Capitol Collegiate Academy
APPENDIX I Founding Board Member Expectations and Agendas
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- All Founding Board members will be expected to
- Capitol Collegiate Academy Charter School Founding Board Job Description and Responsibilities
- Develop the school’s mission, vision, strategy, and direction, while constructing an outstanding charter application.
- Design the business, facilities, and operations plan, preparing the school for sound financial health.
- Cultivate community support and galvanize a network of strategic partnerships.
- Submit the application and Recruit additional members for the school’s Board of Directors.
- Capitol Collegiate Academy Charter School Founding Board Performance Expectations
- Utilize
- Contribute
- Volunteer
- APPENDIX J Family Outreach Flyers and Marketing Documents
- APPENDIX K Student Application C APITOL COLLEGIATE ACADEMY Application Form 2011-2012 School Year
- Seats are limited. Apply Immediately. The application deadline is 5 PM on 4/14/2011.
- CAPITOL COLLEGIATE ACADEMY Aplicación Año Escolar 2011-2012 Estamos aceptando aplicaciones para estudiantes de kinder.
- Los espacios son limitados. Por favor solicite inmediatamente. El último día para entregar las aplicaciones es el 4/14/2011 a las 5 en la tarde.
- APPENDIX L Budget, Cash Flow, and Financial Projections Please see attachment: Budget, Cash Flow, and Financial Projections
- APPENDIX N Scope and Sequence Based on California State Standards Capitol Collegiate Academy Scope and Sequence: English Language Arts Kindergarten
APPENDIX I Founding Board Member Expectations and Agendas Capitol Collegiate Academy Founding Board Job Description Capitol Collegiate Academy (“Capitol Collegiate”) Founding Board will assist in building a charter school which will enable children grades K to 8 to achieve to the highest academic standards. This education will prepare them to succeed in high school and college and enable them to become leaders in their communities. The Founding Board will share a commitment to Capitol Collegiate’s core values and mission; will consist of 7-11 members; and will volunteer their skills, knowledge, and time to ensure completion of a winning charter application and the ultimate success of Capitol Collegiate in fulfilling its mission. Founding Board members typically transition to Governing Board members post charter approval. Tasks will include:
All Founding Board members will be expected to:
Qualifications
Capitol Collegiate Academy Charter School Founding Board Job Description and Responsibilities The Founding Board of Capitol Collegiate Academy (“Capitol Collegiate”) will assist in the development of an excellent charter school that will cultivate responsible scholars from the fifth through the eighth grades. Students will graduate Capitol Collegiate Academy with the essential knowledge, skills, and character to lead in the high schools and colleges of their choice and actively participate as leaders in the Sacramento community. Overview and Purpose: Founding Board Members must share an alignment and commitment to the mission and vision of an academically rigorous, highly disciplined, no excuses public charter school serving the students of Sacramento. Board members must be dedicated, unyielding, and entrepreneurial individuals willing to volunteer their expertise, connections, and time to the building of this school. The Founding Board will consist of 5-11 members who will serve one term that will begin as early as October 2009 and last until January 2010, when the full charter application will be submitted to the Sacramento Authorizer. It is our expectation that upon chartering, the majority if not all of founding board members will transition to the governing Board of Directors for staggered terms of two years. Job Responsibilities: Members will come from a variety of different personal and professional backgrounds. As a collective group, bringing their individual areas of expertise, the Board will:
With the Lead Founder and other advisors, the Founding Board must successfully articulate the need for this school in Sacramento and assist in collecting the resources necessary in support of both the school and the charter application.
In order to become an excellent, high-performing school, the financial and operational structure must be secure to maintain a viable organization, in both the short and long term.
Founding Board Members are expected to work with the Lead Founder, educational advisors, and volunteers to help build meaningful relationships with individuals, parents, businesses, and organizations in Sacramento and leverage resources for the benefit of the school.
