. We believe that the adult’s emphasis should be placed on guiding students to solve the problems they create and to shape and adopt new behaviors, instead of punishing students for misdeeds. 2. We believe that every attempt should be made to maintain the dignity of both students and adults, not only during a disciplinary action, but at all times. 3. We believe that misbehavior should be handled with natural or logical consequences, so that students have the opportunity to see a reasonable connection between their actions and the consequences that follow. 4. We believe that students and adults should show respect for each other through words and actions.

Discipline Procedures 1. LEVEL 1: Classroom intervention: When appropriate, a supervising adult uses strategies such as redirection, recovery, and verbal discussion to interrupt disruptive or unacceptable behavior. 2. LEVEL 2: Move to level two after repeated minor to moderate impulsive misbehavior and after receiving three level one disciplinary action forms. (A planned or deliberate action based on a clear decision on the part of the student). 3. LEVEL 3: Severe impulsive and intentional misbehaviors that are not severe enough to be considered criminal; or chronic minor to moderate misbehavior that is not successfully modified by a Behavior Plan 4. Suspension: The Executive Director and Assistant Director have the authority and option to suspend a student from school. Suspensions may occur based on grounds outlined in the Jefferson County Public Schools Student Conduct Code or at the Directors’ discretion. 5. Expulsion: Expulsion may occur based on grounds outlined in the Jefferson County Public Schools Student Conduct Code.

Environment It is the policy of Excel Academy to maintain an environment for its students which is free from alcohol, drugs, and any form of harassment. Any student caught partaking in these activities will face administrative action, and perhaps district or legal involvement, ranging from suspension or expulsion to legal/criminal charges against the student. In these cases, the school resource officer or other officers of the jurisdiction may question students, and parental notification will take place consistent with the Jefferson County School District guidelines. Students and parents are encouraged to carefully read the Jefferson County Public Schools Student Conduct Code. This is available to parents on the Jefferson County School District website or on the Excel Academy website. The © Excel Academy 2017  18

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administration of Excel Academy is bound to follow these procedures and directives. Complaints of any kind of harassment will be handled without delay in a manner that considers the interests of both the complainant and respondant. Reporting: Any student witnessing or suffering harassment shall immediately report the matter to his or her teacher. If a student feels like the complaint was not resolved, he or she may then report the matter to an administrator. The teacher or administrator receiving the complaint will initiate the investigation process. Retaliation is prohibited for reports of harassment made in good faith.

EXTRACURRICULAR (BONUS) LEARNING There are a number of activities that take place at Excel Academy before and after school. Students have an opportunity to join Art Club, Spanish Club, Let’s Play Music, American Sign Language, Coding with Kids, Poms and Cheer, Chess Club, Breakdance, Strategic Legos, Show Choir, Talk to the Camera, Power Brain, Debate Club, Student Council, Middle School French, Mad Science and Hula Hoops. Girl Scout troops and a Boy Scout pack also have been started. Beginning in 6th grade, students have volleyball, soccer, and basketball available to them. These opportunities provide students with enriching experiences outside of the school day that only enhance what they learn during school hours. We also give families the option of having before- and after-school care. This service is provided for an extra fee through Kids’ Adventures and is located at Excel Academy.

PARENTAL INVOLVEMENT A basic tenet of Excel Academy’s philosophy is parental involvement in the school. Everyone has something to offer that will benefit their child’s education and a school is stronger when everyone contributes. Parent involvement sends a clear message to the children about the importance of their education. Parents are involved at Excel Academy in several areas including service on the Board of Directors. It is the Board’s responsibility to ensure that the mission and programs of Excel Academy are implemented. The Board also develops policies that serve as the framework around which the school’s mission is implemented. Parents can serve on all standing committees related to the Board of Directors. Part of the purpose of these groups is to research topics/issues and make recommendations to the Board. Parents are also involved through their agreement to volunteer 80 hours per school year (per two-parent family) to the operation of the school. These volunteer hours may be spent assisting the teacher in the classroom, serving as a guest speaker for a particular unit, working on a school committee, assisting with lunch and recess, helping in the office, working on the facility, or any number of other projects that directly benefit the school operation. Parent © Excel Academy 2017  19

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involvement in this manner assists Excel Academy in keeping costs down and therefore allows a lower student/teacher ratio.

PARENT TEACHER ORGANIZATION (PTO) The Excel Academy Parent Teacher Organization (PTO) serves a critical function and role within the school. Teachers are encouraged to participate at any level within the PTO. The PTO is a parent support organization that works as a communication liaison between volunteers, the school staff and the School Board of Directors. The PTO is governed according to its by-laws which have been approved by the Excel Academy School Board of Directors. Meetings are open to the entire school community. Please see the PTO website for a list of meeting dates. The PTO provides support to enhance student learning experiences, assists with the organization and implementation of school programs, projects and events, and works in partnership with the Executive Director and the School Board of Directors.

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