Founding Board Members, headed by the Lead Founder, will be the formal body that submits the application and continues to recruit members for the Board of Directors once the charter is granted. Directors will formally hold the charter and be responsible for governing and sustaining the school. Founding Board Members will be the first candidates for this Board of Directors. Capitol Collegiate Academy Charter School Founding Board Performance Expectations By accepting a position as a Founding Board member of Capitol Collegiate Academy, I acknowledge that I have read and agree with the Performance Expectations listed below. I pledge to make every effort to meet or exceed these expectations. All Founding Board Members will be expected to:
Signed: ______________________________________________________ Date: ________________________________________________________ APPENDIX J Family Outreach Flyers and Marketing Documents 
APPENDIX K Student Application C APITOL COLLEGIATE ACADEMY Application Form 2011-2012 School Year Accepting application for kindergarten students for the 2011-2012 school year. Located in South Sacramento, Capitol Collegiate Academy is open to all students in California. Any student who meets the following two criteria may apply: 1. The student is a resident of California. (Note: Preference will be given to students residing in the Sacramento City Unified School District boundaries and to siblings of current students.) 2. Prior to December 2nd 2011, student is at least five years old. Seats are limited. Apply Immediately. The application deadline is 5 PM on 4/14/2011. Student Name:____________________________________________________________ Male or Female:________ Age:_________ Date of Birth:______________ Current School:_________________________ City of School:______________ Mother/Guardian Name:________________________________ □Lives w child (please check) Work Number:____________________ Cell Number:________________________ Father/Guardian Name:________________________________ □Lives w child (please check) Work Number:________________________ Cell Number:_____________________ Home Number:______________________ Email:____________________________ Home Address:____________________________________________________________ Street number and name City State Zip Code Please indicate whether the applicant’s sibling is applying to Capitol Collegiate Academy for the fall of 2011. Please note that each child needs to submit a separate application. Name:_______________________________ Age:____________ CAPITOL COLLEGIATE ACADEMY Aplicación Año Escolar 2011-2012 Estamos aceptando aplicaciones para estudiantes de kinder. Localizada en el barrio de South Sacramento La Academia Capitol Collegiate está disponible para los estudiantes de California. Cualquier familia que cumple con los siguientes requisitos puede solicitar admisión: 1. El/la estudiante deber ser residente de California. (Nota: Se dará preferencia a los hermanos de los que ya son estudiantes de la Academia equitas y los estudiantes que viven en el distrito escolar de Sacramento.) 2. El estudiante deber de tener cinco años, antes de el segundo de diciembre, 2011. Los espacios son limitados. Por favor solicite inmediatamente. El último día para entregar las aplicaciones es el 4/14/2011 a las 5 en la tarde. Nombre de Estudiante________________________________________________ Niño or Niña:________ Edad:_________ Fecha de Nacimento:____________ Escuela Actual:__________________ Cuidad de la Escuela:_________________ Nombre de Madre/Encargado:___________________________ □Vive con el niño/a (por favor marque) Número del Trabajo:______________ Número de Celular:___________________ Nombre de Padre//Encargado:_______________________ □Vive con el niño/a (por favor marque) Número del Trabajo:_____________ Número de Celular:___________________ Número de la Casa:_________________ Email:_________________________ Dirección de la casa_________________________________________________ Calle y número Cuidad Estado Código Postal Por favor indique si el hermano/a del solicitante está solicitando entrada a Capitol Collegiate para el otoño 2011. Por favor llene una solicitud para cada estudiante. Nombre:_____________________________ Edad:________________ APPENDIX L Budget, Cash Flow, and Financial Projections Please see attachment: Budget, Cash Flow, and Financial Projections APPENDIX M Letters of Support 
January 12, 2010 To the Members of the Sacramento City Unified School District: As the Director of Alumni Affairs at Teach For America-Bay Area, I am pleased to extend my support for Capitol Collegiate, a proposed charter school in Sacramento. Penny Schwinn, Capitol Collegiate’s founder, is an alumna of Teach For America. Propelled by the belief that the problem of educational inequity demands continually innovative solutions that directly serve students, Teach For America partnered with Building Excellent Schools to support alumni interested in founding schools that are these solutions. Last September, after completing both her commitment to Teach For America in Baltimore, studies at USC and a position at another Sacramento school, Ms. Schwinn applied and was accepted into Building Excellent Schools, a highly competitive, national Fellowship program that supports the development of high performing urban charter schools. Penny was one of four Fellows accepted for this prestigious program from hundreds of applicants. Ms. Schwinn’s blend of both instructional expertise and management theory and practice sets her apart as a school founder and leader, and we are confident that her classroom experience, graduate education, Building Excellent Schools’ Fellowship programm and Teach For America’s ongoing support will ensure that Capitol Collegiate achieves its vision for students in Sacramento. One way Teach For America will help Capitol Collegiate execute its responsibilities is by providing Ms. Schwinn with the opportunity to recruit highly qualified teachers with mission, vision, and core value alignment from a nationwide pool of several thousand alumni who have chosen to stay in the classroom beyond their two-year commitments to Teach For America. She will have access to a number of different outlets for marketing her positions including an active alumni job board and monthly teaching newsletters that highlight featured opportunities regionally and nationally. Furthermore, Teach For America offers its alumni school leaders a robust teaching resume collection comprised of hundreds of resumes rated “good” or “excellent” and submitted by fellow alumni pursuing teaching positions in the Bay Area. On behalf of Teach For America, it is my pleasure to highly recommend Capitol Collegiate and its founder, Penny Schwinn, for approval by the Sacramento City Unified School District. If I can provide any additional information on her qualifications or Teach For America’s partnership with Building Excellent Schools, please do not hesitate to contact me. I can be reached at 415-320-3117 or leslie.garner@teachforamerica.org. Sincerely,
Leslie Garner Director of Alumni Affairs
January 21, 2010 Dear Sacramento City Unified School District Board of Education Members:
Associate Dean for Academic Affairs and Professor of Law UC Davis School of Law vdamar@ucdavis.edu (925) 858-8855 (cell) APPENDIX N Scope and Sequence Based on California State Standards Capitol Collegiate Academy Scope and Sequence: English Language Arts Kindergarten English Language Arts includes the communication skills of speaking, listening, reading and writing. Kindergarten curriculum will include word analysis (concepts about prints, phonemic awareness, and decoding and word recognition), develop fluency, vocabulary and concept development. In reading comprehension, students will identify basic facts and ideas of what they have read and heard. Students will locate the structural features of informational materials (title, table of contents, author, and illustrator), comprehension and analysis of grade level text. For literary response and analysis, students will identify the narrative genre, identify key features (character, setting, and important event). In writing, students will write legible sentences using organization and focus. In addition, students will: use letters and phonetically spelled words to write about experiences and stores write consonant-vowel-consonant words write from left to right and top bottom use upper and lower case letter and proper spacing write and speak with a command of standard English conventions use complete sentences when speaking spell using the sounds of the alphabet and knowledge of letter names listen and respond to oral communication respond to one and two step oral direction and share information and ideas in coherent sentences deliver oral presentations describing people, places, and things, recite short poems, rhymes, and songs and relate an experience in logical sequences orally
English Language Arts includes the communication skills of speaking, listening, reading and writing. Building on the Kindergarten curriculum, first graders will include word analysis (concepts about prints, phonemic awareness, and decoding and word recognition); develop fluency, vocabulary and concept development. In reading comprehension, students will read grade level appropriate materials and use a variety of comprehension strategies like use of essential questions, predicting, and comparing information. Students will locate the structural features of informational materials. For literary response and analysis, students will identify the narrative genre, identify key features (elements of plot, setting, beginning, middle, engage in book talks). In addition, students will: write sentences and paragraphs with a central theme and focus write brief narrative and expository descriptions write and speak in complete and coherent sentences use grammar, punctuation, capitalization, and correct spelling of three and four letter short vowel works and grade level sight word correctly listen and respond to oral communication deliver brief recitations and oral presentations recite poems, rhymes, songs and stories Second Grade Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. Students will: read aloud fluently and accurately and with appropriate intonation and expression understand and explain common antonyms and synonyms use knowledge of individual words in unknown compound words to predict their meaning know the meaning of simple prefixes and suffixes (e.g., over-, un-, -ing, -ly) read and understand grade-level-appropriate material They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). use titles, tables of contents, and chapter headings to locate information in expository text state the purpose in reading (i.e., tell what information is sought) use knowledge of the author's purpose( s) to comprehend informational text ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how) restate facts and details in the text to clarify and organize ideas read and respond to a wide variety of significant works of children's literature distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). compare and contrast plots, settings, and characters presented by different authors compare and contrast different versions of the same stories that reflect different cultures write clear and coherent sentences and paragraphs that develop a central idea use the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions) group related ideas and maintain a consistent focus create readable documents with legible handwriting understand reference materials (e.g., dictionary, thesaurus, atlas) revise original drafts to improve sequence and provide more descriptive detail write compositions that describe and explain familiar objects, events, and experiences student writing demonstrates a command of standard American English write brief narratives based on their experiences write a friendly letter complete with the date, salutation, body, closing, and signature write and speak with a command of standard English conventions appropriate to this grade level identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking use correct punctuation, commas and quotation marks and capitalization spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why) and basic short- vowel, long-vowel, controlled, and consonant-blend patterns correctly listen critically and respond appropriately to oral communication determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment) organize presentations to maintain a clear focus speak clearly and at an appropriate pace for the type of communication retell stories, including characters, setting, and plot deliver brief recitations and oral presentations recount experiences or present stories report on a topic with facts and details, drawing from several sources of information Third Grade Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. Students will: use complex word families when reading (e.g., -ight) to decode unfamiliar words decode regular multi-syllabic words read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words use word context to find the meaning of unknown words use a dictionary to learn the meaning and other features of unknown words use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes students read and understand grade-level-appropriate material use structural Features of Informational Materials ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text recall major points in the text and make and modify predictions about forthcoming information distinguish the main idea and supporting details in expository text follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game) distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting, characters) distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction) comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world write clear and coherent sentences and paragraphs that develop a central idea use stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions) write a paragraph with a topic sentence, supporting fact and details write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence use reference materials revise drafts to improve the coherence and logical progression of ideas by using an established rubric write compositions that describe and explain familiar objects, events, and experiences write narratives with plot write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences write personal and formal letters, thank-you notes, and invitations (with date, proper salutation, body, closing, and signature) understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking identify and use past, present, and future verb tenses properly in writing and speaking identify and use subjects and verbs correctly in speaking and writing simple sentences use correct punctuation and capitalization spell correctly one-syllable words that have blends, contractions, compounds, orthographic retell, paraphrase, and explain what has been said by a speaker organize ideas chronologically or around major points of information provide a beginning, a middle, and an end, including concrete details that develop a central idea use clear and specific vocabulary to communicate ideas and establish the tone deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement make brief narrative presentations: plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone make descriptive presentations
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Students will: read narrative and expository text aloud with grade-appropriate apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases use knowledge of root words to determine the meaning of unknown words within a passage use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment) make and confirm predictions about text evaluate new information and hypotheses by testing them against known information and ideas compare and contrast information on the same topic after reading several passages or articles distinguish between cause and effect and between fact and opinion in expository text describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales identify the main events of the plot, their causes, and the influence of each event on future actions define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works select a focus in writing, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements write multiple-paragraph compositions with an introductory paragraph, a central idea with a topic sentence, supporting paragraphs with simple facts, details, and explanations, concluding a paragraph write fluidly and legibly in cursive or joined italic use research and technology edit and revise selected drafts write narratives with sensory details write responses to literature: write information reports write summaries write simple and compound sentences in writing and speaking identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking use correct punctuation and capitalization and spelling summarize major ideas and supporting evidence presented in spoken messages and formal presentations present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and evidence deliver brief recitations and oral presentations deliver narrative presentations deliver informational presentations recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues
Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Students will: read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression use word origins to determine the meaning of unknown words understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose identify the main problem or conflict of the plot and explain how it is resolved create multiple-paragraph expository compositions write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre write narratives write responses to literature, research reports about important ideas, issues, or events, persuasive letters or compositions write and speak with a command of standard English conventions appropriate to this grade level Use proper grammar, punctuation capitalization and spelling deliver narrative presentations deliver informative presentations about an important idea, issue, or event deliver oral responses to literature Sixth Grade Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Students will: read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression use word origins to determine the meaning of unknown words understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas distinguish facts, supported inferences, and opinions in text identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose conduct narrative analysis of grade-level-appropriate and literary criticism create multiple-paragraph narrative composition, multiple paragraph expository compositions use research and technology in writing edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre responses to literature, research reports about important ideas, issues, or events, and persuasive letters or compositions write and speak with a command of standard English conventions appropriate to this grade level by using proper grammar, punctuation, capitalization, and spelling deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience and evaluate the content of oral communication select a focus, organizational structure, and point of view for an oral presentation identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities); identify logical fallacies used in oral presentations and media messages deliver narrative presentations, informative presentations about an important idea, issue, or event by the following means and oral responses to literature Yüklə 2,14 Mb. Dostları ilə paylaş:
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